Annual Conference Program - CCSSO National and State ...

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Learning Forward 2014 Annual Conference

Register by Oct. 15 for 3-day or 5-day conference attendance.

DEC. 6-10, 2014 NASHVILLE GAYLORD OPRYLAND RESORT & CONVENTION CENTER

Connect. Engage. Learn.

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Conference Program

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elcome. Learning Forward’s 2014 Annual Conference is the premier opportunity for educators who want to ensure that professional learning drives improved results for teachers and students. Join us and get recharged, refocused, and ready to implement positive change in your school, district, or organization.

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Connect. Engage. Learn. In Nashville. On behalf of the Learning Forward Board of Trustees and staff, we invite you to connect with us in Nashville for THE Learning Conference. This year’s conference experience will offer a fantastic program that will make an impact on educators and students every day. Our sincere thanks go to the Nashville Host Committee and the Conference Program Planning Committee for challenging each of us to expand our vision and consider new strategies for advancing our impact and our learning.

Learning Forward Board President

Julie Blaine

Once we return to our own professional settings, we can work within our spheres of influence to educate others who affect educational practice and student learning. As we share the examples, skills, knowledge, and insights we gained, we become advocates for all that effective professional learning can accomplish. We have every confidence that Learning Forward’s 2014 Annual Conference will empower you to be a part of an effort to improve the lives of students and educators as we connect, engage, and transform our schools into powerful places where all educators and students learn.

Learning Forward Executive Director

Stephanie Hirsh

Please connect with us in Nashville.

JULIE BLAINE LEARNING FORWARD PRESIDENT

STEPHANIE HIRSH LEARNING FORWARD EXECUTIVE DIRECTOR

President Julie Blaine Central Regional Professional Development Center Warrensburg, MO

2014

Learning Forward Board of Trustees

John Eyolfson Cherry Creek School District Centennial, CO

Clara Howitt Greater Essex County District School Board Windsor, ON, Canada

Janet Samuels Norristown School District Norristown, PA

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Past President Jeff Ronneberg Spring Lake Park Schools Minneapolis, MN

President-elect Deborah Renee Jackson Fairfax County Public Schools Falls Church, VA

Myra Whitney Retired Memphis City Schools Memphis, TN

Olivia Zepeda Gadsden Elementary School District #32 San Luis, AZ

2014 Host Committee Sharon Roberts Chairperson

What Makes Learning Forward’s Annual Conference THE Learning Conference? Learning Forward conference participants become a community of learners as they experience cutting-edge keynotes and general sessions, participate in interactive learning sessions, and form lasting professional relationships. Learning Forward’s Annual Conference is the best investment you can make to promote professional learning that advances educator and student performance. Attendees rank this conference as the top priority in their annual travel requests because of Learning Forward’s high standards for relevant and informative sessions.

The Program

• Develop new knowledge and hone existing skills. • Engage in meaningful conversations with thought leaders and colleagues. • Acquire tools and strategies to apply to your work with teachers and students. • Attend preconference sessions to delve more deeply into priority areas. • Learn about colleagues’ accomplishments, challenges, and lessons learned. • Attend Networking Meet Ups, FastForward sessions, and other unique opportunities that match your individual learning style.

The Experience

• Family-style sit-down meals encourage conversation and promote relationship building. • Reserved space in ticketed sessions means your presenter is expecting you and has materials ready. • Small discussion groups allow reflection on new learning and its application. • More than 60 exhibitors offer valuable products and resources specific to professional learning. • Share your conference experience via social media with our Twitter and Instagram hashtag, #learnfwd14.

Access New Ideas Gain New Knowledge Learn from Thought Leaders Identify Resources Make Connections

Deborah Boyd Program Development Terence Cain Volunteer Coordinating

Lipscomb University Nashville, TN

Shelby County Memphis, TN

Patricia Donahue Publicity

Clarksville Montgomery County School System Clarksville, TN

Paul Fleming Program Development

Tennessee Department of Education Nashville, TN

Terrance Gibson Volunteer Coordinating Jaime Greene Program Development Margie Johnson Volunteer Coordinating

Tennessee Education Association Nashville, TN Hamblen County Schools Morristown, TN Metropolitan Nashville Public Schools Nashville, TN

Susan Jones Program Development

Clarksville-Montgomery County School System Clarksville, TN

Laura Link Publicity

Jackson-Madison County School System, Jackson, TN

Melissa McConnell Volunteer Coordinating Candice McQueen Publicity Wayne Miller Publicity

Collierville Schools Collierville, TN

Lipscomb University Nashville, TN

Tennessee Organization of School Superintendents Nashville, TN

Robbie Mitchell Volunteer Coordinating

Greeneville City Schools Greeneville, TN

Barry Olhausen Volunteer Coordinating

Tennessee Organization of School Superintendents Nashville, TN

John Scott Program Development Millicent Smith Publicity

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State Collaborative on Reforming Education Nashville, TN

Susan Thompson Volunteer Coordinating

Tipton-Rosemark Academy Millington, TN Knox County Schools Knoxville, TN

Metropolitan Nashville Public Schools Nashville, TN

Sunday

Monday

DECEMBER 7

DECEMBER 8

Three speakers in a TED-talk style format

Keynote Speakers for Monday: 12:15 pm - 1:30 pm

4 pm - 6 pm

Exhibit Hall Opens

• Barrington Antonio Irving, Jr. • Pearl Arredondo • Michael Ungar

Visit vendors and gain familiarity with the latest resources, products, and tools available and their best uses. iPD SHOWCASE & LEARNING HANGOUT SESSIONS

7:45 am – 9 am

Continental Breakfast

4:30 pm - 5:30 pm

in the Exhibit Hall

NETWORKING MEETUPS Informal meet ups with job-alike attendees or around topics of importance.

8 am - 9 am and 4 pm - 5 pm

FastForward Experience lightning-fast learning in PechaKucha-style presentations with 15-20 slides in 7 minutes.

4 pm - 5 pm

LEARNING HANGOUT 8 am - 9 am

Learning Forward Experience

iPD SHOWCASE

for First-time 5:30 pm Attendees

6:15 pm

8 am-9 am and 4:30 pm-6 pm

KEYNOTE

Q&A

and Panel Discussion

Thought Leader Lectures

Examine the latest research and findings with leaders and visionaries in the field of professional learning.

TL01 Kristen Weatherby

TL02 Michael Casserly

TL03 MaryEllen Elia

TL04 Michael Fullan & Andy Hargreaves

1:45 pm–2:45 pm

featuring LITTLE RIVER BAND

MEMBER

FOUNDATION CONCERT Enjoy the sounds of Little River Band at this Learning Forward Foundation event.

RECEPTION 6 pm–7 pm

8 pm - 10 pm 6

$20 in advance $25 at the door

Tuesday

Wednesday

DECEMBER 9

DECEMBER 10

12:15 - 1:30 pm

11 am–12 pm

Keynote Speaker John Hattie

Keynote Speaker Steve Gross “How joy and optimism ignite the best in all of us.”

John Hattie will share his work on visible learning and teaching.

EXHIBIT HALL

7:45 am – 9 am

7:45 am - 1:45 pm

Continental Breakfast

LAST DAY

LEARNING HANGOUT 8 am - 9 am

iPD SHOWCASE 8 am - 9 am

in the Exhibit Hall

KEYNOTE

Q&A QA2 John Hattie 1:45 pm - 2:45 pm QA3 Panel Discussion with Tennessee Leaders 2:45 pm - 3:45 pm



TL05 Joseph Murphy

Informal meet ups with job-alike attendees or around topics of importance.

8 am - 9 am and 4 pm - 5 pm

TL11 Dan Pontefract

Brunch 10:15 am - 11 am

TL06 Max Silverman & Josh Edelman

Daily Key Events at-a-glance

TL07 Kathi Littmann

TL08 Beverly Cross

Jamie Woodson, Gregg Morton, Philip Bredsen Tammy Grissom

NETWORKING MEETUPS

TL10 Elise Foster

Register online today…

TL09 Stephanie Hirsh

www.learningforward.org/learning-opportunities/annual-conference

& Julie Blaine

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Conference Overview Monday, December 8, 2014 (continued) 4 pm – 5 pm Concurrent Sessions (D) 4 pm – 5 pm FastForward Sessions 4 pm – 5 pm Networking Meet-Up Sessions 4:30 pm – 6 pm Exhibit Hall Reception 4:30 pm – 6 pm iPD Showcase Sessions 6 pm – 7:30 pm Host State (Texas, Tennessee, and D.C./Md./Va.) Affiliate Receptions 7 pm – 8 pm Affiliate Networking Reception 8 pm – 10 pm Foundation Concert featuring Little River Band

Friday, December 5, 2014 8:30 am – 4 pm Academy 2015 & 2016 Sessions 5 pm – 7 pm Registration Saturday, December 6, 2014 7:30 am – 5 pm Registration 8:30 am – 4 pm Academy 2015 & 2016 Sessions 9 am – 4 pm Preconference Sessions 12 pm – 1 pm Preconference Lunch Sunday, December 7, 2014 7:30 am – 6:30 pm Registration 9 am – 4 pm Preconference Sessions 12 pm – 1 pm Preconference Lunch 4 pm – 6 pm Exhibit Hall Open 4:30 pm – 5:30 pm iPD Showcase & Learning Hangout Sessions 4:30 pm – 5:30 pm Academy Graduation & Reception 5:30 pm – 6:15 pm Learning Forward Experience for First-time Attendees 6 pm – 7 pm Member Reception

Tuesday, December 9, 2014 7:30 am – 3 pm Registration 7:45 am – 9 am Continental Breakfast in the Exhibit Hall 7:45 am – 1:45 pm Exhibit Hall Open 8 am – 9 am Networking Meet-Up Sessions, iPD Showcase, & Learning Hangout Sessions 9:15 am – 11:15 am Thought Leader Lectures TL05 & TL06 9:15 am – 11:15 am Concurrent Sessions (E & F) 11:30 am – 12:15 pm Lunch 12:15 pm – 1:30 pm General Session 2 1:45 pm – 3:45 pm Keynote QA2, Panel Discussion with Tennessee Leaders QA3 1:45 pm – 3:45 pm Thought Leader Lectures TL07 & TL08 1:45 pm – 3:45 pm Concurrent Sessions (E & G) 1:45 pm – 3:45 pm Common Core Forum Sessions (CCF1 & CCF2) 4 pm – 5 pm Concurrent Sessions (H) 4 pm – 5 pm Networking Meet-Up Sessions 4 pm – 5:30 pm TL09 and Business Meeting

Monday, December 8, 2014 7:30 am – 5 pm Registration 7:45 am – 9 am Continental Breakfast in the Exhibit Hall 7:45 am – 6 pm Exhibit Hall Open 8 am – 9 am Networking Meet-Up Sessions, iPD Showcase, & Learning Hangout Sessions 9:15 am – 11:15 am Thought Leader Lectures TL01 & TL02 9:15 am – 11:15 am Concurrent Sessions (A & B) 11:30 am – 12:15 pm Lunch 12:15 pm – 1:30 pm General Session 1 1:45 pm – 2:45 pm Keynote QA1 and Panel Discussion 1:45 pm – 3:45 pm Thought Leader Lectures TL03 & TL04 1:45 pm – 3:45 pm Concurrent Sessions (A & C) 1:45 pm – 3:45 pm Leadership Forum Sessions (LF1 & LF2)

Wednesday, December 10, 2014 7 am – 10 am Registration 8 am – 10 am Thought Leader Lectures TL10 & TL11 8 am – 10 am Concurrent Sessions (I) 10:15 am – 11 am Brunch 11 am – 12 pm General Session 12 pm Conference Adjourns

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SAVE $50 Register by Oct. 15 for 3-day or 5-day conference attendance.

4 simple ways to register.


ONLINE.... www.learningforward.org/learning-opportunities/annual-conference MAIL......... Learning Forward Conference Registration

504 S. Locust Street, Oxford, OH 45056

SCAN........ [email protected] FAX............ 513-523-0638

“This is one of the best conferences for educational leaders that I have ever attended. If possible, I will never miss it in the future.”

Who Should Attend: n Central office

administrators n Superintendents n Policymakers and decision makers n Teacher leaders/ Coaches n School-based teams n Principals/Assistant principals n Technical assistance providers

Legacy

– Betty Porter, 2013 Annual Conference Attendee Conference Program Planning Committee

Cathy BerlingerGustafson Conference Program Planning Committee Facilitator Crystal Lake, IL

Eric Brooks Arizona Department of Education Phoenix, AZ

Debbie Cooke Educational Consulting Service Lake Worth, FL A. Clifton Myles Ivy Preparatory Young Men’s Leadership Academy Atlanta, GA

Paul Kimmelman American Institutes for Research Olive Branch, MS

Sydnee Dickson Utah Department of Education Salt Lake City, UT

David Ross Buck Institute for Education Novato, CA

Andrew Szczepaniak Gilbert Public Schools Gilbert, AZ

Lee Rutledge Austin, TX

Music City:

Silver:

(as of June 1, 2014)

Platinum: Bronze:

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Thanks to Our Generous Sponsors

Conference Features

Areas of Focus: n

Creating Connections n

Cultivating Leaders n

Embracing Technology n

Innovating for Learning n

Raising the Bar n

General Sessions

General sessions begin after lunch on Monday and Tuesday, and after brunch on Wednesday. General sessions feature Learning Forward leaders, special guests, and student performances. Learning Forward has a long-held tradition in which participants eat meals together in the spirit of camaraderie and networking. We encourage you to come to each general session and sit with different people each time. Learning Forward allows 30 to 45 minutes for sit-down meal service.

Keynote Presenters

Our general session keynote speakers will motivate, inform, and engage you. Monday’s keynote features three speakers in a TED-talk style format. Barrington Irving, Jr., Pearl Arredondo, and Michael Ungar will provide insight into the grit it takes to overcome obstacles. Tuesday’s keynote, John Hattie, will share his work on visible learning and teaching. Learn how teachers can understand learning from the perspective of students and how this helps teachers become their own teachers. Close out the conference on Wednesday with Steve Gross, co-founder of Life is Good. Learn how to use play to strengthen, energize, and heal children whose lives have been impacted by trauma.

provided in the Exhibit Hall Monday and Tuesday mornings from 8-9 a.m. Lunch is served on Monday and Tuesday; and brunch is served on Wednesday, before to general sessions. Conference meals meet a variety of dietary needs and preferences.

Thought Leader Lectures/Q&As Thought Leader (TL) lectures and panel discussions feature selected leaders in professional learning, school improvement, and other areas of interest. Lectures and panel discussions are scheduled throughout the conference on Monday, Tuesday, and Wednesday. Register for TL01, TL02, etc., or select the Thought Leader track to attend all lectures and panels and Q&As.

A Question and Answer (QA) period with moderated panel discussion follows the general session keynote Monday and Tuesday afternoons. Register for QA1 on Monday, December 8 from 1:45-2:45 p.m. to participate in the discussion. Register for QA2 on Tuesday, December 9 from 1:45-2:45 p.m. to participate in the QA period following the general session keynoter John Hattie. Register for QA3 on Tuesday, December 9 from 2:45-3:45 pm to attend a panel discussion and QA period on The Tennessee Story.

Meals and Receptions

Individuals who register for a preconference program will receive coffee and lunch on preconference days. Individuals who register for the three-day regular conference program may attend the member reception on Sunday evening and the Exhibit Hall reception on Monday evening. A continental breakfast is

Learning Forward Experience and Opening Reception

If this is your first time at a Learning Forward Conference, don’t miss The Learning Forward Experience session starting at 5:30 p.m. on Sunday. Get the insider’s scoop on making the most of the conference, start networking early with fellow attendees, hear tips and secrets for using the conference app in cool ways, and meet some of the people who make this THE Learning Conference. There will be prizes and surprises, so don’t be late. The member reception follows this event at 6 p.m.

Extend Your Learning All Year Long

Engage in learning before and after the conference through webinars, live chats, and ongoing discussions with session presenters on the Learning Exchange. Collaborate with presenters and colleagues virtually and get a head start on your conference learning in our PLUS session communities. Share the strategies you learned at the conference and successfully implemented in your work, and maintain lasting connections with colleagues via social media and online communities. Use the conference as the largest of many opportunities to continue your learning throughout the year. Look for this icon + to find sessions with PLUS communities.

Host Committee Service Project The Nashville Host Committee selected the Children’s Miracle Network Hospitals as its service project because it is a national cause that makes a local impact. Donations support children and their families who are in need of a miracle. Monroe Carell Jr. Children’s Hospital at Vanderbilt cared for more than 300,000 children last year—providing quality health care, educational services in collaboration with the Metro Nashville Public Schools, and support for the entire family. “The moment a child arrives…, a miracle is in the making. With your support, we can give more kids the miracles they deserve.” You can make a donation at www.childrenshospital.vanderbilt.org/learningforward or at the Nashville hospitality table in the Registration area during the conference. Join the Host Committee in making miracles happen! 101 0

Exhibit Hall

Conference Mobile App The Learning Forward 2014 Annual Conference mobile app provides easy-to-use interactive tools to enhance your conference experience. 1. Enter your ticketed sessions, special events, and networking meetings into your personal schedule on the app. 2. Receive personalized alerts to stay informed about conference updates. 3. Keep all conference information, including events, sessions, presenters, and maps at your fingertips. 4. Follow and join in on conference chatter with the built-in Twitter, Facebook, and Instagram feeds. 5. Download or email available session handouts. 6. Connect with conference exhibitors and vendors in the Virtual Exhibit Hall. 7. Search local dining and entertainment options. Information on downloading the app can be found at the conference website at www.learningforward.org/learning-opportunities/ annual-conference.

Earn Continuing Education Units for the Conference Saint Mary’s College of California offers you the opportunity to earn Continuing Education Units (CEUs) for attending Learning Forward’s 2014 Annual Conference.

Exhibit Hall Hours: SUNDAY, DEC 7 Exhibits Open 4 pm – 6 pm

The Continuing Education Unit is a nationally recognized unit designed to provide a record of an individual’s continuing education or professional growth accomplishments. Ten hours of instruction equals one CEU. The cost for up to one CEU is $50.00.

MONDAY, DEC 8 Exhibits Open 7:45 am – 6 pm

To register: • Pick up a CEU registration form or download a packet from the conference website at www.learningforward.org/learning opportunities/annual-conference. • Fill out the registration form and log sheet. • Send a check for $50 per unit to Saint Mary’s College. • Within two weeks after receipt of your forms and payment, you will receive a certificate verifying the units you have earned.

Exhibit Hall Reception 4:30 pm – 6 pm TUESDAY, DEC 9 Exhibits Open 7:45 am – 1:45 pm

For more information, please contact Patrice Young, Program Assistant at [email protected]. 11

Learning Forward’s Exhibit Hall features more than 60 vendors recruited to address issues related to professional development and school improvement. The Exhibit Hall also features the Learning Forward Bookstore’s new publications, as well as books by conference keynoters. Exhibitors in Nashville as of June 1, 2014 Achievement Loop • Amplify • BloomBoard • BrightBytes • Center for School Transformation • Corwin • DinahMight Adventures • Fierce Inc. • Florida Institute of Technology • Just ASK Publications • Kagan Publishing & Professional Development • Knowledge Delivery Systems • Lead Learner Associates • Marzano Research Laboratory • Mentoring Minds • My Learning Plan • National Council of Teachers of Mathematics • NEA • Responsive Classroom • Renaissance Learning • Routledge/Eye On Education • School Improvement Network • School Reform Initiative • Solution Tree • Teachers College Press • TeachersTeachers.com • Teaching Channel • Teachscape • thereNow • The Change Place • The Texas A&M University System • Thinking Maps • Tools 4 Teaching with Amy Kines • Union Institute & University • Wiley

Strategic Partners

Learning Forward Partners

Learning Forward would like to thank the following organizations for their generous support in promoting professional learning to advance student achievement. Guided by the belief that every life has equal value, the Bill & Melinda Gates Foundation works to help all people lead healthy, productive lives. The foundation supported all three parts of the Status of Professional Learning research study, and it continues to fund Learning Forward to disseminate its work in improving teacher effectiveness through conferences and publications. In developing countries, the Bill and Melinda Gates Foundation focuses on improving people’s health and giving them the chance to lift themselves out of hunger and extreme poverty. In the United States, it seeks to ensure that all people — especially those with the fewest resources — have access to the opportunities they need to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Jeff Raikes and Co-chair William H. Gates Sr., under the direction of Bill and Melinda Gates and Warren Buffett. For more information about Bill & Melinda Gates Foundation, visit www.gatesfoundation.org.

Sandler Foundation is a national foundation that works to improve quality of life. It seeks to promote education policy changes that support high-quality learning environments where learning is meaningful, substantive, and relevant to individual and societal needs and interests. The foundation focuses on equitable educational policies that create effective systems for effectively reaching students who are currently least well-served by the school system. For more information about Sandler Foundation, visit www.sandlerfoundation.org.

The Spencer Foundation was established in 1962 by Lyle M. Spencer. The foundation received its major endowment upon Spencer’s death in 1968 and began formal grant making in 1971. Since that time, the foundation has made grants totaling approximately $250 million. The foundation is intended, by Spencer’s direction, to investigate ways in which education, broadly conceived, can be improved around the world. From the first, the foundation has been dedicated to the belief that research is necessary to the improvement in education. The foundation is thus committed to supporting high-quality investigation of education through its research programs and to strengthening and renewing the educational research community through its fellowship and training programs and related activities. More at http://www.spencer.org.

The Wallace Foundation supports and shares effective ideas and practices to improve learning and enrichment opportunities for children, and has strengthened Learning Forward’s commitment to school and district leadership. The foundation provided funding for the first phase of research for the Status of Professional Learning research study. The foundation has also funded efforts to disseminate its research and resources through Learning Forward’s publications and conferences. The Wallace Foundation’s vision is children, particularly those living in distressed urban areas, have access to good schools and a variety of enrichment programs in and outside of school that prepare them to be contributing members of their communities. The foundation’s mission is to improve learning and enrichment opportunities for children. The foundation accomplishes this by supporting and sharing effective ideas and practices. For more information about The Wallace Foundation, visit www.wallacefoundation.org. 12

Learning Forward Foundation Benefit Concert featuring the Little River Band Monday, December 8, 2014 8 - 10 p.m. General Session Hall - Delta Ballroom

Party for a Cause! The Learning Forward Foundation presents their first benefit concert featuring the Little River Band performing hits from the past 40 years. Proceeds from the concert will help fund Foundation scholarships and grants.

Where were you in the 70s, the 80s, the 90s, the 00s? Rock through your history up to the present as the Little River Band delivers four decades of hits. From their classics Help is on its Way, Reminiscing, Lady, Lonesome Loser, Cool Change, Night Owls - up to their current hit The Lost and the Lonely, this Aussie-American band with 13 U.S. top 40 hits and 25 million records sold will leave you rockin’ and reminiscing long after the evening ends. *Advance tickets available for $20 when you register online or use the registration form in this program. Tickets are $25 at the door - but don’t wait, space is limited. 13

Advance TICKETS available for $20*

The Learning Forward Foundation is dedicated to impacting the future of leadership in schools that act on the belief that continuous learning by educators is essential to improving the achievement of all students. Money raised by the Foundation provides grants and scholarships for individuals, schools, and teams - including: Chidley Fund Academy Scholarships Patsy Hochman Academy Scholarship The Shirley Hord Canadian Scholarship Learning Forward Affiliate Grant The Principal as a Leader of Professional Learning Scholarship Learning Forward Team Grant Leading for Learning: Sybil Yastrow Superintendent's Grant

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¬ is proud to sponsor the Learning Forward Conference.

Engaging. Relevant. Personal. Introducing: Professional Learning Maps In a hands-on workshop learn how we can help you focus PD on the right skills, right now. RESERVE YOUR SPOT NOW FOR OUR LIVE SESSION AT AMPLIFY.COM/LF. (Seating is limited, and is available on a first-come, first served basis.)

Monday, 5p.m. and 5:30p.m.

© 2014 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors. 15

Raise Your Hand for Student Success

The National Education Association’s 3 million members are deeply committed to student success and improving the quality of teaching. That’s why NEA is proud to sponsor the 2014 Learning Forward Annual Conference. When we all work together, the profession grows stronger, teachers are better supported, and our students are prepared to succeed in life and in a global economy.

Visit nea.org/RaiseYourHand to learn more and get involved.

nea.org/raiseyourhand Great Public Schools for Every Student

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We offer professional development that fits. For more than 20 years, our authors and associates have helped districts around the world build schools where all students succeed.

Here are the ways we can learn together: Books & Videos

Events

On-Site PD

Online Courses

They’re the critical foundation that all our events, courses, and PD are built on. Find relevant, researchbased material from seasoned experts as well as emerging voices.

Take home practical tools and immediate strategies from our renowned events. From summits and institutes to workshops and webinars, all our events feature top education experts.

Professional development that’s 100% customizable means each piece is designed to fit your school’s or district’s specifications. Every topic, discussion, and activity is relevant.

Self-paced and self-directed, online courses give you 24/7 access to high-quality content in a state-of-the-art learning environment.

Explore more!

solution-tree.com 800.733.6786

13741_1-LearningForward_ConfPrgrm_AD.indd 1

Visit www.tcpress.com for author signings

5/15/14 4:40 PM

More new books on display at Learning Forward Booth 212 8 0 0 . 5 7 5 . 6 5 6 6 • W W W .T C P R E S S . C O M 17

The American Federation of Teachers and LEARNING FORWARD are united by our shared commitment to professional development that advances educator effectiveness and student achievement. Educators come to school every day ready to teach their students and to learn lessons from the classroom that improve their profession and open new avenues for student success. That’s why the AFT is uniting with parents, students and community partners to reclaim the promise of public education. We believe our schools work best when teachers and staff are supported with opportunities for standards-based professional development and have access to high-quality teaching resources such as the lesson plans and other materials available through the Share My Lesson online community. On behalf of the AFT’s 1.5 million members, we salute Learning Forward for providing professional development that addresses the pressing challenges confronting our schools and their communities.

Find more professional support at Share My Lesson.

www.sharemylesson.com

Randi Weingarten president

Lorretta Johnson secretary-treasurer

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Francine Lawrence executive vice president

Make Learning VISIBLE in Your School

Exclusively from Corwin

The Research Scope

What is Visible Learning?

John Hattie

Visible Learningplus is an in-depth school change model of professional learning based on the research of Professor John Hattie. This professional development seminar series allows school-based teams to systematically examine effective instructional practice across a school to impact student achievement.

John Hattie’s work is based on his meta-analysis of more than 1000 research reviews comprising more than 50,000 studies involving more than 250 million students around the world. 0.30

Hattie found that the #1 most effective method for improving achievement was by giving students 100% visibility into what they are learning and why.

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0.60 0.70

Feedback 0

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The Visible Learningplus Framework Foundation Day

Evidence Into Action I

Gather evidence over 60+ days

The Foundation Series

Evidence Into Action II

Going Deeper

Going Deeper

Foundation Seminar Participants will discuss the most important messages from the Visible Learning research and understand what does—and doesn’t— make a significant difference to student achievement.

Inside Series For schools that have completed the Foundation Series, the Inside Series supports deep implementation of Visible Learning strategies throughout your school.

Evidence Into Action I Learn what evidence you should collect to know if you are a Visible Learning school. Participants will receive tools and learn processes for gathering data.

Collective Impact Series The Collective Impact series helps school systems align leadership and professional learning programs to support the development of Visible Learning schools.

Evidence Into Action II Participants analyze the evidence gathered to determine school priorities and targets and develop an action plan for making learning visible.

Institute Bring a 2-day Visible Learningplus Institute to your district or region to introduce the research and concepts to your educators.

Learn how you can become a Visible Learning school. Call 800-831-6640 19 or visit www.corwin.com/visiblelearning.

Keynote Speakers

Monday Keynote

General Session 1 • Monday 12:15 pm – 1:30 pm

TOUCH THE SKY! Barrington Antonio Irving, Jr. in 2007 became

Conference Icons Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees.

BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Explore INNOVATIVE PD in sessions marked with this icon. Sessions that have content and skills for educators serving TITLE 1 populations are designated this way. Sessions appropriate for SUPERINTENDENTS are flagged with this icon. These sessions meet in ONLINE LEARNING COMMUNITIES as well as face-to-face.

Barrington Antonio Irving, Jr.

Monday’s keynote features three speakers in a TED-talk style format.

the youngest person to pilot a plane solo around the world. Raised in Miami’s inner city surrounded by crime, poverty, and failing schools, he beat the odds to become the youngest person and only African American ever to fly solo around the world. He built a plane himself, made his historic flight, graduated magna cum laude from an aeronautical science program, and founded a dynamic educational nonprofit dedicated to empowering minority youth to pursue careers in aviation. Irving was born in 1983 in Kingston, Jamaica and grew up in Miami, Florida. He is a graduate of Miami Northwestern High School. Irving turned down multiple football scholarship offers with his sights set on aviation. His airplane, the “Inspiration,” has been registered to Experience Aviation since 2006. His story is inspirational, his passion contagious, and his message applicable to all the work educators do every day.

Pearl Arredondo

TRANSFORMATIONAL RESISTANCE Pearl Arredondo grew up

HOW SCHOOLS MAKE YOUNG PEOPLE RESILIENT Michael Ungar is both a

in the impoverished East Los Angeles neighborhood of Boyle Heights, the daughter of a highranking gang member who was in and out of jail. She was raised by a single mother, a long-time Los Angeles Unified School District office secretary who saw firsthand the challenges facing students in public schools. She received a Bachelors and Masters in Education and Instructional Leadership from Pepperdine University. Arredondo was the first in her family to graduate from college and began her teaching career at San Fernando Middle School — the very middle school she had attended eight years before.

family therapist and a Killam professor of social work at Dalhousie University, Halifax, Nova Scotia, Canada, where he co-directs the Resilience Research Centre that coordinates more than five million dollars of funded research in more than a dozen countries. In recent years he has designed research and evaluation projects in collaboration with organizations as diverse as The World Bank, The Red Cross, and national public health agencies. His research is focused on resilience among children, youth, and families and how they together survive adversity in culturally diverse ways. He has published more than 125 peer-reviewed articles and book chapters on this topic and is the author of 11 books for mental health professionals, researchers, and parents. In addition to his research and writing, Ungar maintains a small family therapy practice in association with Phoenix Youth Programs, a prevention program for street youth and their families, and was the recipient of the 2012 Canadian Association of Social Workers National Distinguished Service Award. His blog, Nurturing Resilience, can be read on Psychology Today’s website.

At San Fernando, she launched the school’s Multimedia Academy, which served 350 low-income students. In 2010, her team founded San Fernando Institute for Applied Media, the first pilot school established in the Los Angeles Unified School District at the middle school level. Arredondo is passionate about increasing student access to technology and closing the digital divide, and is a tireless advocate for technology-based curriculum that prepares students to enter a global economy. Her goal is to make the Institute for Applied Media a model of educational reform. 20

Michael Ungar

Keynote Speakers

John Hattie

Tuesday Keynote

Wednesday Keynote

General Session 2 • Tuesday 12:15 pm – 1:30 pm

General Session 3 Wednesday 11 am – 12 pm

VISIBLE LEARNING PLUS

HOW JOY AND OPTIMISM IGNITE THE BEST IN ALL OF US

John Hattie has been professor of education and director of the Melbourne Education Research Institute at the University of Melbourne, Australia since March 2011. He was previously professor of education at the University of Auckland. Hattie spent the bulk of his educational career as a teacher in both K-12 and university settings. He has lived in New Zealand, Canada, the U.S., and Australia. His research interests are based on the application of measurement models to education problems. Hattie is president of the International Test Commission, served as advisor to various ministers, and chaired the New Zealand performancebased research fund. He is the recipient of many awards including a Gold Medal from Australian Principals; in the 2011 Queen’s Birthday awards, he was made an officer of the New Zealand Order of Merit for services to education. Hattie is the author of more than 14 books including Visible Learning and the Science of How We Learn).

Steve Gross is serious about play—and its tremendous benefits for all people and the organizations where they work. The Life is Good Kids Foundation is a nonprofit organization that, for twenty years, has used play to help children overcome life-threatening challenges such as violence, illness, and severe poverty. A recognized expert and pioneer in utilizing exuberant, joyful play to promote resiliency in children, he has extended those insights to adults. Gross helps reconnect them to the passionate, joyful and playful selves that enable them to be their best in and out of the workplace. Using findings from his research; firsthand lessons learned in his crisis response efforts following 9/11, Hurricane Katrina, the Haiti earthquake, and turmoil in the Middle East; and his humorous and participatory engagement with audiences, Gross demonstrates how to use playfulness to energize individuals, teams and organizations — especially in challenging, change-filled times — so they may reach their full potential.

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Steve Gross

SAVE $50 Register by Oct.15 for 3- or 5-day conference attendance.

Keynote

Jamie Woodson Gregg Morton

Q&As

QA3

QA1

THE TENNESSEE STORY: A PANEL DISCUSSION AND Q&A

MONDAY AFTERNOON Q&A WITH KEYNOTE SPEAKERS

Tuesday, December 9, 2014 from 2:45 pm - 3:45 pm

Monday, December 8, 2014 from 1:45 pm - 2:45 pm

Jamie Woodson guides the

Hear a panel discussion in this special session following the Monday afternoon keynote addresses. Barrington Antonio Irving, Jr., Experience Aviation, Miami, FL, [email protected] Pearl Arredondo, San Fernando Institute of Applied Math, San Fernando, CA, [email protected] Michael Ungar, Dalhousie University, Halifax, NS, Canada, [email protected] Carol François, Learning Forward, Dallas, TX, [email protected]

QA2

TUESDAY AFTERNOON Q&A WITH KEYNOTE SPEAKER JOHN HATTIE

work of the State Collaborative on Reforming Education (SCORE) as president and chief executive officer, and has been a leading figure in Tennessee’s efforts to better prepare students for college and the workforce. Prior to leading SCORE, she served for more than 12 years in both chambers of the Tennessee General Assembly. Woodson serves on numerous statewide boards, including Tennessee Business Roundtable, and is a member of the Tennessee Fish and Wildlife Commission.

Philip Bredesen served as


mayor of Nashville from 1991 to 1999 and as governor of Tennessee from 2003 until 2011. As governor, he led bipartisan efforts to address Tennessee education shortcomings by raising academic standards, improving educator evaluations, and developing Tennessee’s successful Race to the Top application. Before serving in public office, Bredesen was a businessman and entrepreneur. He is best known for starting a health care management business that became, within a decade, a

Keynote speaker John Hattie will answer your questions in this special session after his keynote address on Tuesday afternoon. John Hattie, University of Melbourne, Melbourne, VIC, Australia, [email protected]

“My first Learning Forward Conference and the best conference I ever attended! I immediately returned to

successful public company traded on the NYSE. He is the author of Fresh Medicine: How to Fix Reform and Build a Sustainable Health Care System (Atlantic Monthly Press, 2010).

Gregg Morton is president,

Southeast Region, for AT&T Services. He brings more than 35 years of telecommunications experience to the job of overseeing the company’s operations in the region. As Southeast Region president, Morton works closely with community leaders and state policymakers in 9 Southeastern states. He has been involved in numerous community and civic organizations throughout his career. Morton is a SCORE board member.

Tammy Grissom is the executive director of the Tennessee School Boards Association (TSBA). She has been with TSBA for 25 years. Grissom has the responsibility for executing the policies and managing the affairs of the TSBA. She also serves as an adjunct professor for Union University. Grissom is a SCORE steering committee member.

school and began implementing what I learned.” Donna Wall 2013 Annual Conference Attendee Philip Bredesen 22

Tammy Grissom

Learning Forward’s e-learning programs and webinars help you gain insights and practical strategies on key themes affecting today’s professional learning leaders. Explore topics including coaching, data-driven professional learning, implementing change, establishing and maintaining effective PLCs, collaborative inquiry, and much more. Learn from leaders in the field through live sessions, collaborative activities, and ongoing discussions with peers. E-learning from Learning Forward is the best way to strengthen your skills, expand your connections, and increase your impact.

When you participate in Connection

Live interactive sessions and virtual discussions that stress active participation and collaboration.

learning you gain: Insight

Activities and personalized reflections that make learning relevant for each participant.

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Resources

Readings, videos, and facilitation tools that complement live content.

Thought Leaders

Kristen Weatherby

Michael Casserly

TL01 THOUGHT LEADER LECTURE: BETTER TEACHING FOR BETTER LEARNING - TALIS 2013 RESULTS AND WHAT THEY MEAN Monday, Dec. 8, 2014 from 9:15 am - 10:15 am

Kristen Weatherby is senior policy analyst at the Organisation for Economic Cooperation and Development (OECD) in Paris, where she manages the first and largest international survey of teachers, the Teaching and Learning International Survey (TALIS). Weatherby started her career as a teacher of 12 to 14 year-olds in the U.S. before moving to Microsoft where she managed components of their worldwide education initiative, Partners in Learning. Weatherby then moved to the United Kingdom to manage Microsoft’s education programs and work with government agencies, teachers and school staffs in England, Scotland, and Wales. She has a master’s degree in education from the University of Michigan and is currently pursuing a PhD from the University of London’s Institute of Education.

TL02 THOUGHT LEADER LECTURE: THE CRITICAL ROLE OF PRINCIPAL SUPERVISORS Monday, December 8, 2014 from 10:15 am - 11:15 am

Michael Casserly has served as executive director of the Council of the Great City Schools, the nation’s primary coalition of large urban public school systems, since January 1992. He is currently spearheading efforts to boost academic performance in the nation’s big city schools; strengthening management and operations; challenging inequitable state financing systems; and improving the public’s image of urban education. Casserly has also written numerous studies, reports and op-ed pieces on urban schools, including “Beating the Odds”-the nation’s first look at urban school performance on state tests. He has produced television shows with Dan Rather, Charlene Hunter-Gault, Carole Simpson, Carl Rowan, and Juan Williams, and serves on numerous national boards and advisory groups. He has also appeared on numerous television and radio shows, including the “Julian Bond Show,”“All Things Considered,”“Larry King Live” and many others. Washington Almanac listed Casserly as one of Washington D.C.’s 400 most powerful individuals, and USA Today calls Casserly a “crusader” for city schoolchildren.

TL03 THOUGHT LEADER LECTURE: BUILDING A STRONGER PRINCIPALSHIP: CULTIVATING TALENT THROUGH A PRINCIPAL PIPELINE Monday, December 8, 2014 from 1:45 pm - 2:45 pm

MaryEllen Elia

MaryEllen Elia was appointed superintendent of Hillsborough County Public Schools, Tampa, FL, in 2005. Elia began her career as a social studies teacher in the state of New York in 1970. In 1986, she relocated to the Tampa Bay area after accepting a position as a reading resource specialist. She was promoted to several key positions in Hillsborough County Public Schools over the next 20 years. She held positions from the director of non-traditional programs, where she managed all magnet schools, as well alternative schools, and drop-out prevention programs to the district’s chief facilities officer. The recipient of much recognition, Elia received The College Board’s Outstanding Leadership award in 2009 and was named Florida’s Superintendent of the Year by the Consortium of Florida Education Foundations in 2007. 24

Thought Leaders

TL04 THOUGHT LEADER LECTURE: PROFESSIONAL CAPITAL IN ACTION

Monday, Dec. 8, 2014 from 2:45 pm - 3:45 pm

Michael Fullan Andy Hargreaves

Michael Fullan

Andy Hargreaves

is professor emeritus and the former dean at Ontario Institute for Studies in Education at the University of Toronto. He is currently the special advisor to the premier and minister of education in Ontario, Canada. Fullan is recognized as an international authority on large-scale reform, leadership, and educational change. He is engaged in training, consulting, and advising governments around the world. Fullan is the author of many best-selling books, most recently Professional Capital: Transforming Teaching in Every School (Teachers College Press, 2012) with Andy Hargreaves, and Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (Pearson, 2012).

is the Thomas More Brennan Chair in the Lynch School of Education at Boston College. Hargreaves has delivered invited addresses in more than 40 countries and has consulted with the World Bank, the Organisation for Educational Cooperation and Development (OECD), and with organizations and governments around the world. Hargreaves has authored or edited more than 30 books, including The Fourth Way: The Inspiring Future for Educational Change (Corwin Press, 2009) and The Global Fourth Way (Corwin, 2012), both co-authored with Dennis Shirley. Among Hargreaves’ books, Professional Capital: Transforming Teaching in Every School (Teachers College Press, 2012), received the Award of Merit from the International Leadership Association and the Outstanding Writing Award from the American Association of Colleges for Teacher Education.

“I love this conference. It is a place where we as teachers and administrators can have a chance to hear great presenters in a short amount of time.”

TL05 THOUGHT LEADER LECTURE: COMMUNITIES OF PASTORAL CARE FOR STUDENTS

Tuesday, Dec. 9, 2014 from 9:15 am - 10:15 am

Joseph Murphy is the Frank W. Mayborn chair of education and associate dean at Peabody College of Education at Vanderbilt University. He has also been a faculty member at the University of Illinois and The Ohio State University, where he was the William Ray Flesher professor of education. In the public schools, he has served as an administrator at the school, district, and state levels. Murphy’s work is in the area of school improvement with special emphasis on leadership and policy. He has published 22 books on school improvement and leadership and edited another 12 books. His most recent volumes include The Architecture of School Improvement: Lessons Learned (Corwin, 2013) and Creating Productive Cultures in Schools for Students, Teachers, and Parents (Corwin, 2014), co-authored with Daniela Torre. He is the author of the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders.

Kathy Dornhecker, Professional Development Coordinator for Capitol Region ESD 113, Tumwater, Washington 25

Joseph Murphy


Max Silverman Josh Edelman

Thought Leaders

Beverly Cross

TL06 THOUGHT LEADER LECTURE: DEVELOPING INSTRUCTIONAL LEADERSHIP AT SCALE Tuesday, Dec. 9, 2014 from 10:15 am - 11:15 am

Max Silverman is the

Josh Edelman is a senior

Tuesday, Dec. 9, 2014 from 2:45 pm - 3:45 pm

associate director of the Center for Educational Leadership (CEL) at the University of Washington. Silverman is a former principal and central office leader who leads CEL’s work focused on district leadership. In this role, Silverman has worked closely with the Bill & Melinda Gates Foundation and a number of districts including Seattle, Shelby County (TN), and Minneapolis.

program officer for Empowering Effective Teachers at the Bill and Melinda Gates Foundation. Before taking this position, Edelman was the deputy chief, Office of School Innovation within the D.C. Public Schools system. His past position was that of executive officer in the Chicago Public Schools’ Office of New Schools. And before working for Chicago Public Schools, he worked for the SEED Foundation, where he was the academic program advisor. He also served as principal of the SEED Public Charter School, the country’s only public urban boarding school.

Beverly Cross holds the

TL07 THOUGHT LEADER PANEL: BUILDING A COHERENT AND ALIGNED PROFESSIONAL DEVELOPMENT SYSTEM Tuesday, Dec. 9, 2014 from 1:45 pm - 2:45 pm

Kathi Littmann is a senior program officer for College Ready

Kathi Littmann

TL08 THOUGHT LEADER LECTURE: URBAN SCHOOLS, SOCIAL JUSTICE, AND AMERICA’S FUTURE

Work at with the Bill & Melinda Gates Foundation. Littmann joined the Gates Foundation in 2013. She is also the founder of 2RDS, which provides strategic consulting to education systems, districts, and schools on blended learning to education systems, districts, and environments. Littmann has served as vice president of school operations for KC Distance Learning, vice president of government relations for the California Charter Schools Association, and director of the innovation division with the Los Angeles Unified School District. In 2005, she was a fellow in educational leadership with the Broad Urban Superintendents Academy. 26

Lillian and Morrie Moss Chair of Excellence in Urban Education at the University of Memphis. She joined the faculty in 2006 after four years at the University of Wisconsin-Milwaukee, where she was an associate professor of curriculum theory and urban education. Before teaching at the university level, Cross taught public high school and was a supervisor and curriculum consultant for the Ohio Department of Education. Cross is nationally recognized for her record of teaching, research, scholarship, and service in urban education. Her research has appeared in such publications as the Theory into Practice, Journal of Curriculum and Supervision, Education Leadership, the International Journal of Educational Reform and the The Urban Review.

TL09 THOUGHT LEADER LECTURE: THE STATE OF PROFESSIONAL LEARNING

Thought Leaders

Tuesday, December 9, 2014 from 4 pm - 4:30 pm followed by the Learning Forward Business Meeting from 4:30 pm - 5:30 pm

STEPHANIE HIRSH is executive director of

Stephanie Hirsh Julie Blaine

Learning Forward. Before her appointment as executive director, Hirsh served the association as deputy executive director for 18 years. She began her career as a secondary teacher and later served as a school district administrator in the Richardson (Texas) Independent School District. In 1996 she was elected to the Richardson school board and served for three terms. Today, Hirsh advises governors, legislators, state and local superintendents, foundation leaders, and other policy makers on improving student learning through effective professional learning. Hirsh also presents, publishes, and consults on Learning Forward’s behalf. Her most recent book is A School Board Guide to Leading Successful Schools: Focusing on Learning (Corwin, 2013) co-authored with Anne Foster. Hirsh writes a regular column for JSD, Learning Forward’s bimonthly magazine. She has also written articles for Educational Leadership, Phi Delta Kappan, The Record, The School Administrator, American School Board Journal, The High School Magazine, and Education Week.

Julie Blaine is director of the Central Regional Professional Development Center in Warrensburg, Missouri, having served as its assistant director for eight years. She coordinates programs, provides professional development and follow-up for schools, and collaborates with teachers and administrators on high-quality professional development projects. Blaine also serves on state committees for professional development and trains future STARR (Select Teachers as Regional Resources). Blaine serves on the Learning Forward Board of Trustees and is currently president. She also served as president of the Missouri Staff Development Council in 2005. Blaine was a recipient of the National Staff Development Council New Staff Developer award in 2003 and as well as received the designation of Designated Staff Developer.

TL11 THOUGHT LEADER LECTURE: THE FLAT ARMY

Wednesday, Dec. 10, 2014 from 9 am - 10 am

TL10 THOUGHT LEADER LECTURE: TAPPING THE GENIUS IN OUR SCHOOLS Wednesday, Dec. 10, 2014 from 8 am - 9 am

Elise Foster

Elise Foster teaches leadership to business and educational leaders. She has served as a faculty adviser and coached students at Indiana University’s Kelley School of Business and as a management fellow at Harvard University.

Dan Pontefract is author of Flat Army: Creating a Connected and Engaged Organization (Wiley, 2013) and is currently at work on a follow-up book. He is chief envisioner of TELUS Transformation Office, a group that helps organizations enhance their corporate culture, leadership, learning, work styles, and collaboration practices. Previously, as head of learning and collaboration at TELUS, Pontefract was responsible for the overarching company learning, collaboration, and leadership development. He championed the introduction of the TELUS Leadership Philosophy (TLP), an open and collaboration-based leadership framework for all 40,000+ TELUS team members. The recipient of many awards, his team became, an eight-time winner of the prestigious ‘ASTD BEST’ award. Also in 2013, TELUS placed sixth globally in the Learning! 100 Awards. 27

Dan Pontefract

IMPROVE YOUR PRACTICE “ The Academy was the best experience of my 30 years in public education. ” - Tony Willis, English teacher Camel High School, Camel, Ind.

The Learning Forward Academy is a 2½-year extended learning experience that models Learning Forward’s vision for professional learning and teamwork in schools and districts. Academy members work collaboratively to solve significant problems of practice that occur within their schools, districts, or organizations. When you participate in the Academy you will:

CONNECT

ENGAGE

EMPOWER

Build new skills, work with an experienced coach, and develop lasting relationships with a global network of peers.

Experience 12 face-to-face, team-based learning days for in-depth instruction, collaboration, and community building.

Develop strategies to improve your practice by becoming a professional learning expert and inspire change in others.

Thank you to our valuable sponsors:

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To learn more, visit: www.learningforward.org/learning-opportunities/academy

iPD

iPD Track Look for this designation (iPD) to learn with and from leaders and practitioners who are tapping technology and innovation to implement professional learning that advances educator effectiveness and increases student achievement.

C06

Video as a Collaborative Tool to Improve Practice

C08

International Best Practices

C11

Case Study: A New Mexico Common Core Professional Development Program

C19

Distributive Leadership Models and Improved Student Outcomes

Attend iPD Showcase and Learning Hangout demonstrations or register/attend any of these sessions at the conference:

C20

Blended Not Stirred: Selecting the Right Online Professional Development

C22

Unlocking the Power of Digital Content Data

C23

Six Degrees of Preparation: A Docudrama on Teacher Preparation, Induction, and Support

C38

Using Technology to Support Engaging Online Professional Development

D06

A Flight Plan for Successful Facilitation

Preconference PC108 Classroom-Level Student Surveys: Increase Impact on Professional Learning PC109 Mathematics Tools for Implementing the Common Core State Standards PC211 Building an Effective Teacher Leadership Program PC213 The New Instructional Coaching Cycle: What We Have Learned About Effective Coaching PC219 The Complete iPD Toolkit

Thought Leaders TL04 Professional Capital in Action TL06 Developing Instructional Leadership at Scale TL07 Building a Coherent and Aligned Professional Development System

Concurrent

F07 Blended + Project-Based Learning = 21st-Century Skills F16

How to Support Teachers and Relieve Anxiety Around Common Core Implementation

F18

Differentiating the Instructional Coach Role for Maximum Impact

F24

Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers

F32

Driving Teacher Effectiveness with Video and Reflective Practice

G01

Virtual Classrooms: the Possibilities and Impact to Retain and Retool Practicing Teachers’ Skills

G08

Aligning Teacher Effectiveness Data to Individualize Professional Development

G19

Leading a Culture of Thinking and Learning

A05

A Study of the Common Core State Standards

B12

Teachers Connect to Transform Our Practice and Our Profession

B13

From Classroom Teacher to Successful Teacher Leader

G23

Coaches Promoting the Professional Learning Community Theory of Action

B18

Building Co-Teaching Teams Through Collaboration and Reflection

H09

Take the Digital Assessment Challenge

B24

iParenting: Fostering 21st-Century Communication with Parent Partners

H10

Customized Data Management: What Can It Do for You

B34

Using Video to Enhance Professional Development

I03

What Comes After Professional Development: Online Communities of Practice

B36

Using the Literacy Design Collaborative Framework to Drive Professional Learning

I28

Using Feedback to Foster a Growth Mindset

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Track

100 SATURDAY DECEMBER 6

9 a.m. - 4 p.m.


BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Explore INNOVATIVE PD in sessions marked with this icon. Sessions that have content and skills for educators serving TITLE 1 populations are designated this way. Sessions appropriate for SUPERINTENDENTS are flagged with this icon.

SATURDAY PRECONFERENCE SESSIONS

PC101

MAKING EACH SCHOOL A RELIABLE ENGINE FOR CONSTANT IMPROVEMENT OF HIGH-EXPERTISE TEACHING Teaching expertise is the most significant variable for student learning. The schoolas-workplace is the most powerful lever on teachers’ development of high-expertise teaching. Acquire high-expertise teaching knowledge and skills that are based on research and give teachers the greatest leverage for improving student achievement. Discover structures, practices, and especially the adult professional culture that enable each school to be a consistent engine for driving the development of teaching expertise. Understand that it is not enough to know what a strong adult culture looks like; it is time for us, as leaders, to study and practice the skills for growing one. Participants will: • Understand the commitments and support required by central office leaders. • Explore the broad access to quality learning experiences required by teachers. • Consider the supervision and support of principals for building an adult professional culture. • See how to avoid schools becoming a “point of light” that expires when a few key leaders move on. • Leave with a vision of where to go and some concrete steps to take. Jonathon Saphier, Research for Better Teaching, Acton, MA, [email protected] Jonathon Saphier is founder and president of Research for Better Teaching, an educational consulting organization dedicated to the professional development of teaching and leadership. Since 1979, he has taught in-depth professional development programs centered on the knowledge base on teaching to educators in hundreds of districts throughout the U.S. and internationally. In 2001, Saphier was appointed a panel member for the National Research Council of the National Academy of Sciences to study the best methods for transferring well-established educational research knowledge to classroom practice. Saphier is the author or co-author of eight books, including The Skillful Teacher: Building Your Teaching Skills (Research for Better Teaching, 2008) with Mary Ann Haley-Speca and Robert Gower, now in its sixth edition.

PC102

FACILITATION SKILLS FOR GROUP EFFECTIVENESS Increase your effectiveness as a facilitator. Learn ways to scaffold conversations in small or large groups, in dialogue or discussion. Discover five standards that improve meeting success. Extend personal skills for managing group energy, focus, and information flow. Apply new understandings to increase effectiveness when collaborating for purposes of studying student work, examining data, planning, or decision making. Participants will: • Increase flexibility, confidence, and authenticity as a facilitator. • Use new structures that promote success in decision making meetings. • Access new ways to develop group productivity. • Use conversation structures that increase understanding and shared meaning among group members. • Convert negative energy into positive energy. Carolyn McKanders, Thinking Collaborative, Missouri City, TX, [email protected] Carolyn McKanders is director of organizational culture for Thinking Collaborative, the home of the Adaptive Schools Foundation Seminar and the Cognitive Coaching seminar. As an educational consultant, McKanders specializes in individual, group and organization development. McKanders’ background includes 28 years in Detroit Public Schools as a teacher, counselor, and staff-development specialist. Presently, she presents seminars internationally on developing adaptive schools, Cognitive Coaching, enhancing presentation effectiveness, and facilitation skills.

Michael Dolcemascolo, Thinking Collaborative, Skaneateles, NY, [email protected] Michael Dolcemascolo is an executive co-director of Thinking Collaborative, the home of the Adaptive Schools Foundation Seminar and the Cognitive Coaching seminar. An independent consultant, Dolcemascolo regularly presents workshops to educators on Cognitive Coaching, developing collaborative groups, learning styles, facilitation, and presentation skills. Dolcemascolo is the co-author, with Robert Garmston, of The Focusing Four: A Consensus Seeking Activity DVD Viewers Guide (Center for Adaptive Schools, 2009) and Dialogue DVD Viewers Guide (Center for Adaptive Schools, 2009).

Area of Focus: Cultivating Leaders

Area of Focus: Raising the Bar

These sessions meet in ONLINE LEARNING COMMUNITIES as well as face-to-face. 30


PC103

CULTIVATING DIFFERENTIATED INSTRUCTION: GROWING THE TEACHERS WHO GROW THE KIDS Educators in many schools and districts have chosen differentiated instruction as a key ingredient in their formula to improve learning for the academically diverse students in their classrooms. Yet school leaders, instructional coaches, department chairs, and central office staff are often faced with ongoing, real-life, long-term dilemmas as they attempt to cultivate the changes in instructional practice necessary for differentiation. Learn what leaders can do to successfully and collaboratively initiate, implement, and institutionalize differentiated teaching practices. Explore with fellow leaders the tools and strategies to deepen the motivation, learning, and practices of teachers who “grow kids” in our schools. Participants will: • Understand why differentiated instruction is critical to successful implementation of rigorous curriculum based on the Common Core State Standards in a way that works for the full spectrum of learners in today’s schools. • Learn how to think about the complexities of working with people and to consider what motivates people to grow and adapt their own systems to the principles and practices of differentiated instruction. • See what a vision for long-term, institutionalized differentiated instruction can look like and how to think about moving through the stages of change from initiation to implementation to institutionalization. • Examine how leaders can talk with teachers about the changes, provide meaningful feedback, and have results based, relationship-rich conversations with teachers. • Determine how to know when real growth is happening within teachers and in differentiated instructional practices. Carol Ann Tomlinson, University of Virginia, Charlottesville, VA, [email protected] Carol Ann Tomlinson’s career as an educator includes 21 years as a public school teacher, including 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia’s Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Virginia’s Curry School of Education, where she is currently William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations and Policy and is co-director of Curry’s Institutes on Academic Diversity. Tomlinson was named Curry Outstanding Professor in 2004 and

she received an All-University Teaching Award in 2008. In 2011, Tomlinson was listed as one of the five most influential scholars in teacher education and curriculum contributing to the public debate on education; she was the 27th most influential in all educational specialties. Tomlinson is a reviewer for eight journals and is author of more than 250 articles, book chapters, books, and other professional development materials.

Michael Murphy, Success Systems, Richardson, TX, [email protected] Michael Murphy is an educational coach and consultant. He has 37 years of educational experience as a teacher, assistant principal, principal, assistant superintendent, and acting superintendent in public schools. His coaching and consulting experience has been among urban, suburban, and rural school districts across the country. In addition, he has 14 years of experience as an adjunct professor and executive lecturer at the University of North Texas. Murphy has authored two recent books on leadership and is the author of numerous articles and book chapters. Formerly, he was the director of programs for the National Staff Development Council (now Learning Forward) and currently serves Learning Forward as a senior consultant.

Area of Focus: Creating Connections

PC104

LEADING FROM BEHIND: INFLUENCING PEOPLE TO SAY YES Gone are the days when a leader’s positional power was sufficient to advance an agenda. Today’s successful leaders must gain commitment to ambitious goals not only from people who work for them, but also from peers and a diverse group of stakeholders who are beyond their command. See how the ability to influence and persuade others is now a critical differentiator of leaders who move people to support their goals from those who can’t. Learn five influencing strategies for getting results without direct authority. Understand how to avoid inappropriate reliance on a particular strategy. Participants will: • Explore five unique influencing styles and the advantages and disadvantages of using each. • Identify one’s own preferred influencing style. • Learn to recognize influencing behaviors in themselves and others. • Practice dynamically adjusting their advocating and uniting influence tactics to gain buy-in from others. Kathleen Ponder, Capacities Unlimited, Hillsborough, NC, [email protected] 31


9 a.m. - 4 p.m.


9 a.m. - 4 p.m.


Kathleen Ponder is president of Capacities Unlimited, an executive coaching firm. For more than 20 years, Ponder has worked with senior leaders as an executive coach and leadership educator. She helps build their capacity to lead through challenging circumstances using a variety of assessments to identify problems and solutions. Ponder recently retired as the global director of learning methods at Duke Corporate Education where she designed highly experiential learning events for global executives. Before coming to Duke Corporate Education, Ponder held a number of senior leadership roles at the Center for Creative Leadership, working at their campuses in the U.S., Brussels, and Singapore. Ponder’s early career was in public education. She has taught education courses at the University of North Texas and the University of North Carolina. Ponder is author of many articles and books on leadership.

Jamie Almanzán is a design and leadership coach with The Equity Collaborative. As a skilled facilitator, teacher, curriculum developer, and leadership coach, Almanzán is an expert in promoting equity in education. He previously worked as a senior coach with the National Equity Project in Oakland and as director of learning and teaching at Pacific Educational Group in San Francisco. He has focused his career on working with school and district teams to create more equitable learning environments that incorporate observation, collaboration, and changed instruction to meet the needs of underserved populations, particularly African American, Latino, and English language learner students.



PC106

PC105

Educators are challenged more than ever with the alignment of the Common Core State Standards and Partnership for Assessment of Readiness for College and Careers (PARCC) assessments. Hear what is needed to develop the necessary professional learning to understand the PARCC assessments. Gain the tools needed to use assessment results to make instructional decisions.

HELPING ALL STUDENTS SUCCEED WITH PARCC

COURAGEOUS LISTENING: CULTURALLY RESPONSIVE TEACHING AND LEADING FOR EQUITABLE OUTCOMES Through listening real change can occur. Explore the neuroscience research showing that people who are given an opportunity to be listened to, share experiences, and engage in emotional and cognitive processing are better able to see how school structures benefit or hinder equity goals. Examine how our brains react when addressing racial bias and equity, and practice techniques that can bring about change. Find out how the practice of listening can have a profound impact on our desired outcomes. Create the conditions and culture for lasting change at, what Richard Elmore calls, the “instructional core”--where teachers, students, and content converge. Participants will: • Review neuroscience research to apply findings and effect change in institutional policies and practices. • Engage in equity conversations that feel productive and safe. • Examine assumptions about change, learning, and bias. • Understand the concept of listening as a leadership and teaching strategy. Jamie Almanzán, The Equity Collaborative, Berkeley, CA, [email protected]

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Participants will: • Be able to describe the key features of PARCC components. • Identify the key areas of development for teachers and leaders to support student success. • Develop a plan to help students succeed with the most challenging aspects of PARCC in literacy and math. Callie Riley, Partnership for Assessment of Readiness for College and Careers, Washington, DC, [email protected] Callie Riley is senior policy associate of state engagement and outreach with Partnership for Assessment of Readiness for College and Careers (PARCC). She focuses on educator and state leader engagement strategies for the PARCC common assessment consortium. Previously, Riley taught junior high school English in the Kuji City (Japan) public school system and middle school reading in Florida. She also worked for the University of Maryland’s QUEST Honors Program.



PC107

PRINCIPAL EVALUATION AS A TOOL FOR LEARNING How can district leaders ensure that principal evaluation is used to improve leadership practice, rather than merely serve as a tool for evaluating performance and managing processes? Leverage principal evaluation as a tool for growth and improvement of teaching and learning. Gain strategies that ensure principals’ learning is supported and promoted to enable districts to help principals learning their way to effectiveness. Participants will: • Develop a greater awareness of the importance of effective principal leadership on student achievement and discuss the systemic strategies to enhance capacity of principals for instructional and transformational leadership. • Investigate strategies for embedding principal evaluation into a comprehensive system of performance management. • Gain ideas and approaches to ensure that principal evaluations are authentically implemented, with attention paid to adaptive, as well as technical learning. • Acquire a deeper understanding of the role of principals as learning leaders and districts as learning organizations. Donna Micheaux, Allegheny Intermediate Unit, Homestead, PA, [email protected] Donna Micheaux is the assistant executive director for organizational leadership and development at the Allegheny Intermediate Unit. Micheaux began her career as a teacher and has held various administrative positions, including the chief of schools officer for the Dallas Independent School District. As an educational consultant, Micheaux specializes in leadership coaching and development focused on tools and leadership practices that lead to improved student results.

Jennifer Parvin, Parvin Educational Consulting and Leadership Coaching, Dallas, TX, [email protected] Jennifer Parvin, of Parvin Educational Consulting and Leadership Coaching, is a lifelong educator who has worked at elementary, secondary and post-secondary levels. Parvin has served as a teacher, a principal and, as director of the Dallas Independent School District’s Leadership Academy, a developer of principals. Through her work as a consultant and coach, Parvin supports campus and district leaders through coaching and learning experiences that challenge and build capacity.


PC108

CLASSROOM-LEVEL STUDENT SURVEYS: INCREASE IMPACT ON PROFESSIONAL LEARNING Changes in policies related to teacher evaluation have led many states and districts to implement large-scale programs that include administration of classroom-level student surveys. Examine factors that have limited the impact of these initiatives on professional learning. Gain a perspective on the opportunities and challenges involved in incorporating student perceptions to enhance the quality of feedback available to educators. Explore how such feedback gathered from student surveys can be organized to focus professional learning and to track progress over time. Gather ideas and strategies based on the latest methods used by leading districts, states, and experts in this rapidly evolving field. Participants will: • Learn about the opportunities and challenges associated with large-scale student survey projects. • Review key strategies required to engage stakeholders in the effective use of student feedback. • Consider Tripod’s 7Cs framework and its implications for professional learning at every level. • Develop ways to enhance professional learning for educators and life outcomes for all students. • Receive specific guidance about key considerations when integrating student feedback into evaluation systems. Rob Ramsdell, The Tripod Project, Cambridge, MA, [email protected] Rob Ramsdell began his career as a high school social studies teacher. He founded FreshPond Education in 1996, where he designed innovative professional development programs. From 2002 to 2005, Ramsdell served as senior director of PBS TeacherLine, an online professional development initiative funded by the U.S. Department of Education. After returning to FreshPond Education in 2005, Ramsdell next joined Cambridge Education, where he served as vice president from 2007 to 2014. During his tenure at Cambridge Education, he continued a long-standing partnership with Ron Ferguson of Harvard University. Ramsdell is the director of the Tripod Project; he partners with Ferguson in the design and implementation of large-scale survey assessment programs. Ramsdell and Ferguson were also the professional leads for the student survey portion of the Bill & Melinda Gates Foundation’s Measures of Effective Teaching (MET) Project, which incorporated Tripod student surveys.


33


9 a.m. - 4 p.m.



9 a.m. - 4 p.m.


PC109

PC110

Examine how a consortium of urban school districts, using protocols and tools for implementing the Common Core State Standards, focuses on ensuring all students are ready for college or work upon graduation. Explore an open-access model of online curriculum, assessment, and professional resources that supports middle school and high school students’ successful transition into algebra I and geometry. Take away professional support resources to assist in effective, broad-scale implementation of the mathematics Common Core State Standards.

Use cases studies of instructional teacher leaders and explore the roles and dilemmas facing them. Focus on elementary-level, non-supervisory, and schoolbased teacher leadership roles, such as coordinators, specialists, or coaches, drawing on real-life scenarios from districts with varied contexts. Use instructional materials that promote reflection and discussion by applying theoretical framing and critical inquiry methods.

Participants will: • Learn ways to support educators implementing the Common Core State Standards in mathematics. • Explore a toolbox that provides information about the Common Core State Standards, visualizations of key mathematics concepts, assessment tools and tasks, and other resources. • Leave with a pathway to move to higher levels of achievement for all students.

Participants will: • Gain an introduction to the value of teacher leadership for student and teacher learning. • Use case study as a method to critically examine challenges that instructional teacher leaders face, drawing upon the book Examining Effective Teacher Leadership: A Case Study Approach (Economic Policy Institute and Teachers College, 2010) by Sara Ray Stoelinga and Melinda M. Mangin. • Engage in instructional activities intended to facilitate discussion and problem solving. • Reflect upon the current state of teacher leadership in the field of education.

MATHEMATICS TOOLS FOR IMPLEMENTING THE COMMON CORE STATE STANDARDS

Brian Newsom, University of Texas at Austin, Austin, TX, [email protected] Brian Newsom serves as a program coordinator for national mathematics initiatives at the University of Texas at Austin, Charles A. Dana Center, in Austin, TX. Newsom’s work centers on the Academic Youth Development program, which supports middle school students’ successful transition into algebra I, and the Urban Mathematics Leadership Network, a consortium of large urban school districts across the U.S. Before joining the Dana Center, Newsom served as senior program director of secondary mathematics for Boston Public Schools, where he supported the implementation of curriculum, curriculum materials, assessments, and professional development for more than 70 schools. Newsom has taught a wide range of mathematics courses, from middle school math to algebra at Northeastern University.


EXAMINING EFFECTIVE TEACHER LEADERSHIP: A CASE STUDY APPROACH

Sara Ray Stoelinga, University of Chicago, Chicago, IL, [email protected] Sara Ray Stoelinga is the senior director at the Urban Education Institute and an associate clinical professor in the Committee on Education at the University of Chicago. Stoelinga’s research focuses on teacher effectiveness and leadership. Her recent research project on teacher evaluation informed and molded Illinois state law, and she is considered to be a national expert in evidence-based teacher evaluation system design and implementation.

Melinda Mangin, Rutgers, The State University of New Jersey, New Brunswick, NJ, [email protected] Melinda Mangin is an assistant professor in the Department of Education Theory, Policy, and Administration in the Graduate School of Education at Rutgers University. Her scholarship is informed by her previous experience as a public high school Spanish teacher in New York City. Mangin’s most recent research has focused on the contributions of instructional teacher leaders to the process of improving teaching and learning in K-12 schools. She is interested in the formal and informal leadership roles that teachers play to build collective instructional capacity.

Area of Focus: Cultivating Leaders 34


PC111

ASSESSMENT IN SUPPORT OF LEARNING See how assessment for learning strategies can be woven into daily teaching activities. Examine research findings in goal orientation to understand how formative assessment practices can improve student motivation, ownership of learning, and achievement. Learn strategies to deliver feedback efficiently and effectively, prepare students to self-assess accurately, and to set goals likely to lead to further learning. Participants will: • Develop understanding of the connections among formative assessment practices, student motivation, and student achievement. • Explore concrete examples of classroom applications of the Seven Strategies of Assessment for Learning. • Be prepared to plan for continued learning and implementation. Jan Chappuis, Portland, OR, [email protected] Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English language arts, mathematics, social studies, and world languages. For the past 20 years, she has written books and developed workshops focused on classroom assessment literacy. Chappuis is the author of Seven Strategies of Assessment for Learning, (Pearson, 2014, 2nd ed.) and co-author with Rick Stiggins, Judith Arter, and Steve Chappuis of Classroom Assessment for Student Learning: Doing It Right-Using It Well (Pearson, 2012, 2nd ed.).


“It was an outstanding conference. I learned from the moment the first session opened. The presenters taught us the research they studied, but beyond that, they embedded the research in practical stories of application with tools that I could apply.”

PC112

USING TRANSFORMATIVE EXPERIENCES TO INSPIRE INSTRUCTIONAL LEADERSHIP IN CULTURALLY DIVERSE SCHOOLS Learn strategies to build professional learning programs that inspire leaders to challenge themselves and others in ways that make a significant impact on student learning, especially in high-poverty schools. Examine how to work with teachers to take a close look at the lives of diverse students inside and outside of school. Consider how to connect students’ lives and languages to teaching and learning. Explore how to collaborate with peers on instruction that is intrinsically motivating to diverse learners. Engage with families to work as allies in school improvement. Participants will: • Develop a rationale and set of motivational conditions for leaders to facilitate transformative professional learning for themselves and teachers. • Understand how to prepare educational leaders to inspire and guide transformative professional learning that keeps student diversity and student learning as central concerns. • Learn innovative ways to strengthen motivation and student achievement through professional learning practices such as shadowing students, visiting students’ homes, and collaborating on lessons that are motivationally effective with a range of students. Margery Ginsberg, Council for Adult and Experiential Learning, Chicago, IL, [email protected] Margery Ginsberg is associate vice president for adult and professional learning at the national office of the Council on Adult & Experiential Learning (CAEL) in Chicago. Prior to her work with CAEL, she was distinguished professor at Edgewood College in Madison, WI. For nearly a decade, Margery served as associate professor of educational leadership and policy studies at the University of Washington. Ginsberg’s professional work focuses on educational transformation, intrinsic motivation, cultural diversity, and adult learning. In 2013 Ginsberg was honored with the American Educational Research Association’s Relating Research to Practice Award and in 2010 she received the American Association for Adult and Continuing Education’s Cyril O. Houle Award for Literature in Adult Education.


Holly Martinez Everett Public Schools 35


9 a.m. - 4 p.m.


9 a.m. - 4 p.m.


PC113

POWERFUL DESIGNS FOR PROFESSIONAL LEARNING Explore powerful designs for professional learning with an increased focus on the use of technology. Consider professional learning models such as online coaching and the use of social media. Examine a model for evaluating professional learning designs that uses a questionnaire you can apply to your own professional learning designs. Participants will: • Understand a model for evaluating professional learning designs, including components and elements. • Use a questionnaire to assess school and district professional learning designs. • Discover how to use social media for professional learning. • Examine how online coaching can help educators improve their practice. • Become familiar with a theoretical framework from Powerful Designs for Professional Learning (Learning Forward, 2014, 3rd ed.) and make a plan for improving professional learning. Participants should bring a copy of the third edition of Powerful Designs for Professional Learning (Learning Forward, 2014, 3rd ed.), which may be ordered at the Learning Forward Bookstore at https://store.learningforward.org.

Lois Easton, Tucson, AZ, [email protected] Lois Easton works as a consultant, coach, and author and is a senior consultant with Learning Forward. She is particularly interested in learning designs for adults and struggling students. Easton retired in 2005 as director of professional development with Eagle Rock School and Professional Development Center, Estes Park, Colorado. Easton is the editor and a contributor to Powerful Designs for Professional Learning (Learning Forward, 2014, 3rd ed.).

Lyn Hilt, Eastern Lancaster County School District, New Holland, PA, [email protected] Lyn Hilt is the elementary technology integrator and coach for the Eastern Lancaster County School District in New Holland, Pennsylvania. Before her current role, Hilt enjoyed five years leading and learning as an elementary principal. Hilt also is an online course instructor and teaches graduate college courses as an adjunct. She has presented at local, state, and national conferences on topics ranging from digital age educational leadership to professional development to social media use in schools. You can read more about Hilt and her learning experiences by visiting her blog, Learning in Technicolor, and by following her on Twitter @lynhilt.

Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Joellen Killion is the former deputy executive director for Learning Forward. She has continued her relationship as an advisor to the organization. Killion led the most recent revision of the Standards for Professional Learning. She has extensive experience in professional learning planning, design, implementation, and evaluation both at the school and system level. Killion is a frequent contributor to newsletters and JSD. Her most recent books include Becoming a Learning School (NSDC, 2009) co-authored with Patricia Roy, Assessing Impact: Evaluating Staff Development (Corwin Press, 2008, 2nd ed.), and Coaching Matters co-authored with Cindy Harrison, Chris Bryan, and Heather Clifton (Learning Forward, 2012).

Area of Focus: Innovating for Learning

36


PC114

TECHAPALOOZA THAT ADDRESSES LEARNING FORWARD’S STANDARDS FOR PROFESSIONAL LEARNING Discover how to create a virtual Professional Learning Network (PLN) for support and to integrate technology into your professional learning. Explore more than 30 technology tools that can be linked with Learning Forward’s Standards for Professional Learning. After your technology toolbox is overflowing, focus on knowing where to start by experiencing an action planning protocol. Participants will: • Equip their technology toolboxes with a variety of technology tools that are aligned to Learning Forward’s Standards for Professional Learning. • Learn an action planning protocol for embedding technology into professional learning. • Become a member of a virtual PLN for further learning and support throughout the year.


Margie Johnson, Metro Nashville Public Schools, Nashville, TN, [email protected] Margie Johnson is the business intelligence coordinator for Metro Nashville Public Schools, coordinating the professional learning for creating a data-informed culture throughout the district. She has 18 years of experience in education, which she began as a middle school teacher before moving into a variety of roles at central office, including technology teacher resource manager, instructional technology specialist, instructional technology coordinator, and director of professional development. Johnson was also the instructional technology specialist for the Appalachia Regional Comprehensive Center at Edvantia, where she provided technical assistance to state departments of education.

Adam Taylor, Metro Nashville Public Schools, Nashville, TN, [email protected] Adam Taylor has been teaching science in Metro Nashville Public Schools for 10 years. He has a passion for learning and teaching science and using technology to reach those ends. Taylor runs a yearly tech un-conference for 200+ teachers. He has presented sessions at International Society for Technology in Education, the Tennessee Educators Technology conference, and the National Career Academy conference.

Area of Focus: Embracing Technology

The Learning Forward conference is the best professional development opportunity for educators. The sessions are not fly-by-night trainings. I feel like I am surrounded by the best of the best when I attend these conferences. Jeff Goebel, 2013 Annual Conference Attendee

37

9 a.m. - 4 p.m.


200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.



SUNDAY PRECONFERENCE SESSIONS

PC201

THE FIVE DIMENSIONS OF ENGAGED TEACHING Learn to create emotionally rich and academically rigorous classrooms. Focus on the development of the whole teacher and the whole student across a variety of cultural backgrounds. Explore a whole-system approach to teaching and learning, which emerges from five foundational roots that support a set of social, emotional, and academic outcomes for students, teachers, and schools. Participants will: • Apply an evidenced-based framework to increase understanding of engaged teaching and the influence that the acculturation process can have on learning. • Reflect on behaviors, approaches, biases, beliefs, and reactions and make more conscious choices in teaching practice. • Understand how to apply research-based practices to develop a learning community that respects differences, fosters cooperation and companionship, and creates a climate of focus and academic rigor. • Use effective, practical protocols to support students in fostering deeper connections with their own learning as well as with their peers, teachers, and the world around them. Each participant will receive a copy of The 5 Dimensions of Engaged Teaching (Solution Tree, 2013) by Laura Weaver and Mark Wilding and core writing team member Vivian Elliott. Vivian Elliott, ESSI Solutions, Denver, CO, [email protected] Vivian Elliott is a senior consultant for Learning Forward and with Elliott Service Systems. She provides professional development and leadership coaching to teachers, school administrators, and managers in organizations throughout the U.S. For more than 30 years, Elliott has conducted educational research, designed and facilitated workshops, and published educational writings to promote cultural responsiveness and bias elimination. Elliott co-created the Colorado Coalition for Equity in Education and served in leadership roles for the National Coalition for Equity in Education and the Colorado Partnership for Educational Renewal.

These sessions meet in ONLINE LEARNING COMMUNITIES as well as face-to-face.

Mark Wilding, PassageWorks Institute, Boulder, CO, [email protected] Mark Wilding is the co-executive director of PassageWorks Institute, a non-profit organization that offers publications, curriculum, and professional development for K-12 educators. Wilding has been teaching and facilitating programs of professional learning and graduate courses for more than 17 years. Before joining PassageWorks in 2009, he was a member of the staff and faculty of Naropa University, where he continues to teach graduate courses in leadership and systems thinking. Wilding is co-author of the book The 5 Dimensions of Engaged Teaching (Solution Tree 2013) with Laura Weaver and core writing team member Vivian Elliott.


PC202

COMBINING PROFESSIONAL LEARNING COMMUNITIES WITH INSTRUCTIONAL AND PEER COACHING Hear how teacher leaders, coaches, and administrators can combine professional learning communities with instructional and peer coaching to create a positive impact on student achievement. See how instructional coaching and peer coaching can greatly increase learning in professional learning communities. Identify strategies and practice facilitation skills for these key leadership roles. Participants will: • Gain a structure for facilitating professional learning community conversations by connecting teacher actions with student actions and student learning outcomes. • Practice facilitation and coaching verbal communication skills. • Identify strategies for increasing peer coaching among teachers in professional learning communities. Steve Barkley, PLS 3rd Learning, Bethlehem, PA, [email protected] Stephen Barkley, executive vice-president of PLS 3rd Learning, is internationally recognized for his ability to facilitate change. He is well known for guiding districts through the process of school improvement through coaching, mentoring, and professional learning communities. Barkley began his career in education 40 years ago as an elementary school teacher. For the past 30 years, he has consulted with school districts, teacher organizations, state departments of education, and colleges and universities nationally and internationally.

Area of Focus: Creating Connections 38


PC203

SIT AND GET WON’T GROW DENDRITES: 20 PROFESSIONAL LEARNING STRATEGIES THAT ENGAGE THE ADULT BRAIN Visualize the worst presentation that you have ever been a part of as an adult learner. Now visualize the best one. No doubt there is a considerable difference between the two professional learning opportunities. Learn the answers to three basic questions: What are 20 strategies that I can use to make my professional learning experience unforgettable? What are techniques that result in sustained adult behavior change? What are 10 things that keep adults living well beyond the age of 80? Participants will: • Explore six precepts of adult-learning theory. • Experience five strategies that make learning memorable. • Generate 10 characteristics of a brain-compatible speech, workshop, or course. • Develop a professional learning lesson plan that will result in behavior change. • Ensure that teachers and administrators get the message through strategies such as action research, study groups, and peer coaching. Marcia Tate, Developing Minds, Conyers, GA, [email protected] Marcia Tate is an educational consultant who has presented at state, national, and international conferences. Previously, she was executive director of professional development for the DeKalb County School System in Decatur, GA. During her 30-year career with the district, she was a classroom teacher, reading specialist, language arts coordinator, and staff development director. She is the author of Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain, (Corwin Press, 2010, 2nd ed.), Preparing Children for Success in School and Life: 20 Ways to Increase Your Child’s Brain Power (Corwin Press, 2011), Science Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain (Corwin Press, 2010), and Sit and Get Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain (Corwin Press, 2004).


PC204

LEMONS TO LEMONADE Develop successful ways to anticipate and correct events that can go wrong in professional meetings. Acquire a toolkit to compassionately manage disengaged and disruptive participants and effectively respond to other common problems facilitators face. Learn to overcome discomfort or nervousness and stay grounded when intervening in problematic situations. Hold groups to meeting standards and working agreements. Participants will: • Learn ways to intervene with counterproductive behavior in meetings, professional learning sessions, and professional learning communities. • Tune observation radar to know when to ignore, use group protocols, or to use language to frame a problem and create a solution path. • Be proactive and prevent counterproductive behaviors. • Self-assess and gain insights about the personal journey from novice to expert facilitator. Participants should bring a copy of From Lemons to Lemonade: Resolving Problems in Meetings, Workshops, and PLCs (Corwin, 2013), which may be ordered at the Learning Forward Bookstore at https://store.learningforward.org. Robert Garmston, Center for Adaptive Schools, El Dorado Hills, CA, [email protected] Robert Garmston is co-developer of Adaptive Schools and Cognitive Coaching. He is a former teacher, principal, director of instruction, acting superintendent, and professor. Garmston has written and co-authored a number of books and articles including the 1999 National Staff Development Council Staff Development Book of the Year, The Adaptive School: A Sourcebook for Developing Collaborative Groups (Christopher-Gordon, 2008, 2nd ed.) with Bruce Wellman. Garmston’s newest book is From Lemons to Lemonade: Resolving Problems in Meetings, Workshops, and PLCs (Corwin, 2013) with Diane Zimmerman.

Diane Zimmerman, Fairfield, CA, [email protected] Diane Zimmerman retired after a career in education that included roles as a teacher, speech therapist, program manager, assistant superintendent, and superintendent of Old Adobe School Union School District. Zimmerman joined the Cognitive Coaching consulting consortium founded by Bob Garmston and Art Costa. During the past 20 years Zimmerman has written and consulted in the areas of Cognitive Coaching, teacher supervision and evaluation, facilitation, stages of adult development, assessment of leadership skills, and constructivist leadership.


200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.

200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.


PC205

PC206

Accountability in professional development means that educators must show that their professional learning experiences lead to better instructional practice and improved learning outcomes for all students. Examine how leaders can make sure that new forms of job-embedded, school-based professional learning make a difference in teachers’ practices and student performance. Learn how to identify reliable indicators of student success, apply research findings to professional development design and implementation, gather quantitative and qualitative evidence on effects, and present that evidence in meaningful and convincing ways.

In aerodynamics, uplift is the force that allows airplanes to take off and escape gravity. Among people and organizations, uplift is the force that raises performance, spirits, and communities in order to reach higher purposes and attain unexpected levels of achievement. Explore the principles of uplifting leadership gained from research of 17 corporations, organizations, and systems in business, sports, and public education that improved performance.

EVALUATING PROFESSIONAL DEVELOPMENT: LINKING OUR LEARNING TO STUDENT LEARNING

Participants will: • Take away new ideas and strategies for improving professional development processes. • Understand how to evaluate the results of professional learning experiences in terms of teachers’ practice and students’ performance. • Consider how to improve instructional practice and better meet the needs of diverse learners. Thomas Guskey, Lexington, KY, [email protected] Thomas Guskey is professor of educational psychology in the College of Education at the University of Kentucky, and is well known for his work in professional development and educational change. He was awarded NSDC’s Contributions to the Field Award in 2009, and is the only person to have twice won NSDC/Learning Forward’s Book of the Year Award and three times the Article of the Year Award. Guskey served on the policy research team of the National Commission on Teaching and America’s Future, on the task force to develop the National Standards for Staff Development, and has been named a Fellow in the American Educational Research Association, one of the Association’s highest honors. He is the author or editor of 20 books and more than 200 articles and papers, and has been featured on National Public Radio’s Morning Edition and Talk of the Nation.



UPLIFTING LEADERSHIP: YOUR PERFORMANCE, YOUR PEOPLE, AND YOURSELF

Participants will: • Be able to answer the questions: What does it take to do a lot with a little, better than you did, or better than your peers? How do you turn losses into wins, near-bankruptcy into strong profitability, and abject failure into stellar success? • Understand how to build teams that pull people into change rather than pushing them through it. • Learn to collaborate with competitors instead of trying to vanquish them. • Leave with the keys to building a high-performance culture in your school or district. Andy Hargreaves, Boston College, Chestnut Hill, MA, [email protected]; @hargreavesbc Andy Hargreaves is the Thomas More Brennan Chair in the Lynch School of Education at Boston College. Hargreaves has authored or edited more than 30 books, including Professional Capital: Transforming Teaching in Every School (Teachers College Press, 2012) which received the Award of Merit from the International Leadership Association and the Outstanding Writing Award from the American Association of Colleges for Teacher Education. Hargreaves has delivered addresses in more than 40 countries and has consulted with the World Bank, the Organisation for Educational Cooperation and Development (OECD), and with organizations and governments around the world.

Alan Boyle, Leannta Education Associates, London, England, [email protected] Alan Boyle is founder and director of Leannta Education Associates. During the last 12 years, he has established and maintained international learning partnerships between school and district leaders in the UK and North America. His latest work involved analysis of systemwide school reforms across New York City, Toronto, and London. Boyle taught for 20 years in urban schools across England. He worked for two school districts, including seven years as the chief inspector of a London borough. His latest co-authored books are Big-City School Reforms: Lessons from New York, Toronto, and London (Teachers College Press, 2014) with Michael Fullan and Uplifting Leadership (Jossey-Bass, 2014) with Andy Hargreaves and Alma Harris.



PC207

LEARNING ACROSS GENERATIONS Professional learning in today’s education environment must meet the needs of various generations of adults learning and working together. Generation Y, Generation X, and Baby Boomer learners bring vastly different communication, work, and collaborative styles into their environment. Understand how different generations learn and process information. Engage with practices and strategies that promote professional learning across all generations, allowing differentiated learning when and where appropriate. Participants will: • Describe and explain generational characteristics that contribute to teaching and learning differences. • Know the research and best practice regarding engagement of Generation Y, Generation X, and Baby Boomer learners. • Demonstrate various discussion and teaching and learning strategies that engage all generations. • Understand when to use various teaching and learning strategies. Candice McQueen, Lipscomb University, Nashville, TN, [email protected] Candice McQueen is the dean of the college of education at Lipscomb University and director of the Ayers Institute for Teacher Learning and Innovation. McQueen is on the board of directors for the American Association of Colleges of Teacher Preparations. She recently spoke to congressional staffers on teacher preparation at the Aspen Institute. She serves on various boards, including the PENCIL Foundation, SCORE’s steering committee, STARS Nashville, the Mayor’s Youth Master Plan Leadership Council, and the First to the Top Advisory Council for the Commissioner of Education. McQueen is also on the executive committee of the Tennessee Association of Colleges of Teacher Education.


PC208

DEVELOPING PROFESSIONAL EXPERTISE IN STANDARDS-DRIVEN SYSTEMS The focus of the supervisory process is shifting from fulfilling contractual obligations to promoting opportunities for growth. Examine how teacher effectiveness links directly to student learning and skillful supervision links directly to

teacher effectiveness. Understand how the ability of supervisors to structure and facilitate powerful learning-focused conversations lies at the heart of one-to-one and collective work with teachers. Participants will: • Learn to apply verbal and nonverbal skills across a continuum of interactions, from calibrating, to consulting, to collaborating, to coaching, which supports reflection and develops professional capacity. • Develop methods for providing feedback to improve instructional decision making. • Gain tools and templates for planning, reflecting, and problem solving in both one-to-one and small group interactions. Participants should bring a copy of Learning-Focused Supervision: Developing Professional Expertise in Standards-Driven Systems (MiraVia, 2013) by Laura Lipton and Bruce Wellman, which may be ordered at www.miravia.com. Bruce Wellman, MiraVia, Guilford, VT, [email protected]; http://twitter.com/brucewellman Bruce Wellman is co-director of MiraVia. He consults with school systems, professional groups, and organizations throughout the U.S. and Canada, presenting workshops and courses for teachers and administrators on the patterns and practices of learning-focused classrooms, learning-focused conversations for supervisors and mentors, presentation skills, and facilitating and developing collaborative groups. MiraVia’s publications translate theory into accessible and practical applications. Wellman is the author and co-author of numerous publications related to organization and professional development, mentoring, quality teaching, and improving professional cultures. Wellman is an award-winning author whose work has been honored by the Education Writers Association and was the recipient of Learning Forward’s Staff Development Book of the Year in 1999 for The Adaptive School: A Sourcebook for Developing Collaborative Groups (Christopher-Gordon Publishers, 2008, 2nd ed.) with Robert Garmston.

Laura Lipton, MiraVia, Charlotte, VT, [email protected] Laura Lipton is co-director of MiraVia, a training and publishing firm. Lipton is an international consultant whose writing, research, and seminars focus on effective and innovative instructional practices and on building professional and organizational capacities for enhanced learning. Her workshops and seminars provide strategies, practical resources, and innovative ideas for educators grappling with critical professional issues. Lipton has experience as a K-12 teacher, staff developer, and curriculum specialist. She is author and co-author of numerous publications related to organizational and professional development, learning-focused schools, and literacy development.


200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.

200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.


PC209

PC210

Use the classic film 12 Angry Men as a lens to explore how teams face and overcome similar challenges to collaborate and succeed in improving student learning. Articulate expected norms for powerful collaboration and increase awareness of trust-building and trust-busting behaviors. Understand how collaboration is the engine that drives a learning community.

Have your professional learning communities (PLCs) gone flat from too many checklists and not enough meaningful dialogue and collaboration? Are you focusing too much of your time and energy on cold, hard data and not enough on the strengths and challenges of your students? Do your meetings revolve around the logistical issues of running a school rather than building a culture of literacy in every discipline? If so, your school may need a professional learning communities reboot! Change your into PLCs into PLLCs--Professional Literacy Learning Communities.

TWELVE ANGRY MEN: THE IMPACT OF ONE, THE POWER OF TEAM

Participants will: • Gain insight into strategies that improve team effectiveness and deepen collaboration. • Explore tools and resources to engage teammates in a systematic, reflective, and collaborative process of improving student learning. • Examine assumptions and the cultural lenses that are brought to conversations regarding students. • Apply real-life examples of the power of embedded professional learning to their settings. • Leave with the power to make a difference. Kenneth Williams, Unfold the Soul, Tyrone, GA, [email protected] Kenneth Williams is a former teacher, assistant principal, and principal and the chief visionary officer of Unfold the Soul, a company dedicated to inspiring teams to achieve maximum impact. Williams has a proven record of transforming schools in challenging and underserved communities to create positive organizational climates, highly productive teams, and significant increases in students’ performance. He is a contributor to the anthology The Collaborative Administrator: Working Together as a Professional Learning Community (Solution Tree, 2008), Creating Physical and Emotional Security in Schools (Solution Tree, 2012, 2nd ed.), and co-author with Tom Hierck of Authentic Alignment in a PLC: Moving from Compliance to Commitment (Solution Tree, 2014).


42

PROFESSIONAL LEARNING COMMUNITIES WITH A LITERACY TWIST

Participants will: • Evaluate their PLCs in terms of strengths and needs. • Examine characteristics of effective literacy learning communities. • Create a plan of action for schoolwide literacy learning. ReLeah Cossett Lent, Morganton, GA, [email protected] ReLeah Cossett Lent began her career as a secondary teacher and then became a founding member of a statewide literacy project at the University of Central Florida. She is now an international consultant who writes and speaks about adolescent literacy, Common Core State Standards, and school leadership. Her latest book written with Barry Gilmore, Common Core CPR: What about Adolescents Who Struggle. . .or Just Don’t Care (Corwin, 2013), has influenced the national dialogue about how to implement the Common Core Standards with struggling students. The author of several other books and numerous journal articles, she is also chair of National Council of Teachers of English’s Standing Committee Against Censorship and is recipient of awards from the National Council of Teachers of English, The American Library Association, PEN, and state education awards from Florida and Nebraska.



PC211

BUILDING AN EFFECTIVE TEACHER LEADERSHIP PROGRAM Learn about a variety of approaches to the creation of powerful teacher leader programs that make an impact on student learning. Examine the characteristics of effective teacher leader programs along with the standards for teacher leadership. Leave with a draft plan and actionable next steps for creating or refining a teacher leader program at the school or district level. Participants will: • Identifying possible roles and responsibilities for teacher leaders along with the needed support from site administrators. • Compare the role of teacher leaders in district/province initiatives. • Study scenarios of teacher leadership at the site level using various models. • Gain skills needed to facilitate teams, and create and implement a vision for teacher leadership. Cindy Harrison, Instructional Improvement Group, Broomfield, CO, [email protected] Cindy Harrison has worked in education for more than 30 years as a teacher, district staff development director, and middle school principal. She works with districts and schools in the areas of instructional coaching, organizational change initiatives, professional learning communities, staff development, leadership teams, and facilitation. She co-authored the books Taking the Lead: New Roles for Teachers and School-Based Coaches (NSDC, 2006) and Coaching Matters (Learning Forward, 2012).

Justin Darnell, Denver Public Schools, Denver, CO, [email protected]; @jdarnelldps Justin Darnell leads efforts at Denver Public Schools to design and implement a cohesive teacher leader development system, that ensures the more than 1,200 teacher leaders in the district have the comprehensive professional learning necessary to impact peers and students at their schools. Darnell previously taught for six years in Denver Public Schools. He made the difficult decision to leave the classroom because he wanted to extend his impact on students by helping Denver Public Schools move from pockets of excellence to systems of excellence.


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USING DATA FOR CONTINUOUS SCHOOL IMPROVEMENT Schools can become much more efficient and innovative learning organizations when they use data effectively. Be able to address the questions that lead to aligning instruction and practices to the needs of the learner. See how student learning can increase in every grade level, subject area, and within every student group. Gain an overview of the continuous school improvement cycle and explore the actions of schools committed to using data for continuous improvement. Participants will: • See how to engage staff in the hard work of comprehen sive data analysis for student learning increases. • Look at multiple measures of data and how they fit into an overall data analysis framework. • Understand the kind of data that must be used to answer essential questions. • Learn how to solve a problem with data, and how to create and lead a plan that will positively transform leading, teaching, and learning schoolwide or districtwide. Victoria Bernhardt, Education for the Future Initiative, Chico, CA, [email protected] Victoria Bernhardt is executive director of the Education for the Future Initiative, a not-for-profit organization whose mission is to build the capacity of all learning organizations to gather, analyze, and use data to continuously improve learning for all students. She is also a professor on leave with the California State University Chico. Bernhardt is the author of Data Analysis for Continuous School Improvement (Routledge, 2013, 3rd ed.) and Response to Intervention (RtI) and Continuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System (Routledge, 2010) with Connie Hebert.

Bradley Geise, Education for the Future Initiative, Chico, CA, [email protected] Bradley Geise has been with Education for the Future, a not-forprofit initiative located on the California State University, Chico campus, for about 20 years. Geise provides consultation services to schools and districts that use data for continuous school improvement. He manages broad contract data services with an emphasis on ensuring data integrity. With Victoria Bernhardt, Geise recently co-authored the book, From Questions to Actions: Using Questionnaire Data for Continuous School Improvement (Routledge, 2009). Geise has also authored several applications that are designed to help facilitate data collection and use throughout school districts.

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200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.


200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.


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THE NEW INSTRUCTIONAL COACHING CYCLE: WHAT WE HAVE LEARNED ABOUT EFFECTIVE COACHING Gain an introduction to a new, simpler, coaching cycle built around four components of coaching. Learn about a variety of specific practices within those components, including asking effective questions for setting goals, using video to set goals and monitor progress, developing and using checklists to explain teaching practices, modeling teaching practices in one of six different ways, and asking effective questions to refine practices and hit goals. Participants will: • Develop a familiarity with research conducted at the Kansas Coaching Project at the University of Kansas Center for Research on Learning on the instructional coaching model first described by Jim Knight in Instructional Coaching: A Partnership Approach to Improving Instruction (Corwin, 2007). • Understand the four components of coaching: identify, learn, practice, and refine. • See video of instructional coaching in practice, and learn how to access numerous, free online resources. Jim Knight, University of Kansas, Lawrence, KS, [email protected]


Jim Knight is a research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. He has spent more than a decade studying instructional coaching and has written or co-authored several books on the topic including Instructional Coaching: A Partnership Approach to Improving Instruction (Corwin Press and NSDC, 2007). He also edited Coaching: Approaches and Perspectives (Corwin, 2008), and his newest book is Unmistakable Impact: A Partnership Approach to Dramatically Improving Instruction (Corwin Press and Learning Forward, 2011). Knight also writes the Radical Learners blog and hosts Talking About Teaching on the Teaching Channel.


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BECOMING A LEARNING SYSTEM In 2009, Learning Forward released its seminal text, Becoming a Learning School (NSDC, 2009), which has guided the school improvement efforts of district and school leaders across the world. In 2014, the follow-up text, Becoming a Learning System will be released. Explore how school districts, charter management organizations, and networks of traditional and nontraditional schools can create environments that foster effective teaching and learning. Hear about the assumptions guiding this work and Learning Forward’s vision for a learning system. Discuss the changing role of a district or charter management central office necessary to support the work of building leaders and their leadership teams. Examine the link between standards-based professional learning, improved practices of teachers and leaders, and increased student learning to gain a system focus. Participants will: • Develop an understanding of the critical attributes of a learning system. • Learn strategies for developing district leadership that result in powerful learning throughout an organization. • Understand the use of a cycle of continuous improve ment and innovation configuration maps to become a model of how school leadership teams function. Frederick Brown, Learning Forward, Dallas, TX, [email protected] Frederick Brown is Learning Forward’s director of strategy and development. Before joining Learning Forward, Brown served as a senior program officer for The Wallace Foundation and he was director of the Leadership Academy and Urban Network for Chicago, an organization whose mission was to identify, train, and support principals for the Chicago Public Schools. Brown’s expertise is grounded in real-world experience. He has been an elementary school teacher and principal as well as a middle school assistant principal. He also served as a founding member of the mathematics and equity teams for Ohio’s Project Discovery, a statewide initiative to improve mathematics and science instruction.


PC215 Kay Psencik, Cypress, TX, [email protected] Kay Psencik is a senior consultant for the Learning Forward. She has been an educator for more than 45 years. Psencik served in Texas public schools as a teacher and administrator until her retirement in 1999 from Austin Independent School District where she was as deputy superintendent. Since her retirement, she has assisted school districts and other educational organizations across the nation in efforts to transform their organizations by facilitating and coaching principals to lead high-performing schools. Psencik’s other area of expertise is leadership development.

Wendy Robinson, Fort Wayne Community Schools in Fort Wayne, IN, [email protected] Wendy Robinson is superintendent of Fort Wayne Community Schools in Fort Wayne, IN. In her 35 years with Fort Wayne Community Schools, she has served as a classroom teacher, assistant principal, principal, and central office administrator. Robinson was one of the members of the inaugural class of Broad Center Fellows, a program designed to prepare and challenge urban school leaders. She is nationally recognized for her expertise in improving urban education and is frequently asked to speak at conferences and events hosted by organizations such as The Wallace Foundation, the National Conference of State Legislators, American Association of School Administrators, and the Urban Superintendent’s Association of America. Robinson has received numerous awards, including the National Alliance of Black School Educators 2009 Joseph E. Hill Superintendent of the Year Award.


“My first Learning Forward Conference was outstanding. I experienced new and innovative instructional practices and felt at home with fellow educators. It was great to feel welcomed into this community of professional educators. “ Becky Schock 2013 Annual Conference Attendee

TOOLS FOR DEFINING, GAUGING, AND EVALUATING THE QUALITY AND EFFECTIVENESS OF PROFESSIONAL LEARNING Gain an understanding and experience with a variety of tools available to measure the quality and effectiveness of professional learning aligned with the Standards for Professional Learning. Explore ways to use standards-based tools, such as Standards Assessment Inventory 2 and Innovation Configuration maps, to plan, implement, and evaluate professional learning. Identify barriers to and catalysts for addressing some current implementation challenges. Participants will: • Define and examine the attributes of effective professional learning. • Gain a deeper understanding of the Standards for Professional Learning, the Standards Assessment Inventory 2, and the Innovation Configurations maps to support the implementation of professional learning. • Explore ways to plan and evaluate professional learning to address implementation challenges. Victoria Duff, Learning Forward Center for Results, Toms River, NJ, [email protected] Victoria Duff is a senior consultant for Learning Forward Center for Results. She supports projects on educator effectiveness and professional learning. She has 37 years of experience in the field of education. Duff spent 27 years as a classroom practitioner and was a leader of professional learning at the district level. In addition, she was the inaugural chair of the New Jersey Professional Teaching Standards Board, a board responsible for the creation of professional development regulations and guidance. She worked in the New Jersey Department of Education in 2003 as teacher quality coordinator until her retirement in 2012.

Linda Munger, Learning Forward Center for Results, Port Orange, FL, [email protected] Linda Munger is a senior consultant for Learning Forward Center for Results. Her work focuses on facilitating, supporting, and evaluating professional learning in schools, districts, regional agencies, and state departments. She has worked with grade level and department teams, school leadership teams, district and state advisory councils, and task forces in the development and evaluation of comprehensive professional learning system plans. She is the author of the book, Change, Lead, Succeed: Building Capacity with School Leadership Teams (2010). Munger has written several articles for JSD and conducted several e-learning courses for Learning Forward.

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200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.

200 SUNDAY

DECEMBER 7

9 a.m. - 4 p.m.


BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Explore INNOVATIVE PD in sessions marked with this icon. Sessions that have content and skills for educators serving TITLE 1 populations are designated this way. Sessions appropriate for SUPERINTENDENTS are indicated with this icon.


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BEYOND IMPROVEMENT TO INNOVATION: INTERNATIONAL LESSONS ABOUT TRANSFORMATION Can we expect learning to be significantly better unless schools and systems become significantly different? What if even our most earnest efforts to improve schools don’t close the learning gap? Learn how schools and systems across the globe employ innovation strategies in combination with improvement strategies to accelerate learning and growth for students and the adults who serve them. Explore how schools and systems are building ecosystems to support their bold efforts to transform learning. Engage with colleagues in an examination of four major innovations being used to redesign education globally. Participants will: • Learn about the split-screen approach using improvement and innovation strategies simultaneously. • Explore design principles for 21st-century learning in classrooms and schools. • Investigate strategies for enhancing personalization through learner engagement and learner agency. • Discuss leading edge 21st-century professional learning strategies for workforce development. Albert Bertani, Innovation Unit, Chicago, IL, [email protected] Al Bertani serves as a senior international associate with the Innovation Unit in London, England. During his forty years in education, Bertani has divided his career between working in public schools and higher education having served as a classroom teacher, principal, assistant superintendent, chief officer for professional development, college professor, university administrator, and senior research associate. Bertani regularly presents papers, workshops, and institute programs for numerous professional organizations. He has authored articles, research reports, and book chapters about leadership development, professional development, systemic change, and strategic planning. His most recent publication, Redesigning Education: Shaping Learning Systems across the Globe (Booktrope, 2013), was co-authored with his colleagues at the Innovation Unit.



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BUILDING A VISIBLE LEARNINGPLUS FOUNDATION The Visible Learningplus framework, based on the research of John Hattie, provides schoolbased teams with the processes and tools to understand how their practices affect student learning. Hear about the most important messages from the Visible Learning research and understand what does and doesn’t make a significant difference in student achievement. Gain a deeper understanding of what works in raising student achievement. See how to work collaboratively to analyze school and student data while developing visible learners in your school or district. Participants will: • Understand the key philosophy of Visible Learning and the major factors that influence student learning and achievement. • Explore the importance of effect size as a useful way to measure progress. • Investigate key characteristics of assessment-capable learners. • See how to develop mind frames needed to make an impact on student achievement and instruction. • Examine the role of feedback and the importance of learning intentions and success criteria. David Nagel, Zionsville, IN, [email protected] David Nagel began his career in education as a middle school teacher. He was also a middle school assistant principal, high school associate principal, and director of credit-recovery programs. Since 2003, Nagel has used his experience and expertise to implement effective practices that help students experience achievement gains. Nagel has published in Principal Leadership and Educational Leadership. His upcoming book, Effective Grading Practices for Secondary Teachers (Corwin Press, 2014) focuses on grading practices.

Kristin Anderson, Corwin, Thousand Oaks, CA, [email protected] Kristin Anderson began her career as a high school English teacher for students who were expelled from Denver Public Schools. Since then, she has worked in multiple K-12 settings. Anderson has delivered professional development around the world. Over the past three years she has studied the Visible Learning research under John Hattie and Debra Masters. Anderson is the author of Real Time Decisions: Educators Using Formative Assessment to Change Lives NOW! (Lead and Learn Press, 2012), and the co-author of Getting Started with Rigorous Curriculum Design: How School Districts Are Successfully Redesigning Their Curricula for the Common Core (Lead and Learn Press, 2013), with Larry Ainsworth. Anderson currently serves as the director of professional learning with Corwin.



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Successful implementation of Common Core State Standards at the school, state, and district level requires attention to three crucial elements: assessment alignment and transparency, strong instructional materials and strong training, and ongoing support for teachers and leaders. See how in Tennessee, implementation has been driven by the work of a statewide Common Core Leadership Council by focusing on balancing these three legs of the stool. Understand how Tennessee has overhauled state assessment resources, upgraded textbooks and curricula, and trained more than 55,000 educators in teacher and principal courses.

Examine the principles that help districts reimagine their professional development supports, beginning with a comprehensive benchmark, audit, and ready-state process. Explore the PD redesign toolkit supported by the Bill & Melinda Gates Foundation to promote professional development redesign and set conditions that foster innovation. Gain tools and protocols for determining system readiness, optimizing time, aligning initiatives, conducting policy reviews, and guiding professional development planning. Manage data and tech communities of practice. Discover a tool designed for assessing and supporting principals as instructional leaders.

KEY SUPPORTS FOR COMMON CORE STATE STANDARDS IMPLEMENTATION

Participants will: • Learn what has worked well, what has worked less well, and where the greatest success has occurred. • Explore how assessments have linked to the curricula and been the focus of training. • Understand how to make sure the work of assessments, materials, and training are linked to each other and are focused on student achievement. Emily Barton, Tennessee Department of Education, Nashville, TN, [email protected] Emily Barton is the assistant commissioner of curriculum and instruction for the Tennessee Department of Education, where she oversees Tennessee’s transition to Common Core State Standards, including assessment design, instructional materials, and educator training and support. Before assuming this role, Barton served as chief of staff for the Tennessee Department of Education, supporting the development of the strategic plan. For five years before coming to Tennessee, she managed Teach For America’s regions for Washington, D.C. and Connecticut. She started her education career teaching seventh-grade math in a rural community in Louisiana.


THE COMPLETE iPD TOOLKIT

Participants will: • Gain an overview of the PD redesign principles for applying tools, protocols, and resources to strengthen innovative professional development from the Bill & Melinda Gates Foundation. • Analyze your district’s use of resources - from human capital to technology - and consider the conditions and processes needed to optimize their use. • Focus on the set of tools most needed by your district or system and leverage powerful assessment tools to create supportive policies and strengthen structures for more effective and innovative professional development. Masa Uzicanin, Bill & Melinda Gates Foundation, Washington, DC, [email protected] Masa Uzicanin is a senior program officer with the Bill & Melinda Gates Foundation and is responsible for the development and management of a portfolio of investments on the College Ready team with a specific focus on the K-12 professional development market. Prior to joining the Gates Foundation, she was director of research and development for Wireless Generation. Uzicanin has also served as a literacy coordinator and literacy coach for the New Jersey Department of Education as well as a teacher in a lab-site classroom with the New York City Department of Education.

Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Joellen Killion is the former deputy executive director for Learning Forward. She has continued her relationship as an advisor to the organization. Killion led the most recent revision of the Standards for Professional Learning. She has extensive experience in professional learning planning, design, implementation, and evaluation both at the school and system level. Killion is a frequent contributor to newsletters and JSD. Her most recent books include Becoming a Learning School (NSDC, 2009) co-authored with Patricia Roy, Assessing Impact: Evaluating Staff Development (Corwin Press, 2008, 2nd ed.), and Coaching Matters co-authored with Cindy Harrison, Chris Bryan, and Heather Clifton (Learning Forward, 2012).


200 SUNDAY

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9 a.m. - 4 p.m.

A POWERFUL PARTNERSHIP

Learning Forward’s Center for Results is your partner in performance improvement. The Center offers high-impact consulting, programs, tools, and technical support to help you increase educator capacity and improve student achievement. Common Core Implementation Proactive states and school districts partner with the Center for Results to successfully align teaching and learning with the Common Core Standards. Let us help you transform your professional learning system.

Intentional PLCs Professional Learning Communities can be one of the most effective ways to embed sustainable, collaborative learning. The Center for Results can help you ensure your PLC efforts are purposeful and effective.

For more information: M. René Islas, Director (202) 630 -1489 [email protected] www.learningforward.org/center-for-results

Coaches Training and Support Effective coaches can ensure that 90% of learning transfers into practice. The Center’s Coaches’ Academy provides six days of face-to-face training at your location to equip your coaches with the knowledge and skills to excel.

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School Performance Improvement Pathway to Achievement is a comprehensive six-step program that leverages the best in adult learning theory, research and experience to build capacity for sustained improvement in teaching and learning.

Measuring PD Quality Knowing where you stand is the first step in improving the quality of professional learning. The Standards Assessment Inventory 2 (SAI2), is a proven measure of your professional learning system’s alignment with effective practice.

PCFR1 / SATURDAY, DEC. 6 / 9 A.M. TO 4 P.M.

PCFR2 / SUNDAY, DEC. 7 / 9 A.M. TO 4 P.M.

The Learning Forward Standards for Professional Learning are the keys to high quality professional learning that results in student achievement. Learn how to use the Standards Assessment Inventory 2 (SAI2) and Innovation Configuration maps for Standards for Professional Learning to introduce professional learning standards to leadership and faculty and how to guide them through the design of standards based, sustainable, longterm school, or district improvement plans.

Districts and schools are under more pressure than ever to ensure that low-performing schools move to higher levels of achievement in ways that are immediate and sustainable. Hear how Learning Forward’s Center for Results provides a research-driven framework that leads to lasting improvements in teaching and learning. See how Center for Results can leverage the best in adult learning theory, research on organizational change leadership, and practical experience to help you build capacity for sustained improvements in teaching and learning.

IGNITE PROFESSIONAL LEARNING AND SCHOOL IMPROVEMENT WITH THE STANDARDS ASSESSMENT INVENTORY 2 (SAI2)

Participants will: • Gain familiarity with the role of the Learning Forward Standards for Professional Learning in planning for high-quality, job-embedded professional learning that results in high levels of student achievement for all students. • Understand Learning Forward’s Standards Assessment Inventory 2 (SAI2) and how to administer and manage this online instrument in a school and district. • Apply the power of Learning Forward’s Innovation Configuration Maps to the school improvement process. • Involve all teachers and administrators in authentic school improvement planning based on the Learning Forward professional learning standards. The Center for Results offers high-impact consulting and programs, providing the tools and technical support to transform professional learning and increase educator capacity to improve student achievement. This commercial session is offered at no cost and explains some of these services. Steve Preston, Learning Forward Center for Results, Decatur, GA, [email protected] Steve Preston is a senior consultant for Learning Forward. In his more than 40 years as an educator, he has been a teacher, a middle and high school principal, and a curriculum director. He recently retired from the Georgia State Department of Education as director of professional learning. Preston led Georgia to be the first state in the country to adopt the Standards Assessment Inventory (SAI) statewide, working with 180 school districts and 3000+ schools for three years. He has consulted with schools, districts, regional service agencies, and states across the country on the SAI, and is considered a national expert on the use of this instrument for school improvement.


PATHWAY TO ACHIEVEMENT

Participants will: • Discover how the Center for Results can help schools or districts get on the Pathway to Achievement. • Learn the six-step change management process that guides successful turnaround schools. • Leave with an understanding of the technical assistance Center for Results can provide your schools or district. The Center for Results offers high-impact consulting and programs, providing the tools and technical support to transform professional learning and increase educator capacity to improve student achievement. This commercial session is offered at no cost and explains some of these services. René Islas, Learning Forward Center for Results, Alexandria, VA, [email protected] René Islas is the director of the Learning Forward Center for Results, the fee-for-service consulting division of Learning Forward. He launched the Center for Results under a social enterprise business model. Islas has more than a decade of experience leading education reform through practical and policy work at the federal, state, and local levels. Islas joined Learning Forward after serving as the senior vice president of an international consulting firm where he launched the K-12 education practice. His government experience includes service as the chief of staff to the assistant secretary of education, where he managed the overall operations, policy development, and administration of programs within the Office of Elementary and Secondary Education.

Cheryl Krehbiel, Washington, DC, [email protected] Cheryl Krehbiel is an independent consultant with Learning Forward’s Center For Results. Previously she served as deputy chief for professional development in the District of Columbia Public Schools and was responsible for the planning, delivery, and implementation of a comprehensive professional development plan to increase the skills and knowledge of teachers, principals, and other school staff. Krehbiel has also worked as vice president of Edbuild, a nonprofit organization, and as a staff development specialist in Montgomery County, Maryland. As a teacher for more than 20 years, Krehbiel honed her skills as a classroom practitioner. She has taught in New York, Delaware, and Illinois schools and served as an adjunct professor at Wilmington College in Delaware.

Area of Focus: Raising the Bar 49

Center

for Results Promotional Session

Learn how the Center for Results can improve your school or system in these free sessions.

iPD

Showcase Exhibit Hall Sponsored by

Amplify

iPD Showcase in the Exhibit Hall Visit the iPD Showcase in the Exhibit Hall, where selected vendors and providers will provide 25-minute presentations demonstrating how to leverage the power of technology to implement innovative solutions addressing your professional learning needs. Tickets are not required for iPD Showcase sessions.

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LEARN WHAT WORKS IN PROFESSIONAL DEVELOPMENT Monday, December 8, 2014 from 8 am - 8:30 am

Most professional development today neither changes teacher practice nor improves student learning. Research shows that professional development must be significant, ongoing, and supported by learning communities to work. Find out how districts can leverage technology to create the most effective professional learning environment. Alvin Crawford, Knowledge Delivery Systems, New York, NY, [email protected]

iPD1

VIDEO-ENABLED PROFESSIONAL LEARNING Sunday, December 7, 2014 from 4:30 pm - 5 pm

Experience a demonstration of how video is being used by teachers, coaches, and teacher leaders to collaborate and improve teacher effectiveness using video-enabled coaching and online professional learning communities. Rob Bayuk, Teaching Channel, Oakland, CA, [email protected]

FREE RESOURCES TO SUPPORT THE COMMON CORE TRANSITION

Monday, December 8, 2014 from 8:30 am - 9am

Hear about the multiyear research being completed by School Improvement Network on the impact of on-demand professional development systems on student achievement.

iPD5

Sunday, December 7, 2014 from 5 pm - 5:30 pm

Register by Oct.15 for 3- or 5-day conference attendance.

LONGITUDINAL IMPACT OF ON-DEMAND PROFESSIONAL DEVELOPMENT

Cory Linton, School Improvement Network, Midvale, UT, [email protected]

iPD2

SAVE $50

iPD4

COACHES’ CONNECT

Learn from LearnZillion Dream Team members how you can use LearnZillion’s math curricular resources and close reading and writing program to support teachers and students as they transition to the Common Core State Standards. Leslie Hirsh Ceballos, Richardson Independent School District, Dallas, TX, [email protected] Lisa Ashmeade, Cobb County Schools, Marietta, GA, [email protected]

Monday, December 8, 2014 from 4:30 pm - 5 pm The Learning Forward Center for Results will showcase Coaches’ Connect, a cutting-edge service that provides school- and district-based coaches support by connecting them with master coaches. Find out how to connect users to a live coach for just-in-time support. René Islas, Learning Forward Center for Results, Alexandria, VA, [email protected]

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iPD

Showcase Exhibit Hall

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INVEST IN YOUR PROFESSIONAL DEVELOPMENT WITH PROFESSIONAL LEARNING MAPS   Monday, December 8, 2014 from 5 pm - 5:30 pm

Amplify invites you to join a live demonstration of Professional Learning Maps, a new interactive tool designed to make every hour you invest in professional development (PD) for your teachers count by pinpointing the precise skills they need to learn next. Explore first-hand how the system uses a self-assessment to create a personalized PD path for each educator, providing step-by-step guidance and sample activities designed to improve instructional practice. Space is limited. To reserve your spot today, please visit Amplify.com/LF.

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TIME FOR TEACHERS: KEYS TO EFFECTIVE TEACHER COLLABORATION AND PROFESSIONAL DEVELOPMENT Tuesday, December 9, 2014 from 8 am - 8:30 am

Gain tools and resources to support schools and districts seeking to leverage time for effective teacher collaboration. Hear about key findings from Time for Teachers, a 2014 study of effective teacher collaboration practices at 17 high-performing and fast-improving schools throughout the country. Get answers to questions to maximize time for teacher collaboration.

Leslie Kerner, Amplify Insight, Brooklyn, NY, [email protected]

Laura Middleton, National Center on Time & Learning, Boston, MA, [email protected] Ami Novoryta, National Center on Time & Learning, Boston, MA, [email protected]

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iPD9

INVEST IN YOUR PROFESSIONAL DEVELOPMENT WITH PROFESSIONAL LEARNING MAPS   Monday, December 8, 2014 from 5:30 pm - 6 pm

Amplify invites you to join a live demonstration of Professional Learning Maps, a new interactive tool designed to make every hour you invest in professional development (PD) for your teachers count by pinpointing the precise skills they need to learn next. Explore first-hand how the system uses a self-assessment to create a personalized PD path for each educator, providing step-by-step guidance and sample activities designed to improve instructional practice. Space is limited. To reserve your spot today, please visit Amplify.com/LF. Leslie Kerner, Amplify Insight, Brooklyn, NY, [email protected]

TEACHER LEARNING THROUGH SIMULATION: THE POWER OF SIMULATED CLASSROOMS AND VIDEO CODING FEEDBACK Tuesday, December 9, 2014 from 8:30 am - 9 am

Discover many technology ideas to improve teacher practice including simulator applications and equipment for feedback. Explore video coding software, which is currently integrated in a virtual classroom, a mixed-reality environment. The software allows teachers to practice content and pedagogical skills in a compressed amount of time and without putting students at risk. Lisa Dieker, UCF TeachLivE, Orlando, FL, [email protected] Carrie Straub, UCF TeachLivE, Orlando, FL, [email protected]

“…This conference was what I need(ed) for developing my skills as a provider of instructional technology staff development. My favorite conference so far!!” Jodi Tunnell 2013 Annual Conference Attendee

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Sponsored by

Amplify

Learning Hangout Sessions



Learning Hangout Sessions Get solutions to the challenges facing your organization, school, or classroom in these engaging demonstrations. Discover free or low-cost tools. Bring an open mind and your mobile device to these 25-minute hands-on sessions just outside the Exhibit Hall and learn some new tricks. Tickets are not required for Learning Hangout sessions.

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LHT1-1

Sunday, December 7, 2014 from 4:30 pm - 5 pm

WHAT IS “THE ONE” PLACE FOR US?

Sunday, December 7, 2014 from 4:30 pm - 5 pm Discover an integrated learning management system that brings together district programs and initiatives around student data, assessments, curriculum, instruction, professional development, reporting, and analysis into a single user-friendly platform. Explore data-driven tools that provide educators the means to build and extend instructional capacity. Jeanne Imbriale, Baltimore County Public Schools, Towson, MD, [email protected]   Ryan Imbriale, Baltimore County Public Schools, Towson, MD, [email protected]   Christina Byers, Baltimore County Public Schools, Towson, MD, [email protected]   Stefani Pautz, Baltimore County Public Schools, Towson, MD, [email protected]

CREATE YOUR OWN RAP SONG

Sunday, December 7, 2014 from 4:30 pm - 5 pm Learn how to create your own rap song in under 5 minutes. Use this rap song to reinforce and remember academic concepts with your students in a way that is effective and cool. Alex Kajitani, Escondido Union School District, Carlsbad, CA, [email protected]

LHT1-4

BUILDING APP KNOWLEDGE: APPS FOR THE 21ST CENTURY

Bring your own device and explore techniques for identifying educational apps aligned with 21st-century skills such as collaboration, creativity, and critical thinking. Hear about selection criteria for choosing appropriate apps and download, classify, and organize apps via mobile devices. Uncover how apps can be used to build higher-order thinking skills. Tiffany Ohlson, University of North Florida, Jacksonville, FL, [email protected] Heather Monroe-Ossi, University of North Florida, Jacksonville, FL, [email protected]

LHL1

KINDERGARTEN APP-TITUDE

Sunday, December 7, 2014 from 4:30 pm - 5 pm Explore which mobile apps for kindergartners help teach math and literacy content. Investigate developmentally appropriate ways to make learning fun.

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COME BLEND APPLES NOT ORANGES

Sunday, December 7, 2014 from 4:30 pm - 5 pm See how using a mobile self-assessment tool aligned to a framework for blended instruction provides personalized professional learning recommendations that support teachers in making the shift from traditional to blended learning. Wendy Oliver, Randa Solutions, Franklin, TN, [email protected]

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Stacey Harris, Coppell Independent School District, Coppell, TX, [email protected] Torrin Wszolek, Coppell Independent School District, Coppell, TX, [email protected] Kate Gill, Coppell Independent School District, Coppell, TX, [email protected] Danielle Mavromaras, Coppell Independent School District, Coppell, TX, [email protected]

Learning Hangout Sessions LHC1

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Sunday, December 7, 2014 from 4:30 pm - 5 pm


THINKING MAPS LEARNING COMMUNITY Explore how Thinking Maps can improve instructional practice and student performance. Develop a common visual language for collaborative learning. See how to access Thinking Maps’ online training, web-based map builder software. Explore the gallery of vetted student Thinking Maps examples for PreK-12 across all disciplines, a marquee highlighting important information and trends in education, “Ask the Expert,” and a Twitter feed. Kevin Dougherty, Thinking Maps, Cary, NC, [email protected]

LHT2-1

INTERACTIVE ADVENTURE

Sunday, December 7, 2014 from 5 pm - 5:30 pm Explore interactive technology that engages students and captures their attention. Albert Castillo, Garvey School District, Rosemead, CA, [email protected] Jose Hernandez, Los Angeles Unified School District, Los Angeles, CA, [email protected] Todd Harris, Rialto Unified School District, Rialto, CA, [email protected]

WHO WANTS MORE MONEY?

Each year Learning Forward Foundation awards grants and scholarships to support and extend the mission of Learning Forward. Explore the rubric for each award, brainstorm ways to enhance proposals, and see how to develop proposal components. Leave with an understanding of grant expectations. Jo Wood, Saint Louis University, St. Louis, MO, [email protected] Janice Bradley, New Mexico State University, Las Cruces, NM, [email protected] Audrey Hobbs, North Vancouver, BC, Canada, [email protected] Victoria Duff, Learning Forward Center for Results, Toms River, NJ, [email protected]

LHT2-4

POWER UP TWITTER

Sunday, December 7, 2014 from 5 pm - 5:30 pm See a demonstration of the power of hashtag searches and Twitter chats. Michelle King, Coppell Independent School District, Coppell, TX, [email protected]

LHT2-2

LHL2

REMIND101

COLLABORATE ANYWHERE WITH GOOGLE+



Ooops! You forgot to tell your students they will need their colored pencils and highlighters for mapping tomorrow. Or, you want to remind parents to pack a lunch for the field trip? See how to communicate with your parents and community partners in a flash. Watch a demonstration of Remind 101 and learn how to use this free web-based program to alert parents immediately. And yes, there is an app for that!

Google+ combines familiar social networking features-contacts, groups, mobile notifications, and more--with the powerful productivity features of Google Drive. Learn how you can set up private communities to have discussions, share resources, and collaborate on documents in your Google Drive account with the Google+ mobile app on your Android or Apple device.

Ashanti Foster, Prince George’s County Public Schools, Ft. Washington, MD, [email protected] Victorious Hall, Prince George’s County Public Schools, Ft. Washington, MD, [email protected] Cherine Roberts, Prince George’s County Public Schools, Ft. Washington, MD, [email protected]

Amy Baeder, Curriculum Study Groups, Heber Springs, AR, [email protected] Justin Baeder, Curriculum Study Groups, Heber Springs, AR, [email protected]

53

Learning Hangout Sessions LHC2

LHT3-3


Monday, December 8, 2014 from 8 am - 8:30 am

READYPATH

iPAD ACCESSIBILITY SETTINGS FOR EVERYONE

Tour and demo ReadyPath, an innovative product suite focused on driving teacher effectiveness and student outcomes. Hear how ReadyPath enables the personalization of professional development plans and learning resources, such as the Learn Library. In addition ReadyPath provides dashboards and analysis tools that support the cycle of continuous improvement for districts, schools, and teachers.

Come explore the Free Accessibility features designed in your iPad. See how they can enhance any user’s enjoyment and effectiveness. Learn how to quickly customize Guided Access, VoiceOver, Display, and Audio Settings to take advantage of all that is built into iOS.

Sheena Hervey, Generation Ready, New York, NY, [email protected]

LHT3-4

Matt Graves, Knox County Schools, Knoxville, TN, [email protected]; @TechCoor

QUICK RESPONSE CODES FOR LEARNING Monday, December 8, 2014 from 8 am - 8:30 am

LHT3-1

SOCIAL MEDIA FOR EDUCATORS

Monday, December 9, 2014 from 8 am - 8:30 am Tap into and demystify social media tools as a means of enhancing the experience of global learning, teaching digital citizenship, and building professional learning networks. Focus on social media as a tool for teachers to use in building relationships that, ultimately, are about making meaningful connections, not amassing apps and web links. Becky Mladic-Morales, Growing Up Global, Sugar Land, TX, [email protected] Homa Tavangar, Growing Up Global, Berwyn, PA, [email protected]

LHL3

YES VIRGINIA, SOCIAL MEDIA IS USEFUL IN THE CLASSROOM It may be hard to believe, but many different platforms of social media exist that can help teachers expand learning experiences in their classrooms. These technologies change rapidly, so you will need to attend this session to learn how to reach out with the latest social media!

READING GOES DIGITAL


Jennifer Hanson, Primary Source, Watertown, MA, [email protected]

Monday, December 8, 2014 from 8 am - 8:30 am

LHT3-2

SAVE $50

Explore applications for QR codes and how they can be used both in professional learning and to engage students. See how to generate and print your own QR codes for others to scan and get help for downloading QR readers.

Monday, December 9, 2014 from 8 am - 8:30 am Learn how digital reading was brought to 1:1 classrooms in multiple middle and high school classrooms. Explore applications and other tools that support close reading. Discover six reading strategies that can become easier for teachers to use and more effective for students to complete when they are reading digitally. Gain succinct, easy-to-integrate instructional ideas that can be applied in classrooms. Greg Garner, Eanes Independent School District, Austin, TX, [email protected]

54

Adam Taylor, Metro Nashville Public Schools, Nashville, TN, [email protected]

LHC3

YOU’VE GOT TALENT: HOW THE POWER OF VIDEO CAN IMPACT REFLECTION, COACHING, AND MENTORING Monday, December 8, 2014 from 8 am - 8:30 am

Explore Torsh’s robust video annotation solution, TALENT. Experience how to capture, share, and provide feedback on interactions in support of growth along a professional learning path. Engage in conversation with New Teacher

Learning Hangout Sessions Center and learn about the value it adds to mentoring and professional development. Alyson Mike, New Teacher Center, East Helena, MT, [email protected] Courtney Williams, Torsh, New York, NY, [email protected]

LHT4-1

SURPRISINGLY EDUCATIONAL APPS

Monday, December 8, 2014 from 8:30 am - 9 am Experience a demonstration of surprisingly educational apps. Lisa Johnson, Eanes Independent School District, Austin, TX, [email protected]

LHT4-2

THE NEWSLETTER IS DEAD: COMMUNICATING THROUGH VIDEO Monday, December 8, 2014 from 8:30 am - 9 am

Information delivery methods are rapidly evolving. Emerging strategies that use technology for sharing timely and relevant news can be effective and save you time. Learn how to instantly capture and share video that will spread your message in a more personal and relevant way. Taryl Hansen, Arizona K12 Center, Phoenix, AZ, [email protected] Mike Lee, Paradise Valley Unified School District #69, Phoenix, AZ, [email protected]

LHT4-3

LHT4-4

PROVIDE VERBAL FEEDBACK FOR STUDENTS WITH ACHIEVEMENT LOOP

Monday, December 8, 2014 from 8:30 am - 9 am Have you ever wished that you could provide quality, individualized feedback for your students, but you just don’t have the time? Explore an online tool that can empower you to efficiently leave actionable feedback for your students, verbally! All educators, phones, and tablets are welcome to this demo! Abby Neumeyer, Abby Neumeyer Consulting, Somerville, MA, [email protected]

LHL4

EFFECTIVE PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL COACHING USING EXPERIENCE-BASED COMPONENTS Monday, December 8, 2014 from 8:30 am - 9 am

See a live demonstration of thereNow video technology and how it can be used to provide meaningful feedback to teachers. Explore the use of remote coaching, in-ear coaching, the use of contextualized feedback to increase the impact, availability, and ease with which teachers can engage in effective learning processes. Learn how to leverage the skills, knowledge, and experience already within your schools. Ryan Watkins, thereNow, Logan, UT, [email protected]

STANDARDS FOR PROFESSIONAL LEARNING BOOK FOR THE iPAD

LHC4

Explore Learning Forward’s new Standards for Professional Learning book for the iPad. Learn how its interactive tools and videos take you from theory to practice as you build your mastery of the standards in new and engaging ways.

Monday, December 8, 2014 from 8:30 am - 9 am

Monday, December 8, 2014 from 8:30 am - 9 am

Anthony Armstrong, Learning Forward, Dallas, TX, [email protected]

IGNITE PROFESSIONAL LEARNING AND SCHOOL IMPROVEMENT WITH THE STANDARDS ASSESSMENT INVENTORY 2 (SAI2) Understand how the Standards Assessment Inventory 2 (SAI2) and Innovation Configuration maps can be used to design standards-based, sustainable, long-term school and district improvement plans. See how to involve all teachers and administrators in authentic school improvement planning based on the Learning Forward Professional Learning Standards. Steve Preston, Learning Forward Center for Results, Decatur, GA, [email protected] 55

Learning Hangout Sessions LHT5-1

LHT5-4

Tuesday, December 9, 2014 from 8 am - 8:30 am


EXPLORING CLASSROOM TOOLS

CAPTURING LEARNING WITH MOBILE APPS

Experience how graphic organizers can be simple yet powerful note-taking tools.

LHT5-2

Investigate ways in which you can capture student and adult learning within a classroom, simply by taking out your phone. Dive into photo capture, image annotation, and sharing platforms to engage others in your learning. Explore specific apps such as Notegraphy, Over, Skitch, and Snapseed.


Ben Wilkoff, Denver Public Schools, Denver, CO, [email protected]

Nancy Wisker, Dinah-Might Adventures, Comfort, TX, [email protected]

GOOGLE DRIVE ANYWHERE ANYTIME

Learn how Google Drive is available on all devices. Access, create, and edit your documents from anywhere. See the differences and ease of use on Chromebooks, iOS and Android devices. MaryAnn Sansonetti-Wood, Richland School District Two, Columbia, SC, [email protected] Pam Hanfland, Richland School District Two, Columbia, SC, [email protected]

LHT5-3

TOP FIVE APPS TO SUPPORT BLENDED PROFESSIONAL LEARNING DESIGN

LHL5

ALL PROBLEMS ARE NOT CREATED EQUAL Tuesday, December 9, 2014 from 8 am - 8:30 am

Learn why treating all problems as if they are simple leads to chaos. Play the Lego game and experience four problem environments matched to four response processes. Discover how to develop best practice, good practice, and emergent practice as solutions to different problems and how to generate them with agility. Susan Milliones, interACT design group, Waxhaw, NC, [email protected]

Tuesday, December 9, 2014 from 8 am - 8:30 am Learn how to transform your traditional workshop into a blended learning model with these easy to use and integrated apps: Google, Padlet, Socrative, TodaysMeet, and Kahoot! Melissa Heller, Wylie Independent School District, Wylie, TX, [email protected] Lee Hattaway, Wylie Independent School District, Wylie, TX, [email protected]

LHC5

IGNITE PROFESSIONAL LEARNING AND SCHOOL IMPROVEMENT WITH THE STANDARDS ASSESSMENT INVENTORY 2 (SAI2) Tuesday, December 9, 2014 from 8 am - 8:30 am

Understand how the Standards Assessment Inventory 2 (SAI2) and Innovation Configuration maps can be used to design standards-based, sustainable, long-term school and district improvement plans. See how to involve all teachers and administrators in authentic school improvement planning based on the Learning Forward Professional Learning Standards. Steve Preston, Learning Forward Center for Results, Decatur, GA, [email protected]

56

Learning Hangout Sessions LHT6-1

DISCOVER SOCRATIVE, A FREE STUDENT-RESPONSE SYSTEM Tuesday, December 9, 2014 from 8:30 am - 9 am

Socrative is an online student response system that allows teachers to easily create polls, quizzes, and other educational exercises for their class. Discover how to use Socrative—with just about any device in your pocket— to monitor students’ response and progress in real time! Come see the endless possibilities for using this free app to transform student feedback.

LHT6-4

CONNECT, ENGAGE, LEARN WITH EDMODO Tuesday, December 9, 2014 from 8:30 am - 9 am

Discover Edmodo, the largest, free K-12 social learning network in the world. See how to create professional learning groups for other teachers to join and share resources. Explore the endless opportunities to drive professional growth using Edmodo. Margie Johnson, Metro Nashville Public Schools, Nashville, TN, [email protected]

Kary Parchman, Gibson County Special School District, Dyer, TN, [email protected]

LHL6

LHT6-2

Tuesday, December 9, 2014 from 8:30 am - 9 am

DIGITAL PIONEERS: EXPLORATION + EDUCATION = INNOVATION! MAKE LEARNING AN ADVENTURE Tuesday, December 9, 2014 from 8:30 am - 9 am

Saddle up and discover technology-enhanced strategies that demonstrate how to achieve success with mobile devices for individual, small-group, or whole-class instruction. Learn how to increase academic rigor, provide differentiated learning opportunities, and increase engagement. Conclude with a roundup of free or low-cost, web-based tools that make learning an adventure! Hope Nordstrom, Lipscomb University, Nashville, TN, [email protected] Emily Medlock, Lipscomb University, Nashville, TN, [email protected]

LHT6-3

INTERACTIVE READING WITH DIGITAL TEXT Tuesday, December 9, 2014 from 8:30 am - 9 am

With the free app Subtext, you can embed instruction and enrichment into any digital text (e-books, web articles, or digital documents) to emphasize close reading skills. Bring your iPad and learn how Subtext gives teachers a tool they can use to manage instructional reading practice and increase text complexity to engage students and promote deeper thinking.

DIGITAL TOOLS FOR EFFECTIVE FORMATIVE ASSESSMENTS Gain an introduction to a variety of free formative assessment tools (i.e. Kahoot, Socrative, Infuse Learning, Google Forms, NearPod, etc.). Explore ways to leverage the features of these tools to positively impact instructional decisions. Adam McMickell, Ogden School District, Ogden, UT, [email protected]

LHC6

TEST DRIVE A VIDEO LIBRARY

Tuesday, December 9, 2014 from 8:30 am - 9 am Explore MyLearningPlan OpenPD and the ETS Classroom Video Library, a resource-driven, video-centric online content publishing, and highly interactive e-learning platform with thousands of searchable, tagged video clips created from authentic classroom videos, as well as interactive Thinklets that support deep generative learning...and leave with FREE subscriptions to test drive it all back in your district. Elizabeth Combs, My Learning Plan, Great River, NY, [email protected]

Jill Pugh, Cumberland County Schools, Crossville, TN, [email protected] 57


Fast

Forward

FastForward Attend these fast-paced, concise presentations, also variously known as PechaKucha, Ignite, or Bytes. Each presentation is 7 minutes with 15-18 slides. Stop in for some or all of the presentations. FastForward can be found in the Learning Hangout space outside the Exhibit Hall on Monday, December 8 beginning at 4 pm. Tickets are not required to attend these presentations.


BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Explore INNOVATIVE PD in sessions marked with this icon. Sessions that have content and skills for educators serving TITLE 1 populations are designated this way.

PK03

LEARNING FORWARD STANDARDS FOR PROFESSIONAL LEARNING What does it mean to adopt the Learning Forward Standards for Professional Learning into local or state policy? Take a quick look at the role adoption plays in the standards journey and consider what comes next. Tracy Crow, Learning Forward, Columbus, OH, [email protected]

PK04 PK01

MOVING FORWARD WITH READING, RESPONSE TO INTERVENTION, AND DIGITAL PRODUCTS

What can you expect from your vendor? Get straight talk about what you should demand and what you may be able to ask for from vendors. Find out how to select a vendor, how to make sure they deliver on promises, and how to make sure you are getting excellent support.

Learn how to find the time to use the reading curriculum, components of Response to Intervention, and elements of Web 2.0 digital technologies efficiently and effectively. Discover online products for formative and summative assessment to monitor reading practice and Response to Intervention. Increase your awareness of examples of several Web 2.0 programs that can be used with the reading curriculum.

WHAT TO EXPECT FROM YOUR VENDOR

Annette Smith, TeachingBooks.net, Madison, WI, [email protected] Kara Gann, Atomic Learning, Little Falls, MN, [email protected]

Nancy Jones, Beeville, TX, [email protected]

PK02

BUILDING ACADEMIC OPTIMISM WITH CHANGING DEMOGRAPHICS

PK05

Changing student demographics in schools creates both learning opportunities and challenges for educators. Learn about Hoy’s academic optimism construct that explains student achievement through academic emphasis, collective efficacy, and faculty trust. Hear what staff reported about their opportunities and challenges at an elementary school with changing demographics and the resulting recommendations for professional development focused on systemic change and school culture.

Learn seven simple yet powerful questions used by district and site-based leadership coaches during coaching conversations with colleagues. Hear how leaders use these questions to help colleagues tap their resilience and empower them to respond well despite disruptive change. Understand how leadership resilience is different from ordinary resilience. Take the seven questions back to your own organization and use them to empower your colleagues.

COACHING FOR LEADERSHIP RESILIENCE: SEVEN EMPOWERING QUESTIONS

Amber Hill, McREL International, Denver, CO, [email protected]

Sessions appropriate for SUPERINTENDENTS are flagged with this icon. These sessions meet in ONLINE LEARNING COMMUNITIES as well as face-to-face. 58

Elle Allison-Napolitano, Wisdom Out, Danville, CA, [email protected]

Fast

Forward PK06

PK09

Discover how to create a committee structure in your district that focuses on teachers’, building administrators’, central office administrators’, and school board members’ sharing leadership for aligning curriculum and assessment, improving student growth, enhancing professional learning, and increasing stakeholder satisfaction. Be able to apply a shared leadership approach to your own district or school goals.

Engage students in critical thinking, innovative uses of technology, and connections with peers beyond the classroom. See how to facilitate student learning experiences that build 21st-century competencies. Embrace engaging and visual tools for a positive, collaborative learning experience while meeting Common Core State Standards.

CREATING A COLLABORATIVE COMMITTEE STRUCTURE FOR SHARED LEADERSHIP

Kelley Karnick, Batavia Public School District 101, Batavia, IL, [email protected]

PK07

ARE YOU A TECHNOLOGY LEADER?

EXTENDING LEARNING BEYOND THE CLASSROOM

Angie Sutherland, Batavia Public School District 101, Batavia, IL, [email protected]

PK10

TRANSFORMING INSTRUCTIONAL LEADERSHIP THROUGH TECH-ENABLED COACHING

Matt Graves, Knox County Schools, Knoxville, TN, [email protected]

Learn how a charter school leveraged technology as a vehicle for advancing differentiated teacher development and instructional coaching. Hear about the high-impact shifts that occur when educators collaborate to address common challenges, and to provide support and feedback that speaks to their individual needs. Receive practical advice on sharing, scaling, and sustaining instructional practices that improve student outcomes.

PK08

Jeremy Vidito, Starr Detroit Academy, Harper Woods, MI, [email protected]

True leaders create more leaders, not more followers. Take a look at best practices and lessons learned to improve schools in a time of rapid technological change. Embrace the leveraging power of technology as a force that can transform education and overcome obstacles.

NO OFFICE HOURS: SHARING THE LEARNING THROUGH TWITTER See how one district’s experiments with “no office hours” resulted in a learning experience that enhanced communication, improved culture, and used technology to improve learning. Understand the role of Twitter in the no-officehour experiment and its impact on learning and district culture. Brad Newkirk, Batavia Public School District 101, Batavia, IL, [email protected]

PK11

SUBMITTING A WINNING PROPOSAL Do you have great things going on in your school or district that you would like to share at next year’s Annual Conference? Are you mystified by how proposals are selected for the conference program and want some transparency in the process? Hear about the proposal, review, and selection processes for Learning Forward’s conferences. Find out what makes a strong proposal and what you can do to increase your likelihood of presenting a workshop in 2015. Cathy Berlinger-Gustafson, Crystal Lake, IL, [email protected] Suzanne Siegel, Learning Forward, Dallas, TX, [email protected]

59

Networking MeetUps

Networking Meet Ups Take advantage of these networking opportunities to meet up with colleagues and nationally known facilitators with shared interests or in job-alike sessions. Tickets are not required to participate in networking meet ups.

N01

NETWORKING MEET-UP FOR STATE EDUCATION AGENCIES

N03

NETWORKING MEET UP: BUILDING A CULTURE FOR RISK TAKING AND RESULTS Monday, December 8, 2014 from 8 am - 9 am

Are you struggling with resistance and reluctance? Network with colleagues and share ideas and research about building school and district cultures that promote both risk taking and results. Discuss ways to encourage the development of trust to support a risk-taking culture and share ideas for making school and district cultures accountable, public, collaborative, and foundational. Michael Murphy, Success Systems, Richardson, TX, [email protected]

Monday, December 8, 2014 from 8 am - 9 am Engage in a networking session with your state or provincial education agency colleagues and build on each other’s expertise. Share successful strategies for implementing quality professional learning aligned to educator evaluation systems, the Common Core, and new assessments. Victoria Duff, Learning Forward Center for Results, Toms River, NJ, [email protected]

N02

N04

RESILIENCE ACROSS CULTURES AND CONTEXTS Monday, December 8, 2014 from 4 pm - 5 pm

Participate in a discussion on resilience and how it affects children’s adaptive and maladaptive coping strategies. Hear examples from around the world and see how childhood resilience factors are common to children who cope well with adversity. Michael Ungar, Dalhousie University, Halifax, NS, Canada, [email protected]

NETWORKING AND SHARING WITH PRINICPALS AND ASSISTANT PRINCIPALS Monday, December 8, 2014 from 8 am - 9 am

N05

Consider the changing roles and expectations for principals and assistant principals. Explore ways in which principals and assistant principals can facilitate school improvement. Join in a dialogue and share effective practices in this networking session for principals and assistant principals. Doris Battle, National Institute for School Leadership, Brownsville, TN, [email protected]

NETWORKING FOR THE BIG 50

Monday, December 8, 2014 from 4 pm - 5 pm Join a discussion about the major issues facing the largest school districts in the nation. Focus on the ways in which students learn across content areas, examine the link between professional learning and student achievement, or discuss the best way to deploy resources. Consider how to increase public awareness and understanding that adult learning leads to student success. Frederick Brown, Learning Forward, Dallas, TX, [email protected]

“The Learning Forward Conference is a highlight of my year. As a life-long learner, this conference offers me the best of the best in keeping my cup filled, my battery charged, and my saw sharpened.” Susan Jones, Clarksville-Montgomery County Schools 60

Networking MeetUps N06

N09

Monday, December 8, 2014 from 4 pm - 5 pm

Tuesday, December 9, 2014 from 8 am - 9 am

NETWORKING MEET UP ON DIGITAL LITERACY Explore the skills and literacies needed for 21st-century learning. Make sure you stay in-the-know about the latest changes in communication tools and networks. Consider how technology can provide opportunities for learning and engaging students. Kristen Swanson, BrightBytes, San Francisco, [email protected]

CREATE YOUR OWN CONFERENCE

You can help design the conference of the future. Join Learning Forward Director of Learning Carol François to share your creative ideas on what you’d like to see, hear, or do at upcoming Learning Forward conferences. Carol François, Learning Forward, Dallas, TX, [email protected]

N10 N07

GLOBAL PERSPECTIVES NETWORKING SESSION

Tuesday, December 9, 2014 from 8 am - 9 am

Join other attendees in this informal meet-up and increase your global perspective. Discuss global issues and discover how interconnected we are and what can be learned from other cultures. Take part in a discussion of how to better infuse your classroom, school, or system with an awareness of global education.

NETWORKING SESSION FOR TEACHER LEADERS What steps need to be taken to ensure that teacher leadership has “form and function”? That is, how do you ensure that clearly defined and adequately supported teacher leadership roles are linked to the key priorities of a system? Consider what questions need to be addressed to create a system with form and function, and share a step you would like to take when you return to your school or district.

Tuesday, December 9, 2014 from 4 pm - 5 pm

Lois Easton, Learning Forward Center for Results, Tucson, AZ, [email protected]

Justin Darnell, Denver Public Schools, Denver, CO, [email protected]

N11

N08

Tuesday, December 9, 2014 from 4 pm - 5 pm

MEET THE AUTHORS

Tuesday, December 9, 2014 from 8 am - 9 am Join several authors of Learning Forward’s recent books for an informal networking session. The authors will answer questions, dig deep on the specifics that interest you, and share insights they gained in their work with practitioners as they developed the expertise and tools published in the books. Tracy Crow, Learning Forward, Columbus, OH, [email protected]

NETWORKING MEET-UP FOR SUPERINTENDENTS Meet other superintendents of like mind and heart. Share conference highlights, reflect on something you’ve heard or learned that challenged your thinking, discuss common themes among speakers, or talk about an idea you might like to try implementing in your district. B.J. Worthington, Clarksville-Montgomery County School System, Clarksville, TN, [email protected]

N12

MUST-READS IN PROFESSIONAL LEARNING Tuesday, December 9, 2014 from 4 pm - 5 pm

Share and learn about key literature in professional learning. Discover the “must-reads” of the profession. Leave with a bibliography that will help build your expertise. Denny Berry, University of Virginia, Falls Church, VA, [email protected]

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A

MONDAY

DECEMBER 8 9:15 am – 11:15 am continues 1:45 pm – 3:45 pm


CONCURRENT SESSIONS / MONDAY Set A • 9:15 am – 11:15 am continues 1:45 pm – 3:45 pm

A01

FUNDAMENTALS OF PROFESSIONAL LEARNING Facilitating group decision making? Implementing Learning Forward’s Standards for Professional Learning? Modeling effective professional development teaching strategies? Engaging adult learners? How does a beginning staff developer know where to start and what to do? Focus on each of these questions and create your own answers. Learn multiple strategies and techniques for advancing successful professional development. Repeated as session E01. Denny Berry, University of Virginia, Falls Church, VA, [email protected] Area of Focus: Innovating for Learning

A02 BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Explore INNOVATIVE PD in sessions marked with this icon. Sessions that have content and skills for educators serving TITLE 1 populations are designated this way. Sessions appropriate for SUPERINTENDENTS are flagged with this icon. These sessions meet in ONLINE LEARNING COMMUNITIES as well as face-to-face.

FIERCE CONVERSATION: TACKLING YOUR TOUGHEST CHALLENGE Gain a unique perspective on leadership. Learn and practice a model for confronting issues effectively while enriching the relationship. Acquire skills that change the way we connect with each other, shift our perceptions of what it means to lead, and develop the behaviors that propel individuals and teams toward genuine success. Susan Scott, Fierce, Seattle, WA, [email protected] Area of Focus: Cultivating Leaders

A03

OBSERVING TOGETHER: OPENING DOORS TO DEEP TEACHER LEARNING Learn a flexible model for leading teacher teams in continuous inquiry around live lessons. Use the model in diverse learning contexts to build trust, establish mutual accountability, and ensure student data drives instructional decisions. Experience a nonevaluative observation and debriefing protocol through a hands-on simulation. Identify the specific ways facilitators can help teachers transform practice so that every learner thrives. Collaborate to identify possible implementation challenges and plan strategic action steps to deepen teacher learning in your setting. Tonya Ward Singer, Courageous Learning, Santa Rosa, CA, [email protected] Area of Focus: Innovating for Learning

A05

A STUDY OF THE COMMON CORE STATE STANDARDS Work toward a deep level of understanding of the purpose, intent, depth, and clarity of the Common Core State Standards for mathematics and English language arts and literacy and their effects on teaching and learning. Learn how to use a set of structured tools to promote conversations and collaboration centered on the Common Core, and examine the implications for development and alignment of curriculum, instruction, and assessment. Omar Barnhart, The University of Texas at Austin, Austin, TX, [email protected] Patti Bridwell, The University of Texas at Austin, Austin, TX, [email protected] Area of Focus: Raising the Bar

A06

A04

FOUR HATS OF SHARED LEADERSHIP Explore a model of shared leadership that provides guiding frameworks and practical tools for today’s leaders. Gain strategies for wearing the “four hats” of leadership: facilitating, presenting, coaching, and consulting. Examine the capabilities associated with each of the four hats and use each set of capabilities as a self-diagnostic assessment tool. Acquire maps or scaffolds for effectively and efficiently wearing each hat. Explore and plan next steps for deepening proficiency with all four hats. Michael Dolcemascolo, Thinking Collaborative, Skaneateles, NY, [email protected] Jane Ellison, Thinking Collaborative, Denver, CO, [email protected] Area of Focus: Cultivating Leaders 62

LEVERAGING iPADS FOR DIFFERENTIATED LEARNING Dive deeply into the opportunities iPads offer for differentiated learning for all students. Examine apps to cover all levels of Bloom’s Taxonomy and discover other types of learning tools to use with your iPad. Learn advanced tips and tricks to get the most out of the iPad in the classroom. Discover websites to enhance differentiated learning that work with any device; examine specific ways the iPad can innovate teaching and learning. Participants should bring their iPads to this session. Lori Gracey, Texas Computer Education Association, Austin, TX, [email protected] Area of Focus: Embracing Technology

CONCURRENT SESSIONS / MONDAY Set A • 9:15 am – 11:15 am continues 1:45 pm – 3:45 pm

A07

BUILDING SCHOOL LEADERS’ CAPACITY: EMPHASIZING COMMUNICATION AND CONNECTIVITY Research indicates that building communication and connectivity skills in aspiring school leaders enables them to create positive school climates, support adults’ growth, and increase student academic achievement. Learn about an effective professional development program that focuses assistant principals on enhancing communication and connectivity skills such as skill-based and developmental coaching, communication styles, mentoring, and networking. Ellie Drago - Severson, Columbia University, Teachers College, New York, NY, [email protected] Janet Lynch Aravena, Executive Leadership Institute, New York, NY, [email protected] Area of Focus: Cultivating Leaders

A08

ASSESSMENT: HOW DO WE KNOW THEY’RE LEARNING? Whether they are called multiple intelligences or gifts, students come to class with many different ways of knowing. Gain strategies that help move you from deciding what you want students to know and be able to do, to knowing when they have mastered essential learning. Consider both traditional and more authentic forms of assessing a student’s way of knowing, and leave with product ideas and strategies for assessing student learning. Marcia Tate, Developing Minds, Conyers, GA, [email protected] Area of Focus: Raising the Bar

TL01 & TL02

A09

December 8, 2014 9:15 am – 11:15 am

Understand generational differences in the workplace and the key attributes and qualities associated with the four generations working in our schools. Articulate possible challenges in the workplace that might occur between generations in the areas of recruitment, supervision, coaching, communication, collaboration, and succession planning. Leave with resources and tools to enhance communication with all generations.

TL01

BEING GENERATIONALLY SAVVY: LEADING AND LEARNING ACROSS THE GENERATIONS

Jennifer Abrams, Palo Alto, CA, [email protected] Luciana Cardarelli, Peel District School Board, Mississauga, ON, Canada, [email protected] Area of Focus: Cultivating Leaders

A10


THOUGHT LEADER LECTURE: BETTER TEACHING FOR BETTER LEARNING TALIS 2013 RESULTS AND WHAT THEY MEAN Monday, December 8, 2014 from 9:15 am - 10:15 am

The Organisation for Economic Cooperation and Development Teaching and Learning International Survey (TALIS) asks teachers and school leaders in 33 countries, including the United States, about the conditions that contribute to the learning environments in their schools. In so doing, it also confirms and dispels many of the myths that exist about teachers today. Explore important themes from TALIS such as initial teacher education and professional development, types of teacher appraisal and feedback, the school climate, school leadership, and teachers’ instructional beliefs and pedagogical practices. Learn more about how you can use these data to help teaching at your school. Kristen Weatherby, Organisation for Economic Cooperation and Development, Paris, France, [email protected]

LEVERAGING THE POWER OF TEACHER ROUNDS


Discover the power of teacher rounds to inquire into teaching practice, make commitments to change, and promote collective accountability for improvements to teacher and student learning. Explore facilitation and leadership roles that teacher leaders and administrators can play to bring collective learning deliberately and explicitly into the daily life of teachers. Examine how K-12 teachers learn from data-driven feedback obtained from a stance of inquiry. Understand how teacher rounds can collaboratively identify and address problems of practice that are aligned with the Common Core State Standards. Katherine Boles, Harvard graduate School of Education, Cambridge, MA, [email protected] Vivian Troen, Brandeis University, Waltham, MA, [email protected] Area of Focus: Innovating for Learning 63

TL02

THOUGHT LEADER LECTURE: THE CRITICAL ROLE OF PRINCIPAL SUPERVISORS

Monday, December 8, 2014 from 10:15 am - 11:15 am

In recent years, a growing understanding of the transformative power of school leadership has helped redefine the role and expectations of principals, as well as the way districts prepare, select, and evaluate principals. These widespread changes have also transformed the role of principals’ supervisors, those charged with overseeing, supporting, and evaluating this new generation of school leaders. Hear how in the fall of 2012, the Council of the Great City Schools, with support from The Wallace Foundation, launched a two-part study of ways principal supervisors are selected, supported, and evaluated in major school districts across the country. Explore the nine key recommendations for districts that are seeking to build more effective principal supervisory systems. Michael Casserly, Council of the Great City Schools, Washington, DC, [email protected]


B

MONDAY

DECEMBER 8 9:15 am – 11:15 am

CONCURRENT SESSIONS / MONDAY Set B • 9:15 am – 11:15 am

B01

B03

B05

What do we know from research in the field of professional learning? Analyze and interpret current research in the field of professional learning and explore the implications of the research for practice and policies. Discuss needed research in professional learning. Participants should bring a research study to the session and be prepared to share a short synopsis of it.

Professional expertise is built upon clear standards and shared expectations about the components of effective practice. Hear about descriptors and definitions of expert teaching. Understand the five lenses through which supervisors, coaches, and instructional specialist observe their colleagues and apply developmentally appropriate strategies for producing growth. Leave with practical approaches for instructional support personnel to extend teacher learning during both formal and informal interactions.

Hear how educators and leaders in the state of Washington are implementing a statewide professional learning project to address two pressing issues: professional development and educator evaluation. Discuss ways to promote the growth of teachers across a range of ages and stages of their careers. Understand the power of working collaboratively to begin to apply Common Core State Standards and explore ways to develop opportunities based on current realities.

RESEARCH ON PROFESSIONAL LEARNING

Learning Forward acknowledges the support of the Spencer Foundation for this session. Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Cortney Rowland, National Governors Association, Washington, DC, [email protected]


Bruce Wellman, MiraVia, Guilford, VT, [email protected] Laura Lipton, MiraVia, Charlotte, VT, [email protected]



B02

B04

PLANNING INSTRUCTIONAL INTERVENTIONS

SAVE $50

LENSES AND LANGUAGE: FROM NOVICE TO EXPERT PRACTICE

Learning is an unpredictable process and instructional correctives are part of the normal flow of attaining mastery in any field. Move beyond the belief that learning results from the “plan, instruct, and assess” model and explore the intent of formative assessment as a basis for teaching. Examine ways to elicit evidence of student achievement that helps teachers prepare instructional “next steps” before they evaluate work for a grade. Jan Chappuis, Portland, OR, [email protected] Area of Focus: Raising the Bar

LOOKING BACK, MOVING FORWARD: COMMON CORE STANDARDS ASSESSMENT COMMUNICATIONS Identify action steps for developing and implementing an effective communications plan around assessments aligned to the Common Core State Standards. Gain practical information on audience identification, messaging and communications strategy, tactics, and methods. Learn how to apply the strategies and tactics already used successfully by states and districts across the country. Patricia Maunsell, M2 Communications, Evanston, IL, [email protected] Eva Moon, M2 Communications, Evanston, IL, [email protected] Area of Focus: Creating Connections

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TRANSFORMING PROFESSIONAL LEARNING STRUCTURES: A STATEWIDE APPROACH

Ellen Hopkins, Hopkins Educational Consulting, Mica, WA, [email protected] Jessica Vavrus, Washington State Office of Superintendent of Public Instruction, Oympia, WA, [email protected] Daniel Bissonette, Washington State Office of Superintendent of Public Instruction, Olympia, WA, [email protected] Area of Focus: Innovating for Learning

B06

SEEING IS BELIEVING: BUILDING A COMMON CORE STATE STANDARDS SCHOOLWIDE VISION Learn how to develop and implement this schoolwide vision for building an effective school improvement plan for implementing Common Core State Standards. Understand how comprehensive data analysis can help learning organizations see what they need to do differently to get better results. Experience how a shared vision can help learning organizations get every staff member on the same page to move forward. Recognize how the Common Core and continuous school improvement work together to help learning organizations rethink how they do business.


Victoria Bernhardt, Education for the Future, Chico, CA, [email protected] Bradley Geise, Education for the Future, Chico, CA, [email protected] Area of Focus: Raising the Bar

B07

COLLECTIVE RESPONSIBILITY IN A PROFESSIONAL LEARNING COMMUNITY: ENGAGING THE HEART, HEAD, AND HANDS Learn to create a culture of collective responsibility with the expectation that all students can learn at high levels. Clarify collective commitments and the moral imperative essential to the work of a professional learning community (PLC). Examine existing cultures and the shared fundamental purpose of the PLCs in your school. Kenneth Williams, Unfold The Soul, Tyrone, GA, [email protected] Area of Focus: Innovating for Learning

B08

THE KEYS FOR IMPROVING TEACHER EFFECTIVENESS Explore and discuss an approach school leaders can take to ensure their initiatives help teachers grow professionally while meaningfully evaluating their effectiveness. Examine preeminent teacher evaluation models that were developed by connecting research with lessons learned from improving schools. Learn about critical leadership tools and support structures for enhancing evaluations and focusing professional development on teachers’ goals and needs. Harvey Silver, Silver Strong & Associates, Ho-Ho-Kus, NJ, [email protected] Area of Focus: Innovating for Learning

B09

LEAP YEAR: ASSESSING AND SUPPORTING EFFECTIVE FIRSTYEAR TEACHERS Gain insights from The New Teacher Project’s (TNTP) experience in implementing the Assessment of Classroom Effectiveness (ACE)--a multiple measure evaluation system used to determine the effectiveness of more than 1,000 firstyear teachers. Get an overview of the evaluation model, the data it is producing, and initial lessons learned. Understand the architecture of and rationale for the ACE, and consider how findings can inform support and retention of new teachers. Michelle Mercado, The New Teacher Project, Brooklyn, NY, [email protected] Bailey Cato, The New Teacher Project, Brooklyn, NY, [email protected] Area of Focus: Innovating for Learning

B10

ARGUMENTATION: CHARACTERISTICS, ASSESSMENTS, AND LESSON IDEAS Learn the articulated definition, structure, and characteristics of argumentation according to the Common Core State Standards for grades 4-10. Focus on standards-aligned assessments, specifically tools and resources for prompts: a writing checklist to guide students and inform instruction, a detailed rubric for assessing student work, and a revision tool to foster student success. Become familiar with the structure and characteristic elements of argumentative writing, and explore resources for teaching and assessing argumentative writing. Kathy Glass, Glass Educational Consulting, Woodside, CA, [email protected] Area of Focus: Raising the Bar 65

B11

WRITING FOR PUBLICATION Share your challenges, perspectives, and successes through writing, and gain valuable skills to advocate for education and promote professional growth. Explore the five key questions to ask when preparing to tell your story, and collect tips on how to identify potential topics and find your voice for publication. Get an overview of Learning Forward’s guidelines for accepting manuscripts, as well as strategies for shaping your voice for a wide range of new media outlets. Tracy Crow, Learning Forward, Columbus, OH, [email protected] Tom Manning, Learning Forward, Dallas, TX, [email protected] Area of Focus: Cultivating Leaders

B12

TEACHERS CONNECT TO TRANSFORM OUR PRACTICE AND OUR PROFESSION Research demonstrates that teachers who collaborate with peers are more effective with students and more satisfied in their careers. Hear from teacher leaders as they share strategies for connecting with peers in virtual learning communities. Trade stories, explore possibilities, and develop personalized plans for online collaboration. Expand your understanding of the value of connectedness and the role it plays in personal learning, classroom practice, leadership, and learning communities. Emily Vickery, Pensacola Catholic High School, Pensacola, FL, [email protected] Anne Jolly, Center for Teaching Quality, Warrior, AL, [email protected] Renee Moore (via video conference), Mississippi Delta Community College, Moorhead, MS, [email protected] Shannon C’de Baca (via video conference), Iowa Learning Online, Des Moines, IA, [email protected] Area of Focus: Creating Connections

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MONDAY


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B13

B15

Have you ever wanted to be involved in education policy, but stay in your classroom? Are you looking for ways to be a leader without becoming an administrator? Understand why teacher involvement in policy is a priority. Share experiences and ideas for reform. Examine the best methods for engaging in policy conversations that affect the work of teachers in the classroom and learn about formal opportunities for teacher leadership.

Learn to cultivate a leadership stance that suspends distractions and judgmental attitudes so you can become more fully aware of and attentive to your own needs and the needs of colleagues and subordinates. Hear other leaders tell how they developed this awareness and attentiveness. Apply those lessons and explore new possibilities and practical strategies to cultivate mindfulness in your own work.

FROM CLASSROOM TEACHER TO SUCCESSFUL TEACHER LEADER

Wendy Uptain, Hope Street Group, Washington, DC, [email protected] Dan Cruce, Hope Street Group, Wilmington, DE, [email protected] Area of Focus: Cultivating Leaders

B14

USING TEACHER EVALUATION TO INFORM PROFESSIONAL LEARNING Learn to use teacher evaluation data to inform professional learning. Explore a framework for making data-driven decisions about teacher professional learning and growth. Discover tools, processes, and resources available to help school leaders make decisions about the collection and use of teacher evaluation data for professional learning. Examine how districts and states can build structures that support teacher professional growth. Ellen Cushing, American Institutes for Research, New York, NY, [email protected] Katie Hornung, American Institutes for Research, Washington, DC, [email protected] Area of Focus: Innovating for Learning

MINDFUL LEADERSHIP: TAMING THE FRENZY MOMENT BY MOMENT

Megan Tschannen-Moran, College of William & Mary, Williamsburg, VA, [email protected] Bob Tschannen-Moran, Center for School Transformation, Williamsburg, VA, [email protected] Area of Focus: Cultivating Leaders

B16

AN ENGAGEMENT MODEL TO ENHANCE TEACHING AND LEARNING Understand the importance, within the teaching-learning process, of small-step engagements. They enable learners to construct meaning through articulation of an increasingly challenging engagement sequence. Unify instruction using a conceptual lens, target learning, and essential question format. Learn to identify and apply the model’s component parts that incorporate proven strategies. Develop ideas for a professional development program to implement and sustain the engagement model. Barbara Kalina, Batavia, IL, [email protected] Elliot Merenbloom, Baltimore, MD, [email protected] Area of Focus: Raising the Bar 66

B17

BUILDING RESILIENCE ACROSS CULTURES AND CONTEXTS See how professionals can intervene effectively with children, youth, and families labeled “dangerous,” “deviant,” “delinquent,” and “disordered.” Explore research from around the world on children and families with complex needs who use multiple social services. Discover a strengths-based social ecological approach to intervention that is culturally sensitive. Learn what schools and districts can do to nurture children’s resilience, and discuss factors that protect vulnerable young people and their families from the long-term impacts of disadvantage, violence, and other serious threats to their mental health. Michael Ungar, Dalhousie University, Halifax, NS, Canada, [email protected] Area of Focus: Creating Connections

B18

BUILDING CO-TEACHING TEAMS THROUGH COLLABORATION AND REFLECTION Learn how you can provide support to teachers and administrators as they strive to include diverse learners in the general education setting. Gain strategies for fostering collaborative relationships among teaching partners and focused support to teachers and administrators. Identify and describe major research-based co-teaching models, and understand the importance of collaboration between teachers and the impact it has on the relationship. Kendale White, Shelby County School District, Memphis, TN, [email protected] Tarol Page Clements, Memphis, TN, [email protected] Area of Focus: Raising the Bar


B19

TO SEE OURSELVES AS OTHERS SEE US The groundbreaking research of James Heckman, Angela Duckworth, and others highlights the central role that certain character strengths play in helping children to succeed and thrive. Examine how strengths-recognition strategies promote positive and nurturing classrooms and schools. Embed character strengths-recognition within the context of teacher feedback. Utilize strengths-recognition practices as a vehicle for helping students to counter the negativity bias. Mark Linkins, Mayerson Academy, Cincinnati, OH, [email protected] Area of Focus: Creating Connections

B20

MATHEMATICS PROFESSIONAL LEARNING: MOTIVATION, METHODS, AND MESSAGES Learn how a large school district with a mission to advance student achievement and well-being responds to the needs of students and teachers. Explore collaborative inquiry, teacher moderation, coaching, research classrooms, and interdisciplinary partnerships. See how, with a focus on mathematics, learning has centered on building knowledge, teaching and learning, leadership, intervention, and parent engagement. Engage in dialogue about growing the leadership capacity of students, teachers, administrators, and superintendents. Janine Franklin, York Region District School Board, Newmarket, ON, Canada, [email protected] Kathy Witherow, York Region District School Board, Newmarket, ON, Canada, [email protected]

B21

WHEN DISTRICTS COLLABORATE TO TRANSFORM LEARNING Transforming teaching and learning requires deliberate and intentional plans to ensure educator learning connects to student learning. Examine the process two districts used to engage teachers and administrators in ongoing reflective practice about implementation practices. Engage in discussion and practical application of advanced technology, teaching strategies, and teaching philosophies assessed during structured cross-district visits designed to deepen understanding and develop expertise. Jacqueline Kennedy, Arlington Independent School District, Arlington, TX, [email protected] Michelle King, Coppell Independent School District, Coppell, TX, [email protected] Area of Focus: Innovating for Learning

B22

FROM CHALLENGES TO ASSETS: RETHINKING RAISING THE BAR Follow the journey of one urban district as it transformed its challenges into assets. Learn how adaptive and technical changes were implemented that increased student achievement among the district’s predominantly under-performing, English language learner population. See how instructional practices, professional development, and culturally responsive teaching were restructured. Explore how to affect systemic challenges and consider options with a growth mindset. Brainstorm strategies that will make a positive impact on leadership and instructional practices.


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Katie Stahl, Adams 14 Schools, Commerce City, CO, [email protected] Cris Tovani, Adams 14 Schools, Commerce City, CO, [email protected] Renee Bauer, Adams 14 Schools, Commerce City, CO, [email protected] Tracy Rudhe, Adams 14 Schools, Commerce City, CO, [email protected] Colleen Urlik, Adams 14 Schools, Commerce City, CO, [email protected] Jan Williams, Adams 14 Schools, Commerce City, CO, [email protected] Area of Focus: Raising the Bar

B23

COMMUNICATIVE INTELLIGENCE: A PRESENTER’S ESSENTIAL ABILITIES Build a culture of learning to increase student achievement that uses communicative intelligence. Discover how to build a culture of collaboration that creates powerful classroom learning. Practice skills related to establishing credibility and rapport, how to respond appropriately to participants, and how to recover with grace when things don’t go as planned. See how communicative intelligence is related to and supportive of emotional intelligence and social intelligence. Kendall Zoller, Sierra Training Associates, Foresthill, CA, [email protected] Area of Focus: Cultivating Leaders

B

MONDAY


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MONDAY





B24

B26

B28

Delve into various technology tools that, when used with parent partners, can strengthen home-school communications and build stronger relationships. Engage in live Twitter chat with parents and leave with an action plan for fostering parent partnerships. Create true transparency by promoting two-way communication about student progress, events, and opportunities.

Linking educator evaluation systems to professional development is mandated in states and districts across the country. Learn how to plan professional development from the bottom up, how to monitor professional development implementation, and how to apply methods of evaluating professional development. See how making connections among district systems is crucial for improving educator professional practice and enhancing student learning.

Learn how one district moved all stakeholders onto the same page to implement a collaborative and comprehensive evaluation process. Understand how the district ensured the success of this model by collaborating with administrators, staff, and the teachers’ union. Determine how you can create a similar program that will drive the effectiveness of your teachers and, ultimately, the outcomes of your students.

iPARENTING: FOSTERING 21ST-CENTURY COMMUNICATION WITH PARENT PARTNERS

Ashanti Foster, Prince George’s County Public Schools, Ft. Washington, MD, [email protected] Victorious Hall, Prince George’s County Public Schools, Ft. Washington, MD, [email protected] Cherine Roberts, Prince George’s County Public Schools, Ft. Washington, MD, [email protected] Area of Focus: Embracing Technology

B25

TRANSFORMATIONAL LEADERSHIP COACHING THAT ACHIEVES RESULTS Investigate an international case study to learn how effective coaching helped high school educational leaders build leadership capacity focused on school improvement. Consider the use of time-tested, user-friendly templates, tools, and references for implementing and evaluating this systematic, reflective, and collaborative process. Apply examples to your setting and take away frameworks and practical tools to help guide your practice and improve your effectiveness as a leader. Mike Sherry, Paradigm Partners, Woodend, VIC, Australia, [email protected]

REDESIGNING PROFESSIONAL DEVELOPMENT SYSTEMS

Shelby Maier, McREL International, Denver, CO, [email protected] Robin Wisniewski, McREL International, Denver, CO, [email protected] Area of Focus: Innovating for Learning

B27

WIRED FOR CHANGE: BUILDING ADAPTIVE TEACHER LEADERS Examine a dynamic framework that connects teachers to passion and purpose. The resulting actions are design and facilitation of learning and measurement of impact. Understand how teachers have used this framework to take charge of their own learning and become part of the solution. Use design processes to build teachers’ individual and collective leadership capacities to make an impact on student and adult learning. Amanda Linn, Arkansas Leadership Academy, Little Rock, AR, [email protected] Tracey Montgomery, Arkansas Leadership Academy, Little Rock, AR, [email protected] Matt Coleman, Texarkana Arkansas School District, Little Rock, AR, [email protected] Area of Focus: Cultivating Leaders

THE A-TEAM OF EVALUATIONS: ADMINISTRATORS-STAFF-UNION

Robert Grove, Central York School District, York, PA, [email protected] Bobbi Billman, Central York School District, York, PA, [email protected] Barb Snare, Central York School District, York, PA, [email protected] Kevin Youcheff, Central York School District, York, PA, [email protected] Shelly Eaton, Central York School District, York, PA, [email protected] Area of Focus: Innovating for Learning

B29

TODAY’S TEACHER LEADER Developing strong teacher leaders is a necessary foundation to keep education alive and thriving over the next decade. Take a bold and honest look at teacher leadership and what is needed to effect real change that matters. Gain easy-to-implement strategies on how to develop and lead highly effective teams at your school. Learn the most effective ways to lead adult learners. Create and implement a plan to drive change. Alex Kajitani, Escondido Union School District, Carlsbad, CA, [email protected] Peggy Stewart, Vernon Township School District, Vernon, NJ, [email protected] Area of Focus: Cultivating Leaders



B30

A SCHOOL LEADERS GUIDE TO STANDARDS-BASED GRADING

Ann Delehant, Delehant & Associates, Webster, NY, [email protected]

Grades pose tremendous consequences for students. Explore standards-based grading from a leader’s perspective, and walk through short- and long-term planning components for successful implementation. Gain strategies for leading grading reform in your school or district by connecting standards-based grading to the bigger picture of school reform. Observe an example of an implementation plan and leave with written portions of a communications plan.


Tammy Heflebower, Marzano Research Laboratory, Castle Pines, CO, [email protected] Phil Warrick, Marzano Research Laboratory, Castle Pines, CO, [email protected] Jeff Flygare, Academy District 20, USAFA, CO, [email protected] Area of Focus: Raising the Bar

B31

CULTIVATING LEADERSHIP AND INNOVATION AT ALL LEVELS Define the qualities and the importance of innovation and teacher leadership development in today’s school systems. Discover how one school system developed their own structure for teacher leadership development using internal expertise, resources, and external support. Return to your district with your own plan for teacher leadership development, including the processes, tools and protocols to create successful professional development for leadership at all levels. Emily Horne, Spotsylvania County Public Schools, Fredericksburg, VA, [email protected] Jan Streich, Spotsylvania County Public Schools, Fredericksburg, VA, [email protected]

B32

BLENDED PROFESSIONAL LEARNING: A MODEL FOR TECHNOLOGY INTEGRATION Discover a blended professional learning model focused on improving elementary teachers’ digital and traditional literacy practices. Understand how participation in a blended professional learning model results in increasing teachers’ technological pedagogical content knowledge (TPACK), therefore improving teacher practice. Increase awareness of the ways that technology, including tablets and Web 2.0 tools, can transform learning for both teachers and students. Tiffany Ohlson, University of North Florida, Jacksonville, FL, [email protected] Susan Webb, Duval County Public Schools, Jacksonville, FL, [email protected] Heather Monroe-Ossi, University of North Florida, Jacksonville, FL, [email protected] Area of Focus: Embracing Technology

B33

COOPERATIVE COLLABORATIVE INQUIRY FOR MEANINGFUL SCHOOL CHANGE Learn how three schools in a low socioeconomic, fractured community were able to effect meaningful and sustained change by focusing on building relationships, creating a collaborative culture, developing teamwork, lateral capacity building, and cultivating leaders. Increase your understanding of the pivotal role school leaders play in creating a culture of collaboration by acknowledging voice, choice, and purposeful action as a whole. Obtain strategies for building 69

voice into the culture of the team, and learn how to use collaborative inquiry to bring about positive and sustained change. Claudine Scuccato, Peel District School Board, Brampton, ON, Canada, [email protected] Andreas Meyer, Peel District School Board, Brampton, ON, Canada, [email protected] Lawrence DeMayer, Peel District School Board, Brampton, ON, Canada, [email protected] Hazel Mason, Peel District School Board, Brampton, ON, Canada, [email protected] Area of Focus: Cultivating Leaders

B34

USING VIDEO TO ENHANCE PROFESSIONAL DEVELOPMENT The invention of simple micro cameras in devices like iPhones and iPads may represent the single, greatest technological innovation for professional development. Explore ways to use video to increase the effectiveness of coaching, professional learning communities, teacher evaluation, and teacher reflection. Understand what to do and what to avoid to insure that video is implemented in a way that makes a positive different in teaching. Jim Knight, University of Kansas, Lawrence, KS, [email protected] Area of Focus: Embracing Technology

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B

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B35

MOVING PRACTICE FORWARD: CONNECTING NOVICE TEACHERS AND MENTORS Learn how a district intentionally designs self-directed, sustainable professional learning that enhances the relationship between new teachers and their mentors. Investigate a replicable model based on the guiding principles of teacher voice, differentiated instruction, gradual release, and forward planning that facilitates teacher learning. Explore how the integration of explicit modelling of research-based practices, collaboration, and instructional coaching conversations impacts teacher practice and student success. Suzanne Molitor, Peel District School Board, Mississauga, ON, Canada, [email protected] Maria Luisa Lebar, Peel District School Board, Mississauga, ON, Canada, [email protected] Dina Burkett, Peel District School Board, Mississauga, ON, Canada, [email protected] Allison Cunningham, Peel District School Board, Mississauga, ON, Canada, [email protected] Cheryl Dell, Peel District School Board, Mississauga, ON, Canada, [email protected] Anna Presta, Peel District School Board, Mississauga, ON, Canada, [email protected] Area of Focus: Innovating for Learning


B36

USING THE LITERACY DESIGN COLLABORATIVE FRAMEWORK TO DRIVE PROFESSIONAL LEARNING Learn how the teacher-created Literacy Design Collaborative (LDC) Framework and online resources drive professional growth through the Framework’s curriculum design and collaboration process. Discover how the LDC process of curriculum design and implementation manifests key Common Core instructional shifts in both planning and the classroom. Understand how the LDC Framework enables students at all levels to develop reading and writing skills sufficient to successfully complete complex assignments required by the Common Core State Standards. Mark Weese, Effingham County Schools, Rincon, GA, [email protected] Suzanne Simons, Literacy Design Collaborative, New York, NY, [email protected] Rob Kantner, Literacy Design Collaborative, New York, NY, [email protected] Area of Focus: Embracing Technology

B37

DESIGNING EFFECTIVE COACHING SYSTEMS FOR TEACHERS AND LEADERS Today’s district leaders are challenged to ensure that their district coaching approaches make a difference for teachers and students. See how to build an effective districtwide coaching system. Distinguish among different approaches to coaching teachers and leaders and identify the critical attributes of effective coaching approaches. Recognize the strengths and challenges of each approach. Kay Psencik, Cypress, TX, [email protected]

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Pat Wiedel, Stafford County Public Schools, Stafford, VA, [email protected] David Holden, The American Alliance for Innovative Schools, Nashville, TN, [email protected] Area of Focus: Cultivating Leaders

B38

IMPROVING HIGH SCHOOL ASSESSMENTS WITH PERFORMANCE TASKS Preparing to assess student readiness for college or career, high school assessment is undergoing rapid change in how students’ performance is evaluated. Learn how one suburban high school district transformed its interim level assessment with sharp alignment to a performance-based model. Recognize and apply effective leadership approaches in guiding teachers in a whole school reform associated with national assessment. Gain constructive strategies for using student data to inform curriculum, instruction, and assessment decisions. Brad Siegel, Northern Highlands Regional High School, Allendale, NJ, [email protected] Amy D’Ambola, Northern Highlands Regional High School, Allendale, NJ, [email protected] Area of Focus: Raising the Bar


B39

TRANSFORMING PROFESSIONAL LEARNING THROUGH ONLINE COLLABORATION COMMUNITIES Consider the power of online collaboration communities to boost your teaching team’s performance. Learn how to use Google+ to bring together grade-level teams or any educators interested in sharing their best instructional practices in an online community. Hear a master teacher share how her online community engages in learning. Apply what you’ve learned to create your own online collaboration groups to maximize professional development and benefit student learning. Amy Baeder, Curriculum Study Groups, Heber Springs, AR, [email protected] Justin Baeder, Curriculum Study Groups, Heber Springs, AR, [email protected] Jacqui Murray, St. Mary World International Baccalaureat School, Orange County, CA, [email protected] Area of Focus: Embracing Technology

B40

BEYOND CORE EXPECTATIONS: STRATEGIES FOR TEACHING ENGLISH LEARNERS Explore a schoolwide framework for supporting the academic success of English learners. Learn broad-based teaching practices and instructional strategies applicable to help English learners meet academic benchmarks at different grade levels. Uncover an organizational plan that is research-based, achievable, and timeless. Maria Dove, Molloy College, Rockville Centre, NY, [email protected] Andrea Honigsfeld, Molloy College, Rockville Centre, NY, [email protected] Area of Focus: Raising the Bar

B41

FLIPPING LEADERSHIP IN A RACIALLY DIVERSE SCHOOL Understand the adult-learning theory underpinning collaborative leadership and how to translate this theory into action in schools and districts. Discover leadership opportunities that grow organically from the expertise within your walls. Learn how cultivating school leadership is empowering for all. Link data, staff engagement, and best practices to propel professional development, enrich discussions, and promote high student achievement. Explore the roles of professional learning, Response to Intervention, university collaborations, and professional learning communities in a flipped leadership model. Mary Anton-Oldenburg, Lexington Public Schools, Lexington, MA, [email protected] Julie Selhub, Lexington Public Schools, Lexington, MA, [email protected] Sarah Leveque, Lexington Public Schools, Lexington, MA, [email protected] Area of Focus: Cultivating Leaders

“My experiences as a first-year member and presenter were outstanding! I was assisted by knowledgeable Learning Forward staff. Accommodations for my presentation were outstanding and the app helped participants find my space.” Amy Fox Lewisville Independent School District

B42

INSTRUCTIONAL ROUNDS PUT TO THE TEST Learn how to create learning opportunities with other faculty members through instructional rounds. See how this effort changed attitudes and improved teaching skills in a formerly failing urban public high school. Examine the challenges and obstacles that have been encountered and explore how to avoid them. Understand the value that instructional rounds can have for a learning community and how it drives professional development. Scott Fowler, New York City Board of Education, New York, NY, [email protected] Donnett Langley-Samuels, New York City Department of Education, New York, NY, [email protected] Shaharizan Perez, New York City Department of Education, New York, NY, [email protected] Area of Focus: Innovating for Learning

B43

CULTURALLY RESPONSIVE CLASSROOMS: ACADEMIC SUCCESS WITH INTENTION Discover how to successfully cultivate a dynamic learning community that is inclusive of all cultures and supports the individual student with a foundation of rigor, relevance, and relationships. Confront stereotypes and myths to foster a supportive environment focused on academic success and nurturing positive relationships. Sustain culturally responsive teaching practices in the classroom and nurture the classroom climate so that it is focused on the whole child. Kelly Brown, Prairie View A&M University, Cypress, TX, [email protected] Kimberly McLeod, Texas Southern University, Houston, TX, [email protected] Area of Focus: Creating Connections

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B44

DIGITAL STORIES: TECHNOLOGY TO ENHANCE THE COMMON CORE Discover how to bring presentations to life by using an effective digital story. Learn how stories can motivate and influence audiences. Move past “death by PowerPoint” presentations and receive a formula for creating an effective digital story. Examine and evaluate the impact of a digital story on the Common Core State Standards. Albert Castillo, Garvey School District, Rosemead, CA, [email protected] Jose Hernandez, Los Angeles Unified School District, Los Angeles, CA, [email protected] Todd Harris, Rialto Unified School District, Rialto, CA, [email protected] Area of Focus: Embracing Technology

B45

PROFESSIONAL LEARNING IN i3 (INVESTING IN INNOVATION) MIDDLE GRADES SCHOOLS: THEN, NOW, AND NEXT Bringing change, collaboration, and innovation into turnaround schools is no easy task. Hear how the National Forum’s Schools to Watch: STW Transformation Network i3 Development grant is charting the course from initial involvement with 18 schools in three states through four years of assistance and capacity building. Explore this multi-tiered level of support services, which combines building-level coaching, embedded professional learning, collaborative structures, data usage, and fostering distributive leadership with state- and national-level networking, learning opportunities, and strategies. Hear about documented changes that are producing constructive results.

Deborah Kasak, National Forum to Accelerate Middle-Grades Reform, Champaign, IL, [email protected] Vicki Mogil, Association of Illinois Middle-Grades Schools, Chicago, IL, [email protected] Area of Focus: Creating Connections

B46

FORMATIVE EVALUATION ISLANDS IN THE SEA OF ACCOUNTABILITY Learn how a small, independent group of school districts in Tennessee developed and continues to implement an innovative teacher evaluation model, which is sharply focused on the formative improvement of teacher practice. Examine inherent challenges in blending formative and summative evaluation processes and gain strategies for resolving these conflicts. Learn about the design, implementation, and evidence of effectiveness for the model. Develop a critical toolkit of essential questions and topics for critiquing teacher evaluation system designs. John Campbell, Alcoa City Schools, Alcoa, TN, [email protected] Jeanne Barker, Lenoir City Schools, Lenoir City, TN, [email protected] Lisa McGinley, Maryville City Schools, Maryville, TN, [email protected] Area of Focus: Innovating for Learning

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UNLEASHING STUDENT SUPERPOWERS Discover how to unleash the superpowers in your students, and consider the competencies that are vital for success. Explore the digital literacy, collaboration, and higher-order thinking skills students need today more than ever. Empower all the learners in your school or organization. Kristen Swanson, BrightBytes, San Francisco, CA, [email protected] Area of Focus: Embracing Technology

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GIFT OF COACHING A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Experience a session about Coaching for Results’ one-on-one coaching. Take time to explore your goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions considered for a tough situation. Frances Shuster, Coaching For Results Global, Flower Mound, TX, [email protected] Area of Focus: Cultivating Leaders

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TL03 & TL04

December 8, 2014 1:45 pm – 3:45 pm

December 8, 2014 1:45 pm – 3:45 pm

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MONDAY AFTERNOON Q&A WITH KEYNOTE SPEAKERS Monday, December 8, 2014 from 1:45 pm - 2:45 pm

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THOUGHT LEADER LECTURE: BUILDING A STRONGER PRINCIPALSHIP: CULTIVATING TALENT THROUGH A PRINCIPAL PIPELINE Monday, December 8, 2014 from 1:45 pm - 2:45 pm

Hear a panel discussion in this special session following the Monday afternoon keynote addresses. Barrington Antonio Irving, Jr., Experience Aviation, Miami, FL, [email protected] Pearl Arredondo, San Fernando Institute of Applied Math, San Fernando, CA, [email protected] Michael Ungar, Dalhousie University, Halifax, NS, Canada, [email protected] Carol François, Learning Forward, Dallas, TX, [email protected]

Policy Study Associates has published a set of reports describing results of The Wallace Foundation’s Principal Pipeline Initiative, a multi-year effort to improve school leadership in six urban school districts. Hear how the reports describe changes in the six districts’ practices to recruit, train, and support new principals. Share the key findings from one of the pipeline school districts and consider lessons for other districts considering changes to their own principal pipelines. MaryEllen Elia, Hillsborough County Public Schools, Tampa, FL, [email protected] Area of Focus: Cultivating Leaders


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THOUGHT LEADER LECTURE: PROFESSIONAL CAPITAL IN ACTION Monday, December 8, 2014 from 2:45 pm - 3:45 pm

“I look to Learning Forward’s conference and membership as my temperature check for whether I am stretching myself to be the best leader I can be and whether or not my organization is leading and doing the right things. It is always refreshing to come and collaborate with like-minded people and learn and grow from other educators and leaders around the world. I have never walked away from a Learning Forward experience without a gut wrenching desire to make a difference and better myself. That is when you know the professional development is working!”

See how supporting teachers and allowing them to teach like professionals can transform schools and systems. Understand the components of professional capital and how to maximize them to build teacher capacity and increase student learning. Discover what professional capital policies and practices are necessary to build teacher expertise and make a difference in student achievement. Michael Fullan, Toronto, ON, Canada, [email protected] Andy Hargreaves, Boston College, Chestnut Hill, MA, [email protected] Area of Focus: Cultivating Leaders

Sarah Stevens, Joplin Schools

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CONCURRENT SESSIONS / MONDAY Set C • 1:45 pm – 3:45 pm

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LEARNING FORWARD’S AFFILIATE LEADERS Join other affiliate leaders and interact with Learning Forward’s Board of Trustees and senior staff members. Gather new information, review Learning Forward’s progress on its strategic plan, and review progress on your affiliate’s strategic plan. Grow your knowledge as you network with your fellow affiliate leaders. This session will meet 1:45 p.m. - 4:45 p.m. Dale Hair, Kennesaw, GA, [email protected] Area of Focus: Cultivating Leaders

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OVERCOMING TEXTBOOK FATIGUE Discover how to shift textbooks from sole source to resource. Reclaim your curriculum through professional learning communities and learn to use textbooks as one of many resources to create relevant, challenging curricula. Find out how to overcome textbook fatigue and invigorate learning for students and faculty alike. ReLeah Lent, ReLeah Lent Educational Consulting, Morganton, GA, [email protected] Area of Focus: Raising the Bar

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CONNECTING SOCIAL-EMOTIONAL LEARNING TO PROFESSIONAL TEACHING FRAMEWORKS Learn how to connect teacher and student social-emotional learning (SEL) to Common Core State Standards and teacher evaluation systems. Explore how teaching practices that support student development of SEL skills connect to professional teaching frameworks used in teacher evaluations. Use tools and resources that will also help teachers reflect on how their own social and emotional competencies influence their ability to teach in ways that promote student SEL skills. Nick Yoder, American Institutes for Research, Chicago, IL, [email protected] Lindsey Hayes, American Institutes for Research, Chicago, IL, [email protected] Area of Focus: Creating Connections

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LEARNING FORWARD MINI UNCON Learn in quick-and-loose 15-20 minute sessions in an unconference format. Engage in participant focused learning. Demo a tool or discuss an idea without a lot background information. Speak up, speak out, and learn from everyone in the room, not just the person standing. Make connections with other participants in the process. Share what you learn with others. Adam Taylor, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Cultivating Leaders

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COGNITIVE CAPITAL: INVESTING IN TEACHER QUALITY Learn how to support a culture of thoughtful innovation and develop mindful, resourceful professionals. Find out how to consider internal and external criteria to develop cognitive capital; learn how to make the most of cognitive capital within learning communities. Construct a theory of practice to put into action and invest cognitive capital in your current system. Diane Zimmerman, Fusion Resolution, Fairfield, CA, [email protected] Area of Focus: Innovating for Learning

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VIDEO AS A COLLABORATIVE TOOL TO IMPROVE PRACTICE Consider video as a tool in the professional learning cycle that can catalyze improved teaching. Explore resources from the Teaching Channel’s suite of free, online video-based materials and Teams platform, which focuses on building online communities of practice. Experience a hands-on, learning-from-video activity. Apply that learning to specific initiatives, including Common Core implementation and teacher evaluation efforts. Erika Nielsen Andrew, Teaching Channel, Oakland, CA, [email protected] Sarah Brown Wessling, Johnston Community School District, Johnston, IA, [email protected] Rob Bayuk, Teaching Channel, Oakland, CA, [email protected] Julie Severns, Fresno Unified School District, Fresno, CA, [email protected] Jenn McDermott, Center for Educational Leadership, Seattle, WA, [email protected] Area of Focus: Embracing Technology

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GLOBAL EDUCATION TOOLS FOR ELEMENTARY LEARNERS Understand how global education can enhance school climate, inclusion, empathy, and engagement. See how to integrate global learning into Common Core State Standards, use of diverse technology tools, and examples of meaningful, age-appropriate service learning. Explore a toolkit designed to promote 21st-century learning, educational technology, and global collaboration. Becky Mladic-Morales, Growing Up Global, Sugar Land, TX, [email protected] Homa Tavangar, Growing Up Global, Berwyn, PA, [email protected] Area of Focus: Raising the Bar

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INTERNATIONAL BEST PRACTICES Acquire lessons learned from a unique study of the best professional development practices from around the globe. Ben Jensen from Australia’s Learning First is creating case studies to understand the key elements in professional learning systems in some of the world’s highest performing systems, including Singapore, Hong Kong, Shanghai, and Ontario. Learn about the most significant trends and consider how these lessons can be applied in your local setting. Ben Jensen (Invited), Grattan Institute, Carlton, VIC, Australia, [email protected] Area of Focus: Creating Connections

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STRENGTHENING TEACHER LEADERSHIP THROUGH SOCIAL MEDIA Learn how to amplify the voices of accomplished teachers and work to bridge teaching practice and policy. See how social media can serve as a pathway to connecting and spreading teacher expertise, contributing to a collective knowledge base, and enhancing the quality of the teaching profession. Gain knowledge of the types of social media that teacher leaders can tap to strengthen their profession. See the value in becoming part of a professional learning network. Taryl Hansen, Arizona K12 Center, Phoenix, AZ, [email protected] Mike Lee, Paradise Valley Unified School District #69, Phoenix, AZ, [email protected] Area of Focus: Cultivating Leaders

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CULTURALLY PROFICIENT NEW TEACHER MENTOR LEARNING COMMUNITIES Learn how an urban school district used learning communities and new- teacher mentors in its journey toward developing culturally responsive pedagogy. Discover what is needed to move towards a level of self-awareness relative to diversity in your own context. Acquire tools to identify attitudes and beliefs needed to value diversity. Reach a new level of consciousness in addressing teacher and student diversity needs. Blanca Lopez, Ysleta Independent School District, El Paso, TX, [email protected] Ricardo Castaneda, Ysleta Independent School District, El Paso, TX, [email protected] Area of Focus: Creating Connections 75

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CASE STUDY: A NEW MEXICO COMMON CORE PROFESSIONAL DEVELOPMENT PROGRAM See how the New Mexico Public Education Department leveraged a blended model of professional development to support 2,554 educators in the implementation of the Common Core State Standards. Explore a case study of the educators who engaged with 45-50 hours of online courses in English language arts, math, and teaching reading to English learners. Understand how face-to-face coaching can supplement online coursework, and discover the successes and challenges of this statewide implementation. Alvin Crawford, Knowledge Delivery Systems, New York, NY, [email protected] Sammy Orr, Gallup-McKinley County Schools, Gallup, NM, [email protected] Karina Vanderbilt, New Mexico Public Education Department, Santa Fe, NM, [email protected] Area of Focus: Embracing Technology

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PURPOSEFUL PROFESSIONAL LEARNING: ASSESSING IMPACT Research indicates that the assessment of professional learning is rarely complete or effective. Learn how to structure and assess professional learning in a distributed leadership model through the lens of the secondary schools in Saskatoon Public Schools. Examine a variety of methods of conducting formative and summative assessment of professional learning, and practice developing assessments to meet goals for districts and schools. Wendy James, Saskatoon Public Schools, Saskatoon, SK, Canada, [email protected] Area of Focus: Raising the Bar

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COMMON CORE STATE STANDARDS, PROFESSIONAL LEARNING COMMUNITIES, AND THE INSTRUCTIONAL FRAMEWORK See how an urban school district led the implementation of major district initiatives using tools to foster collaboration across departments and within school communities. Develop the capacity to create powerful professional learning that strengthens conceptual understanding and connections. Leave with tools to create professional development opportunities for school leaders and teachers that promote conceptual understanding and connections. Sharon Williams, Kent School District, Kent, WA, [email protected] Jeffrey Pelzel, Kent School District, Kent, WA, [email protected] Tonya Middling, Kent School District, Kent, WA, [email protected] Area of Focus: Innovating for Learning

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TENNESSEE VALLEY LEARNING NETWORK: RURAL LEADERSHIP TRAINING Understand how to create support structures to assist aspiring leaders and eliminate a trial-by-fire leadership training model. Improve current principal and superintendent instructional leadership skills and gain tools to enhance and cultivate rural leaders through specific leadership strategies. Discover tools to assist in implementing Common Core State Standards. Jared Bigham, Tennessee Score, Turtletown, TN, [email protected] Jason Bell, Polk County Schools, Benton, TN, [email protected] Area of Focus: Cultivating Leaders

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Learn how a state agency is using technology to host webinars in order to reach more educators. See how the webinars are introduced, advertised, planned, and implemented from the beginning of the process to the final session. Explore how webinars can be used further to reach a bigger population and to meet the needs for your school system.

Discover successful interventions in which Response to Intervention teams and students use data to drive specialized support and results. See how to take steps to identify students who need intervention and create specific, targeted support that closes gaps and raises the bar for all students. Take away ideas for training teachers to use data to drive instruction.

PROFESSIONAL LEARNING WEBINARS: REACHING ACROSS BOUNDARIES

Casey Kirk, Maryland State Department of Education, Baltimore, MD, [email protected] Angela de Guzman, Maryland State Department of Education, Baltimore, MD, [email protected] Cecilia Roe, Maryland State Department of Education, Baltimore, MD, [email protected] Area of Focus: Embracing Technology

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WORK SMARTER, NOT HARDER: TOOLS FOR EFFECTIVE COLLABORATION Obtain tools that can be used for successful collaboration that supports adult learning and student achievement: protocols for peer observations, collaborative inquiry, compelling conversations and administrator walk-throughs. Understand how these tools and data-based inquiry can have a powerful impact on student learning. Identify key leadership principles that create and maintain a culture of continuous professional learning. Robin Stout, Rocklin Academy, Rocklin, CA, [email protected] Bethany Boekestein, Rocklin Academy, Rocklin, CA, [email protected] Trisha Smith, Rocklin Academy, Rocklin, CA, [email protected] Tamy Penney, Rocklin Academy, Rocklin, CA, [email protected] Area of Focus: Innovating for Learning 76

RESPONSE TO INTERVENTION: REAL, TARGETED INTERVENTION

Carol Martin, Sylacauga City Schools, Sylacauga, AL, [email protected] Area of Focus: Raising the Bar

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UTILIZING INNOVATION TO ACHIEVE SCHOOL AND SYSTEM EXCELLENCE Learn how a high-performing school system utilizes innovative approaches at the central office and school levels to ensure student and school excellence is maintained. See how to transform central office work by creating cross-departmental teams assigned to specific schools in a case-management approach. Understand how to develop an innovation rubric with which to target and evaluate creative ideas to ensure alignment with school and system priorities, thus leading to higher levels of achievement. Lyle Ailshie, Kingsport City Schools, Kingsport, TN, [email protected] Andy True, Kingsport City Schools, Kingsport, TN, [email protected] Chris Hampton, Kingsport City Schools, Kingsport, TN, [email protected] Area of Focus: Innovating for Learning


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DISTRIBUTIVE LEADERSHIP MODELS AND IMPROVED STUDENT OUTCOMES Explore what distributive leadership is as well as its potential to transform the roles of teacher leaders and improve outcomes for students. Experience a design process that will challenge you to create effective distributive leadership in a model school. Reflect on what a distributive leadership model could mean for the current systems and structures that exist in your school. Justin Darnell, Denver Public Schools, Denver, CO, [email protected] Melanie Schultz, Denver Public Schools, Denver, CO, [email protected] Maggie Gordon, Denver Public Schools, Denver, CO, [email protected] Tonia Lopez, Denver Public Schools, Denver, CO, [email protected] Area of Focus: Cultivating Leaders

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BLENDED NOT STIRRED: SELECTING THE RIGHT ONLINE PROFESSIONAL DEVELOPMENT Teachers and districts are looking for more ways to personalize professional development to meet individual needs and districts goals. Yet with all of the choices, both face-to-face and online, how do you select the best options? Explore a framework for evaluating blended learning options. Lynn Kepp, New Teacher Center, Santa Cruz, CA, [email protected] Alyson Mike, New Teacher Center, East Helena, MT, [email protected] Lori McNulty Pope, New Teacher Center , Durham, NC, [email protected] Area of Focus: Embracing Technology

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WRITING AS LEARNING, WRITING AS LEADERSHIP Learn how to use writing as professional development within your building or larger professional learning communities. Discover how the National Writing Project professional development model can be used to create stronger student writers, empower teacher leaders, and help colleagues engage in broader educational dialogue and reflection on instructional practices. See how to use writing strategies in online or face-toface settings. Petra Pienkosky Moran, Kent State University, Kent, OH, [email protected] Wendy Samford, Boardman Local Schools, Boardman, OH, [email protected] Christine Fishman, Chagrin Falls Exempted Village Schools, Chagrin Falls, OH, [email protected] Jennifer Schneider, Kent State University, Kent, OH, [email protected] Area of Focus: Cultivating Leaders

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UNLOCKING THE POWER OF DIGITAL CONTENT DATA Acquire effective strategies for extracting and interpreting digital-content performance data to make timely instructional decisions. Examine powerful leading indicators of online frustration and stagnant student progress. Use structured analysis frameworks to uncover critical learning needs. Leverage data tracking tools, example data reports, and a metrics inventory to drive personalization in your own class. Jennie Dougherty, KIPP Bay Area Schools, Oakland, CA, [email protected] Samir Bolar, Mastery Design Collaborative, Oakland, CA, [email protected] Area of Focus: Embracing Technology 77

SIX DEGREES OF PREPARATION: A DOCUDRAMA ON TEACHER PREPARATION, INDUCTION, AND SUPPORT Explore teacher preparation and induction through the eyes of a myriad of characters in Six Degrees of Preparation, a one-woman docudrama based on interviews with teachers, teacher candidates, teacher educators and teacher leaders. Follow Lennox, a teacher candidate struggling to pass the praxis, back in time to examine the cyclical effects of teacher under-preparation and isolation. Reflect on too-common beliefs and practices in school districts and schools of education and their impacts on new teachers and the children they serve. Brooke Haycock, Education Trust, Washington, DC, [email protected] Area of Focus: Innovating for Learning

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HOW DO YOU GET PEOPLE TO DO THIS? Understand and apply five research-proven strategies for creating sustainable instructional change through the voluntary adoption of shared practice. Master a positive, powerful, and practical approach to creating an agreement-based culture of continuous change that increases transparency, teamwork, and trust. Experience rapid iteration, fast feedback, validated learning, and empirical change that improves student achievement. See how interactive, hands-on activities that introduce high-value practices produce results across the curriculum and up and down grade levels. Steve Peha, Teaching That Makes Sense, Carrboro, NC, [email protected] Area of Focus: Cultivating Leaders

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TOP TEN REASONS FOR FLIPPING THE CLASSROOM Learn what it means to flip the classroom and why educators around the globe are flipping their teaching in classrooms. Examine the research base and effectiveness literature on flipped learning. Take away a list of resources for further exploration, including user groups, howto guides, and guides to useful hardware and software. Kathleen Fulton, Takoma Park, MD, [email protected] Area of Focus: Embracing Technology

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ADDING VALUE TO PROFESSIONAL LEARNING COMMUNITIES WITH OUTSIDE CONTENT EXPERTS Gain an overview of the National Commission on Teaching & America’s Future STEM Learning Studios theory of action that uses professional learning communities with outside-content experts to support better design of project-based learning units of study. Investigate cases, tools, and research findings that build and support capacity for these three program elements. Consider the unique contributions of outside content experts and third-party providers to project-based learning and professional learning communities. Understand the varying roles of outside content experts in supporting project-based learning. Don Glass, National Commission on Teaching & America’s Future, Washington, DC, [email protected] Brad Ermeling, Pearson Research and Innovation Network, Tustin, CA, [email protected] Mary Weller, Howard County Public Schools System, Ellicott City, MD, [email protected] Area of Focus: Innovating for Learning

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LEVERAGING HIGH-POVERTY SCHOOLS INTO HIGH PERFORMANCE Discover a research-based framework for leadership action in high-poverty schools. Gain insight into how high-performing, high-poverty schools located in urban, suburban, and rural contexts can make a dramatic turnaround. Gain strategic action steps and planning tools to guide improvement in schools, districts, or states. Understand the need to often defy the norm to facilitate deep change. By using uncommon-sense, creative outof-the-box thinking, create a culture of high achievement for all students. William Parrett, Boise State University, Boise, ID, [email protected] Kathleen Budge, Boise State University, Boise, ID, [email protected] Area of Focus: Cultivating Leaders

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SYSTEMIC INNOVATIONS FOCUS ON STUDENT OWNERSHIP FOR LEARNING Learn how to restructure school and student support systems to create collaborative cultures that result in students’ taking charge of their learning. Explore the role of instructional coaches as facilitators of adult learning. Discover how combining 21st-century learning standards, high performing staff, quality assessments, and Response to Intervention practices can eliminate barriers and build schoolwide capacity for continuous improvement. Anne Conzemius, SMART Learning Systems, Fitchburg, WI, [email protected] David Grambow, Hudson School District, Hudson, WI, [email protected] 78

Sandra Kovatch, Hudson School District, Hudson, WI, [email protected] Anthony Mayer, Hudson School District, Hudson, WI, [email protected] Area of Focus: Raising the Bar

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TRANSFORMING NEW TEACHER INDUCTION New teachers need comprehensive learning experiences to deepen not only their knowledge and skills, but also their ability to reflect and grow. Learn how a school district used design thinking principles to transform an induction program for new teachers. Understand the background and research used in the design process and apply the design process to your particular setting. Jerelyne Nemanich, Spring Lake Park Schools, Spring Lake Park, MN, [email protected] Denise Waalen, Spring Lake Park Schools, Spring Lake Park, MN, [email protected] Hope Rahn, Spring Lake Park Schools, Spring Lake Park, MN, [email protected] Area of Focus: Innovating for Learning

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CREATING CONDITIONS FOR SUCCESSFUL SCHOOL IMPROVEMENT Explore the foundational components associated with data-driven instruction. Examine leadership protocols needed to develop a sustainable system for capacity building and differentiated professional development. Experience strategies for creating a schoolwide climate of collaboration and shared visioning. Consider techniques for elevating instructional planning with standards-


based lessons infused with rigor and higher level thinking. Donna Snyder, Arlington Public Schools, Arlington, VA, [email protected] Maria DeOlazo, Arlington Public Schools, Arlington, VA, [email protected] Area of Focus: Creating Connections

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DESIGNING SCHOOLS FOR PROFESSIONAL LEARNING: A FIVE PART PLAN Experience a process to design professional learning that promotes teachers’ growth and effectiveness as measured by state teacher evaluations. Share how schools designed professional learning by using data and teachers’ voices to align with the Learning Forward Standards for Professional Learning. Identify behaviors of principals who successfully and unsuccessfully implemented the planning process. Examine what they did to support teacher’s professional learning on school sites. Janice Bradley, New Mexico State University, Las Cruces, NM, [email protected] Area of Focus: Innovating for Learning

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LAB-BASED COACHING COHORT MODEL FOR PROFESSIONAL LEARNING Discover how a lab-based coaching cohort, which focused on STEM for all students, and was scalable to all content areas, was developed and implemented in a large school district. Receive strategies on how to begin implementation, from selecting teachers, creating a coaching cycle, to planning full-day labs. Learn about the structure of this model, its effectiveness, how it builds capacity in

teacher leaders, and how to develop an implementation plan. Create a proposal or plan for a lab-based professional learning cohort at your school or district. Sherri Dennstedt, Cherry Creek Schools, Centennial, CO, [email protected] Denise Goldin-Dubois, Cherry Creek Schools, Centennial, CO, [email protected] Area of Focus: Cultivating Leaders

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INSTRUCTIONAL INNOVATORS: SCALING IMPLEMENTATION THROUGH TEACHER LEADERSHIP Learn how a culturally and linguistically diverse school district developed teacher leadership capacity to build an districtwide innovation space to test technology integration, instructional approaches, and mental mindsets. Hear how district leadership recruited instructional innovators across the district, thereby creating demand for professional learning and adoption of initiatives while building internal leadership capacity. Engage in a reflective protocol that will focus on scalability and replicability of this approach that shifts organizational mindset from compliance to commitment. Rosanna Mucetti, San Leandro Unified School District, San Leandro, CA, [email protected] Sonal Patel, San Leandro Unified School District, San Leandro, CA, [email protected] Rabinder Mangewala, San Leandro Unified School District, San Leandro, CA, [email protected] Area of Focus: Cultivating Leaders

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CREATING THE ENGAGED CLASSROOM IN SECONDARY SCHOOLS Learn about a range of research-based instructional strategies, core classroom practices, protocols, and procedures for reaching and engaging adolescent learners in secondary classrooms. Explore the following question: What are some of the critical conditions that foster student engagement and increased levels of trust, attention, participation, motivation, effort, and investment in learning? Increase personal interest and engagement through student voice, choice, and differentiated assignments and products. Michele Tissiere, Engaging Schools, Cambridge, MA, [email protected] Area of Focus: Raising the Bar

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TEACHERS OBSERVING PEERS IN CLASSROOM WALK-THROUGH FRAMEWORKS Learn how to plan and implement an engaging form of embedded professional development in which teachers are actively involved as peer observers using a classroom walk-through framework. Explore various models of classroom walk-throughs designed specifically for teachers as observers. Acquire strategies to overcome resistance or reluctance to participate as observers as well as to be observed. Become aware of issues to address in developing and sustaining teacher classroom walk-throughs. Donald Kachur, Illinois State University, Bloomington, IL, [email protected] Claudia Edwards, Cameron University, Lawton, OK, [email protected] Area of Focus: Innovating for Learning

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See how a balanced literacy program was built in a Title I elementary campus by supporting teachers in becoming more self-directed. Learn to use structured coaching conversations, data-driven feedback, and consultation on curriculum topics effectively to build literacy programs that result in improved student achievement and educator craftsmanship. Create a plan that administrators, support staff, coaches, and teachers can use to implement this model in your own school.

Discover how BloomBoard enables educators and organizations to pinpoint areas in which they are excelling, as well as areas requiring improvement. Learn how your organization can create effective learning paths to support educator and organizational growth. See how you can receive content recommendations that are peer and data-driven to ensure the learning process is personalized and relevant.

COACHING CONVERSATIONS ABOUT LITERACY WITH TITLE I SCHOOLS

Donna Brown, Clear Creek Independent School District, League City, TX, [email protected] Sue Chapman, Clear Creek Independent School District, Webster, TX, [email protected] Area of Focus: Cultivating Leaders

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TEACHER SUPERVISION AND COLLABORATIVE INQUIRY Learn how one urban school district is implementing collaborative inquiry and school improvement by linking principal and teacher performance to increased student achievement. See how to define evaluation based on growth and proficiency. Discover tools to support thinking collaboratively and leave with strategies that support a teacher evaluation process and structures that lead to an innovative school improvement model. Carole Schmidt, South Bend Community School Corporation, South Bend, IN, [email protected] Ericka Harris, South Bend Community School Corporation, South Bend, IN, [email protected] Area of Focus: Innovating for Learning

USING TECHNOLOGY TO SUPPORT ENGAGING ONLINE PROFESSIONAL DEVELOPMENT

Jason Lange, BloomBoard, Palo Alto, CA, [email protected] Area of Focus: Embracing Technology

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INCREASING QUALITY WHILE REDUCING VARIABILITY: A HIGH RELIABILITY APPROACH What can educators learn from aircraft carriers and trauma centers? Explore a proof-of-concept model for connecting the principles of high reliability organizations (HROs) and 90-day improvement cycles to school and district improvement and innovation. Learn more about a successful partnership that moved theory into practice while developing and testing a promising model for change. Understand a process for increasing instructional quality and reducing instructional variability within and among schools B.J. Worthington, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Matthew Seebaum, McREL International, Denver, CO, [email protected] Area of Focus: Innovating for Learning

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INQUIRING INTO THE COMMON CORE STATE STANDARDS Learn how a high-poverty elementary school, where 97% of the students are African-American and 99% are on free or reduced lunch, used an inquiry approach to implementing the Common Core State Standards. Discover tools and structures to systematically study teaching effectiveness while adapting to new standards. Learn classroom-ready, student-inquiry techniques and strategies to apply immediately. Jamey Burns, University of Florida, Gainesville, FL, [email protected] Cheryl Quarles-Gaston, Duval County Public Schools, Jacksonville, FL, [email protected] Rachel Wolkenhauer, University of Florida, Gainesville, FL, [email protected] Nancy Dana, University of Florida, Gainesville, FL, [email protected] Area of Focus: Raising the Bar

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WATCHING OUR LANGUAGE: WORD CHOICES DURING COACHING CONVERSATIONS See how instructional coaches need to pay careful attention to the language used when conferring individually with teachers. Examine how to structure questions and comments in ways that will help teachers reflect, plan, and open themselves up to new possibilities. Collect strategies for talking with colleagues in ways that encourage deeper thinking and reflection, as well as independent problem-solving. Walk away with actual phrases and questions to use when coaching teachers. Bethanie Pletcher-Leerkamp, University of Houston, Houston, TX, [email protected] Area of Focus: Cultivating Leaders

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ADMINISTRATIVE PROFESSIONAL LEARNING IN A TIME OF REFORM Learn how a district developed a systemic professional learning plan for administrators and executed a rigorous teacher evaluation plan. Discover how challenges in the implementation of Common Core State Standards and new student assessments were embedded in this work. Apply the lessons to your own setting; leave with an action plan for strengthening professional learning among leaders in your district and communicating results to stakeholders. Elizabeth Feser, Milford Public Schools, Milford, CT, [email protected] Michael Cummings, Milford Public Schools, Milford, CT, [email protected] Gail Krois, Milford Public Schools, Milford, CT, [email protected] Laura Boutilier, Connecticut Center for School Change, Hartford, CT, [email protected] Area of Focus: Innovating for Learning

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iKINDERGARTEN Redefine your perception of what a traditional kindergarten classroom looks like. Discover how learners can actually become active members of a virtual world. See how to use a variety of visual tools to create a learning atmosphere that is relevant in today’s society. Stacey Harris, Coppell Independent School District, Coppell, TX, [email protected] Torrin Wszolek, Coppell Independent School District, Coppell, TX, [email protected] Kate Gill, Coppell Independent School District, Coppell, TX, [email protected] Danielle Mavromaras, Coppell Independent School District, Coppell, TX, [email protected]

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ADVOCATING FOR PARAEDUCATORS THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT Learn specific steps in designing action research-based collaborative processes for professional development that specifically targets the pedagogical needs of paraeducators. See how district and campus leaders can bridge training gaps among paraeducators, while promoting improved outcomes among the highneeds students whom paraeducators often serve. Develop an action plan for your school or district that addresses paraeducator professional development and deployment. Marla McGhee, Texas Christian University, Fort Worth, TX, [email protected] Tammy Riemenschneider, Texas Christian University, Fort Worth, TX, [email protected] Area of Focus: Innovating for Learning

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LITERACY: ENGAGING THE BRAIN, FIRE, AND FOCUS Activate your brain chemistry, and that of your students. Create the optimal conditions in which to apply literacy strategies that address shifts in the Common Core State Standards. Recognize the impact of focus on the teaching-learning context. Connect research-proven learning strategies to planning instruction. Re-ignite the fire in your soul and be rejuvenated. Ann Fontaine-Lewis, Seaford School District, Seaford, DE, [email protected] Albert Thompson, Saving Lives, Seaford, DE, [email protected] Susan Nancarrow, Saving Lives, Seaford, DE, [email protected] Area of Focus: Raising the Bar

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THE TEACHER KNOWING-DOING GAP Review the research about great teaching and delivering instruction. Address the knowing-doing gap and see how to improve achievement through professional learning. Be able to answer the questions: What is a knowing-doing gap and how does it affect teachers? How can a local school or district find its own gap? Why does professional learning, and not evaluation, close the gap? What are effective ways to reduce the gap and increase student achievement? Gary Nunnally, Waverly Public Schools, Waverly, NE, [email protected] Jane Pollock, Learning Horizon, Fort Collins, CO, [email protected] Area of Focus: Innovating for Learning

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GIFT OF COACHING A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Coaching for Results Global are providing the gift of one-on-one coaching. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions considered for a tough situation. Vicky Dearing, Coaching For Results Global, Lewisville, TX, [email protected] Area of Focus: Cultivating Leaders

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LF1

Leadership Forum Sessions 1

DECEMBER 8

LF1 December 8, 2014 • 1:45 pm – 2:45 pm LF2 December 8, 2014 • 2:45 pm – 3:45 pm

MONDAY

1:45 pm – 2:45 pm

LF1

CULTIVATING LEADERS THROUGH SUMMER BOOST ACADEMY

Participants selecting the Leadership Forum will have the opportunity to attend any of the presentations at that time. Simply put LF on your session selection form and choose any session to attend when you arrive.

LF1

LF1

Delivering timely, content-specific professional learning to building principals with little time to be away from school presents a challenge. See how one state addressed this difficulty by embedding varied learning strategies and drawing upon the knowledge and presentation skills of peers. Increase awareness of the unique professional learning needs of building principals and the premise behind structuring sessions specifically for them.

Understand the essential components of an effective leadership development system. Learn the strategies, skills, and practices necessary for school leaders to effect deep implementation of district or building initiatives. See the importance of collecting feedback and providing coaching through stages of implementation.

“PRINCIPALED” LEARNING: MEETING THE NEEDS OF BUILDING LEADERS


Victoria Seeger, Northwest Missouri State University, Maryville, MO, [email protected] Donna Augustine-Shaw, Kansas State University, Manhattan, KS, [email protected] Scott Myers, Kansas State Department of Education, Topeka, KS, [email protected] Lynn Bechtel, Kansas State Department of Education, Topeka, KS, [email protected]

AN APPROACH TO CREATING A LEADERSHIP DEVELOPMENT SYSTEM

Bobby Moore, Battelle for Kids, Columbus, OH, [email protected] Felicia Smith, Kentucky Department of Education, Frankfort, KY, [email protected] Kevin Stull, Kentucky Department of Education, Frankfort, KY, [email protected] Area of Focus: Cultivating Leaders

Discover how a high-poverty, urban school gave 200+ students the opportunity to embark on a five-week, intense infusion of math, science, and reading instruction. Prepare to be amazed at the outpouring of community resources that enabled the school to take free educational excursions weekly. Learn how to create your own “not-your-ordinary” summer school experience. Tanna Nicely, Knox County Schools, Knoxville, TN, [email protected] Cheryl Martin, Knox County Schools, Knoxville, TN, cheryl. [email protected] Holly Whittle, Knox County Schools, Knoxville, TN, [email protected] Area of Focus: Cultivating Leaders

LF1

ENGAGE, EMPOWER, ENTRUST: BUILDING LEADERSHIP CAPACITY THROUGH COACHING Explore one school district’s transformational journey to a coaching culture that nurtures individualized professional learning, leadership capacity, and collective wisdom. Learn strategies for developing systematic coaching approaches that engage educators in mindful inquiry and conversation, thus promoting a self-generative culture of learning and improving the student experience. Julie Everly, Monroe Public Schools, Monroe, MI, [email protected] Ryan McLeod, Monroe Public Schools, Monroe, MI, [email protected] Area of Focus: Cultivating Leaders


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LEADERSHIP FORUM SESSIONS / MONDAY LF1 • 1:45 pm – 2:45 pm

LF1

IMPACTING STUDENTS BY BUILDING TEACHER LEADERS Hear how a school district made a difference in the lives of their students by developing teacher leaders. Discover how these teacher leaders led their prospective schools through a fluid and on-going school improvement process. See how investing in building teacher leadership capacity is key to engaging other teachers, administrators, and district personnel in effective and sustainable professional learning communities. Jennifer Brown, Sumner County Schools, Gallatin, TN, [email protected] Sabrina McClard, Sumner County Schools, Gallatin, TN, [email protected] David Stafford, Sumner County Schools, Gallatin, TN, [email protected] Nick Brown, Sumner County Schools, Gallatin, TN, [email protected] Area of Focus: Cultivating Leaders

LF1

LEADING YOUR TEAM TO GREATNESS Benefit from a crash course in human relations and learn how to put Kouzes and Posner’s five practices of exemplary leadership into action. Learn an inspiring and actionable approach for strengthening your ability to lead. Develop key principles and disciplines that can be used to grow people and lead schools to new heights. Move from effectiveness to greatness through Covey’s “8th habit.” Jason Sarsfield, National Charter Schools Institute, Mount Pleasant, MI, [email protected] Area of Focus: Cultivating Leaders

LF1

PREPARING SCHOOL LEADERS FOR A CHANGING WORLD

LF1

THE EMOTIONAL LEADERSHIP JOURNEY: LEAD, LEARN, SUCCEED

Research reveals that the principal’s role has changed. Until recently, school principals were expected to focus primarily on management and administration. Understand school leaders’ required competencies in instructional, distributive, and transformative leadership. Explore how principals must now promote student achievement while maintaining budgets, providing professional development, and implementing directives from the district and state.

Consider your own level of emotional intelligence and how it is crucial for leadership success and school achievement. Learn how leadership is the key to student achievement and closing the achievement gap. Acquire the necessary information to prepare a personal strategic plan for developing your leadership skills.

Doris Battle, National Institute for School Leadership, Brownsville, TN, [email protected] Susan Rucker, National Institute For School Leadership, University, MS, [email protected]



LF1

TEACHERS TO LEADERS: NYC’S LEADER INTERNSHIP PROGRAM See how to strengthen your leadership pipeline through a summer leader internship program for middle school teachers. Understand the theory, identify the required components, and know the support necessary for the program. See how to introduce teachers to leadership through school-based internships, weekly leadership development classes, and projects designed to bridge from leadership theory to practice. Carmen Jimenez, On Point Leadership, New York, NY, [email protected] Eliana Pereyra, New York City Department of Education, New York, NY, [email protected] Area of Focus: Cultivating Leaders

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Mike Steele, Metro Nashville Public Schools, Nashville, TN, [email protected]

“The Learning Forward Conference never fails to inspire and motivate through its expert speakers, networking opportunities and creating a community of like-minded educators. It doesn’t matter who you are. If you are alone or with a school team, the conference allows for everyone to grow, reflect, and ultimately positively impact student learning.” Sara Trotter Director of Training, Learning and Coaching Eton Academy Birmingham, MI

LF1 MONDAY


LF2

Leadership Forum Sessions 2

DECEMBER 8

LF1 December 8, 2014 • 1:45 pm – 2:45 pm LF2 December 8, 2014 • 2:45 pm – 3:45 pm

MONDAY

2:45 pm – 3:45 pm

LF2

CULTIVATING LEADERSHIP

Participants selecting the Leadership Forum will have the opportunity to attend any of the presentations at that time. Simply put LF on your session selection form and choose any session to attend when you arrive. Conference Icons Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees.


Learn how an urban school district began its journey to define leadership and create a leadership framework to develop capacity across the district. Evaluate your own leadership skills by using a self-assessment. Acquire leadership activities that can be replicated in your district. Kim Saum-Mills, Millard Public Schools, Omaha, NE, [email protected] Jodi Grosse, Millard Public Schools, Omaha, NE, [email protected] Area of Focus: Cultivating Leaders

LF2

CREATING A COMMON VISION: SUPPORTING EFFECTIVE PRINCIPAL PRACTICES See how one district team creates the conditions for supporting essential principal practices for improved student outcomes. Examine a framework for building a common vision of instructional leadership, and a professional development plan that ensures principals are out of their offices and interacting with students and adults. Explore models for growing leaders, tips for building district leadership teams, and video clips of principal mentoring and team meetings. Tina Mondale, Jackson County School District 9, Eagle Point, OR, [email protected] Cynda Rickert, Jackson County School District 9, Eagle Point, OR, [email protected] Allen Barber, Jackson County School District 9, Eagle Point, OR, [email protected] Tiffanie Lambert, Jackson County School District 9, Eagle Point, OR, [email protected]

LF2

CROSS-CURRICULAR COLLABORATION Discover the avenues explored by a school district working to increase communication and teacher effectiveness through cross-curricular collaboration. Review the learning-focused tools used to initiate conversations, create new collaborative structures, and share content. Understand common practices that are relevant for all content areas. Kelly Williams, Oak Ridge Schools, Oak Ridge, TN, [email protected] Tracey Beckendorf-Edou, Oak Ridge Schools, Oak Ridge, TN, [email protected] Area of Focus: Creating Connections

LF2

ENGAGING LEADERSHIP: THE KEY TO STUDENT ACHIEVEMENT Explore how an inside-out coaching approach to leadership allows school leaders to leverage capacity--and a willingness to drive instruction--so that student achievement is always in focus. Learn the essential ingredients required to establish engagement as the norm and not the exception. Learn a way of listening and responding that builds connection and rapport while it minimizes resistance and conflict, thus opening a pathway to engagement. Susan Gonzales, Institute for Professional Excellence in Coaching, Shrewsbury, NJ, [email protected] Area of Focus: Cultivating Leaders


84

LEADERSHIP FORUM SESSIONS / MONDAY LF2 • 2:45 pm – 3:45 pm

LF2

EXTENDING TEACHER LEADERSHIP THROUGH INNOVATIVE DESIGN MODELS Learn about a research-based approach to creating exemplary, innovative, and sustainable teacher-leader models designed to increase teacher effectiveness and improve student learning. Explore ways to re-conceptualize the roles of teacher leaders within districts and schools. Become familiar with a variety of replicable and sustainable teacher-leader models resulting from this process. Paul Fleming, Tennessee Department of Education, Nashville, TN, [email protected] Tamala Boyd, Insight Education Group, Atlanta, GA, [email protected] Melissa Champion-Emerson, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Area of Focus: Cultivating Leaders

LF2

LISTEN: LISTEN TO THE VOICES OF TEACHERS Learn the value of instructional coaches from the teacher’s point of view. Recognize the relationship between coaching and adult learning. Increase your knowledge of strategies for supporting teachers with empathy, differentiated classroom support, and teacher-selected goals. Receive specific coaching strategies derived from the voices of teachers.

Alita Anderson, Stone Mountain, GA, [email protected] Jeannette Dubyak, Argosy University Atlanta, Stone Mountain, GA, [email protected] Qiana Cutts, Argosy University Atlanta, Stone Mountain, GA, [email protected] Valerie Harrison, Snellville, GA, [email protected] Area of Focus: Cultivating Leaders

LF2

NURTURING PRINCIPAL AND TEACHER GROWTH THROUGH COACHING Hear about a coaching initiative that shifted from top-down evaluator/ supervisor to leadership coach using professional coaching competencies. Learn how leaders are supporting new principal and teacher evaluation systems by using a coaching style of leadership. Help principals nurture positive reflection sessions with teachers during post-evaluation conferences directed toward movement for student improvement. Karla Reiss, The Change Place, Boulder, CO, [email protected] Patrick Callaghan, South-Western City Schools, Grove City, OH, [email protected] Jeffrey Reinhard, Plain City, OH, [email protected] Tami Baughman, South-Western City Schools, Grove City, OH, [email protected] Area of Focus: Cultivating Leaders

LF2

THE LEADER’S ROLE IN EMBEDDED PROFESSIONAL GROWTH The school or district leader’s job to facilitate teacher growth by brokering external professional development is becoming less viable. Focus on the successful practices of a 21st-century staff developer. Understand how to collect data, model embedded coaching for professional growth, and prepare a plan of action. Sue Davis, Kentucky Educational Development Corporation, Ashland, KY, [email protected] Trish Carroll, Kentucky Educational Development Corporation, Ashland, KY, [email protected] Area of Focus: Cultivating Leaders

LF2

WE CAME, WE CLIMBED, WE CONQUERED: SHARED LEADERSHIP Discover the possibilities that professional learning communities provide to build teacher capacity and increase student achievement. Learn how one district’s approach to using professional learning communities helped a middle school become a National School to Watch in Kentucky. Hear how the district’s primary center and high school were designated “high achieving,” and explore ways to create internal learning labs using teacher leaders as models for instruction. Rick Fisher, Allen County Schools, Scottsville, KY, [email protected] Area of Focus: Cultivating Leaders

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LF2 MONDAY


D

MONDAY

DECEMBER 8 4 pm – 5 pm

CONCURRENT SESSIONS / MONDAY Set D • 4 pm – 5 pm

SESSIONS IN SET D DO NOT REQUIRE PRE-REGISTRATION OR TICKETS. D01

MANAGING CHANGE Understand how different people react to change and develop a plan for overcoming roadblocks. Learn to use a framework to understand the challenges of change. Gain tools needed to motivate people at all levels of acceptance. Kara Gann, Atomic Learning, Little Falls, MN, [email protected] Annette Smith, TeachingBooks.net, Madison, WI, [email protected] Area of Focus: Cultivating Leaders

D02

START NOW WITH PROFESSIONAL EARLY CARE LEARNING Define the components of the Standards for Professional Learning for the early childhood education community. Focus on early educator learning that leads to successful student learning. Identify ways to replicate the principles of the standards in professional development of early educators. Janice Lovell, Tennessee State University, Nashville, TN, [email protected] Area of Focus: Innovating for Learning

D03

WRITING A LEARING FORWARD FOUNDATION WINNING GRANT PROPOSAL See how to write a winning grant or scholarship proposal that can bring in funding to help with leadership and school improvement. Ensure that you address all critical components of a successful proposal, including assessing and documenting needs, defining SMART goals and outcomes, and building support and involvement for implementation. Leave with an understanding and outline of the components of successful grant and scholarship proposals. Jo Wood, Saint Louis University, St. Louis, MO, [email protected]

Janice Bradley, New Mexico State University, Las Cruces, NM, [email protected] Audrey Hobbs Johnson, North Vancouver, BC, Canada, [email protected] Victoria Duff, Toms River, NJ, [email protected] Area of Focus: Cultivating Leaders

D04

CONTENT, ACCESSIBILITY, AND PEDAGOGY: THREE STEPS IN EVALUATING INSTRUCTIONAL MATERIALS Learn about a simple selection process to evaluate instructional materials in various formats, including digital. Use well-researched criteria to identify the best classroom resources and examine content that will encourage high student achievement. Locate and collect numerous sources of evaluation instruments that will aid in determining the best curriculum to meet core objectives.

Denise Huddlestun, Metropolitan Regional Educational Service Agency, Atlanta, GA, [email protected] Area of Focus: Raising the Bar

D06

A FLIGHT PLAN FOR SUCCESSFUL FACILITATION Develop a flight plan for improving your facilitation skills. See how teacher leaders can gain fundamental facilitation tools and a structured process they can apply to any facilitated meeting: a staff meeting, planning session, community-based meeting, or a brainstorming session. Learn how to build consensus and address resistance. Donna Bohannon, Shelby County Schools, Memphis, TN, [email protected] Randi Scott-Howard, Shelby County Schools, Memphis, TN, [email protected] Area of Focus: Cultivating Leaders

Alan Griffin, Utah State Office of Education, Salt Lake City, UT, [email protected] Area of Focus: Raising the Bar

D07

D05

Explore an online mentoring program created by The Texas A&M University System that provides support to novice teachers and administrators. See how this secure website provides access to immediate teacher and administrative help, teaching and administrative resources, teaching tools, chat rooms, discussion boards, preparation test reviews, model video lessons, and a live electronic mentor.

STRENGTHENING STUDENT LEARNING THROUGH THE POWER OF TWO See how a large urban school district was able to increase the awareness of content teachers about the literacy demands of English language learners (ELLs) in mathematics. Conceptualize a plan for a professional learning community created to address the literacy demands of ELLs. Examine the Standards for Mathematical Practice (SMPs) as they relate to creating learning experiences for students whose first language is not English. Maria Montalvo-Balbed, Metropolitan Regional Educational Service Agency, Atlanta, GA, [email protected]

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ELECTRONIC SUPPORT FOR NOVICE TEACHERS AND ADMINISTRATORS

Irma Harper, The Texas A&M University System, College Station, TX, [email protected] Michele Skinner, The Texas A&M University System, College Station, TX, [email protected] Area of Focus: Creating Connections

CONCURRENT SESSIONS / TUESDAY Set E • 9:15 am – 11:15 am continues 1:45 pm – 3:45 pm

E01

FUNDAMENTALS OF PROFESSIONAL LEARNING Facilitating group decision making? Implementing Learning Forward’s Standards for Professional Learning? Modeling effective professional development teaching strategies? Engaging adult learners? How does a beginning staff developer know where to start and what to do? Focus on each of these questions and create your own answers. Learn multiple strategies and techniques for advancing successful professional development. Repeated as session A01. Terri Iles, Bedford, TX, [email protected] Diana Ely, Northside Independent School District, San Antonio, TX, [email protected] Area of Focus: Innovating for Learning

E02

COACHING, CALIBRATING, AND TEACHING WITH PRECISION Align coaching practices in your school or district with teachers’ precise needs for improved instruction as defined by district performance standards and measured by the district evaluation framework. Engage in a process designed to reveal the conditions necessary to create and maintain a coaching program focused on supporting teachers’ professional growth. Acquire strategies to transfer your learning to your own school or district. Cindy Harrison, Broomfield, CO, [email protected] Chris Bryan, Westminster, CO, [email protected] Heather Clifton, Denver, CO, [email protected] Callie Brownlee-Groff, Denver Public Schools, Denver, CO, [email protected] Area of Focus: Cultivating Leaders

E03

COACHING TEAMS TO USE FORMATIVE ASSESSMENT FOR RESULTS Learn how to coach teacher teams so they can unlock the power of classroom formative assessment to motivate students and increase achievement. Experience a process for engaging teacher teams in developing common short-cycle formative assessments and analyzing the results. Learn to apply a consistent structure to team meetings, including sharing practice, analyzing formative assessment data, planning for instructional improvement, and committing to individual and collective action. Nancy Love, Research for Better Teaching, Acton, MA, [email protected] Robin Whitacre, Acton, MA, [email protected] Nina Smith, Santa Fe Indian School, Santa Fe, NM, [email protected] Area of Focus: Raising the Bar

E04

MANAGING CHANGE: TWELVE PRINCIPLES Understanding exactly what happens when people experience change will serve school leaders well in their efforts to improve results. Increase individual and organizational effectiveness by learning about 12 principles of change. Construct understandings about change theory within the context of education. Apply a theory of change to an individual adaptive challenge. Jenni Donohoo, Greater Essex County District School Board, Amherstburg, ON, Canada, [email protected] Chad Schmidt, Edina Public Schools, Edina, MN, [email protected] Area of Focus: Cultivating Leaders

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E05

MODELING DIGITAL CITIZENSHIP: CURATING AND CREATING WITH CARE Evaluate tools for locating, citing, and curating online content. Explore best practices for creating and publishing online while retaining intellectual property rights. Remix and repurpose new media for use in your K-12 classroom or professional learning community. Assess your current level of media literacy and establish a plan for continual effective development.

E

TUESDAY


Lisa Johnson, Eanes Independent School District, Austin, TX, [email protected] Greg Garner, Eanes Independent School District, Austin, TX, [email protected] Area of Focus: Embracing Technology

E06

MAKING RESEARCH RELEVANT: BUILDING THE CONNECTION BETWEEN RESEARCHERS AND PRACTITIONERS Gain tools to become better consumers of research and data and develop an understanding of what constitutes rigorous research and relevant data. Gain familiarity with criteria for judging the quality of research and practice, and know how and when to apply it. Be able to answer questions such as: What is research? How is the quality of research determined? Where does one find an acceptable research base or evidence to address a specific challenge? How does one apply research to practice? Jeanne Poduska, American Institutes for Research, Baltimore, MD, [email protected] Cary Cuiccio, American Institutes for Research, New York, NY, [email protected] Shazia Miller, American Institutes for Research, Chicago, IL, [email protected] Area of Focus: Innovating for Learning


E

TUESDAY




CONCURRENT SESSIONS / TUESDAY Set E • 9:15 am – 11:15 am continues 1:45 pm – 3:45 pm

E07

TL05 & TL06

December 9, 2014 9:15 am – 11:15 am

ENGAGING THE STUDENT BRAIN IN SCIENCE AND MATHEMATICS Explore key ingredients, based on the most recent research, for student engagement in the science and mathematics classroom. Experience the necessary conditions and steps to engaging student brains. Walk away with readyto-use ideas, strategies, and an action plan for implementation that will have every student captivated, activated, and invigorated.


TL05

THOUGHT LEADER LECTURE: COMMUNITIES OF PASTORAL CARE FOR STUDENTS

Tuesday, December 9, 2014 from 9:15 am - 10:15 am Examine the critical place of culture in the school improvement equation, especially for students at risk. Create a framework for understanding what it means to create a community of pastoral care for students. Review what is known about the impact of teacher-student relations on student motivation, self-esteem, sense of belonging, engagement, and academic outcomes. Gain concrete markers of the core norms in a culture of care for students.

John Almarode, James Madison University, Harrisonburg, VA, [email protected] Area of Focus: Raising the Bar

E08

TEAM LEADERSHIP

Joseph Murphy, Vanderbilt University, Nashville, TN, [email protected]

Today’s school leaders need to bring together an increasingly diverse team of teachers, parents, community members, and students to meet the expectations of increasing and expanding learning standards. Examine the kind of teams you need to be building, the current effectiveness of the teams you lead, and the leadership skills that you have and can develop. Gain specific strategies so that your teams can implement critical elements from Patrick Lencioni’s book, The Five Dysfunctions of a Team (Jossey-Bass, 2002). See how to build trust among members, work through conflicts, build accountability, and stay focused on results.


TL06

THOUGHT LEADER LECTURE: DEVELOPING INSTRUCTIONAL LEADERSHIP AT SCALE Tuesday, December 9, 2014 from 10:15 am - 11:15 am Intentional efforts to improve teacher effectiveness are taking hold across the country and, in the process, are changing the role of principals and central office leaders that support them. See how the Bill & Melinda Gates Foundation and the University of Washington Center for Educational Leadership have engaged with school districts and charter management organizations nationwide for the past three years. Understand high-leverage practices that can improve principal instructional leadership practice. Experience how central office leaders are dramatically changing the ways they support principals as instructional leaders.

Steve Barkley, PLS 3rd Learning, Bethlehem, PA, [email protected] Area of Focus: Cultivating Leaders

Max Silverman, University of Washington, Seattle, WA, [email protected] Josh Edelman, Bill & Melinda Gates Foundation, Washington, DC, [email protected]



CONCURRENT SESSIONS / TUESDAY Set F • 9:15 am – 11:15 am

F01

LEARNING FORWARD FORUM FOR ACADEMY GRADUATES This session is for former and current Academy members. For information, see the Academy newsletter or contact Frederick Brown at frederick.brown@ learningforward.org. Frederick Brown, Learning Forward, Dallas, TX, [email protected] Area of Focus: Cultivating Leaders

F02

TEACHER LEADERS: ALL DRESSED UP WITH SOME PLACES TO GO Learn about today’s roles for teacher leaders. Explore a reverse-selling methodology that can be used in advocating for teacher leadership to policymakers, administrators, and others. Leave with the outline of a plan for advocating for teacher leader roles. Katherine Bassett, National Network of State Teachers of the Year, Washington, DC, [email protected] Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Area of Focus: Cultivating Leaders

F03

PERSUASIVE COMMUNICATION WITHIN MANAGING CONFLICT Managing conflicting viewpoints and attitudes in the workplace can often create frustration, strained interactions, and slow or halt progress. Learn how current and classical understandings of persuasion are already at work in our daily lives and how they can be applied to professional interactions to move people towards a common goal. Survey a variety of techniques for being more persuasive in interpersonal communications. Anthony Armstrong, Learning Forward, Dallas, TX, [email protected] Area of Focus: Cultivating Leaders

F05

READER AND TASK: THE FORGOTTEN COMPONENT OF TEXT COMPLEXITY Review three prongs of text complexity. Deep dive into how “reader and task” should inform instructional decisions. Consider complex texts that support readers and create tasks for complex texts that offer students scaffolding. Walk away with ideas that can be used in the classroom or to support the professional learning of the school. James Cannon, Scholastic Classroom and Community Group, Dallas, TX, [email protected] Sydnee Dickson, Utah State Office of Education, Salt Lake City, UT, [email protected] Area of Focus: Raising the Bar

F04

GOOD ENOUGH? EVALUATING PROFESSIONAL LEARNING DESIGNS Hear about and apply the results of a study that looked at effective professional learning designs. Know the components and elements of professional learning designs from lesson study to online or blended learning. Evaluate a variety of professional learning designs and consider your own models currently in use. Lois Easton, Learning Forward Center for Results, Tucson, AZ, [email protected] Terry Morganti-Fisher, Austin, TX, [email protected] Kane Bradford, Australia Institute for Teaching and School Leadership, Melbourne, VIC, Australia, [email protected] Summer Howarth, Australia Institute for Teaching and School Leadership, Melbourne, VIC, Australia, [email protected] Daniel Pinchas, Australia Institute for Teaching and School Leadership, Melbourne, VIC, Australia, [email protected] Area of Focus: Innovating for Learning 89

F06

HOW TO BUILD SUPPORT FOR PROFESSIONAL LEARNING FROM YOUR SCHOOL BOARD Gain insights, strategies, and resources for building support for and understanding of powerful professional learning. Learn to use the case study methodology to assist school board members in viewing professional learning as a key strategy for improving student achievement. Determine your next steps and develop an action plan to support it. Lisa Casto, Allen Independent School District, Allen, TX, [email protected] Area of Focus: Creating Connections

F

TUESDAY


F

TUESDAY



F07

F09

F10

Learn about and discuss trends in blended learning. See how every blended-learning model suggests a changing role for teachers and the leaders who support them. Understand Michael Horn’s six models of blended learning as a launching point. Consider the best model for your context as well as what the educators in your school community need to be successful facilitators of 21st-century learning.

Learn how groups of teachers, through collaborative study and action, have transformed their classrooms, schools, and school districts. Discover how these teachers, working through the protocols of the American Federation of Teachers’ Teacher Leaders Program, are challenging education policies and top-down mandates to affect change for their communities. Envision a future that can help set a course of action for changing teaching and learning conditions for students.

Gain strategies to foster sustainable student engagement. Understand how to encourage the development of tenacity and grit, the ability to sustain engagement and persevere. Learn to create brain-friendly environments, design relevant meaningful curriculum, and understand every student’s unique challenge level. Learn to create opportunities for students to work hard, develop coping skills, deal with failures, and learn self-regulation, to build a growth mindset and a belief that success can be achieved with effort and perseverance.

BLENDED + PROJECT-BASED LEARNING = 21ST-CENTURY SKILLS

Jane Chadsey, Educurious, Seattle, WA, [email protected] Area of Focus: Embracing Technology

F08

PROFESSIONAL LEARNING: A CREATIVE PROCESS Explore an approach to professional learning as a creative process, as adapted from the work of Mihaly Csikszentmihalyi. Examine the preparation, incubation, insight, evaluation, and elaboration needed to work through a change initiative in formative assessment. Discover communicative strategies and processes that support teams as they focus on the interrelationship between curriculum, instruction, and assessment. Eric Twadell, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected] Troy Gobble, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected] Mark Onuscheck, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected] Anthony Reibel, Adlai E. Stevenson High School, Lincolnshire, IL, [email protected] Area of Focus: Innovating for Learning

EMPOWERING TEACHERS TO LEAD AND ADVOCATE FOR CHANGE

Marjorie Brown, American Federation of Teachers, Washington, DC, [email protected] Mona Al-Hayani, Toledo Public Schools, Toledo, OH, [email protected] Rachel Carr, New York City Department of Education, New York, NY, [email protected] Dorothy Wyatt, Baltimore City Public School System, Baltimore, MD, [email protected] Area of Focus: Cultivating Leaders

“Learning Forward was a great learning experience for me. I definitely learned some things that will help me improve my craft of professional development. Awesome conference! “ Kristy Walker, Pinellas County Schools

90

ENGAGEMENT 2.0: NURTURING EFFORT, PERSEVERANCE, AND PASSION

Gayle Gregory, Gayle Gregory Consulting, Burlington, ON, Canada, [email protected] Martha Kaufeldt, Begin With the Brain, Scots Valley, CA, [email protected] Area of Focus: Innovating for Learning

F11

SCHOOLS THAT DELIVER Experience the skills, models, and processes that have delivered positive results and outcomes in over 160 schools in six countries: the US, UK, Australia, New Zealand, Norway, and Sweden. Practice tools that deliver transformation of these schools within the reality of the lived lives of school leaders, staff, and community members. Observe examples of the joy and challenges of these transformations. William Martin, Bill Martin and Associates, Golden, CO, [email protected] Fredrik Hoper, F Hoper & Bhagar AB, Holsljunga, Sweden, [email protected] Area of Focus: Cultivating Leaders


F12

CREATING COHERENCE: TEACHER LEARNING, EVALUATION, AND COMMON CORE Engage in a collaborative process to ensure strong connections between emerging teacher evaluation and support systems, the implementation of Common Core State Standards, and professional learning reforms. Identify close connections and potential gaps among these reforms to ensure coherent instructional support systems. Plan for concrete action to strengthen connections and address gaps. Megan Zefran, American Institutes for Research, Washington, DC, [email protected] Lauren Matlach, American Institutes for Research, Washington, DC, [email protected] Area of Focus: Raising the Bar

F13

F14

REACH THE HIGHEST STANDARD IN PROFESSIONAL LEARNING: LEARNING COMMUNITIES We hear about and observe a wide array of learning community descriptions, many of which fail to exemplify an effective learning community. Consider what an effective learning community is. Use a new resource, a joint publication between Corwin Press and Learning Forward, to dive deeply into the learning communities standard and identify the research-based attributes of learning communities. Explore a cycle of continuous improvement and understand more deeply what a learning community does and how it works. Patricia Roy, Madison, VA, [email protected] Shirley Hord, Learning Forward, Boerne, TX, [email protected]

POWERFUL PROSE: TAKE TIME TO CELEBRATE YOUR WORK


Learn to celebrate your successes with a broader audience through publication. Identify specific ways to tell your story and improve your writing. Understand how and where you can get the word out about quality professional learning taking place in your school or district. Leave with an outline, crafted message to start the story, and potential outlets for publishing.

F15

Valerie Von Frank, Three Pages Publishing, Okemos, MI, [email protected] Area of Focus: Creating Connections

MOTIVATING YOUR MOST CHALLENGING AND RELUCTANT LEARNERS Focus on effective, practical, and research-based strategies to assist students in becoming passionate learners, and at the same time help them retain more. Understand the characteristics and etiologies of reluctant learners and the research-validated interventions for motivating them. Develop proactive models based on the latest research in the field of neuroscience to motivate learners. William DeMeo, Specialty Psychological Services, Cincinnati, OH, [email protected] Area of Focus: Innovating for Learning

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F16

HOW TO SUPPORT TEACHERS AND RELIEVE ANXIETY AROUND COMMON CORE IMPLEMENTATION Much of the anxiety caused by the Common Core State Standards can be alleviated by providing meaningful instructional support to teachers. Principals are responsible for observing classrooms and debriefing lessons with teachers. In reality, it’s nearly impossible for principals to have expertise in all of the standards. Explore the challenges principals face when it comes to teacher observation and the Common Core. Examine the pros and cons of various feedback strategies and discuss specific ideas for how principals can prepare and position themselves, and their coaches, to provide meaningful support to teachers. Eric Westendorf, LearnZillion, Washington, DC, [email protected] Area of Focus: Raising the Bar

F17

STRATOSPHERE’S BIG BANG THEORY: TECHNOLOGY, PEDAGOGY, CHANGE Create generative thinking about the connections among technology, pedagogy, and change knowledge and how the synergy of these big ideas affects learning. Apply book-study strategies that will enable participants to establish their own book study group as part of a personal learning network committed to action. Consider how to accelerate and deepen learning when innovative pedagogy and ubiquitous technology is embedded in the system. Kevin Bailey, Indiana University Southeast, New Albany, IN, [email protected] Penny Gaither, Minds Matter, Bloomington, IN, [email protected] Claudia Wheatley, Solution Tree, Bloomington, IN, [email protected] Area of Focus: Embracing Technology

F

TUESDAY


F

TUESDAY




F18

DIFFERENTIATING THE INSTRUCTIONAL COACH ROLE FOR MAXIMUM IMPACT Districts across the country make huge investments in instructional coaches: math coaches, literacy coaches, and data coaches. Find out how the role of coach can meet a range of teacher needs. Define differentiated roles based on tested strategies and methodologies. Walk away with new insights and specific steps for refining and enhancing your district’s coaching efforts. Janet Gless, New Teacher Center, Santa Cruz, CA, [email protected] Cindy Brunswick, New Teacher Center, Chicago, IL, [email protected] Shalini Patel, New Teacher Center, Chicago, IL, [email protected]

F20

F22

Discover how to design teacher evaluation systems that generate teaching effectiveness by integrating professional learning continually, not just as the result of the evaluation itself. Explore three ways that evaluation systems can be designed to ensure that teachers take control of their own growth and development through self-reflection, data analysis, dialogue, and collaboration. Consider how the strategies can be integrated into new and existing evaluation systems.

Explore hands-on science performance assessment and its relationship to students mastering Common Core State Standards and Next Generation Science Standards. Learn various uses and purposes of hands-on science assessment and the English language arts connections to science. Discover strategies to implement this powerful set of resources in your learning communities.

GENERATING TEACHING EFFECTIVENESS: TEACHER EVALUATION THAT LEVERAGES LEARNING


Amy Colton, Learning Forward Michigan, Ann Arbor, MI, [email protected] Kay Cornell, West Bloomfield, MI, [email protected]

F19


DELIVERING RESULTS: SCHOOL LEADERS PLAN AND DRIVE CHANGE Explore strategic planning and implementation management as essential skills school leaders need to improve student outcomes. Hear how to leverage these tools to change “business as usual.” Experience exercises designed to build your skills in planning and management: identification of clear, outcome-based goals, choice and priority of reform strategies, and development of routines to regularly monitor progress. Nick Rodriguez, Education Delivery Institute, Washington, DC, [email protected] Linell Dilwith, Hawaii Department of Education School District, Honolulu, HI, [email protected] Christian Ellis, Hawaii Department of Education School District, Honolulu, HI, [email protected]

HANDS-ON ASSESSMENT, COMMON CORE, AND NEXT GENERATION SCIENCE STANDARDS

Deborah Tucker, Napa, CA, [email protected] Grant Gardner, Assessment Services, Pepperell, MA, [email protected] Renee Clary, Mississippi State University, Mississippi State, MS, [email protected] Area of Focus: Raising the Bar

F23

F21

LEADING LEARNING TOGETHER THROUGH POWERFUL COLLABORATIVE INQUIRY Explore how to develop teacher and administrative leader commitment to learning together to improve student achievement. Understand how to implement a co-learning strategy, which involves co-planning, co-teaching, co-debriefing, and co-reflection using an inquiry stance. See how this model of collaborative inquiry also builds leadership and facilitation skills, strong learning cultures, and strong relationships. Beate Planche, Collaborative Learning Services, Newmarket, ON, Canada, [email protected] Lyn Sharratt, University of Toronto, Toronto, ON, Canada, [email protected] Area of Focus: Cultivating Leaders


DEVELOPING DIGITAL LITERACIES Explore strategies for equipping teachers and students with essential digital literacies. Discover innovative professional learning models that empower teachers to leverage rapidly changing technologies within the context of curriculum and instruction. Apply these methods using an adaptable framework that draws upon existing personnel and resources, gets everyone on board, and ensures a long-term impact. Dustin Summey, University of Central Arkansas, Conway, AR, [email protected] Area of Focus: Embracing Technology


F24

TIME FOR TEACHERS: LEVERAGING TIME TO STRENGTHEN INSTRUCTION AND EMPOWER TEACHERS Hear about a 2014 report released by the National Center on Time & Learning on how high-performing and fast-improving schools throughout the country leverage time for high-quality professional learning. Learn how they realize the tremendous potential of effective teacher collaboration. Explore the keys to successful implementation of pivotal practices featured in the report. Assess practices in your own schools and districts, and generate and share ideas to bring back to your teams. Laura Middleton, National Center on Time & Learning, Boston, MA, [email protected] Ami Novoryta, National Center on Time & Learning, Boston, MA, [email protected] Tara Reich, Metro Nashville Public Schools, Nashville, TN, [email protected] Jo Wix, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Innovating for Learning

F25

PARCC ASSESSMENT DOCUMENTS: A ROADMAP FOR MATHEMATICS SUCCESS Use the Partnership for Assessment of Readiness for College and Careers (PARCC) test-specification documents to understand the PARCC assessments more fully. Chart the development of a topic from the primary grades through the secondary level using the PARCC documents for mathematics while assimilating information from the Common Core State Standards mathematics documents. Experience the production of a leveled instruction and assessment

plan for the learning trajectory. Also use backwards mapping from standards and assessment information to instruction. Tammy Jones, TLJ Consulting Group, Lebanon, TN, [email protected] Area of Focus: Raising the Bar

Rody Boonchouy, Buck Institute for Education, Novato, CA, [email protected] Todd Wigginton, Metro Nashville Public Schools, Nashville, TN, [email protected] Kelly Henderson, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Raising the Bar

F26

CONTINUOUS IMPROVEMENT: CREATING YOUR OWN SUCCESS STORY Discover how to take your district professional development from good to great using a continuous improvement cycle. Explore a variety of quality tools that will assist in creating exceptional professional development. Gain templates that are easy to use, align with Learning Forward’s Standards for Professional Learning, and have powerful results for any population. Jody Westbrook Bergman, Roanoke, TX, [email protected] Melissa Hernandez, Keller Independent School District, Keller, TX, [email protected] Michelle Howard-Schwind, Keller Independent School District, Keller, TX, [email protected] Area of Focus: Cultivating Leaders

F27

LEADERSHIP FOR SYSTEMIC PROJECT-BASED LEARNING Learn how administrators and instructional leaders create professional learning for systemic use of project-based Learning. Examine large-scale implementations in urban, suburban, and rural K-12 districts, and hear from district leadership using an exemplary model. Co-construct goals for project-based instruction with staff through a distributive leadership framework. 93

F28

A SIMPLE AND EFFECTIVE COLLABORATIVE: THE LEADER RESULTS TEAMS Hear how school leaders in two counties in Tennessee studied, discussed, and committed to changes in their schools with remarkable results. Learn how these leaders designed their study groups around converging topics and gathered evidence about their work. Determine how this simple but effective collaborative model can be implemented in your settings, thus building amazing leader relationships across schools. Michael Murphy, Success Systems, Richardson, TX, [email protected] Denise Brown, Unicoi County Schools, Erwin, TN, [email protected] Ben Evely, Unicoi County Schools, Erwin, TN, [email protected] Vicki Kirk, Greene County Schools, Greeneville, TN, [email protected] Virginia Foley, East Tennessee State University, Johnson City, TN, [email protected] Area of Focus: Innovating for Learning

F

TUESDAY


F

TUESDAY



F29

A PROTOCOL FOR ENGLISH LANGUAGE LEARNER INTERVENTIONS IN ONLINE CLASSROOMS Discover how a sheltered instruction model can be adapted in the online classroom to give English language learners access to grade-level content and promote the development of English proficiency. Explore teachers’ perceptions of online sheltered instruction training. Receive tips and references for implementing and evaluating sheltered instruction components in the online classroom. Frances Suazo, K12, Hagerstown, MD, [email protected] Area of Focus: Embracing Technology

F30

411 OR 911 EMERGENCY: ANSWERING THE COMMON CORE STATE STANDARDS CALL Do you need information or an ambulance? Get the 411 you need to implement Common Core State Standards and help students succeed. Share your gifts of resources, strategies, and stories of implementation, and learn from others. Bring your laptop or mobile device to fully participate in this session. Barbara Hopkins, National Education Association, Washington, DC, [email protected] Area of Focus: Raising the Bar

F31

WALKING THE TALK: REFLECTIVE COACHING Engage in deep, personal reflection and identify cognitive distortions that can limit thinking and perceiving. Use a model developed by the Center for Authentic Intellectual Work to refocus coaching teachers from dichotomous thinking toward a more inclusive, growth mindset. Examine your own strengths and challenges; practice reflecting with self-management while coaching others. Dana Carmichael, Center for Authentic Intellectual Work, St. Paul, MN, [email protected] Jim Roussin, Generative Learning, Stillwater, MN, [email protected] Kevin Hosbond, Fairfield Community School District, Fairfield, IA, [email protected] Area of Focus: Creating Connections

F32

DRIVING TEACHER EFFECTIVENESS WITH VIDEO AND REFLECTIVE PRACTICE Learn how one district uses video as a primary component of its teacher professional growth and support initiatives. Understand the benefits of using video as part of the evaluation, professional development, and ongoing teacher improvement process, including its uses for self-reflection, feedback, instructional planning, lesson prep, co-teaching, and more. See how similar video implementation initiatives can be replicated in your own district. Monica Jordan, Shelby County Schools, Memphis, TN, [email protected] Area of Focus: Embracing Technology

94

F33

PROFESSIONAL LEARNING THAT SUPPORTS PERSONALIZING LEARNING FOR EVERY STUDENT Professional learning in schools that personalize learning mirrors student learning. So, adults also experience individualized, team-based, and wholeschool professional learning experiences that are aligned to support student and teacher learning goals. Study exemplary professional development practices that support personalization. Hear stories and explore artifacts that demonstrate personalized student learning and that document complementary professional learning practices. Sonia Caus Gleason, Boston, MA, [email protected] Nancy Gerzon, Learning Innovations at WestEd, Woburn, MA, [email protected] Patricia Donaldson, Greeneville City Schools, Greeneville, TN, [email protected] Stacy King, Greeneville City Schools, Greeneville, TN, [email protected] Area of Focus: Creating Connections


F34

TAKING CHARGE OF THEIR LEARNING: STUDENT DATA CONVERSATIONS Acquire different methods for conducting student data conversations. Learn from data coaches who help teachers lead these conversations. Hear student perceptions regarding what they have learned from managing their own data, and discover how teachers view the impact of these conversations on their teaching practices. Mary Laurens Seely, Metro Nashville Public Schools, Nashville, TN, [email protected] Michele Young, Metro Nashville Public Schools, Nashville, TN, [email protected] Arielle Sprotzer, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Creating Connections

F35

PUTTING GOOGLE FORMS TO WORK FOR YOU Learn the basics: what a Google form is, how they work, how to set up and edit a form, and some tricks to work with the data. Explore several form types including self- or peer assessment forms, rubrics, sign-up forms, self-grading quizzes, and feedback. Bring your own laptop or mobile device for a hands-on experience. Pam Hanfland, Richland School District Two, Columbia, SC, [email protected] MaryAnn Sansonetti-Wood, Richland School District Two, Columbia, SC, [email protected]

F36

FLIPPED FACULTY MEETINGS, FLOURISHING SCHOOLS Learn how flipped faculty meetings can build positive school cultures, enhance teacher skillfulness, develop opportunities for teacher leadership, and create the capacity to address Common Core State Standards and other school improvement initiatives. Engage in collaborative activities that best use learning time. Apply them immediately to one’s own faculty meetings or modify and implement them in a flipped classroom. Pam Robbins, Leadership and Learning, Staunton, VA, [email protected] Area of Focus: Innovating for Learning

F37

FACULTY MEETING BLUES? HEAR THE GOOD NEWS Explore best practices to create a trustworthy environment where teachers are encouraged to collaborate, connect, and reflect. Experience and understand how using brain-based strategies engages adults in the learning process and affects teaching and learning as a whole. Energize your faculty by modeling techniques within a meaningful context to create and sustain a culture of learning that makes an impact on student achievement. Catherine Stephens, Franklin Special School District, Franklin, TN, [email protected] David Snowden, Franklin Special School District, Franklin, TN, [email protected] Kay Boan, Franklin Special School District, Franklin, TN, [email protected] Area of Focus: Cultivating Leaders


F38

EVOLVING PROFESSIONAL DEVELOPMENT: RE-EXAMINING OUR EFFORTS Learn about a school district’s steps toward redesigning professional development for teachers and classified staff by taking advantage of human capital, technology, and a shared commitment from management and the teachers’ association. Understand how re-designed district professional development is aligned to strategic plan goals and the district vision (ongoing, embedded, and collaborative). Use tools from the process to consider strengths and next steps in your organization.

TUESDAY


Kelly Bikle, Palo Alto Unified School District, Palo Alto, CA, [email protected] Charles Young, Palo Alto Unified School District, Palo Alto, CA, [email protected] David Cohen, Palo Alto Unified School District, Palo Alto, CA, [email protected] Area of Focus: Innovating for Learning

F39

DEVELOPING A SHARED VISION FOR TEACHER LEADERSHIP Learn about a professional learning framework and process for developing a vision of cultivating teacher leadership. Create or refine your vision for teacher leaders, identify the essential qualities necessary for a teacher leader, and develop a plan for implementation. Discover how a model focused on critical thinking about instructional practice shifts the role of teacher leaders to increase student achievement. Jeffrey Linn, The College at Brockport, Rochester, NY, [email protected] Heather Donnelly, PUC Achieve School, Rochester, NY, [email protected] Area of Focus: Cultivating Leaders

95

F


F

TUESDAY





F40

F41

Identify common misconceptions and several key issues that hinder a beginning teacher’s ability to effectively manage a classroom. Analyze a practical model for deconstructing the complexities involved in classroom management. Discuss how this model can serve as a springboard for effective mentoring. Generate a plan for how classroom management may be integrated into existing mentoring structures at the district or building level.

Hear how a Title I elementary school successfully built consistent practices in support of English language learners through a multi-year initiative designed around Learning Forward’s Professional Learning Standards. Explain how the Sheltered Instruction Observation Protocol (SIOP) model and English language proficiency standards can be used to guide school improvement efforts and to make the link between teacher practice and student learning explicit. Begin creating a professional learning plan targeting a school improvement need from your own work context.

CLASSROOM MANAGEMENT: DISPELLING MYTHS AND MENTORING BEGINNING TEACHERS

Tracey Garrett, Rider University, Lincroft, NJ, [email protected] Area of Focus: Innovating for Learning

BUILDING SCHOOLWIDE PRACTICES FOR SUPPORTING ENGLISH LANGUAGE LEARNERS

Susan Chapman, Clear Creek Independent School District, Webster, TX, [email protected] Laurie Weaver, University of Houston-Clear Lake, Houston, TX, [email protected] Area of Focus: Raising the Bar

“It was great to find that learning is the same everywhere even when the conditions are different. It was affirming to learn that we are moving in the right direction and to learn new things that we can add to make education even more valuable for all of our students. Kudos to the team at Learning Forward for “plowing forward” through the ice and snow to deliver the best conference experience I have ever had! Thanks so much!” Dana Davis, 2013 Annual Conference Attendee

F42

SOLVING THE MYSTERY OF GROWING SCHOOL LEADERS Hear TNLEAD principals-in-residence share their growing success in developing a pipeline of effective school leaders for multiple school districts. Gain resources for recruiting potential school leaders, preparing aspiring school leaders by increasing leadership capacity, and developing essential skill sets for new and practicing leaders. Examine selection and planning strategies for professional development for aspiring and new school administrators. Betty Sue Sparks, University of Tennessee, Knoxville, TN, [email protected] Ed Hedgepeth, University of Tennessee, Knoxville, TN, [email protected] Rusha Sams, University of Tennessee, Knoxville, TN, [email protected] Area of Focus: Cultivating Leaders

F43

INCLUSIVE TEACHER EVALUATION FOR TEACHERS OF ALL STUDENTS Recognize the urgent need for teacher evaluation systems to measure teachers’ abilities to effectively teach English learners and students with disabilities. Learn about an adapted framework for teacher evaluation of all learners that is compatible with existing evaluation systems. Discuss principles that frame teacher evaluation that is inclusive of all students. Evaluate whether evidence of these principles exists in your current teacher evaluation systems. Diane Staehr Fenner, DSF Consulting, Fairfax, VA, [email protected] Peter Kozik, Keuka College, Keuka Park, NY, [email protected] Area of Focus: Innovating for Learning



F44

PUTTING THE L BACK IN PROFESSIONAL LEARNING TEAMS (PLTs) Empower and transform your team by putting the “L” back in Professional Learning Teams (PLTs). Enable team members to “steal” best practices from each other and have a sustainable impact on professional learning. Explore how to improve school or district climate and create a collaborative culture. Experience alternative methods of information delivery: to clarify, to communicate, and to celebrate. Tara Hewitt, Wake County Public Schools, Raleigh, NC, [email protected] Michael Armstrong, Wake County Public Schools, Raleigh, NC, [email protected] Area of Focus: Cultivating Leaders

F46

PROFESSIONAL LEARNING FOR INSTRUCTIONAL COACHES: A LAYERED APPROACH Discover how a collaborative layered approach to professional learning is being implemented in an urban school district to support and nurture instructional coaching professional learning communities. Examine tools used to clarify the coaching program, narrow the focus, create a common language among all stakeholders, and promote job-embedded professional learning as a strategy to impact student outcomes. Karla McAdam, Decatur Public Schools #61, Decatur, IL, [email protected] Lea Arnau, Grayson, GA, [email protected] Area of Focus: Innovating for Learning

F45

EFFECTIVE, CONTINUOUS DATA USE REQUIRES PREPARED LEADERSHIP Effective data use is part of the formula for creating the capacity to initiate, implement, and support authentic learning and growth across the school community. Learn about the steps needed for growth in student and professional learning. Create a planning process for implementing data use throughout learning communities in districts and schools. Diana Nunnaley, TERC, Cambridge, MA, [email protected] Mary Anne Mather, Mather Associates, Middleboro, MA, [email protected] Brian Huff, Rowland Unified School District, Rowland Heights, CA, [email protected]

F47

A CONSEQUENCE OF THE COMMON CORE: INCREASING THE ACHIEVEMENT GAP Raising expectations through standards, without addressing instructional practices, will only widen the achievement gap that exists. Understand how to engage every learner in the classroom, and know the difference between compliance, activities, and engagement. Experience structures that support learner acquisition of the new Common Core skill sets --communications, collaboration, and critical thinking. Vern Minor, Kagan Professional Development, San Clemente, CA, [email protected] Area of Focus: Raising the Bar


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F48

LEADERSHIP THAT WORKS FROM THE CENTRAL OFFICE Explore and apply research-based practices for central office administrators that make a significant difference in improvement of teaching and learning in schools. Reflect on current district office practices as compared with practices of high-performing district administrators. Discuss how to use performance evaluations to facilitate growth and development in the central office. Cathy Lassiter, Leadership and Learning Center, Chesapeake, VA, [email protected] Area of Focus: Cultivating Leaders

F49

GIFT OF COACHING A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Coaching for Results Global are providing the gift of one-on-one coaching. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions considered for a tough situation. Karen Anderson, Coaching For Results Global, Mesquite, TX, [email protected] Area of Focus: Cultivating Leaders

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TUESDAY


QA &

TL07, TL08 & TL09

QA2 & QA3

December 9, 2014 1:45 pm – 5:30 pm

December 9, 2014 1:45 pm – 3:45 pm


QA2

TUESDAY AFTERNOON Q&A WITH KEYNOTE SPEAKER JOHN HATTIE

TL07


THOUGHT LEADER PANEL: BUILDING A COHERENT AND ALIGNED PROFESSIONAL DEVELOPMENT SYSTEM Tuesday, December 9, 2014 from 1:45 pm - 2:45 pm Kathi Littmann and a panel of educators leading the transformation of professional development, will discuss emerging trends and critical issues in the field. Learn why the Bill & Melinda Gates Foundation launched the iPD Challenge, who the early winners were, and what lessons can be learned from them. Leave understanding how and why your school system should take the challenge. Kathi Littmann, Bill & Melinda Gates Foundation, Seattle, WA, [email protected]

Keynote speaker John Hattie will answer your questions in this special session after his keynote address on Tuesday afternoon. John Hattie, University of Melbourne, Melbourne, VIC, Australia, [email protected]



TL08

QA3

Tuesday, December 9, 2014 from 2:45 pm - 3:45 pm Explore how race, class, and culture shape urban schools and U.S. society, and the impact on the lives of the children, families, and communities urban schools serve. Shift your paradigm from a deficit model to an understanding of how these factors can contribute to a comprehensive approach to education. Learn strategies for advancing academic achievement complemented by and through race, class, and culture.


THE TENNESSEE STORY: A PANEL DISCUSSION AND Q&A

THOUGHT LEADER LECTURE: URBAN SCHOOLS, SOCIAL JUSTICE, AND AMERICA’S FUTURE

Beverly Cross, The University of Memphis,Memphis, TN, [email protected]


TL09

THOUGHT LEADER LECTURE: THE STATE OF PROFESSIONAL LEARNING Tuesday, December 9, 2014 from 4 pm - 4:30 pm followed by the Learning Forward Business Meeting from 4:30 pm - 5:30 pm Learning Forward Executive Director Stephanie Hirsh and Board President Julie Blaine discuss the opportunities and challenges facing Learning Forward as it advances its vision and strategic priorities in the coming year. Get an update on the state of professional learning and examine trends in the field. Have some fun with our top ten predictions for 2015, and break into small groups to get status updates on Learning Forward’s policy agenda, strategies for advancing effective professional learning in your sphere of influence, previews of new publications and products, and insight into how Learning Forward is transforming professional learning to meet changing student and educator needs. Following the session Learning Forward will hold its annual business meeting.

Hear how Tennessee made strong early gains for students in 2013 as the state making the fastest improvement of educational outcomes across the nation, according to the National Assessment of Educational Progress (NAEP). See how the State Collaborative on Reforming Education (SCORE), a research and advocacy nonprofit organization launched in 2009, identified a roadmap for improvement. Join a discussion and ask questions of a panel of educational leaders, business leaders, and a policymaker who will share Tennessee’s story about reaching a significant milestone.

Stephanie Hirsh, Learning Forward, Dallas, TX, [email protected] Julie Blaine, Central Regional Professional Development Center, Warrensburg, MO, [email protected]

Jamie Woodson, State Collaborative on Reforming Education (SCORE), Nashville, TN, [email protected] Hon. Phil Bredesen, Nashville, TN, [email protected] Gregg Morton, AT&T Services, Nashville, TN, [email protected] Tammy Grissom, Tennessee School Boards Association, Nashville, TN, [email protected]



CONCURRENT SESSIONS / TUESDAY Set G • 1:45 pm – 3:45 pm

G01

VIRTUAL CLASSROOMS: THE POSSIBILITIES AND IMPACT TO RETRAIN AND RETOOL PRACTICING TEACHERS’ SKILLS Hear about the University of Central Florida’s TeachLivETM Lab. See how this mixed-reality, virtual environment allows teachers to practice skills in both content and pedagogy, while not putting a single student at risk. Learn about this one-ofits kind simulator, and try your hand at teaching virtual students. Lisa Dieker, UCF TeachLivE, Orlando, FL, [email protected] Carrie Straub, UCF TeachLivE, Orlando, FL, [email protected] Area of Focus: Embracing Technology

G02

STEM CATCHING FIRE: CHANGES IN PEDAGOGY, ENGAGEMENT, AND RESULTS Discover the changes resulting from STEM thinking and initiatives at the elementary, middle, and secondary school levels. Explore the results of increased relevancy and collaboration for teachers and students alike. Engage in research and field experiences to ignite expansion of STEM possibilities and create learning environments of the future. Ann Myers, Sage College, Troy, NY, [email protected] Jill Berkowicz, State University of New York at New Paltz, Troy, NY, [email protected] Vicki Metzgar, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Raising the Bar

G03

BUILDING TEACHING PEER EXCELLENCE GROUPS IN YOUR SCHOOL Learn from an instructional leadership initiative in partnership with Shanghai city schools, one of the highest performing school systems in the world. Build upon a conceptual framework that integrates distributed leadership in teachers’ communities of practice. Acquire protocols, tools, and resources about how teachers with subject-matter expertise can structure peer observations and feedback, nurture teacher leadership, and enhance instructional capacity. Xiu Cravens, Vanderbilt University, Nashville, TN, [email protected] Paul Fleming, Tennessee Department of Education, Nashville, TN, [email protected] Patrick Schuermann, Vanderbilt University, Nashville, TN, [email protected] Area of Focus: Creating Connections

G04

INTENTIONAL SCHOOL LEADERSHIP Understand the usefulness of using frameworks such as emotional intelligence, psychological type, and research-based leadership roles to reflect on key priorities for specific roles and responsibilities. Explore your own natural leadership strengths and priorities, and understand how to recognize and manage blind spots. Learn about the tensions inherent in the research-based essential tasks of leadership and how to craft a personal development plan for achieving your purposes. Jane Kise, Differentiated Coaching Associates, Edina, MN, [email protected] Area of Focus: Cultivating Leaders 99

G05

STANDARDS-BASED DIFFERENTIATED INSTRUCTION Cultivate standard-based strategies to differentiate instruction with classroom-ready tools including checklists, rubrics, contracts, and agendas for responsive planning. Gather practical tools to organize and present standards through intriguing activities for self-assessment, journaling, portfolios, learning stations, and formative assessment. Adapt the differentiated strategies and activities to your grade-level content and standards. Rita King, King Learning Association, Murfreesboro, TN, [email protected] Carolyn Chapman, St. Helena Island, SC, [email protected] Area of Focus: Raising the Bar

G06

YOUR SCHOOL’S COLLECTIVE ATTITUDE DETERMINES STUDENT OUTCOMES Consider the collective attitude of your school and how it impacts learning in the classroom, particularly for children considered at risk. Explore how your school’s brand and identity, beliefs about teaching and learning, values about students, and guiding principles have a direct bearing on whether or not children will bring a willingness and a desire to excel. Become intentionally introspective toward developing an awareness of your school’s identity and how this identity either enhances or hinders the school’s overall progress. Baruti Kafele, Principal Kafele Consulting, Jersey City, NJ, [email protected] Area of Focus: Creating Connections

G

TUESDAY


G

TUESDAY



G07

MODEL OF PROFESSIONAL LEARNING: LEADERSHIP AND DEVELOPMENT Learn to use existing resources to develop a model of professional learning that improves instructional leadership, teacher practice, and student learning. Explore how to use an existing survey instrument, Standards Assessment Inventory 2, to develop variables to conduct correlational statistics to establish a link between professional learning and student achievement. Engage in an assessment of a current model of professional learning and develop actionable next steps. Christine Avery, Mukilteo School District, Lynnwood, WA, averycm@mukilteo. wednet.edu Area of Focus: Innovating for Learning

G08

ALIGNING TEACHER EFFECTIVENESS DATA TO INDIVIDUALIZE PROFESSIONAL DEVELOPMENT Learn how two charter management organizations, serving predominantly low-income minority student populations, leverage teacher effectiveness data to create teacher-led, differentiated professional learning systems that track effectiveness in the classroom. Observe an example of how to evaluate the effectiveness and implementation of professional development. Plan first steps for redesigning professional learning systems in your district.


G09

G10

Examine how employee development is a key driver of innovation, instruction improvement, and employee morale. Focus on one district’s experiences in championing professional learning at the central-office level, developing district and building-level structures to support professional learning, and developing a vision for professional learning. Understand ways to communicate to stakeholders about professional learning, including the board of education, teacher, and parents.

Learn about the philosophy used to develop a data-driven executive coaching program as a partnership to improve leaders’ performance. Understand how the selection and use of coaches as co-thinking partners and sustained learning experiences are supporting leaders’ learning while transforming their performance with others. Examine and integrate the theory of action needed to institute an executive coaching program in your schools and district.

CHAMPIONING PROFESSIONAL LEARNING AT THE DISTRICT LEVEL

Brad Newkirk, Batavia Public School District 101, Batavia, IL, [email protected] Kelley Karnick, Batavia Public School District 101, Batavia, IL, [email protected] Steve Pearce, Batavia Public School District 101, Batavia, IL, [email protected] Angela Sutherland, Batavia Public School District 101, Batavia, IL, [email protected] Area of Focus: Innovating for Learning

EXECUTIVE COACHING: A DATA-DRIVEN PROFESSIONAL LEARNING INITIATIVE

Lloyd Sain, Little Rock School District, Little Rock, AR, [email protected] Frances Shuster, Coaching for Results Global, Flower Mound, TX, [email protected] Area of Focus: Cultivating Leaders

G11

TWO BIRDS, ONE STONE: A MODEL OF COLLABORATION Learn how graduate programs partner with a large urban district to combine new teachers’ need for feedback with aspiring administrators’ need for authentic classroom observation experiences. Analyze the capacity of your institution to create a collaborative partnership that benefits new teachers and graduate students who are pursuing administrative certification. Identify opportunities and available resources to implement a similar system for professional learning. Mary Beth Lehmanowsky, University of Nebraska-Lincoln, Lincoln, NE, [email protected] Bess Scott, Lincoln Public Schools, Lincoln, NE, [email protected]

James Gallagher, Aspire Public Schools, Oakland, CA, [email protected] Allegra Towns, Partnerships to Uplift Communities Schools, Burbank, CA, [email protected]



CONCURRENT SESSIONS / TUESDAY

G

Set G • 1:45 pm – 3:45 pm

G12

THE TRUTH IN THE TANGLE Engage in an inquiry of searching, loosening, and revealing the truth within the complexity of a tangled knot. Share the experience of one school district that discovered warnings entangled in its past successes and how it implemented a multilevel, focused professional learning design that transformed its culture. See how to deal with problems in perspective of the whole, minimize resistance to change, and design professional learning that results in clarity and cooperative innovation. Susan Milliones, interACT design group, Waxhaw, NC, [email protected] Lesa Widener, Caldwell County Public Schools, Lenoir, NC, [email protected] Area of Focus: Cultivating Leaders

G13

ACHIEVING ACADEMIC SUCCESS IN MINORITY MALES: GUARANTEED Explore ways to create a shift in behavioral management and reduce violence within the school by identifying and implementing motivational mentors. Learn the logistics and tenets of a motivational mentoring program, and formulate a plan for recruiting motivational mentors internally and externally. Design a strategy for engaging parents and community members in the educational process through the motivational mentoring program. Richard Franklin, Gonzales Independent School District, Austin, TX, [email protected] Patrick Patterson, University of Texas at Austin, Austin, TX, [email protected] Leonard Moore, University of Texas at Austin, Austin, TX, [email protected] Area of Focus: Raising the Bar

G14

CURIOSITY DIDN’T KILL THE CAT: LECTURING DID Students are naturally curious and can remember every little detail of a TV show or their favorite video game. So why do they miss easy questions on tests? Learn quick and easy strategies to modify your lesson plan so students are engaged from the moment they walk into your classroom. Move, share, and walk away with sample ideas and strategies to use. Jenny Sue Flannagan, Regent University, Virginia Beach, VA, [email protected] Ron Nash, Virginia Beach, VA, [email protected] Area of Focus: Raising the Bar

G15

TRANSFORMATIONAL LEADERSHIP: 21ST-CENTURY COACHING MODEL Discover an innovative coaching style that creates a culture where educators competitively develop best practices. Explore how an urban school with 85% low socioeconomic status and 90% minorities implemented a 21st-century, research-based coaching model that transformed school culture and increased all subgroup performance. Walk away with a coaching template that allows a sharp focus on teaching practices and student achievement. Raymond Delgado, Rialto Unified School District, Rialto, CA, [email protected] Frank Camacho, Rialto Unified School District, Rialto, CA, [email protected] Area of Focus: Cultivating Leaders

101

G16

SOCIAL AND EMOTIONAL LEARNING AS THE DISTRICT OPERATING SYSTEM Consider how a large urban district envisions social and emotional learning (SEL) as a key element in its strategic plan. Learn about the strategies and tactics one small district team employed as it worked with its key partners so that SEL became integral to learning, leadership, and instruction. Examine how the team aligned programmatic SEL, professional learning for teachers and district leaders, district policies, and curriculum and instruction so that social and emotional learning became the heart of the district’s operating system.

TUESDAY


Ginger Cook, Developmental Studies Center, Emeryville, CA, [email protected] Mary Hurley, Oakland Unified School District, Oakland, CA, [email protected] Sonny Kim, Oakland Unified School District, Oakland, CA, [email protected] Ann McKay-Bryson, Collaborative for Academic, Social, and Emotional Learning, Anchorage, AK, [email protected] Area of Focus: Creating Connections

“I have attended several Learning Forward (and NSDC) Conferences over the years. I am always rejuvenated, challenged and inspired.” Carol Sensor 2013 Annual Conference Attendee

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Trace the steps Learning Forward Tennessee has taken to transform professional learning in Tennessee through strategic partnerships. Learn approaches to support school and district leaders as they understand, design, implement, and engage in standards-based professional learning. Map a plan for establishing your own strategic partnerships to raise the bar in professional learning.

Examine how a geographically large district became a cohesive school system using the Concerns-Based Adoption Model. Learn how Innovation Configuration maps can provide a clearly articulated vision and expectations of a program or process. Explore protocols and how to identify specific needs for professional development to move people along the change-of-practice continuum.

Learn how recent studies show the affect of teacher retention on student achievement. Develop an action plan on how to leverage induction and mentoring programs and professional learning to improve teacher retention. Gain an awareness of what recent research indicates are good hiring practices to increase teacher retention in urban districts and thereby improve student achievement.

CONVERGING ON EXCELLENCE: RAISING THE PROFESSIONAL LEARNING BAR

Carla Cushman, Tennessee Department of Education, Nashville, TN, [email protected] Norma Gerrell, Tennessee Department of Education, Martin, TN, [email protected] Glee Moore, Sumner County Schools, Gallatin, TN, [email protected] Susan Thompson, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Innovating for Learning

NAVIGATING CHANGE USING THE CONCERNS-BASED ADOPTION MODEL

Vicky Spear, Cullman County Schools, Cullman, AL, [email protected] Dale Lewis, SEDL, Austin, TX, [email protected] Jason LaTurner, SEDL, Austin, Texas, [email protected] Derrick Waddell, Cullman County Schools, Cullman, AL, [email protected] Brandon Payne, Cullman County Schools, Cullman, AL, [email protected] Area of Focus: Raising the Bar

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LEADING A CULTURE OF THINKING AND LEARNING

“The Learning Forward Conference 2013 was a first-time experience for me and a great one! I look forward in attending another one.” Miguel A. Sandoval, Brownsville Texas

Hear from the principal of an urban high school who is using the Learning 360 Framework to turn around the school by aligning instructional leadership practices with what teachers and students really want. Explore ways to create a culture of learning by implementing the key leadership practices that have been proven to improve teacher effectiveness as well as student outlook and performance. Plan practical, doable, and effective strategies that you can use to improve teacher effectiveness and student learning. Kestin Mattinson, School Improvement Network, Midvale, UT, [email protected] Kimberly Honnick, Newark Public Schools, Newark, NJ, [email protected] Area of Focus: Cultivating Leaders 102

BUILDING LONG-TERM RELATIONSHIPS: RETENTION IN URBAN DISTRICTS

Linda Darcy, Capitol Region Education Council, Hartford, CT, [email protected] Area of Focus: Innovating for Learning

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TIME MANAGEMENT IN A DIGITAL WORLD Learn how to trap and organize digital information so you can find what you need and act on what is important. Set up and begin using tools that increase productivity and move you from feeling overwhelmed to having total control and peace of mind. Learn best practices for collaborating with others using such tools as digital tasks lists, project managers, Dropbox, Evernote, and voice input on mobile devices. Frank Buck, Frank Buck Consulting, Pell City, AL, [email protected] Area of Focus: Embracing Technology


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INNOVATION, COLLABORATION, AND EDUCATION Technology, global competition, and environment are increasing the pressure to innovate. Consider how to keep students motivated and engaged in learning as we compete against multiple diversions for their time. Understand how to keep good ideas flowing in schools and systems and recognize what innovation looks like at the ground level. Caleb Lee, Minnetonka Public Schools, Excelsior, MN, [email protected] Bill Sommers, Minnetonka Public Schools, Excelsior, MN, [email protected] Area of Focus: Innovating for Learning

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COACHES PROMOTING THE PROFESSIONAL LEARNING COMMUNITY THEORY OF ACTION Learn how one district uses full-release coaches and full-time teachers to promote professional learning communities in the schools. See how to use the theory of action for learning communities, how to teach others, and how to implement the theory. Understand how to provide better support for student achievement by participating in collaborative teams, identifying essential curriculum, administering common formative assessments, and engaging in data conversations. Racheal Addison, Shelby County Schools, Memphis, TN, [email protected] Pam Haney, Shelby County Schools, Memphis, TN, [email protected] Area of Focus: Raising the Bar

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RAISE QUALITY AND REDUCE VARIABILITY IN ELEMENTARY CLASSROOMS Learn how a large elementary school with a student population of 40% free and reduced lunch, 50% military, and with a 35% mobility rate raised the quality of teaching and reduced variability in classrooms with a laser-like focus on effective professional learning. Gain practical strategies for how to provide every child guaranteed, challenging, engaging, and intentional instruction in all classrooms. Receive strategies and tools for effective professional learning daily so every student achieves. Kay Frunzi, McREL International, Denver, CO, [email protected] Jessica Harris, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Area of Focus: Innovating for Learning

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PROFESSIONAL LEARNING COMMUNITIES + RESPONSE TO INTERVENTION = STUDENT ACHIEVEMENT Learn how a suburban school district successfully implemented a five-tier system of interventions through the work of professional learning communities. Develop a capacity to increase shared leadership, foster collaboration, and empower teachers to make instructional decisions based on student data. Learn how an effective five-tier system can begin to close the achievement gap and provide quality instruction to all students while maintaining high standards. Tom Larson, Spring Lake Park School District, Blaine, MN, [email protected] Calista Alden, Spring Lake Park School District, Blaine, MN, [email protected] Susan Leet, Spring Lake Park School District, Blaine, MN, [email protected] Area of Focus: Creating Connections 103

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“MOVE IT, MOVE IT”... WITH FORMATIVE ASSESSMENT Learn how to “move it, move it” with formative assessments to know where students are in their learning and determine next steps in instruction. Experience how formative assessment blends engagement, collaboration, and ownership for learning. Leave the session with simple, time-efficient formative assessment tools that ensure student success. Karen Vance, Snow, Vance and Associates, Colleyville, TX, [email protected] Sandy Snow, Snow, Vance and Associates, Colleyville, TX, [email protected] Rob Thornell, Northwest Independent School District, Justin, TX, [email protected] Area of Focus: Raising the Bar

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ESTABLISH AND SUSTAIN A CADRE OF LEADERSHIP COACHES Learn how a school district approached professional development for district leadership coaches who provide peer-topeer coaching for colleagues at the helm of important work. Explore the elements of an effective and valued districtwide leadership coaching initiative, including program evaluation. Develop a set of questions for inquiry about your district vision for providing peer-to-peer leadership coaching. Elle Allison-Napolitano, Wisdom Out, Danville, CA, [email protected] Tracee Grigsby-Turner, Alief Independent School District, Houston, TX, [email protected] Janine Hoke, Alief Independent School District, Houston, TX, [email protected] Area of Focus: Cultivating Leaders

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Learn how a school district transformed its professional learning model to ensure that technological considerations were aligned to district and school turnaround initiatives. Explore and develop the theoretical models, considerations, conversations, and actions used to compel administrators and teachers beyond technocentric ideals and toward enhanced pedagogical and professional engagement. Develop innovative plans to allocate time for technological learning as it relates to student achievement, including adapting plans for specific tools, e.g Google Apps for Education, iPads, Interactive Whiteboards, and more

Hear the results of a seven-year study of highly effective teachers and how these teachers accelerated learning and ultimately changed students’ lives. Explore a framework of effective teaching that emerged from this study and how you can use it to examine and improve your practice. Learn how schools and districts have adopted a systematic approach to ongoing professional learning based on a framework that embeds continuous improvement in the daily work of educators.

Hear how campus leaders used student and teacher performance data to develop school learning goals based on the specific needs of their students and teachers. Learn how these school leaders worked to narrow the focus of their professional development to improve teacher and student performance. Receive templates and processes for planning campus professional learning that is based on data, is narrowly focused, employs different models of professional development, is supported and sustained over time, and is evaluated along the way.

Adam McMickell, Ogden School District, Ogden, UT, [email protected]



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COACHING TECHNOLOGY IN A TURNAROUND

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MEETINGS: REFRAMING TO A PARADIGM OF EFFECTIVENESS Meetings, often seen as a distraction to the real work, can become places where participants’ collective brain power focuses powerfully on critical issues. Build your leadership skills by experiencing and analyzing meeting planning and facilitation tools. Learn how to use backward design to create effective and engaging meeting agendas. Discover protocols and processes for helping teams make decisions. Chrys Browne, Wake County Public School System, Cary, NC, [email protected] Susan Andrews, Wake County Public School System, Cary, NC, [email protected] Area of Focus: Cultivating Leaders

BECOMING THE BEST TEACHER IN YOU

Mike Thomas, Battelle for Kids, Columbus, OH, [email protected] Kate Heynoski, Battelle for Kids, Columbus, OH, [email protected]

EMPOWERING TEACHER LEADERS: GROWING A PROFESSIONAL LEARNING TEAM Develop a multi-piece professional learning design to create a supportive and collaborative environment where professional learning is facilitated by trained teacher leaders. Learn how to align financial, personnel, and training resources to enact the learning design. Measure your success and make purposeful change by collecting and using meaningful data. Katherine Smith, Lyons Township High School District 204, LaGrange, IL, [email protected] Jeremy Vrtis, Lyons Township High School District 204, LaGrange, IL, [email protected] Leslie Owens, Lyons Township High School District 204, LaGrange, IL, [email protected] Michelle Harbin, Lyons Township High School District 204, LaGrange, IL, [email protected] Area of Focus: Cultivating Leaders 104

CAMPUS PROFESSIONAL LEARNING: IT’S IN THE PLANNING

Karen Nix, Mesquite Independent School District, Mesquite, TX, [email protected] Debi Tanton, Mesquite Independent School District, Mesquite, TX, [email protected] Area of Focus: Creating Connections

“Despite the barriers imposed by the weather, Learning Forward came through with a conference experience that will change the way I do my job!” Jennifer Collins, Leander Independent School District


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LEVERAGING EXTERNAL PARTNERS TO AFFECT AND SUSTAIN IMPROVEMENT

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USING VISIBLE LEARNING RESEARCH TO KNOW YOUR IMPACT

Examine how districts can effectively collaborate with external partners to transform teaching and learning districtwide through data-driven decision making. Explore how your district can identify and team up with external partners to build internal capacity and to create sustainable student achievement gains. Identify key elements of effective partnerships and apply these elements to the relationship between external partners and district leaders to improve teaching and learning districtwide.

Discover how a focus on learning vs. teaching can transform a school or district so it reaches the highest possible levels of achievement. Gain awareness of the evidence and critical mind frames outlined by John Hattie, including tools to determine the impact that actions and strategies have on student learning and achievement. Articulate what works best to support student learning. Then, create a plan of action for monitoring specific practices in your school or district.

Emily Smith-McCormick, Evansville Vanderburgh School Corporation, Evansville, IN, [email protected] Emily Dolci-Grimm, Education Direction, Salt Lake City, UT, [email protected] Dave Doty, Education Direction, Salt Lake City, UT, [email protected]



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STUDENT MASTERY: MULTIPLE OPPORTUNITIES TO DEMONSTRATE LEARNING Learn how an urban district is using formative assessments and instructional design to achieve identified learning goals. Increase awareness of sound grading practices. Discover how sound formative practices and assessments provide students multiple opportunities to demonstrate mastery. Gain tools, resources, and support to design formative strategies and assessments.

B.R. Jones, Waynesboro, MS, [email protected] David Nagel, Zionsville, IN, [email protected]

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CREATING A CULTURALLY RESPONSIVE SCHOOL COMMUNITY Explore what is needed to access the cultural richness inherent in the contributions of our diverse students and staff. Develop relationships by sharing and honoring spiritual, emotional, and traditional differences. Learn to effectively and compassionately communicate cross-culturally to better serve culturally diverse and underrepresented students. Lee Mun Wah, StirFry Seminars & Consulting, Berkeley, CA, [email protected] Area of Focus: Cultivating Leaders

Amy Downey, Metro Nashville Public Schools, Nashville, TN, [email protected] Shannon Black, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Raising the Bar

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COMPLIANCE TO COMMITMENT: PERSONALIZED ADULT LEARNING THROUGH PERSONAL LEARNING NETWORKS Investigate how a leadership team has harnessed the power of the digital world to transform adult learning experiences from mandates into authentic learning that inspires collaboration, contribution, and reflection. Explore innovative models of blended learning that cultivate teacher leadership, model the rigor of Common Core State Standards, and support success in Danielson-inspired evaluation rubrics. Develop a relevant design of blended practices to increase knowledge, skills, dispositions, and practices to increase student learning. Deborah Elder, Albuquerque Public Schools, Albuquerque, NM, [email protected] Michael Ramirez, Albuquerque Public Schools, Albuquerque, NM, [email protected] Daniel Gutierrez, Albuquerque Public Schools, Albuquerque, NM, [email protected] Shelly Green, Albuquerque Public Schools, Albuquerque, NM, [email protected] Area of Focus: Embracing Technology

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BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Explore INNOVATIVE PD in sessions marked with this icon. Sessions that have content and skills for educators serving TITLE 1 populations are designated this way. Sessions appropriate for SUPERINTENDENTS are indicated with this icon. These sessions meet in ONLINE LEARNING COMMUNITIES as well as face-to-face.


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UNLEASHING THE POWER OF ACADEMIC LANGUAGE Examine how the achievement gap is an academic-language gap between students who carry academic language to, in, and from school and students who learn academic language while they attend school. Gain research-based tools and strategies to address the needs of academic language learners. Learn how to implement an asset-based model of instruction, school-climate, and family engagement that draws from students’ strengths. Debbie Zacarian, Debbie Zacarian, Ed.D. & Associates, Amherst, MA, [email protected] Area of Focus: Raising the Bar

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JOB-EMBEDDED PROFESSIONAL DEVELOPMENT: SYSTEMS AND STRUCTURES

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BUILDING LEADERSHIP’S CAPACITY FOR FAMILY, COMMUNITY, AND SCHOOL COLLABORATION Discover how the National Institute for School Leadership develops leadership capacity utilizing effective parental, community, and school collaboration to advance student achievement. Hear school and district leaders share family-engagement programs in their schools and the improvement options that best fit their learning communities and demographics. Examine school leadership’s role in determining key gaps, developing a strategic plan, and succeeding with implementation plans. Taniya Crain, Rankin County Schools, Brandon, MS, [email protected] Julia Cole, Mississippi National Institute for School Leadership, University, MS, [email protected] Area of Focus: Cultivating Leaders

Hear how a large school district successfully reallocated existing time and resources to implement a monthly, job-embedded professional learning model in elementary schools. Gain a clear model of effective, job-embedded professional learning that can be utilized for any content area, any grade level, and in any school system to increase student achievement. Learn how to use research as a tool to build shared knowledge of a major instructional shift and to provide feedback to teachers and administrators throughout the process of change.

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MAKING THE MOST OF MINIMAL MINUTES IN PROFESSIONAL LEARNING COMMUNITIES Learn how to make the most of your team’s learning community time as you review real-life examples, videos, research-based theory, and instances of failure and success from elementary to high school. Review a synthesis of over 50 meta-analyses relating to student achievement. Understand how to answer the questions: What do we want our students to learn? How will we know when they learn it? What will we do when students do or do not learn it? Shauna Hittle, Tyler Independent School District, Tyler, TX, [email protected] Tamara Colston, Tyler Independent School District, Tyler, TX, [email protected] A.Z. Walker, Tyler Independent School District, Tyler, TX, [email protected] Area of Focus: Creating Connections

“Another great conference. The chance to hear nationally known presenters as well as to learn from many others is incredible. The opportunity to network with people from around the world is something I don’t get at a state or regional conference.” Bryan McDonald, Harrisonville Schools

Keri Cavanah, Grain Valley R-V School District, Grain Valley, MO, [email protected] Chad Sutton, North Kansas City Schools, Kansas City, MO, [email protected] Kristin Havens, Park Hill School District, Kansas City, MO, [email protected] Area of Focus: Innovating for Learning 106


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TURNING THE TITANIC: EMPOWERING TEACHER LEADERS IN PROFESSIONAL LEARNING COMMUNITIES See how gains in student achievement are the result of ongoing professional learning among teacher leaders. Analyze the use of online, district, and schoolbased professional learning. Explore protocols that can be used with collaborative teams in professional learning communities to reach consensus on various issues. Receive resources to create your own teacher leader development for professional learning community leaders. Liz Morrison, Parkway School District, St. Louis, MO, [email protected] Desi Kirchoffer, Parkway School District, St. Louis, MO, [email protected] Beth Middendorf, Parkway School District, St. Louis, MO, [email protected] Lisa Merideth, Parkway School District, St. Louis, MO, [email protected] Area of Focus: Cultivating Leaders

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BUILDING CAPACITY FOR LESSON STUDY

RTI IS A VERB

Gain strategies for successfully implementing lesson study as a professional development model to support the instructional shifts required to improve student engagement and achievement. Analyze challenges and solutions to building capacity for and through lesson study. Apply tools and lessons learned from cases of successful scaling of lesson study to your own school or district implementation. Kathleen Schofield, School District of Clay County, Green Cove Springs, FL, [email protected] Area of Focus: Innovating for Learning

Go beyond the “why” and “what” of Response to Intervention (RTI) with concrete recommendations and resources. See how interventions link to the Common Core State Standards with emphasis on college and career readiness. Gain practical strategies for screening, progress monitoring, and diagnostics. Consider sample approaches to specific interventions and see how to prepare students to meet real-world challenges.

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Tom Hierck, Gibsons, BC, Canada, [email protected] Area of Focus: Innovating for Learning

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GIFT OF COACHING

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LESSONS IMPROVING LITERACY OUTCOMES FOR MIDDLE SCHOOL STUDENTS Explore the role of professional learning in significantly increasing the literacy rates for middle school students in a large urban district. See how the district used a combination of job-embedded professional development and institutes to build capacity around teaching reading in low-performing middle schools. Discuss the challenges in taking initiatives to scale across a district and within a school. Sheena Hervey, Generation Ready, New York, NY, [email protected] Area of Focus: Innovating for Learning

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A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Coaching for Results Global are providing the gift of one-on-one coaching. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions considered for a tough situation. Kathryn Kee, Coaching For Results Global, Shady Shores, TX, [email protected] Area of Focus: Cultivating Leaders


CCF1 TUESDAY


Common Core Forum Sessions 1

CCF1

CCF1 December 9, 2014 • 1:45 pm – 2:45 pm CCF2 December 9, 2014 • 2:45 pm – 3:45 pm Participants selecting the Common Core Forum will have the opportunity to attend any of the presentations at that time. Simply put CCF on your session selection form and choose any session to attend when you arrive.

I UNDERSTAND: GETTING BEYOND JUST COVERING THE CONTENT Investigate ideas for building teacher capacity to convert units of study into powerful learning opportunities. Help students gain a deep, conceptual understanding that lasts beyond test day. Learn to lead a process that creates or converts student tasks into ones that meet the rigor of Common Core State Standards. Leave being able to conduct your own training on how to prioritize Common Core Standards. Rick Fisher, Allen County Schools, Scottsville, KY, [email protected]

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AUTHENTIC INTELLECTUAL WORK AND COMMON CORE Learn what Authentic Intellectual Work (AIW) is, including an overview of the research and why it is a good tool for implementing Common Core State Standards. Apply AIW to a Common Core Standard and learn how to use the process to create better assessments that include authenticity, student engagement, and conceptual understanding. Discuss how to replicate this process with your own Common Core implementation. Gretchen Kriegel, Monticello Community School District, Monticello, IA, [email protected] Bruce King, University of WisconsinMadison, Madison, WI, [email protected] Rita Martens, Iowa Department of Education, Des Moines, IA, [email protected] Area of Focus: Raising the Bar

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COACHING TOWARD THE COMMON CORE: SYSTEMIC INSTRUCTIONAL CHANGE Discover how teacher commitment and leadership, as the vehicle for instructional change, results in successful implementation of the Common Core State Standards and higher levels of student engagement. Learn ways to facilitate teacher-leader groups within your school through examination of a variety of coaching models at all grade levels. Receive valuable coaching resources and ideas that may be applied at the school level. Rachael Milligan, Lipscomb University, Nashville, TN, [email protected] Karen Marklein, Lipscomb University, Nashville, TN, [email protected] Area of Focus: Cultivating Leaders


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INCREASING CHOICE AND VOICE THROUGH COLLABORATIVE RESEARCH INSTRUCTION Discover how to achieve Common Corealigned research instruction, end-product differentiation, and increased student choice and voice through collaboration with that frequently overlooked and underused school resource: the librarian. Explore the benefits to students and teachers of purposefully engaging the teacher-librarian collaboration as job-embedded professional development. Identify common stumbling blocks to successful collaborative research instruction and hear about ways school leaders can expect, enable, and empower effective partnerships. Sarah Searles, Knox County Schools, Knoxville, TN, [email protected] Area of Focus: Creating Connections

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COMMON CORE FORUM SESSIONS / TUESDAY Set CCF • 1:45 pm – 2:45 pm

CCF1

LOOK FORS IN AN ENGLISH LANGUAGE DEVELOPMENT WALK-THROUGH Explore the importance of having an English language development curriculum framework that aligns to the state evaluation processes for congruency of services. Articulate high-impact strategies focused on speaking and listening in relationship to reading and writing. Evaluate your current practices for providing effective teacher feedback to encourage immediate change of practice. Kevin Stacy, Metro Nashville Public Schools, Antioch, TN, [email protected] Area of Focus: Raising the Bar

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RIGOROUS SCHOOLS AND CLASSROOMS: LEADING THE WAY Gain a deeper understanding of rigor, higher levels of classroom implementation of rigorous activities, and increased student engagement and learning. Describe the characteristics of a rigorous classroom with specific examples in areas of curriculum, instruction, and assessment. Explore tools for facilitating professional learning activities that guide teachers in increasing rigor in the classroom, especially as it relates to the Common Core State Standards. Barbara Blackburn, Blackburn Consulting Group, Fletcher, NC, [email protected] Area of Focus: Raising the Bar

CCF1

MATH EXPEDITION: NAVIGATING TECHNOLOGY INTEGRATION AND COMMON CORE

CCF1

See how to use real-world math applications to integrate technology and the Common Core State Standard. Explore an assortment of iPad apps and learn how math educators have integrated them successfully for student engagement and improved learning outcomes. Leave with different resources to support technology-rich math tasks that focus on creativity, communication, collaboration, and critical thinking in the 21st-century classroom.

Discover how a school district used teacher leaders to support the district in navigating the shifts to the Common Core State Standards. Explore strategies for math and literacy support that can be replicated to other districts. Review a teacher-leader model and become familiar with the teacher-leader model standards.

Hope Nordstrom, Lipscomb University, Nashville, TN, [email protected] Emily Medlock, Lipscomb University, Nashville, TN, [email protected]

TEACHER LEADERSHIP FOR COMMON CORE

Emily Helphinstine, Kingsport City Schools, Kingsport, TN, [email protected] Pam Stidham, Kingsport City Schools, Kingsport, TN, [email protected] Area of Focus: Cultivating Leaders


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CCF1 TUESDAY

DECEMBER 9 1:45 pm – 2:45 pm “Learning Forward is a topnotch professional learning conference that leverages national subject matter experts in an environment of lifelong learning and individual growth. All aspects of the conference are professional, and structured to provide a high value to attendees, before, during, and after the conference schedule of events. If I could only attend one conference per year, this would be the one I would select.” Jake Potter, Leavenworth Unified School District 453

CCF2 TUESDAY


Common Core Forum Sessions 2 CCF1 December 9, 2014 • 1:45 pm – 2:45 pm CCF2 December 9, 2014 • 2:45 pm – 3:45 pm Participants selecting the Common Core Forum will have the opportunity to attend any of the presentations at that time. Simply put CCF on your session selection form and choose any session to attend when you arrive.


shift to Common Core State Standards. Integrate technology-rich activities across the curriculum to allow students to work together and enjoy limitless opportunities to analyze and exchange ideas. Develop critical-thinking skills while providing content-rich activities that keep all students engaged and learning. Jill Pugh, Cumberland County Schools, Crossville, TN, [email protected] Area of Focus: Embracing Technology

CCF2 CCF2

DESIGN CAMP ALGEBRA AND CROSS-CURRICULAR CONNECTIONS FOR COMMON CORE Experience the real-world concepts that Algebra 1 and career and technical education teachers created for rising freshmen at a rural, high-poverty high school. Hear about Design Camp, which prepared students for concepts included in the Common Core State Standards and PARCC. Develop a pattern to reproduce Design Camp, by learning how to create tasks, find funding, and construct a fun-filled educational camp. Ginger Christian, Washington County Department of Education, Jonesborough, TN, [email protected] Deborah Bailey, Washington County Department of Education, Jonesborough, TN, [email protected] Area of Focus: Raising the Bar

CCF2

through the courses. See how the courses can assist you and your school with scaling up professional learning. Julia Osteen, Lipscomb University, Nashville, TN, [email protected] Area of Focus: Raising the Bar

CCF2

MAKING THEM PROVE IT: USING TEXT EVIDENCE Learn how to help students use text evidence to support the conclusions they draw. Examine how Common Core State Standards and the assessments based on them embed this skill across content areas. Explore specific strategies designed to help students identify and use text evidence from literature and non-fiction in multiple content areas and across grades. Discuss ways to incorporate these strategies in the classroom. Deborah Boyd, Lipscomb University, Nashville, TN, [email protected]

MAKING AN IMPACT ONLINE WITH COMMON CORE


Learn how the Ayers Institute at Lipscomb University ventured into the online realm to provide free professional learning courses available to anyone. Explore resources for implementing the Common Core State Standards available

THE DYNAMIC CLASSROOM IN THE COMMON CORE ERA

CCF2

Strengthen your students’ writing skills and collaborate with ease, thus increasing the success of your students in the 110

UNCOMMON FEEDBACK AND THE COMMON CORE Create professional development experiences that encourage teacher growth and learning. Understand how feedback is the key to successful professional development. Walk away with protocols and tools that demonstrate how to provide productive, formative feedback via observations, assessments, and unit plans aligned to the Common Core State Standards. Shawn Clark, Saluda County Schools, Johnston, SC, [email protected] Abbey Duggins, Saluda County Schools, Saluda, SC, [email protected] Area of Focus: Raising the Bar

CCF2

UNLOCKING THE COMMON CORE THROUGH CHILDREN’S LITERATURE Using children’s literature across the curriculum is the key to building motivated, skillful readers. Hear how to create a classroom where all children discover the love of reading. Leave with lists of books that will serve as mentor texts to teach the Common Core State Standards in reading and writing. Sharon McKool, Rider University, Lawrenceville, NJ, [email protected] Area of Focus: Raising the Bar

CONCURRENT SESSIONS / TUESDAY Set H • 4 pm – 5 pm

SESSIONS IN SET H DO NOT REQUIRE PRE-REGISTRATION OR TICKETS. H01

GET IN STUDENTS’ HEAD’S: A LEARNING CYCLE Experience an online tool that partners technology and individualized student feedback. Consider how research-based best practices can be efficiently implemented, and what educators can discover about their practice from engaging students in individualized responses. Identify opportunities to learn from feedback given to students and student action related to feedback. Abby Neumeyer, Abby Neumeyer Consulting, Somerville, MA, [email protected] Mary Grahmann, Victoria Independent School District, Victoria, TX, [email protected] Area of Focus: Embracing Technology

H02

FORGET 1:1, IT’S NOW X:1 Learn how the road toward “bring your own device” relieved a district’s battered school budget but offered a host of new concerns on the way to X:1, multiple devices per student. See how a district changed its policy to accept student-owned devices and consider the data supporting a fostered success in an era of rapid technology transitions. Learn to allocate free and limited resources that are effective regardless of the technology in the student’s hand. Gain strategies for creating a plan to increase bandwidth and performance as more instruction goes digital. Kary Parchman, Gibson County Special School District, Dyer, TN, [email protected]

H03

DYNAMIC AND ENGAGING ONLINE PROFESSIONAL LEARNING Discover Web 2.0 tools and online resources that foster effective and engaging professional learning. Explore how teachers can connect locally and globally for continued professional growth. Learn about tools that can be used to create and deliver online professional learning. Jennifer Hanson, Primary Source, Watertown, MA, [email protected]

H05

INSTRUCTIONAL LEADERSHIP IN AN ONLINE ENVIRONMENT Examine the role of the principal as an instructional leader in an online environment. See how an online environment and flipped classrooms can give a principal deeper insight into a classroom. Create a walk-through instrument for online classes and design a professional development plan for a new online teacher. Jason Horne, Bristol Tennessee City Schools, Bristol, TN, [email protected]



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H06

Learn how a school district developed and began implementation of a student-focused technology vision based on the district’s guiding tenets and focused on teaching and learning. Review the research and current technology trends used to develop and implement a technology vision. Begin the creation of a technology vision that will focus efforts and engage the community in supporting the vision’s development and implementation.

Learn how to integrate Blackboard, an online learning system, into the day-today learning environment, thus allowing teachers and students to approach learning in a different way. Discover strategies for a smooth transition into this learning system as well as sustainable ways to maintain high levels of instruction. Acquire useful tips in planning for effective and efficient lab time, coordinating logistics, and providing technical support.

DEVELOPING AND IMPLEMENTING A STUDENTFOCUSED TECHNOLOGY VISION

John Payne, Kingsport City Schools, Kingsport, TN, [email protected] Dory Creech, Kingsport City Schools, Kingsport, TN, [email protected] Laurie Norris, Kingsport City Schools, Kingsport, TN, [email protected] Area of Focus: Embracing Technology


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BLENDED LEARNING: EVERY TEACHER, EVERY KID, EVERY CLASS

Susan Kessler, Metro Nashville Public Schools, Nashville, TN, [email protected] Bradley Meyers, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Embracing Technology

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CONCURRENT SESSIONS / TUESDAY Set H • 4 pm – 5 pm

TL10 & TL11

SESSIONS IN SET H DO NOT REQUIRE PRE-REGISTRATION OR TICKETS. H07

DEVELOPING A SHARED UNDERSTANDING FOR ADOLESCENT LITERACY DATA USE Hear how a large school district partnered with a regional educational laboratory to build middle school educators’ capacities to engage in data-driven collaborative inquiry to improve outcomes in adolescent literacy. Engage in simulations of effective processes (i.e. fishbones, logic models, and Innovation Configurations) for developing a common language and shared understanding around an identified issue. Margie Johnson, Metro Nashville Public Schools, Nashville, TN, [email protected] Tammy Lipsey, Metro Nashville Public Schools, Nashville, TN, [email protected] Stephanie Wilkerson, Magnolia Consulting, Charlottesville, VA, [email protected] Area of Focus: Creating Connections

H08

INNOVATION AND ORGANIZATIONAL DEVELOPMENT Find out what is needed to ensure that every school has an equitable, effective 1:1 digital learning environment. Explore the required instructional shift to learner-centered, customized, blended environments, powered by curriculum and necessitating extensive professional development for all stakeholders. Examine what it means to lead through ambiguity and implementation of largescale organizational change.

Jeanne Imbriale, Baltimore County Public Schools, Towson, MD, [email protected] Ryan Imbriale, Baltimore County Public Schools, Towson, MD, [email protected] Christina Byers, Baltimore County Public Schools, Towson, MD, [email protected] Stefani Pautz, Baltimore County Public Schools, Towson, MD, [email protected] Area of Focus: Cultivating Leaders

H09

TAKE THE DIGITAL ASSESSMENT CHALLENGE Managing digital content successfully is key to personal professional learning for educators. Gain a free tool supported by the Bill & Melinda Gates Foundation and assess technology utilization, determine gaps, and guide future purchases.

December 10, 2014 8 am – 10 am


TL10

THOUGHT LEADER LECTURE: TAPPING THE GENIUS IN OUR SCHOOLS Wednesday, December 10, 2014 – 8 am - 9 am Hear about two different styles of leadership. See how one type of leader drains intelligence, energy, and capability from the people around him or her and needs to be the smartest person in the room. Notice how leaders of the other type use their intelligence to amplify the smarts and capabilities of the people around them. Learn how to become the leader who, by having a “multiplier effect” on others, can inspire teachers and administrators to stretch themselves and surpass expectations.

Masa Uzicanin, Bill & Melinda Gates Foundation, Washington, DC, [email protected]

Elise Foster, Columbus, IN, [email protected] Area of Focus: Cultivating Leaders


TL11

H10

CUSTOMIZED DATA MANAGEMENT: WHAT CAN IT DO FOR YOU? Hear how districts have used the Truenorthlogic platform to pull together data and create unified systems for educator effectiveness. See how it is configurable and districts can develop different dashboards to suit their needs. Understand the reporting capabilities and the analytics that result. Area of Focus: Embracing Technology


THOUGHT LEADER LECTURE: THE FLAT ARMY Wednesday, December 10, 2014 – 9 am - 10 am Learn how to adopt a more collaborative, open leadership approach--one that engages and empowers people. Hear about powerful leadership models and tools that help overcome obstacles to change, while pushing the boundaries of organizational change to create a culture of collaboration. See how to develop an integrated framework incorporating collaboration, open leadership, technologies, and connected learning. Become a more visible leader with the qualities and capabilities needed to become a positive change agent, “flatten” your organizational pyramid, and engage with colleagues in more collaborative and productive ways. Daniel Pontefract, TELUS, Victoria, BC, Canada, [email protected] Area of Focus: Cultivating Leaders

CONCURRENT SESSIONS / WEDNESDAY Set I • 8 am – 10 am

I01

VISIBLE PRINCIPALS: AN EVALUATION FRAMEWORK FOR EXCELLENCE Experience a principal evaluation model based on visible learning and the research of John Hattie. Discover the importance of knowing the impact, educator effectiveness, and the power of proficiency-based learning. Leave with a framework and evaluation cycle that principals may use to help improve their skills in instructional leadership, building management, and school culture. Rob Hess, Lebanon Community Schools, Lebanon, OR, [email protected] Tonya Cairo, Lebanon Community Schools, Lebanon, OR, [email protected] Area of Focus: Cultivating Leaders

I02

CULTIVATING AN EFFECTIVE ADMINISTRATIVE TEAM THROUGH RESULTS COACHING Explore a path taken by one suburban school district superintendent to build staff and student capacity. Hear how the administrative team used an approach that included managing for results, working in professional learning communities, and implementing teaching evaluation protocols. Learn how to create a culture to sustain proven leadership strategies. Practice coaching protocols for powerful communication skills including committed listening, paraphrasing, presuming positive intent with powerful questions, and reflective feedback. Kenneth Hamilton, Monroe Township School District, Monroe Township, NJ, [email protected] Dori Alvich, Monroe Township School District, Monroe Township, NJ, [email protected] Lynn Barberi, Monroe Township School District, Monroe Township, NJ, [email protected] Area of Focus: Cultivating Leaders

I03

WHAT COMES AFTER PROFESSIONAL DEVELOPMENT: ONLINE COMMUNITIES OF PRACTICE Learn how to create, cultivate, and engage teachers and leaders in online communities of practice. Discover how to use Google+ to ensure communities don’t contain only “lurkers,” or passive adult learners, but have active participants. Analyze great practice for engaging others within an online community of practice. Ben Wilkoff, Denver Public Schools, Denver, CO, [email protected]

I05

CO-TEACHING: INCLUSIVE CLASSROOMS TO MEET DIVERSE NEEDS Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. Gain practical, successful, brain-friendly strategies for your inclusive classroom. See how to scaffold and differentiate your instruction for students with special needs and English learners. Learn to make co-teaching successful for teachers and students alike.


Kathy Perez, Saint Mary’s College of California, Alameda, CA, [email protected]

I04


INCREASING STUDENT ACHIEVEMENT THROUGH NONLINGUISTIC TEACHING STRATEGIES Learn how to engage students in research-based nonlinguistic strategies. Experience classroom lessons that use a variety of hands-on nonlinguistic strategies, including tactile and kinesthetic activities, physical models, and visualization strategies. Understand the impact that these strategies can have on second language learners. Investigate multiple ways of incorporating nonlinguistic strategies into professional development plans. Patricia Davis, De novo Learning, Denver, CO, [email protected] Area of Focus: Creating Connections

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KNOWING YOU MAKE A DIFFERENCE: MEASURING TEACHER GROWTH Explore how to measure the impact of professional development initiatives on teacher beliefs, dispositions, and practice. Learn about assessment instruments that are available for low or no cost. Leave with a draft plan for documenting the effectiveness of your efforts. Ann Pearce, Santa Fe Trail BOCES, Littleton, CO, [email protected] Jenny Edwards, Fielding Graduate University, Santa Barbara, CA, [email protected] Area of Focus: Innovating for Learning

I

WEDNESDAY DECEMBER 10 8 am – 10 am

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I08

I10

See how powerful partnerships and a technology-supported system of educator effectiveness has developed leadership capacity among evaluators throughout Wisconsin. Learn how evaluators were enabled to evaluate performance reliably and facilitate collaborative, practice-focused conversations, thus leading to targeted professional learning, improved teacher performance, and ultimately, enhanced student learning. Hear about the professional performance standards and common components that are pillars of the threetiered Cooperative Educational Service Agency #6 (CESA 6) Effectiveness Project Professional Evaluation System. Explore the multiple measures and application of the data set for targeted professional learning and continuous improvement with other evaluation models.

Find out about the professional learning structure of lab class to deepen understanding of the student learning experience while working towards school improvement. Learn how data collected from the lab class process can be used within schools and across networks to improve student achievement and make an impact on professional practice. Explore strategies for using descriptive observations of student actions, conversations, and products within an asset-based approach and see how this model might be applied to your own context.

Retain new teachers with a data-driven, research-based program that provides beginning educators with the skills and knowledge they need to be successful. Supplement an existing teacher induction model or implement a new district or school program with modules built into a yearlong calendar. Gain interactive strategies that develop teacher expertise in areas such as beginning school year, classroom management, strategic planning and lesson design, high-stakes testing, and end-of-year survival.

THE EFFECTIVENESS PROJECT: FROM EDUCATOR EVALUATION TO EFFECTIVENESS

Jo Ann Hanrahan, Cooperative Educational Service Agency #6, Oshkosh, WI, [email protected] Area of Focus: Cultivating Leaders

LAB CLASS: DEPRIVATIZING CLASSROOM PRACTICE THROUGH COLLABORATIVE INQUIRY

Sue Chanko, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Lisa Cranston, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Brenda Del Duca, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Area of Focus: Innovating for Learning

I09

MAXIMIZING SUPPORT FOR ENGLISH LEARNERS BY EMPOWERING EDUCATORS Investigate one district’s plan to empower educators at all levels to accept responsibility for educating English language learners. Learn specific strategies implemented by the district’s English language learning department to overcome related obstacles, make the most of resources, and collaborate with stakeholders. Apply the model and process to at least one example in your own setting. Alyson Lerma, Knox County Schools, Knoxville, TN, [email protected] Area of Focus: Creating Connections 114

READY FOR ANYTHING: SUPPORTING NEW TEACHERS FOR SUCCESS

Lynn Howard, The Leadership and Learning Center, Huntersville, NC, [email protected] Catherine Koontz, Forsythe County Schools, Winston-Salem, NC, [email protected] Area of Focus: Innovating for Learning

I11

GROWING LEADERS WITH INTENTIONALITY See how to develop a process for growing instructional leadership and improve the quality of your instructional support processes and the skill set of instructional leaders. Learn how use of process criteria can make coaching and the development of instructional leaders more intentional. Strengthen the feedback, coaching, and support of instructional leaders. Elizabeth Norton, Knox County Schools, Knoxville, TN, [email protected] Keith Wilson, Knox County Schools, Knoxville, TN, [email protected] Area of Focus: Cultivating Leaders


I12

LEADING ENGAGING SCHOOLS Engagement is the core of learning, and achievement comes from excellence in classroom engagement. Discuss the best ways to be a lead learner in a school focused on making the most of student engagement. Share resources and ideas about ways to engage kids. Find new confidence and energy surrounding a focus on engagement as a primary tool for learning. Robert Dillon, Affton School District, Affton, MO, [email protected] Area of Focus: Raising the Bar

I13

A COLLABORATIVE PROCESS FOR CULTIVATING INSTRUCTIONAL LEADERS Learn how one district is engaging in a collaborative professional development process to help principals and teachers gain the knowledge, skills, and confidence to lead implementation of the Common Core State Standards. See how teachers across all grade levels and content areas focus on the Common Core instructional shifts by increasing rigor and student engagement to improve student outcomes. Understand the leadership responsibilities most affected by second-order change, how these responsibilities can make an impact on school culture, and strategies for managing personal transitions. Kathleen Dempsey, McREL International, Denver, CO, [email protected] Roger Humphrey, Campbell County School District #1, Gillette, WY, [email protected]

I14

FLIPPED PROFESSIONAL DEVELOPMENT: A HYBRID APPROACH Discover the flexibility of online learning that combines face-to-face interaction and support to engage teachers in synchronous and asynchronous learning. Examine the hybrid design through the lens of the student and educator. Learn how to design high-quality professional development that is differentiated, interactive, and effective. Consider how to evaluate a flipped professional development course for effectiveness. Morgan Blanton, Cleveland County Schools, Shelby, NC, [email protected] Brooke Hardin, Cleveland County Schools, Shelby, NC, [email protected] Jason Lineberger, Cleveland County Schools, Shelby, NC, [email protected] Melissa Wilson, Cleveland County Schools, Shelby, NC, [email protected] Area of Focus: Innovating for Learning

“‘Elevate your practice’ is a great way to describe what I felt after leaving the conference. “ Shirley Kensey School District of Lancaster Lancaster, PA

I15

CULTURALLY RESPONSIVE SERVICE DELIVERY FOR CHALLENGED AND CHALLENGING STUDENTS Learn appropriate strategies for becoming a culturally competent educator who ensures that all students have equal access to educational opportunities. See how to establish a framework for working with diverse populations that celebrates, rather than denigrates, cultural and socioeconomic differences. Have a clearer sense of why certain student subgroups are disproportionately overrepresented in special education and disciplinary systems, but underrepresented in advanced classes. Take away concrete strategies for institutional change that can address these inequities.

DECEMBER 10 8 am – 10 am


I16

BEYOND ABCs: IDENTIFYING AT RISK STUDENTS BEFORE PROBLEMS ARISE By the time students show signs of struggle as measured by attendance, behavior, and coursework, they are often difficult to re-engage. See how resiliency data can be merged with ABC data to obtain a more comprehensive view of students. Understand how educators can use students’ resiliency profiles earlier and more effectively to address underlying and unseen issues that often lead to academic difficulty.


115

WEDNESDAY

Mary Bacon, Hillsborough, CA, [email protected]

Melissa Schlinger, ScholarCentric, Denver, CO, [email protected] Jan Vesely, Sunnyside Unified School District, Tucson, AZ, [email protected]


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I19

I21

Explore a simple leadership model, built around empowerment and vision, that can guide school leaders, staff, and students toward a school culture of engaging instruction and high student achievement. See how to develop a simple mental model for enhancing instructional leadership to increase student achievement and guide improved instruction.

Discover how your herd can become a collaborative, productive, results-oriented team that will enhance student achievement. Learn how one urban elementary school implemented professional learning communities to create a common vision and change the school culture. Walk away with protocols and the inspiration needed to start implementing professional learning communities immediately.

Richard Jones, Learning Forward New York, Loudonville, NY, [email protected] Kathleen Weigel, Palm Beach County Schools, Lantana, FL, [email protected]

Shirley Kensey, School District of Lancaster, Lancaster, PA, [email protected] Tami Garber, School District of Lancaster, Lancaster, PA, [email protected] Lori Bergey, School District of Lancaster, Lancaster, PA, [email protected] Jacalyn Good-Mullin, School District of Lancaster, Lancaster, PA, [email protected]

Discover an approach to social-emotional curriculum that does not come in a box. Learn brain-compatible principles and practices that guide teachers and schools in responding creatively to the unique personal situations that students bring with them each day. View compelling video and review dramatic data from schools across the country that have made the shift from anti-bullying programs to proactive structuring for relationship-based problem solving.

A SIMPLE MENTAL MODEL FOR COMPLEX INSTRUCTIONAL LEADERSHIP


I18

INQUIRING MINDS: DISCIPLINARY LITERACY IN MATH AND SCIENCE Understanding the ways of knowing mathematics and science is multifaceted; it demands a special literacy requiring more of learners than the basics of reading, writing, and communicating. Gain insight into instructional coaching and professional learning communities as a context for promoting effective learning and teaching practices; connecting professionals for the purpose of learning from practice; and sustaining focus on school leadership in teaching among instructional leaders, elementary, and middle grade teachers, and their students. Nan Dempsey, S2TEM Centers SC, Spartanburg, SC, [email protected] Darren Prevost, S2TEM Centers SC, Spartanburg, SC, [email protected] Terrie Dew, S2TEM Centers SC, Spartanburg, SC, [email protected] Area of Focus: Raising the Bar

FINDING YOUR HERD: A GUIDE TO STARTING PROFESSIONAL LEARNING COMMUNITIES


I20

A JAZZ IMPROVISER’S GUIDE TO LEADERSHIP Learn how to create a leadership culture that embodies presence, agility, and innovation within a growth mindset. Apply lessons from live jazz music in this session to school leadership issues. Understand and harness your energy and the energy of others to create a culture where confidence is built, fear is reduced, and healthy risks are taken. Cultivate a spirit of generosity within your school as improvising becomes the norm. Elizabeth Frascoia, elizabeth!jazz, Brooklyn, NY, [email protected] Patrick Donohue, Glenbard Township District 87, Glen Ellyn, IL, [email protected] Area of Focus: Cultivating Leaders 116

SCHOOL FAMILY: ADDRESSING SOCIAL FOUNDATIONS OF ACADEMIC SUCCESS

Karen Hickman, Loving Guidance, Columbia, MO, [email protected] Area of Focus: Creating Connections

I22

SUPPORTING BEGINNING TEACHERS Learn the stages of teacher development and the specifics of meaningful mentoring based on research identifying the elements of effective teaching. Receive guidance in how to select effective mentors and how to design a mentor curriculum. Understand how to provide emotional, physical, and institutional support to beginning teachers. Offer guidance with goal setting, focused practice, focused feedback, observations, and discussions about teaching to improve novice teachers’ instructional practices. Tina Boogren, Marzano Research Laboratory, Centenniel, CO, [email protected] Area of Focus: Innovating for Learning


I23

BUILDING ORAL LANGUAGE AND VOCABULARY IN EARLY CHILDHOOD Being facile with language is critical to developing competencies in literacy. Explore practices that empower teachers, parents, and caregivers with instructional strategies to help develop language and vocabulary in early childhood. Share resources that can be used with students and that will contribute to the knowledge base of participants. Review the results that show gains made by at-risk, preschool students who received explicit language instruction. Dianne Kinkead, Loudoun County Public Schools, Ashburn, VA, [email protected] Shannon Gilmore, Loudoun County Public Schools, Leesburg, VA, [email protected]

I25

ACTIVE ENGAGEMENT: NO MORE KNOTS ON A LOG Adult learners, just like students, have grown weary of sit-and-get meetings and professional development sessions. Transform your group meetings or professional learning sessions from passive to active. Learn about strategies that get participants moving, collaborating, and reflecting. Understand the needs of adult learners, and how to use technology to engage learners in meetings and professional learning. Jaime Greene, Hamblen County School District, Morristown, TN, [email protected] Stephanie Dallman, Hamblen County School District, Morristown, TN, [email protected] Area of Focus: Cultivating Leaders


I26

I24

Learn how to develop and grow your professional learning network (PLN) to support Learning Forward’s vision of every educator engages in effective professional learning every day so every student achieves. See how to use current technology and social media tools to discover the #powerinPLNs. Articulate what a PLN is and how it supports lifelong learning. Bring a web-enabled device to embrace technology and innovate for learning.

TRUST BY DESIGN Issues of trust tend to rise to the surface in times of high pressure, stress, and change. Explore practical ways to measure trust and ways to rebuild and grow trust. Engage in trust-building activities that can be recreated at your own school or district. Vanessa Stuart, Lewisville Independent School District, Lewisville, TX, [email protected] Area of Focus: Cultivating Leaders

#POWERINPLNS

Melissa Heller, Wylie Independent School District, Wylie, TX, [email protected] Lee Hattaway, Wylie Independent School District, Wylie, TX, [email protected] Area of Focus: Embracing Technology

I27

TACKLING ADAPTIVE CHALLENGES BY DEVELOPING PROFESSIONAL CAPITAL Learn how a group of schools created, implemented, and continue to refine an effective model for meeting the adaptive challenges of education with measurable positive outcomes. Examine the research-based tools and structures used by teachers and coaches to shift classroom practices from isolated experts to collective appreciative inquiry. Develop a process to build professional capital and make an impact on your school or district. Roberta Reed, Cherry Creek School District, Aurora, CO, [email protected] Nicole Burrell, Cherry Creek School District, Aurora, CO, [email protected] Kelly Park, Cherry Creek School District, Aurora, CO, [email protected] Area of Focus: Cultivating Leaders

I28

USING FEEDBACK TO FOSTER A GROWTH MINDSET Learn how a growth mindset can replace a fixed mindset for succeeding in today’s educational context. Compare each mindset and discover how evaluation can be focused on growth rather than punitive measures. Create a basis for feedback and the ramifications. Apply a growth mindset to current reality as you plan for the future support and development of staff in your district. Melissa McConnell, Shelby County Schools, Memphis, TN, [email protected] Rachel Lebo, Shelby County Schools, Memphis, TN, [email protected] Area of Focus: Innovating for Learning

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I31

I33

See how a small, rural Title I school was able to successfully guide, direct, monitor, and adjust research-based strategies to incorporate both Common Core State Standards performance and state content standards into daily effective instruction. Develop leadership skills to build your faculty’s capacity to plan, implement, and align a coherent, cohesive standards-based instructional process driven by leadership and professional development. Explore how to use a gradual release model to help shift the responsibility for monitoring concept understanding from the teacher to the student.

See how a suburban school district built a robust, teacher-led professional learning program that is sustainable, transformative, and effective. Learn how to empower teachers to take a leadership role in developing and implementing professional learning in their schools and districts. Explore a professional learning model, how it can be implemented, and how students are positively affected.

Enacting the Common Core State Standards for Mathematical Practice is an important, yet challenging, undertaking for teachers. Unpack the meaning of Common Core math practice and understand how the practices can be implemented with fidelity and rigor. Explore how urban middle school teachers enhanced their understanding of these practices and are seeing shifts that encourage risk taking and problem solving. Discover resources to support planning and teaching.

Jessica Ghoston, Madison County School District, Canton, MS, [email protected] Carla Dearman, Mississippi National Institute for School Leadership, University, MS, [email protected] Area of Focus: Cultivating Leaders

I32

COMMON CORE LITERACY LEADERSHIP: FOCUSING ON STRATEGIES

I30

COLLECTING AND ANALYZING DATA FOR COLLABORATIVE INQUIRY Learn how to engage in self-study through the analysis of schoolwide evaluation data collected in urban and suburban PreK-12 schools. Evaluate strategies for analyzing data and learn new methods that can transform and improve practice. Review and evaluate data collection protocols for classroom observation, curriculum evaluation, professional development, and assessments.


LEADING AND LEARNING TOGETHER: A COMMUNITY OF PRACTICE

Mathew Swerdloff, Hendrick Hudson School District, Montrose, NY, [email protected] Area of Focus: Cultivating Leaders

LITERACY THROUGH THE ARTS Experience the journey that classroom teachers traveled as they increased student engagement and improved students’ critical thinking skills. Discover how to apply critical literacy to popular culture texts. Link curriculum with students’ real life experiences and create an educational environment where students can excel. Understand how an after-school program served as a professional learning activity for teachers. Crystal LaVoulle, Read Write Rhyme Educational Services, Atlanta, GA, [email protected] Area of Focus: Creating Connections

Salika Lawrence, William Paterson University, Wayne, NJ, [email protected] Margareth Lafontant, Developmental Systems, Rosedale, NY, [email protected] Area of Focus: Creating Connections 118

CREATING LOGICAL, CRITICAL MATH THINKERS THROUGH COMMON CORE

Lanette Waddell, Vanderbilt University, Nashville, TN, [email protected] Kelly Aldridge, Metro Nashville Public Schools, Nashville, TN, [email protected] Area of Focus: Raising the Bar

I34

MANAGING TEACHER EVALUATIONS EFFICIENTLY TO MAKE INFORMED DECISIONS Learn how to efficiently organize the paperwork, scheduling, and procedures involved in the teacher evaluation process. Explore tools to help manage the evaluation process and make data-informed decisions about teacher improvement strategies. Analyze prepared data from real teacher evaluations to determine teacher professional development needs. Sue Dutton, University of Delaware, Georgetown, DE, [email protected] John Demby, Sussex Technical School District, Georgetown, DE, [email protected] Deb Denson, University of Delaware, Georgetown, DE, [email protected] John Kreitzer, University of Delaware, Georgetown, DE, [email protected] Area of Focus: Cultivating Leaders


I35

THE TEACHER INNOVATION PROJECT: EXPLORING THE EFFECTS OF PEER-COACHING Explore peer coaching as a structure for growing teacher knowledge and expertise. Review findings from a research-based peer-coaching program that examined the knowledge and beliefs of experienced upper-elementary math teachers in a small urban district. Understand the teacher thought process, and acquire the knowledge, skills, and tools to support a peer-coaching program in your school-setting. Andrea VonBiberstein, Marietta City Schools, Atlanta, GA, [email protected] Lindsay Bryan, Marietta City Schools, Marietta, GA, [email protected] Hema Ramanathan, University of West Georgia, Carrollton, GA, [email protected] Area of Focus: Creating Connections

I36

CHANGING TEACHING AND LEARNING THROUGH FORMATIVE ASSESSMENT Learn how a professional learning community allowed participants to grow in a collaborative environment that included a platform for application of and critical feedback pertaining to formative and summative assessment, differentiated instruction, evaluation of student learning, and teacher evaluation. Understand applications of the formative

assessment process based on the work of Dylan Wiliam and James Popham. See how this professional learning community increased teacher content knowledge and pedagogical skills, and improved teacher practice. Dianne McDonald, Joliet Township High School, Joliet, IL, [email protected] Terri Schrishuhn, Joliet Township High School, Joliet, IL, [email protected] Area of Focus: Innovating for Learning

I37

PRINCIPAL ACADEMIES: DEVELOPING LEAD LEARNERS Learn how to support elementary principals in filling the role of lead learners in their schools. Understand how to use assessments and structure adult learning experiences to provide principals with appropriate content and pedagogical knowledge; examine methods such as evidence-based classroom practice, observation protocols, and research supporting educational decisions. Articulate steps principals can take to collaborate with teacher leaders in designing and implementing job-embedded professional learning for teachers. David Smith, Utah State Board of Education, Salt Lake City, UT, [email protected] Tiffany Hall, Utah State Office of Education, Salt Lake City, UT, [email protected]. gov Area of Focus: Cultivating Leaders

I38

POWERFUL BEGINNINGS: CREATING A CULTURE WHERE NEW TEACHERS THRIVE Find out how to increase educator effectiveness through collaborative university/district partnerships bridging preservice into early career teaching. Understand how to use a variety of evidence-based research, student growth and achievement data, and educator evaluation. Receive a framework for designing university/district partnerships focused on systematic and continuous improvement through alignment of formative and summative evaluation structures to achieve long-term change. Rachael Harms, Salem-Keizer Public Schools, Salem, OR, [email protected] Karen Spiegel, Salem-Keizer Public Schools, Salem, OR, [email protected] Mary Cadez, Chalkboard Project, Portland, OR, [email protected] Jodi Crowe, Salem Keizer Public Schools, Salem, OR, [email protected] Kelsey Dake, Salem Keizer Public Schools, Salem, OR, [email protected] Area of Focus: Creating Connections

“I came discouraged and overwhelmed. I left inspired and re-energized to return to my school. Now that I am home, I continue to find specific ways to apply and share the content learned. Thank you, Learning Forward.Very well organized! Great job! “ Staci Sohn 2013 Annual Conference Attendee

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CONNECTING COMMON CORE WITH TEACHER AND LEADER EFFECTIVENESS Identify what matters most in instruction for mastery of the Common Core State Standards. Explore core practices and understand why they are essential to success on the Common Core assessments. Consider how core practices can be incorporated in instructional leadership and where they align with state or district performance expectations for teachers and leaders. Michelle Armstrong, Insight Education Group, Encino, CA, [email protected] Sonja Alexander, Insight Education Group, Ellenwood, GA, [email protected]

I41

REDESIGNING AN INSTRUCTIONAL SYSTEM TO PROMOTE HIGHER EXPECTATIONS Hear how a statewide school system tackled the revision of their academic content standards and curricula to address the principles of college and career readiness. Learn how, in less than one year, a state education agency effectively used a stakeholder-driven model to revise their standards and curriculum in four content areas. Explore resources and tools used to review, revise, and align a set of academic content standards and curricular documents. Acquire strategies for engaging educators and engendering support for systemic change.


Elizabeth Greninger, edCount, Washington, DC, [email protected] Erin Buchanan, edCount, Washington, DC, [email protected]

I40


FACULTY MEETINGS: MOVING FROM DISSEMINATION TO ENGAGEMENT Learn how a secondary school principal transformed faculty meetings into an engaging forum where teachers are able to connect, share, and grow as educational professionals. Discover strategies and techniques that increase leadership capacity and assist in creating a positive school climate. Create an outline, based on research about adult learning and active engagement, to inject engagement into your next faculty meeting. Jessica Lyons, Tonawanda City Schools, Tonawanda, NY, [email protected] Rachel Wagner, Tonawanda City Schools, Tonawanda, NY, [email protected] Mary Beth Scullion, Tonawanda City Schools, Tonawanda, NY, [email protected]

I42

TEACHING DIFFERENTLY THAN WE LEARNED Explore how a partnership between a school’s instructional team and teachers created a cultural shift focused on a commitment to teaching differently. Hear how they developed an integrated approach to the Common Core State Standards. Discover how focusing strategically on data, developing an intentional professional learning plan, and deepening the conceptual focus on mathematics and close reading of text led to increased teacher effectiveness and student achievement. Develop an outline to implement next steps of continuous improvement in your particular setting.


Madeline Haller, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Karly Ward, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Shari Myers, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Catherine Yaceczko, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Meredith Weipert, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Kim Parker, Clarksville-Montgomery County School System, Clarksville, TN, [email protected] Area of Focus: Creating Connections

I43

CREATING COLLABORATIVE TIME Learn how the impact of teacher leadership on a school’s collaborative culture can empower faculty to further enhance student achievement. Design program alternatives that support collaboration and professional learning. Apply tools and techniques to implement, enhance, and transform professional learning for use in any environment. Amy Underwood, Woodward Academy, College Park, GA, [email protected] Danise Fields, Woodward Academy, College Park, GA, [email protected] Kirsten Vangrofsky, Woodward Academy, College Park, GA, [email protected] Area of Focus: Creating Connections


I44

COACHING TEACHERS TO BECOME REFLECTIVE PRACTITIONERS USING DATA See how to use student work to inform instructional decisions. Identify strategies for coaching teachers to become reflective in analyzing student data and reflecting on most effective teaching practices. Experience a process to develop mastery criteria to determine next steps for instruction of specific Common Core State Standards. Develop and implement an instructional plan to teach the Common Core. Margo Dalimonte, Knox County Schools, Knoxville, TN, [email protected] Rebecca Curtis, Knox County Schools, Knoxville, TN, [email protected] Area of Focus: Raising the Bar

I46

SERIOUS FUN: PRACTICAL STRATEGIES THAT MOTIVATE AND ENGAGE Explore what the research says about infusing humor, play, and fun into any learning environment. Participate in activities and strategies that can be implemented immediately in almost any setting to improve student motivation, foster collaboration, and boost achievement. Walk away with entertaining, exciting and productive ways to develop and strengthen relationships. Kim Loucks, Teaching and Learning Connected, Sunset Beach, NC, [email protected] Carolyn Hirst-Loucks, Teaching and Learning Connected, Sunset Beach, NC, [email protected] Area of Focus: Creating Connections

I45

ON THE ROAD TO CHANGE: TRANSFORMING PROFESSIONAL LEARNING Understand the change process by utilizing the Standards of Professional Learning to support implementation and systemic change. Gain strategies, learning designs, and examples from real schools that improved educator effectiveness and student results. Collect resources and tools that help manage changes such as Common Core State Standards and other initiatives. Dayna Richardson, Hutchinson, KS, [email protected] Vicki Bechard, Teaching and Learning Consulting Network, McLouth, KS, [email protected] Lana Evans, USD 480 Liberal School District, Liberal, KS, [email protected]

I47

LEADERSHIP, LEARNING, AND LITERACY: A TRANSFORMATIONAL COACHING MODEL Discover how targeted professional development using a transformational coaching model changed beliefs and instructional practices in a high-poverty, rural school district with a large Hispanic student population. Improve instructional leadership capacity by examining current thinking with the opportunity for collaboration, reflection, and integration of new learning in classrooms. See how to provide continual support to the school community by conferring, demonstrating, celebrating, and supplying an ample supply of resources. Kimberly Welsh, Stephen F. Austin State University, Nacogdoches, TX, [email protected] Kristi Shofner, Nacogdoches Independent School District, Nacogdoches, TX, [email protected] Gloria Gresham, Stephen F. Austin State University, Nacogdoches, TX, [email protected] Area of Focus: Innovating for Learning

I48

GIFT OF COACHING “Extremely welcoming, friendly, and helpful hosts/hostesses for all sessions, registration, lunch time. etc.” Lynn Birdsong 2013 Annual Conference Attendee

A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Coaching for Results Global are providing the gift of one-on-one coaching. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions considered for a tough situation. Karen Anderson, Coaching For Results Global, Mesquite, TX, [email protected]



I



STELLAR REPUTATION. DYNAMIC PROGRAMS. Earn Continuing Education Units for the conference Saint Mary’s College of California is pleased to offer you the opportunity to earn Continuing Education Units(CEUs) for attending the Learning Forward 2014 Annual Conference. The Continuing Education Unit is a nationally recognized unit designed to provide a record of an individual’s continuing education and/or professional growth accomplishments. Ten hours of instruction equals one CEU. The cost for up to one CEU is $50.00.

Kalmanovitz School of Education offers you an unparalleled learning experience with supportive guidance, focusing on your individual needs. EARN YOUR: • Teaching credential in Elementary, Secondary and/or Special Education

TO REGISTER: • Pick up a CEU regristration packet at conference registration or download the packet from the mobile app or online at learningforwardconference.org/annual14.

• Master of Arts in School Counseling, School Psychology, Early Childhood Education • Fill out the registration form and log sheet.

• Montessori Education or Teaching Leadership • Tier I administrative credential or Master of Arts or a doctorate in Educational Leadership

FOR DATES OF UPCOMING INFORMATION SESSIONS

stmarys-ca.edu/soe-events

For more information, please contact Patrice Young at [email protected]. 122

• Send a check for $50 per unit to Saint Mary’s College • Within two weeks after receipt of your forms and payment, receive a certificate verifying the units you have earned.

rigor

student engagement

Learning Forward Annual Conference

Booth 101

diverse learners

common language and concept system

Stop by the Just ASK booth to chat with us about how we can support your professional learning initiatives

instructional

Just ASK Publications & Professional Development | www.justaskpublications.com | 800-940-5434

Nurturing and Growing 21st Century Minds “Thinking Maps provide a clear, consistent visual language for our students.” Tracee Grigsby Director of Professional Learning Alief ISD, Houston, TX www.thinkingmaps.com Follow us on Twitter! @ThinkingMaps Like us on Facebook!

401 Cascade Pointe Lane Cary, NC 27513 800.243.9169 123

The Learning Forward Foundation

Step-Up Pedometer Challenge December 7 - 9 • Gaylord Opryland

Becoming a Learning System Pack your walking shoes and join the Learning Forward Foundation on a NEW walking challenge - the Step-Up Pedometer Challenge. The Annual Conference at the Gaylord Opryland provides the perfect opportunity to step-up for a cause. Can you log 5,000 steps a day?

By Stephanie Hirsh, Kay Psencik, and Frederick Brown Every student should have the opportunity to attend a great school filled with great teachers. This book explores the idea that, for this to happen, school districts must become learning systems. In a learning system, every educator in the district focuses intently on learning – at whatever level they serve. Those educators share responsibility for student and adult learning, dedicate themselves to continuous improvement, use data to drive decisions, and monitor and adjust their practices based on feedback. This book is based on Learning Forward’s definition of professional learning and Standards for ProfesChapter 3 sional Learning, which together offer district leaders a framework Components of a to guide daily decisions that comprehensive promote continuous improveTool 3.5 learning system Three purposes of ment. The book outlines the Professional Learning knowledge, skills, attitudes, dispositions, and behaviors district Where are We noW? leaders need to lead, facilitate, and coach school leaders and leadership teams to embed the definition and standards into schools’ daily routines. The tools and strategies that accompany the definition and standards can guide district staff in: • Understanding who is responsible for what; • Developing an instructional framework; • Establishing principal learning communities; • Monitoring implementation of new initiatives; • Determining the meaning and implications of data; • Coaching principals to higher levels of performance; • Providing feedback to colleagues and principals, and much more. This book builds on the ideas explored in Becoming a Learning School. As with that volume, the chapters in this comprehensive tool kit are supplemented by dozens of additional tools.

Wear your pedometer every day of the conference, from your first step to your last. Walk as an individual, as part of a team, or on behalf of your district, school, or organization. For your $20 donation you’ll walk away with a pedometer, a place in the Challenge, and recogintion as a funder of Foundation scholarships and grants. Visit the Foundation’s table near registration for more scholarship and grant information and to register for the pedometer challenge.

Becoming a Learning SyStem

PurPoSe

To has c larify the and three majorfor purposes of professional learning in order to develop shared our school district a vision mission professional learning. understanding.

Strongly agree

agree

no opinion

DiSagree

Strongly DiSagree

Time

our school district has adopted a formal definition and the Standards for Professional Learning. CheCK oTher ChaPTerS

1 hour.

Strongly agree

agree

no opinion

DiSagree

Strongly DiSagree

mATeriAlS

our school district is developing a plan that addresses all the components of the comprehensive learning system,

A copy of the 3 Purposes graphic for each group member; chart paper; markers; sticky notes.

STePS Strongly agree 1.

agree

no opinion

DiSagree

Strongly DiSagree

As a group, articulate district goals for each of the three purposes of professional learning using the

We have clearly defined central office roles and responsibilities as they relate to professional learning.

Strongly agree 2.

graphic sheet in this tool. agree no opinion DiSagree Strongly DiSagree On a scale of 1 to 4 (1=lowest, 4=highest), rate the district’s progress toward accomplishing each

articulated professional development goal. improve professional learning. our school district has systems in place to monitor and continuously Strongly agree 3.

PREVIEW

as well as the fundamental purposes of professional learning.

agree opinion DiSagree learningStrongly DiSagree Discuss how invested the no district currently is in professional within the three purposes.

We regularly and systematically evaluate professional learning’s effect on educator practice and student results.

Use the district’s budget to estimate the percentage of total resources invested in professional agree allocated tono opinion DiSagree Strongly DiSagree development each goal.

5. Work with the team to reflect on the implications for the district. www.learningforward.org 27 a. Are your professional development goals clear and understood by all in your district? b. Is there coherence among the goals?

c. Which goals seem to receive less attention than the others? d. Which investments are strong? Which are weak?

e. How are investments balanced to support individual, school and program goals?

6.

PREVIEW

4. Strongly agree

Establish at least one new theory of action for the district.

www.learningforward.org

124

B576, $64.00 members, $80.00 nonmembers Order online at www.learningforward.org/bookstore or call 800-727-7288

125

Affilates Contacts

Who are the Affilates? Learning Forward affiliates provide educators with the opportunity to advance the vision and purpose of Learning Forward at the local, state, and provincial levels. Affiliate contacts want to hear from individuals interested in getting involved with their work. Contact Frederick Brown at [email protected] if you’re interested in facilitating a new affiliate within a state currently not served by a state chapter. Learning Forward Alabama Terri Boman [email protected] www.learningforwardalabama.com

Learning Forward Illinois Svetlana Sutic [email protected] www.learningforwardillinois.org

Learning Forward Mississippi Sara Maghan [email protected] www.learningforwardmississippi.org

Learning Forward Ontario Amy Lin [email protected] www.learningforwardontario.ca

Alaska Staff Development Council Jennifer Harty [email protected]

Learning Forward Indiana Janice Hopkins-Malchow [email protected] http://learningforwardindiana.org

Learning Forward Missouri Jody Wood [email protected] www.learningforward-mo-msdc.org

Learning Forward Oregon Jenice Pizzuto [email protected] www.learningforwardoregon.org

Learning Forward Iowa Marietta Rives [email protected] http://learningforwardiowa.wordpress.com

Learning Forward Montana Chris Olszewski [email protected]

Learning Forward Pennsylvania Claudia Shulman [email protected] www.learningforwardpa.org

Learning Forward Arizona Andrew Szczepaniak [email protected] http://learningforwardaz.com/ Learning Forward Arkansas Marion Woods [email protected] Learning Forward British Columbia Sue Elliott [email protected] http://learningforwardbc.ca California Staff Development Council Scott Laurence [email protected] Learning Forward Colorado Mike Campbell [email protected] www.learningforwardcolorado.org Florida Association for Staff Development Brenda Crouch [email protected] www.fasdonline.org Learning Forward Georgia Kathy O’Neill [email protected] http://learningforwardgeorgia.com Learning Forward Hawaii Marlyn Hutton [email protected]

Learning Forward Kansas Sandee Crowther [email protected] www.learningforwardkansas.org

Learning Forward Nebraska Chad Dumas [email protected]

Prairie Provinces (AB, SK, Canada) Manny Ferreirinha [email protected]

Learning Forward Kentucky Jana Beth Slibeck-Francis [email protected]

Learning Forward New England (CT, MA, ME, RI, VT) Carol Marcotte [email protected] www.learningforwardnewengland.org

Learning Forward Louisiana Holly Howat [email protected] www.learningforwardla.org

Learning Forward New Hampshire Kathleen McIntyre [email protected] www.learningforwardnh.org

Learning Forward Tennessee Gaye Hawks [email protected] www.learningforwardtennessee.org

Learning Forward Manitoba Deb Radi [email protected]

Learning Forward New Jersey Vicki Duff [email protected] www.njstaffdevelopment.org

Learning Forward Texas Bergeron Harris [email protected] www.learningforwardtexas.org

Learning Forward New Mexico Joyce Kaser [email protected]

Learning Forward Utah Todd Billings [email protected]

Learning Forward Michigan Amy Colton [email protected] www.learningforwardmichigan.org

Learning Forward New York Christine Lowden [email protected] www.learningforwardnewyork.org

Learning Forward Virginia Sue Sarber [email protected] www.learningforwardvirginia.org

Learning Forward Minnesota Chad Schmidt [email protected] http://learningforwardminnesota.org

Learning Forward North Dakota Tabitha Lang [email protected]

Learning Forward Washington Ellen Hopkins [email protected] www.learningforwardwashington.org

Learning Forward Maryland Antoinette Kellaher [email protected] http://learningforwardmaryland.org

126

Learning Forward Ohio Sherri Houghton [email protected] www.learningforwardohio.org

Learning Forward South Carolina Jason Fulmer [email protected] www.sclearningforward.org

Every educator engages in effective professional learning every day so every student achieves.

About

Learning Forward is the only association focused solely on the most critical lever in

Learning Forward

improving schools: building the knowledge and skills of educators. The Learning Forward

2014 Learning Forward Staff

community of educational leaders is

Executive Office

committed to professional learning that is

17330 Preston Rd., Suite 106-D • Dallas, TX 75252 • 972-421-0900 • Fax: 972-421-0899 Stephanie Hirsh Executive Director [email protected] Anthony Armstrong Associate Director of Publications [email protected] Ashley Barros Administrative Assistant [email protected] Frederick Brown Director of Strategy and Development [email protected] Kristin Buehrig Programs Specialist [email protected] Felicia Davis Marketing Specialist [email protected] Carol François Director of Learning [email protected]

Carrie Freundlich Assistant Director of Conferences and Meetings [email protected]

sustained, job-embedded, practical, and tied

Sarah Lesko Digital Media Manager [email protected]

teacher leaders the connections, tools,

Tom Manning Associate Director of E-Learning [email protected]

need to promote meaningful and purpose-

Joel Reynolds Executive Assistant to Stephanie Hirsh, Secretary to the Board of Trustees [email protected]

the school day. You can depend on Learning

directly to student achievement. Learning Forward offers district staff, principals, and learning opportunities, and resources they ful professional learning and embed it in Forward for solutions, cutting-edge strategies, success stories, and more. Field-tested

Suzanne Siegel Learning Programs Manager [email protected]

standards, resources, and tools are available to support your work. Interact with and

Robert Tess Director of Marketing [email protected]

learn from your peers through publications, at internationally recognized conferences, at institutes and academies, and through online communities created to support you

Business Office 504 South Locust St. • Oxford, OH 45056 • 513-523-6029 • Fax: 513-523-0638

in your work.

Leslie Miller Director of Business Services [email protected]

Niki Gamble Affiliate and Products Manager [email protected]

Communications

Teresa Browning Shipping Manager [email protected]

Renee Taylor-Johnson Assistant Director of Business Services [email protected]

Christy Colclasure Member Services Manager [email protected]

Stephanie Wagers Member Database Manager [email protected]

674 Overbrook Dr. • Columbus, OH 43214 614-263-0143 • Fax: 614-453-8776 Tracy Crow Director of Communications [email protected]

Consultants Sue Francis / Custom-Designed Services Coordinator [email protected]

Center for Results 1319 Bayliss Drive • Alexandria, VA 22302 • 202-630-1489 • Fax: 972-421-0899 M. René Islas Director [email protected]

Shirley M. Hord / Scholar Laureate [email protected]

Michelle Haworth Executive Assistant to René Islas [email protected]

Joellen Killion / Senior Advisor [email protected] Hayes Mizell / Distinguished Senior Fellow [email protected] 127


Nashville Attractions

Cheekwood Botanical Gardens & Museum of Art

Ryman Auditorium

Ryman Auditorium legendary country music concert hall. Grand Ole Opry home of the world’s longest running live radio program. Cheekwood Botanical Gardens & Museum of Art

the once-private estate of the Cheek family, of Maxwell House Coffee fortune, includes the Botanical Garden, the Museum of Art, and landscaped lawns and forested hills.

Historic Franklin a 15-block area in downtown dating from 1799 with charmingly restored 19th-century homes and shops.

Historic Franklin

Wildhorse Saloon a Nashville dining and entertainment destination, set in a three-level warehouse in downtown serving a traditional Southern buffet. Jack Daniel’s Distillery the oldest registered distillery in the U.S. where the famous “sippin’ whiskey” is made.

Belle Meade Plantation

Parthenon Nashville’s full-scale replica of the Athenian monument, which also houses an art museum. Belle Meade Plantation an antebellum plantation mansion constructed in the Federal style. Jack Daniel’s Distillery Parthenon

128

Hotel

Information Gaylord Opryland Resort & Convention Center Nashville’s premier hotel, the Gaylord Opryland Resort & Convention Center, offers guests all the excitement and energy of Music City under one spectacular roof. Beneath the climate-controlled signature glass atriums and nestled in a bend of the meandering Cumberland River is an extraordinary selection of dining, shopping and recreation options that create the perfect setting for a complete getaway. Enjoy the 9 amazing acres of indoor gardens, cascading waterfalls and indoor river with a Delta flatboat. Within this lush landscape, you will discover remodeled guest rooms and suites, a completely redesigned Cascades lobby featuring a VIP check-in area, and a 20,000 square foot spa and fitness center. Discover Gaylord Opryland and make memories.

For special conference hotel rates register through www.learningforward.org/learning-opportunities/annual-conference.

Transportation Guide Ground Transportation

The Gaylord Opryland is 8.3 miles from the airport.

Airport Shuttle

The Gaylord Opryland roundtrip shuttle service from the Nashville International Airport to the hotel departs daily between 5 am to 11 pm, every 30 minutes. Look for the Gaylord Opryland welcome desk on the lower level of the airport. Required reservations can be made by calling 615-883-2211. The cost is $40 per person for roundtrip fare and $30 per person for one-way fare.

$185

$205

$225

USD + tax per night for single or double occupancy.

USD + tax per night for triple occupancy.

USD + tax per night for quadruple occupancy.

Guest rooms include complimentary wired and wireless Internet access, online access to the Wall Street Journal, bottled water refreshed daily, and access to the fitness center. A penalty of one night’s room and tax will be charged for any cancellation made after Oct. 24, 2014. The conference rate is available through Nov. 14, 2014 and is subject to availability. Gaylord Opryland Resort & Convention Center • 2800 Opryland Drive • Nashville, Tenn. 37214 • 877-491-7397

Enjoy the magic of Gaylord Opryland’s “A Country Christmas”.

Taxi

Taxi fare is about $25 one way.

Parking

Onsite parking is $20 per day for self-parking and $28 per day for valet. 129

Attendee Learning Plan

The Learning Forward Annual Conference is a crucial resource in your work. Complete this form to help guide your time at the conference. Take time to fill out this action plan: Record at least one strategy you will implement and at least one outcome you will document. Attendees are encouraged to post their plans in the 2014 Annual Conference community on the Learning Exchange for feedback and to share commitments to action. DATE: ___________________________ NAME: ______________________________________________________________________________________________________ ORGANIZATION: _____________________________________________________________________________________________ ATTENDEE TYPE:

External Technical Asstance Provider

Central Office

Teacher Leader

Princpal / Assistant Principal

Teacher

Other_____________________________________________

Specific Action: I will implement this learning outcome:

Date: I will have completed implementation by (must be within 6 months of the Annual Conference)

Expected Benefits: Which campus/district or board/organization goal will your learning outcome support?

Additional Learning Resources: List learning resources you’ll access post-conference to extend learning in support of your goal (e.g. webinars, books, articles, etc.)

DECEMBER 6–10, 2014 • GAYLORD OPRYLAND RESORT & CONVENTION CENTER • NASHVILLE

130


Registration Policies and Procedures How to Register

Session Selection

Fill out the next two pages. Registration forms may also be downloaded from the Learning Forward website (www.learningforward.org) or you can register online with Visa, MasterCard, or Discover. Registrations will be accepted online, via mail, fax, or scanned (see form for address and fax number). If you register online, by fax or by scanning, do not mail a copy of your form. This can cause duplicate charges. All registrations require payment before they are processed. If you use a purchase order for payment, it must accompany the registration form and Learning Forward will issue an invoice on the P.O. which must be paid before the conference.

You must select sessions before your conference registration can be processed. Pages 132 and 133 must be submitted to complete your registration. In order to get the best selection of preconference and concurrent sessions, please register early. Because the number of participants for each session is limited, it is important that you indicate your 1st, 2nd, and 3rd choices for each time period. Full and cancelled sessions will be listed on our website. If you register after October 15, be sure to go to http://learningforward.org/ learning-opportunities/annual-conference to see what is full.

Meals, Receptions, and Exhibits

Choose the Lecture Track and you will receive tickets for all Thought Leader Lectures, panels, and Q&As.

Lecture Track

Fees for Saturday and Sunday include coffee breaks, lunches, and materials. Fees for the 3-day conference include breakfast and lunch on Monday and Tuesday, the member reception, exhibit hall reception, and affiliate receptions, brunch on Wednesday, and materials. The Wednesday 1-day fee includes brunch and materials.

Cancellation Policy Cancellations must be sent in writing to the Learning Forward Business Office by Nov. 9, 2014 to receive a full refund. A 50% refund will be given to written requests received by Nov. 19, 2014. A processing fee of $50 will be deducted from all refunds. No refunds will be issued for cancellations received after Nov. 19, 2014. Learning Forward reserves the right to process refunds after the conference concludes.

Deadlines and Discounts If your registration is postmarked on or before October 15, 2014 you may take a $50.00 discount from a 3-day or 5-day registration. Learning Forward members receive a $69 discount on their conference registration. Non-members receive a complimentary digital membership. Please call 800-727-7288 to see if you qualify for the group discount.

Questions on how to register? Call 800-727-7288 • Monday-Friday • 9 am - 5 pm Eastern to immediately talk to a helpful Learning Forward staff member.

Confirmation You will receive registration confirmation via email, so please make sure we have your current email address. Please call the Learning Forward Business Office at 800-727-7288 if you have not received confirmation within two weeks of registering. Please bring your registration confirmation to the Learning Forward conference registration area to receive a nametag, session tickets, and conference materials.

DEC. 6–10, 2014 • GAYLORD OPRYLAND RESORT & CONVENTION CENTER • NASHVILLE

4 simple ways to register. ONLINE.... www.learningforward.org/learning-opportunities/annual-conference MAIL......... Learning Forward Conference Registration

504 S. Locust Street, Oxford, OH 45056

SCAN........ [email protected] FAX............ 513-523-0638 131 131

SAVE $50

Registration Form LEARNING FORWARD 2014 ANNUAL CONFERENCE • DEC. 6-10, 2014 • GAYLORD OPRYLAND • NASHVILLE, TN

1

Registration Data:

Register by Oct. 15 for 3-day or 5-day conference attendance.

Learning Forward member number __________________ Your membership number appears on your address label. First Name_______________________________________________ Last Name_______________________________________________ (for your nametag)

School Dist./Organization_________________________________________________ Position___________________________________ Address / Street____________________________________________________________________________________________________ City / State / Province / Zip__________________________________________________________________________________________ Is this address:

business

home

(All membership materials will be sent to this address)

Phone________________________________________________ E-mail_____________________________________________________ Please print your e-mail address legibly — your conference confirmation will be e-mailed to you.

2

3

Registration Fees:

Check (3) each fee that applies and fill in amount.

Trial memberships do not apply.

Member

Non-member

(includes complimentary digital membership)

I am willing to host a session(s) I am attending. Be eligible to win a free conference registration! Hosts will be contacted with details.

I am willing to volunteer for 3 hours during the conference.

Special diet required:

________________________ ________________________

Check here if you do not wish to have special promotional material sent to you from our conference vendors.

Special Conference Membership prices

Renew or upgrade your membership at special conference rates. If you paid the member conference fee, renew

Digital Membership.......................................................... $ 49 ______

If you paid the non-member conference fee, upgrade the free digital membership

Standard Membership..................................................... $ 99 ______

$ 30 ______

Comprehensive Membership......................................$139 ______

$70 ______

1–Day Preconference (indicate day attending) ...................$230 ______ $299 ______ Saturday 12/6 Sunday 12/7 (includes coffee break/lunch)

2–Day Preconference or two 1–Day Preconference Saturday 12/6 AND Sunday 12/7

PLEASE CHECK (3) This is my first Learning Forward Annual Conference.

$430 ______ $499 ______

(includes coffee breaks and lunch both days)

1–Day Regular Conference ..................................................... $189 ______ $258 ______ (indicate day attending) Monday 12/8 Tuesday 12/9 Wednesday 12/10

Organizational Membership................................... $279 ______ $210 ______ Five people can attend using one organizational membership number. Five subscriptions include one print plus four digital. List 5 names and mailing and email addresses on a separate sheet.

(includes breakfast and lunch Mon./Tues. or brunch on Wednesday)

3–Day Regular Conference .........................................................$430 ______ $499 ______ Monday 12/8, Tuesday 12/9, Wednesday (a.m.) 12/10

These are one-year memberships. Go to www.learningforward.org/join-renew/ membership-options for a complete description of membership benefits.

(5 meals, Sunday Reception, Exhibit Reception, and Affiliate Networking Event included)

BEST DEAL ............................................................................$689 ______ $758 ______ H 5–Day Saturday 12/6 through Wednesday (a.m.) 12/10

5

(7 meals, Sunday Reception, Exhibit Reception, and Affiliate Networking Event included)

4

Ignite Professional Learning and School Improvement with the SAI2 (Saturday, Dec. 6)

Pathway to Achievement (Sunday, Dec. 7)

Discounts:

Deduct $50 early discount .................................................................................. – $ _______ (on 3- or 5–Day registration only) if postmarked before October 15, 2014

Enter group discount code _____________ (Phone 800-727-7288) .......... – $ _______

Subtotal $ __________

TOTAL $ ___________

Registration fees made payable to Learning Forward must accompany this form. Invoice(s) issued on purchase order(s) must be paid prior to the conference. Fees are payable by: MasterCard Visa Discover Check Purchase order (must accompany form)

Check (3) if applicable and fill in amount.

Total and Payment: Add 2 and 3 and subtract 4

Subtotal Registration 2........................................................................................ $___________ Subtotal Membership 3...................................................................................... $___________ Subtotal Discount 4............................................................................................ – $___________

Foundation Concert / Little River Band (Onsite cost $25)............................. $20 _______ See page 13 for details Subtotal $ __________ Center for Results Sessions (no charge)

Subtotal $ ____________

Billing Address _________________________________________________________ ______________________________________________________________________ Card No. _____________________________________________________________ Exp. Date ______________________ 3-Digit Security Code ____________________ 132

Signature _____________________________________________________________

Session Registration Form Early morning

Name:

_____________________________________

Morning

Afternoon

Late afternoon / evening

SATURDAY

Preconference / 9-4 pm / Ticketed

SUNDAY

Preconference / 9-4 pm / Ticketed

Learning Hangout / iPD Showcase 4:30 -5:30 pm / Unticketed

Set A / 9:15-11:15 am continuing 1:45-3:45 pm / Ticketed

Set D / FastForward / Networking Meetups 4-5 pm / Unticketed iPD Showcase 4:30-6 pm/ Unticketed

Dec. 6, 2014 Dec. 7, 2014

MONDAY Networking Meet Ups,

Dec. 8, 2014

Learning Hangout, iPD Showcase 8-9 am / Unticketed

TUESDAY Networking Meet Ups,

Dec. 9, 2014

Learning Hangout, iPD Showcase 8-9 am / Unticketed

WEDNESDAY

Dec. 10, 2014

TL01 & TL02 / Set B 9:15-11:15 am / Ticketed

TL03 & TL04 / Q&A1 / Set C LF1 & LF2 1:45-3:45 pm / Ticketed

Set E / 9:15-11:15 am continuing 1:45 - 3:45 pm / Ticketed

Set H / 4-5 pm / Unticketed

TL05 & TL06 / Set F 9:15-11:15 am / Ticketed

TL07, TL08, TL09 / QA2 & QA3 / Set G CCF1 & CCF2 1:45-3:45 pm / Ticketed

Networking Meet up 4-5 pm / Unticketed

TL10 & TL11 / Set I 8-10 am / Ticketed

Adjourn

Preconference Workshop Selections:

December 6th and 7th. Please indicate three choices (mark 1st, 2nd, and 3rd)

SATURDAY – December 6, 2014 ___ PC101 ___ PC102 ___ PC103 ___ PC104 ___ PC105 ___ PC106 ___ PC107 ___ PC108

Jonathon Saphier Carolyn McKanders & Michael Dolcemascolo Carol Ann Tomlinson & Michael Murphy Kathleen Ponder Jamie Almanzán Callie Riley Donna Micheaux & Jennifer Parvin Rob Ramsdell

SUNDAY – December 7, 2014 ___ PC109 ___ PC110 ___ PC111 ___ PC112 ___ PC113 ___ PC114

___ PC201 ___ PC202 ___ PC203 ___ PC204 ___ PC205 ___ PC206 ___ PC207 ___ PC208 ___ PC209 ___ PC210

Brian Newsom Sara Ray Stoelinga & Melinda Mangin Jan Chappuis Margery Ginsberg Lois Easton, Lyn Hilt, & Joellen Killion, Margie Johnson & Adam Taylor

Vivian Elliott & Mark Wilding, Steve Barkley Marcia Tate Robert Garmston & Diane Zimmerman Thomas Guskey Andy Hargreaves & Alan Boyle Candice McQueen Bruce Wellman & Laura Lipton Kenneth Williams ReLeah Cossett Lent

Ticketed Concurrent Session Selections:

___ PC211 ___ PC212 ___ PC213 ___ PC214 ___ PC215 ___ PC216 ___ PC217 ___ PC218 ___ PC219

Cindy Harrison & Justin Darnell Victoria Bernhardt & Bradley Geise Jim Knight Frederick Brown, Kay Psencik, & Wendy Robinson Victoria Duff & Linda Munger Albert Bertani David Nagel & Kristin Anderson Emily Barton Masa Uzicanin & Joellen Killion

MONDAY – December 8, 2014

TUESDAY – December 9, 2014

WEDNESDAY – December 10, 2014

Morning Concurrent Session Choice: Identify your top three choices for this time period. Remember: Set A takes the entire day and should be marked in the same order in your afternoon schedule.

Morning Concurrent Session Choice: Identify your top three choices for this time period. Remember: Set E takes the entire day and should be marked in the same order in your afternoon schedule.

Morning Concurrent Session Choice: Identify your top three choices.

1. __________ 2. __________ 3. __________

1. __________ 2. __________ 3. __________

Afternoon Concurrent Session Choice: Identify your top three choices. Remember: If you previously chose a session from Set A you need to list it in the same order below, as it is an all-day session.

Afternoon Concurrent Session Choice: Identify your top three choices. Remember: If you previously chose a session from Set E, you need to list it in the same order below, as it is an all-day session.

1. __________ 2. __________ 3. __________

1. __________ 2. __________ 3. __________

1. _________ 2. _________ 3. _________

LECTURE TRACK LECTURE TRACK Check here to register for all Thought Leader Lectures, panels, and Q&As.

Register online at learningforward.org/learning-opportunities/annual-conference or fax pages 132 and 133 to 513-523-0638 or scan and email them to [email protected]. 133

Topic Index

Topic Index 21st-century skills B17, B32, B33, B47, C02, C03, C04, C07, C28, C33, C43, E05, F07, F10, F17, F23, F47, CCF1, CCF2, G14, G21, H08, I26, LHT1-4, LHT2-1, LHT2-2, LHT2-4, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT5-2, N06, N10, PK09 Addressing change and resistance PC105, PC204, PC206, PC209, TL11, A02, A09, B15, B27, B33, B48, C33, C47, D06, E04, E08, F03, F31, F49, G02, G12, G18, G32, G41, G46, LF2, H08, I24, I48, N03, PK02, PK05, PK07 Adult learning theory PC102, PC203, PC204, PC207, PC217, A01, A07, B04, B11, B19, B23, B27, B29, B48, C24, C28, C41, C47, D02, E01, E04, E06, F03, F13, F17, F31, F33, F36, F37, F49, G37, G42, G46, LF1, I25, I35, I37, I46, I48, N08, N09, N10, N11, N12 Allocating resources and being critical consumers PC219, B05, B12, B14, B31, B45, C02, C03, C06, C20, D03, D04, F06, F24, F30, F36, F42, G03, G07, G21, G33, G39, G41, H02, H03, H09, H10, I06, I47, LHC6, LHL5, LHT2-3, LHT6-4, N05, PK01, iPD8 Assessment strategies PC106, PC111, PC205, PC219, A08, B02, B04, B09, B10, B30, B38, B46, C34, C42, D04, E03, F08, F22, F25, F34, F35, G05, G26, G34, G45, CCF1, H01, H09, I36, I39, LHC4, LHC5, LHL6, LHT4-4 Brain-based strategies PC101, PC105, PC206, PC207, QA1, QA2, A02, A08, B17, B19, C45, E07, F03, F10, F15, F31, F37, G14, H01, I05, I20, I21, I32, I46, LHT1-3, LHT4-4, LHT5-1, N04, PK05 Building trust PC204, PC206, PC208, PC209, QA2, TL04, TL05, TL10, TL11, A02, A07, A09, B15, B23, B33, B46, C34, C35, C41, LF2, D01, E08, F26, G16, H08, I20, I24, N03, PK02, PK05, iPD5 Coaching and school coaches PC110, PC202, PC208, PC211, PC213, A04, B03, B20, B25, B32, B34, B35, B37, B45, B48, C11, C28, C32, C36, C41, C44, C47, LF1, LF2, D07, E02, E03, F18, F24, F31, F34, F39, F46, F49, G03, G10, G15, G23, G27, G46, CCF1, I02, I18, I22, I27, I35, I44, I45, I47, I48, LHL4, PK10, iPD5, iPD8 Collaboration/Team Building PC112, PC202, PC206, PC207, PC208, PC209, PC215, TL04, TL10, TL11, A09, A10, B07, B12, B18, B29, B33, B35, B39, B43, B45, C05, C13, C16, C18, C30, C40, C44, LF1, LF2, D01, E08, F09, F14, F20, F21, F24, F28, F33, F44, G15, G22, G29, H08, I13, I19, I20, I37, I43, I46, LHL2, N03, PK05, PK06, iPD1, iPD8 College- and career-readiness PC106, PC109, QA3, A05, B06, B10, B38, F05, F22, CCF1, CCF2, I41, iPD2 Common Core Standards/new student performance standards implementation PC103, PC106, PC109, PC218, QA3, A05, B04, B05, B06, B10, B36, B38, B44, C03, C06, C07, C11, C13, C14, C40, C42, C45, D05, F05, F12,

F16, F22, F24, F25, F30, F47, G05, G37, G39, G45, CCF1, CCF2, I01, I13, I29, I33, I39, I41, I42, I44, I45, N01, iPD2, iPD8 Continuous improvement PC106, PC111, PC212, PC214, PC216, B02, B06, B14, B16, B19, B28, C28, C30, C34, C35, C39, C40, LF1, D03, E02, E04, F20, F26, F32, F33, F45, G09, G18, G32, G34, G35, G43, CCF1, I07, I27, I29, I37, I42, Culturally responsive pedagogy PC105, PC112, QA1, TL08, B17, B22, B43, C10, C33, G36, I15, I32, N10 Curriculum mapping & alignment PC106, PC109, PC218, B36, C02, C10, D04, F05, F08, F16, F22, F25, CCF1, CCF2, I41 Data-driven decision making PC212, PC219, A10, B01, B02, B05, B06, B09, B14, B26, B27, B38, B41, B45, C17, C22, C28, C30, C36, C38, LF2, E02, E03, F19, F20, F24, F34, F35, F45, G08, G10, G23, G24, G25, G31, G32, G33, G38, G39, G41, H02, H07, H10, I01, I08, I10, I16, I21, I30, I36, I42, I44, LHT1-1, PK04, iPD8 Demonstrating impact and evaluating professional learning PC215, PCFR1, TL01, B01, B26, C08, C10, C12, C36, LF1, D03, E06, F04, F29, F38, G07, G08, CCF2, I06, I40, LHC4, LHC5, N12 Differentiated instruction PC103, A06, B18, B35, LF2, F10, F15, G05, G45, CCF1, I05, I12, I36, LHT6-2 Distributive and shared leadership PC110, PC211, TL04, TL10, A04, B13, B25, B27, B29, B31, B41, B45, C12, C19, C32, C33, LF1, LF2, D06, F02, F27, G12, G27, I17, I31, I43, LHL5, PK06 Evidence-based practices PC101, PC110, PC216, PC217, QA3, TL05, B08, B16, B17, B33, C06, C08, C18, C24, C25, C27, C34, C39, C44, F37, F48, G04, G35, CCF1, I04, I37, I46, N01, PK10, iPD4 Family and community engagement PC112, QA1, TL08, B04, B20, B24, C25, C27, F06, G09, G13, G38, G40, I21, I23, LHT2-2, N04 Flipped learning B41, C25, F36, H05, I14, LHT4-2 Integrating student or teacher voice PC217, QA1, QA2, B11, B33, B35, C05, C09, C21, C31, C34, LF2, CCF1, I08, LHT1-3, N04, PK11 Leadership development for teachers and principals PC101, PC102, PC107, PC110, PC202, PC203, PC204, PC206, PC207, PC211, PC214, QA3, TL03, TL04, TL06, TL10, TL11, A01, A02, A04, A07, A09, TL02, B03, B11, B12, B13, B15, B20, B21, B23, B25, B27, B29, B31, B33, B48, C01, C09, C14, C21, C24, C27, C33, C42, C46, C47, LF1, LF2, D01, D06, E01, E04, E06, E08, F01, F02, F09, F11, F13, F19, F21, F27, F28, F39, F42, F45, F49, G04, G06, G12, G19, G27, G29, G31, G36, G37, G40, G46, CCF1, I02, I11, I13, I17, I20, I24, I28, I29, I31, I34, I37, I43, I48, N02, N07, N08, N10, N12, PK01, PK05, PK07, PK11

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Learning communities/teams PC209, A01, A03, B05, B07, B35, B39, B42, C02, C21, C24, C26, LF2, D05, E01, E03, F08, F14, F24, F28, F30, F44, G03, G23, G24, G25, G30, G31, G41, G42, CCF1, I02, I03, I18, I19, I30, I36, I37, I40, I43, LHL2, iPD1, iPD3, iPD8 Linguistic diversity/English language learners B22, B40, C11, C33, D05, F29, F41, F43, CCF1, I04, I05, I09, I47 Literacy PC210, A05, A06, B10, B36, C02, C36, C45, D05, F05, F22, G38, G39, G44, CCF1, CCF2, H07, I18, I23, I29, I42, LHC1, LHL1, LHT3-2, LHT5-1, LHT6-3, iPD2 Mentoring and Induction PC101, B09, B35, C10, C23, C29, LF1, F18, F40, G01, G11, G20, I10, I22, I38, LHL4, iPD9 Models of professional learning PC113, PC114, PC202, PC205, PC209, PC210, PC213, PC214, PC215, PC216, TL07, A01, A03, A10, B01, B07, B08, B12, B15, B20, B34, B35, B37, B39, B42, C06, C08, C16, C20, C21, C26, C29, C30, C31, C32, C33, C35, C38, LF1, LF2, D01, E01, F04, F08, F14, F17, F23, F24, F28, F33, F44, F46, G03, G07, G09, G10, G16, G24, G30, G31, G39, G42, G43, I03, I08, I14, I19, I25, I27, I30, I31, I36, I38, I42, I43, I45, I47, LHC2, LHT5-3, LHT6-4, N09, PK02, PK03, iPD3, iPD6, iPD7, iPD8 Motivating/Engaging Disenfranchised Learners PC112, PC201, PC217, QA1, TL05, B16, B17, B19, B47, C07, C34, C45, LF1, E03, E07, F10, F15, F47, G06, G13, G14, G22, CCF1, I04, I12, I15, I16, I32, I46, LHT1-3, LHT6-2, N06 Observation and Feedback Strategies PC103, PC202, PC208, A03, A10, B03, B14, B19, B37, C16, C24, C35, C41, F16, F24, F32, F34, G03, G11, G26, CCF2, H01, I08, I11, I22, I28, I36, LHC3, LHL4, LHT4-4, PK10, iPD8 Online or blended learning PC113, B32, B39, C11, C15, C20, C22, C38, D07, F07, F29, G37, CCF2, H03, H05, H06, LHC6, LHT1-2, PK09, iPD1 Personal Learning Networks PC114, B39, C03, C09, F17, G37, H03, I26, LHT2-4, LHT3-1 Policy development and advocacy efforts PC219, TL01, TL07, TL09, B05, B11, B13, B46, C01, C08, C09, C21, C23, E06, F02, F06, F09, F13, G17, N01, N02, N05, PK03 Presentation and facilitation skills PC102, PC203, PC204, A04, A09, A10, B03, B23, B29, B44, C13, C15, C24, C41, LF2, D06, F03, F36, F37, G29, I25, I40, PK11 Principal evaluation and support PC107, PC219, TL02, TL03, TL06, B05, B26, C37, LF1, LF2, I01, I37, I39, N02 Race, class, culture, and learning differences PC105, PC201, QA1, TL08, B17, B41, F43, G13, G36, I09, I15, I32, PK02 Response-to-Intervention C17, C28, G25, G45, I16, PK04

Rural Issues and Settings C14, C27, F28, G18, CCF2, I47 School reform/improvement process PC101, PC108, PC213, PC215, PC218, PCFR1, PCFR2, QA3, TL02, TL05, TL06, TL07, B21, B22, B30, B34, B38, B40, C08, C23, C27, C28, C30, C39, C46, LF1, LF2, E06, F11, F32, G06, G18, G19, G39, I21, I41, I47, LHT2-3, N02, N07 Social networking applications PC113, B24, C04, C09, I03, I26, LHL2, LHL3, LHT2-4, LHT3-1, LHT5-3, LHT5-4, LHT6-4, PK08, PK09 Standards and assessments for professional learning PC205, PC211, PC214, PC215, PCFR1, A01, B01, B05, C12, C18, C26, C30, D02, E01, F04, F14, F23, F26, F41, F46, G07, G17, I06, I10, I26, I29, I45, LHC4, LHC5, LHT4-3, PK03 STEM: Science, technology, engineering, and math PC109, A05, B20, C26, C32, D05, E07, F22, F25, G02, CCF1, CCF2, I18, I33, I35, I42, LHL1, iPD2 Teacher evaluation and support PC108, TL06, B05, B08, B09, B14, B26, B28, B46, C03, C06, C19, C23, C31, C37, C42, E02, F12, F16, F20, F32, F43, G08, G11, G32, G38, CCF2, I02, I07, I10, I28, I34, I36, PK10 Title I focus PC108, PC109, TL08, B22, B42, C10, C27, C34, C36, C40, C44, D05, F10, F29, F41, F46, F47, G06, G08, G13, G14, G15, G20, G38, G44, CCF2, I15, I21, I23, I36, I47, N05 Turnaround schools PCFR2, B22, B45, C27, G06, G28 Urban Issues and Settings PC109, TL02, TL08, B42, B43, C10, C27, C34, C37, D05, F46, G13, G14, G16, G19, G20, G34, G44, I15, I30, I35, N05 Use of technology for professional learning PC113, PC114, PC213, PC219, TL07, B12, B21, B24, B32, B34, B36, B39, B44, C04, C06, C09, C15, C20, C33, C38, D07, F23, F30, F32, F35, F36, G01, G21, G28, G37, CCF2, H01, H03, H04, H09, H10, I03, I07, I14, I25, I26, LHC1, LHC2, LHC3, LHC6, LHL2, LHL4, LHL6, LHT11, LHT1-2, LHT1-4, LHT2-2, LHT2-4, LHT3-1, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, LHT5-2, LHT5-3, LHT5-4, LHT6-1, PK04, PK07, PK08, iPD1, iPD3, iPD4, iPD5, iPD6, iPD7, iPD9 Use of technology to enhance student learning A06, B24, B32, B44, B47, C02, C07, C25, C33, C43, D04, E05, F23, G22, G28, CCF1, CCF2, H01, H02, H04, H06, H08, LHC1, LHL1, LHT14, LHT2-1, LHT2-2, LHT3-2, LHT3-3, LHT3-4, LHT4-4, LHT5-2, LHT5-4, LHT6-1, LHT6-2, LHT6-3, N06, PK04, PK07, PK09, iPD2 Using lesson study for professional learning C21, E05, F04, F17, G43, N12 Walk-throughs/Instructional Rounds A10, B42, C16, C35, G24, CCF1, H05, LHT1-2

Audience Index

Audience Index Saturday / Sunday Classified/Support Staff PC102, PC105, PC215, PCFR1, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) PC103, PC106, PC108, PC109, PC203, PC205, PC206, PC211, PC213, PC214, PC215, PC216, PC218, PC219, PCFR1, PCFR2, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 District-Level Staff Developers PC103, PC106, PC107, PC108, PC109, PC113, PC202, PC203, PC204, PC205, PC206, PC207, PC211, PC212, PC213, PC214, PC215, PC218, PC219, PCFR1, PCFR2, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT21, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Policy Makers and Community Stakeholders PC107, PC108, PC109, PC204, PC205, PC206, PC214, PC215, PC216, PC219, PCFR1, PCFR2, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Principals, Assistant Principals PC101, PC102, PC103, PC105, PC106, PC107, PC108, PC109, PC110, PC111, PC112, PC113, PC201, PC202, PC203, PC204, PC205, PC206, PC207, PC208, PC209, PC210, PC211, PC212, PC213, PC214, PC215, PC216, PC217, PC218, PC219, PCFR1, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 School-Based Staff Developers/ Instructional Coaches PC101, PC103, PC105, PC106, PC107, PC108, PC109, PC110, PC111, PC112, PC113, PC201, PC202, PC206, PC207, PC208, PC209, PC210, PC211, PC212, PC213, PC214, PC215, PC216, PC217, PC218, PCFR1, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT21, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Superintendents, Assistant Superintendents PC102, PC106, PC107, PC108, PC109, PC110, PC113, PC203, PC204, PC205, PC206, PC207, PC208, PC211, PC213, PC214, PC215, PC216, PC217, PC219, PCFR1, PCFR2, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Teacher Leaders/Mentors/Team Leaders PC101, PC102, PC103, PC105, PC106, PC109, PC110, PC111, PC112, PC201, PC202, PC206, PC207, PC209, PC210, PC211, PC212, PC213,

PC214, PC215, PC217, PC218, PCFR1, PCFR2, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Technical Assistance Providers PC109, PC213, PC214, PC215, PC218, PCFR1, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Title I School Staff PC101, PC105, PC109, PC110, PC111, PC201, PC210, PC212, PC213, PC215, PC217, PC218, PCFR1, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2 Urban Educators PC101, PC105, PC109, PC110, PC111, PC201, PC209, PC210, PC212, PC213, PC215, PC217, PC218, PCFR1, LHC1, LHC2, LHL1, LHL2, LHT1-1, LHT1-2, LHT1-3, LHT1-4, LHT2-1, LHT2-2, LHT2-3, LHT2-4, iPD1, iPD2

Monday Classified/Support Staff QA1, TL01, TL02, TL03, TL04, A01, A09, B11, B17, B44, B48, C01, C04, C23, C47, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N03, N04, N05, N06, PK01, PK03, PK04, PK05, PK06, PK07, PK08, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) QA1, TL01, TL02, TL03, TL04, A01, A02, A04, A07, A09, B01, B04, B05, B06, B08, B09, B11, B15, B16, B17, B20, B21, B24, B28, B30, B31, B33, B34, B35, B46, B48, C01, C02, C08, C11, C13, C14, C15, C17, C18, C19, C21, C23, C24, C28, C29, C33, C39, C42, C44, C47, D01, D04, D05, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N01, N03, N04, N05, PK01, PK03, PK04, PK05, PK06, PK07, PK08, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 District-Level Staff Developers QA1, TL01, TL02, TL03, TL04, A01, A02, A03, A05, A07, A09, A10, B01, B04, B05, B06, B10, B11, B12, B14, B16, B17, B23, B28, B30, B31, B32, B34, B35, B36, B37, B42, B48, C01, C03, C06, C08, C10, C11, C12, C13, C14, C15, C18, C20, C23, C24, C26, C27, C29, C32, C33, C40, C42, C43, C44, C46, C47, D01, D02, D05, D07, LF1, LF2, CCF1, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N03, N04, N05, PK03, PK05, PK10, PK11, iPD3, iPD4, iPD5, iPD6, iPD7

Policy Makers and Community Stakeholders QA1, TL01, TL02, TL03, TL04, A01, A02, A09, B01, B04, B05, B11, B13, B17, B25, B26, B28, B45, B46, B48, C01, C08, C09, C14, C18, C23, C47, LF1, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N01, N03, N04, N05, PK03, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 Principals, Assistant Principals QA1, TL01, TL02, TL03, TL04, A01, A02, A03, A04, A05, A06, A07, A08, A09, A10, B01, B02, B03, B04, B05, B06, B07, B08, B09, B10, B11, B12, B13, B14, B15, B17, B18, B19, B21, B22, B23, B24, B25, B27, B28, B29, B30, B31, B32, B33, B34, B36, B38, B39, B40, B41, B42, B43, B44, B45, B46, B47, B48, C01, C02, C03, C05, C06, C07, C08, C09, C10, C11, C13, C14, C16, C17, C18, C19, C21, C22, C23, C24, C25, C27, C28, C29, C30, C31, C32, C33, C34, C35, C36, C37, C38, C39, C40, C41, C42, C43, C44, C46, C47, D01, D03, D04, D07, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N02, N03, N04, N05, N06, PK01, PK02, PK03, PK04, PK05, PK06, PK07, PK08, PK09, PK10, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 School-Based Staff Developers/ Instructional Coaches QA1, TL01, TL02, TL03, TL04, A01, A02, A03, A04, A05, A06, A07, A08, A09, A10, B01, B02, B03, B04, B05, B07, B08, B09, B10, B11, B12, B13, B14, B16, B17, B18, B20, B21, B22, B23, B24, B25, B26, B27, B29, B30, B31, B32, B33, B34, B35, B36, B37, B38, B39, B40, B41, B42, B43, B45, B46, B47, B48, C01, C02, C03, C04, C05, C06, C07, C08, C09, C10, C11, C12, C13, C16, C17, C19, C20, C21, C22, C23, C24, C25, C26, C28, C31, C32, C33, C34, C35, C36, C37, C38, C40, C41, C43, C44, C45, C46, C47, D01, D02, D03, D04, D05, D06, D07, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-4, N03, N04, N05, N06, PK02, PK03, PK04, PK07, PK08, PK09, PK10, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 Superintendents, Assistant Superintendents QA1, TL01, TL02, TL03, TL04, A01, A02, A05, A07, A09, B01, B04, B05, B06, B08, B09, B11, B14, B15, B17, B19, B20, B21, B22, B26, B28, B33, B34, B35, B36, B37, B38, B41, B44, B45, B48, C01, C05, C06, C08, C11, C14, C15, C18, C20, C21, C23, C24, C27, C37, C38, C39, C42, C44, C47, D02, D03, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N01, N03, N04, N05, PK01, PK03, PK08, PK11, iPD3, iPD4, iPD5, iPD6, iPD7

135

Teacher Leaders/Mentors/Team Leaders QA1, TL01, TL02, TL03, TL04, A01, A03, A04, A05, A06, A07, A08, A09, A10, B02, B03, B06, B07, B10, B11, B12, B13, B15, B16, B17, B18, B19, B21, B23, B24, B25, B27, B29, B30, B31, B32, B34, B35, B36, B38, B39, B40, B41, B42, B44, B47, B48, C01, C02, C03, C04, C05, C06, C07, C09, C10, C11, C12, C13, C16, C17, C19, C20, C21, C22, C23, C24, C25, C26, C27, C30, C31, C32, C33, C34, C35, C36, C37, C38, C40, C43, C45, C46, C47, D02, D04, D05, D06, D07, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N03, N04, N05, N06, PK02, PK03, PK04, PK05, PK06, PK07, PK08, PK09, PK10, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 Technical Assistance Providers QA1, TL01, TL02, TL03, TL04, A01, A09, B11, B17, B34, B43, B44, B48, C01, C04, C23, C41, C47, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT32, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N01, N03, N04, N05, PK01, PK03, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 Title I School Staff QA1, TL01, TL02, TL03, TL04, A01, A06, A08, B11, B13, B17, B22, B24, B34, B40, B41, B42, B43, B47, B48, C01, C04, C19, C21, C23, C27, C32, C34, C36, C40, C45, C47, D06, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N03, N04, N05, N06, PK03, PK11, iPD3, iPD4, iPD5, iPD6, iPD7 Urban Educators QA1, TL01, TL02, TL03, TL04, A01, A06, A08, B11, B13, B17, B19, B22, B24, B34, B42, B43, B47, B48, C01, C04, C19, C21, C23, C25, C30, C32, C33, C34, C47, D06, LF1, LF2, LHC3, LHC4, LHL3, LHL4, LHT3-1, LHT3-2, LHT3-3, LHT3-4, LHT4-1, LHT4-2, LHT4-3, LHT4-4, N03, N04, N05, N06, PK03, iPD3, iPD4, iPD5, iPD6, iPD7

Tuesday Classified/Support Staff E01, F03, F36, F38, F49, G01, G21, G46, H10, LHC5, LHC6, LHT5-1, LHT5-2, LHT5-3, LHT54, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N12, iPD8, iPD9 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) QA2, QA3, TL05, TL06, TL07, TL09, E01, E04, E05, E06, F03, F04, F07, F08, F13, F14, F16, F17, F18, F19, F20, F21, F25, F28, F29, F32, F37, F38, F42, F44, F45, F48, F49, G04, G07, G08, G09, G10, G12, G16, G17, G18, G19, G20, G21, G22, G26, G27, G29, G31, G33, G40, G43, G46, CCF1, CCF2, H04, H06, H07, H09, H10, LHC5, LHC6, LHL5, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N12, iPD8, iPD9


Audience Index

Audience Index Tuesday (continued) District-Level Staff Developers QA2, QA3, TL05, TL06, TL07, TL09, E01, E02, E04, E06, E08, F01, F03, F04, F08, F10, F13, F14, F16, F17, F18, F21, F22, F23, F24, F26, F27, F30, F31, F32, F37, F38, F39, F41, F42, F46, F48, F49, G05, G07, G08, G09, G10, G11, G12, G14, G16, G17, G21, G23, G24, G26, G27, G28, G30, G32, G33, G37, G38, G39, G40, G43, G45, G46, CCF2, H05, H08, H09, H10, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N12, iPD8, iPD9 Policy Makers and Community Stakeholders QA2, QA3, TL06, TL07, TL09, E01, E06, F02, F03, F09, F24, F28, F32, F42, F48, F49, G02, G03, G09, G11, G12, G13, G17, G21, G33, G46, H09, H10, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N12, iPD8, iPD9 Principals, Assistant Principals QA2, QA3, TL05, TL06, TL07, TL09, E01, E02, E03, E04, E05, E06, E07, E08, F01, F03, F05, F07, F08, F09, F10, F11, F12, F13, F14, F15, F16, F17, F18, F19, F20, F21, F22, F23, F24, F25, F26, F27, F28, F30, F32, F33, F34, F35, F36, F37, F39, F40, F41, F42, F43, F44, F45, F46, F47, F49, G01, G02, G03, G04, G06, G07, G08, G10, G11, G13, G14, G15, G16, G18, G19, G20, G21, G22, G23, G24, G25, G28, G29, G32, G33, G34, G35, G36, G37, G38, G39, G40, G41, G42, G43, G44, G45, G46, CCF1, CCF2, H02, H03, H05, H06, H07, H08, H09, H10, LHC5, LHC6, LHL5, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N12, iPD8, iPD9 School-Based Staff Developers/ Instructional Coaches QA2, QA3, TL05, TL06, TL07, TL09, E01, E02, E03, E04, E05, E06, E07, F01, F03, F04, F05, F08, F10, F11, F13, F14, F16, F17, F18, F22, F23, F24, F25, F26, F27, F28, F29, F30, F31, F33, F34, F35, F36, F37, F39, F40, F41, F43, F44, F45, F46, F47, F49, G01, G02, G03, G05, G06, G08, G11, G15, G16, G20, G22, G24, G25, G26, G27, G28, G29, G31, G32, G34, G35, G36, G37, G38, G39, G41, G42, G44, G45, G46, CCF1, CCF2, H01, H02, H03, H05, H06, H08, H09, H10, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N07, N08, N09, N10, N12, iPD8, iPD9

Superintendents, Assistant Superintendents QA2, QA3, TL05, TL06, TL07, TL09, E01, E04, E06, E08, F03, F04, F07, F08, F11, F12, F13, F14, F16, F19, F20, F28, F32, F37, F38, F42, F43, F45, F48, F49, G01, G02, G03, G04, G09, G10, G12, G17, G18, G20, G21, G27, G30, G33, G35, G39, G40, G46, H02, H04, H05, H07, H09, H10, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N11, N12, iPD8, iPD9 Teacher Leaders/Mentors/Team Leaders QA2, QA3, TL05, TL06, TL09, E01, E02, E03, E05, E06, E07, E08, F01, F02, F03, F05, F07, F09, F10, F11, F13, F14, F15, F17, F19, F20, F22, F23, F24, F25, F28, F29, F30, F31, F33, F34, F35, F36, F39, F40, F41, F43, F44, F46, F47, F49, G01, G03, G04, G05, G06, G08, G13, G14, G15, G16, G19, G20, G22, G23, G25, G27, G28, G29, G30, G31, G34, G35, G36, G37, G38, G39, G41, G42, G43, G44, G45, G46, CCF1, CCF2, H01, H02, H03, H04, H05, H09, LHC5, LHC6, LHL5, LHL6, LHT5-1, LHT52, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N07, N08, N09, N10, N12, iPD8, iPD9 Technical Assistance Providers QA2, QA3, TL05, TL06, TL09, E01, E06, F03, F14, F48, F49, G01, G02, G09, G22, G46, H09, H10, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT5-4, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N08, N09, N10, N12, iPD8, iPD9 Title I School Staff QA2, QA3, TL05, TL06, TL09, E01, E07, F02, F03, F05, F10, F15, F40, F41, F46, F47, F49, G05, G06, G08, G13, G14, G15, G20, G22, G31, G36, G38, G44, G46, CCF2, H01, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT54, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N07, N08, N09, N10, N12, iPD8, iPD9 Urban Educators QA2, QA3, TL05, TL06, TL09, TL11, LHC5, LHC6, LHL6, LHT5-1, LHT5-2, LHT5-3, LHT54, LHT6-1, LHT6-2, LHT6-3, LHT6-4, N07, N08, N09, N10, N12, iPD8, iPD9

Wednesday Classified/Support Staff TL10, TL11, I48 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) TL10, TL11, I01, I02, I03, I07, I09, I10, I11, I13, I24, I29, I37, I38, I41, I45, I47, I48 District-Level Staff Developers TL10, TL11, I01, I02, I03, I04, I05, I06, I08, I09, I10, I11, I14, I15, I18, I20, I22, I25, I26, I27, I28, I29, I31, I34, I36, I37, I38, I47, I48, Policy Makers and Community Stakeholders TL10, TL11, I38, I41, I48 Principals, Assistant Principals TL10, TL11, I01, I02, I03, I06, I07, I08, I09, I10, I11, I12, I13, I14, I15, I16, I17, I18, I19, I20, I21, I22, I23, I24, I25, I26, I27, I28, I29, I30, I34, I35, I36, I37, I38, I39, I40, I42, I43, I44, I45, I46, I47, I48 School-Based Staff Developers/ Instructional Coaches TL10, TL11, I03, I04, I05, I06, I09, I10, I12, I13, I14, I15, I16, I18, I19, I20, I21, I22, I23, I25, I26, I27, I28, I30, I31, I33, I35, I36, I37, I40, I42, I43, I44, I45, I46, I47, I48 Superintendents, Assistant Superintendents TL10, TL11, I01, I02, I07, I15, I16, I17, I20, I24, I31, I37, I38, I39, I41, I48 Teacher Leaders/Mentors/Team Leaders TL10, TL11, I03, I04, I05, I08, I09, I10, I12, I13, I14, I16, I17, I18, I19, I20, I21, I22, I23, I24, I25, I26, I28, I30, I31, I32, I33, I35, I36, I37, I39, I40, I42, I43, I44, I45, I46, I47, I48 Technical Assistance Providers TL10, TL11, I41, I48 Title I School Staff TL10, TL11, I05, I12, I16, I20, I21, I23, I32, I33, I46, I47, I48 Urban Educators TL10, TL11, I05, I12, I16, I20, I21, I23, I30, I32, I33, I46, I48

136

Presenter Index

Presenter Index A Abrams, Jennifer..........................A09 Addison, Racheal.........................G23 Ailshie, Lyle.....................................C18 Al-Hayani, Mona............................F09 Alden, Calista.................................G25 Aldridge, Kelly.................................I33 Alexander, Sonja............................I39 Allison-Napolitano, Elle...PK05, G27 Almanzán, Jamie.....................PC105 Almarode, John.............................E07 Alvich, Dori.......................................I02 Anderson, Alita..............................LF2 Anderson, Karen.................. F49, I48 Anderson, Kristin....................PC217 Andrews, Susan............................G29 Anton-Oldenburg, Mary........... B41 Armstrong, Anthony.... LHT4-3, F03 Armstrong, Michael.....................F44 Armstrong, Michelle.....................I39 Arnau, Lea........................................F46 Arredondo, Pearl.........................QA1 Ashmeade, Lisa........................... iPD2 Augustine-Shaw, Donna...........LF1 Avery, Christine............................G07

B Bacon, Mary.....................................I15 Baeder, Amy.......................LHL2, B39 Baeder, Justin....................LHL2, B39 Bailey, Deborah......................... CCF2 Bailey, Kevin....................................F17 Barber, Allen...................................LF2 Barberi, Lynn....................................I02 Barker, Jeanne............................... B46 Barkley, Stephen.....................PC202 Barkley, Steve.................................E08 Barnhart, Omar.............................A05 Barton, Emily............................PC218 Bassett, Katherine.........................F02 Battle, Doris.......................... N02, LF1 Bauer, Renee.................................. B22 Baughman, Tami...........................LF2 Bayuk, Rob.......................... iPD1, C06 Bechard, Vicki..................................I45 Bechtel, Lynn..................................LF1 Beckendorf-Edou, Tracey..........LF2 Bell, Jason.......................................C14 Bergey, Lori......................................I19 Berkowicz, Jill................................G02 Berlinger-Gustafson, Cathy......PK11 Bernhardt, Victoria...........PC212, B06 Berry, Denny....................... A01, N12 Bertani, Albert..........................PC216 Bigham, Jared...............................C14 Bikle, Kelly........................................F38 Billman, Bobbi............................... B28 Bissonette, Daniel........................ B05 Black, Shannon.............................G34 Blackburn, Barbara................... CCF1 Blaine, Julie...................................TL09

Blanton, Morgan............................I14 Boan, Kay.........................................F37 Boekestein, Bethany...................C16 Bohannon, Donna.......................D06 Bolar, Samir....................................C22 Boles, Katherine...........................A10 Boogren, Tina..................................I22 Boonchouy, Rody.........................F27 Boutilier, Laura..............................C42 Boyd, Deborah........................... CCF2 Boyd, Tamala...................................LF2 Boyle, Alan.................................PC206 Bradford, Kane...............................F04 Bradley, Janice......LHT2-3, C31, D03 Bredesen, Hon. Phil....................QA3 Bridwell, Patti.................................A05 Brown Wessling, Sarah..............C06 Brown, Denise................................F28 Brown, Donna...............................C36 Brown, Frederick....PC214, N05, F01 Brown, Jennifer..............................LF1 Brown, Kelly................................... B43 Brown, Marjorie.............................F09 Brown, Nick.....................................LF1 Browne, Chrys...............................G29 Brownlee-Groff, Callie.................E02 Brunswick, Cindy..........................F18 Bryan, Chris.....................................E02 Bryan, Lindsay.................................I35 Buchanan, Erin................................I41 Buck, Frank.....................................G21 Budge, Kathleen...........................C27 Burkett, Dina.................................. B35 Burns, Jamey.................................C40 Burrell, Nicole..................................I27 Byers, Christina............LHT1-1, H08

C Cadez, Mary.....................................I38 Cairo, Tonya......................................I01 Callaghan, Patrick.........................LF2 Camacho, Frank............................G15 Campbell, John............................. B46 Cannon, James..............................F05 Cardarelli, Luciana.......................A09 Carmichael, Dana.........................F31 Carr, Rachel.....................................F09 Carroll, Trish.....................................LF2 Casserly, Michael........................TL02 Castaneda, Ricardo.....................C10 Castillo, Albert...............LHT2-1, B44 Casto, Lisa........................................F06 Cato, Bailey..................................... B09 Caus Gleason, Sonia....................F33 Cavanah, Keri.................................G39 Chadsey, Jane.................................F07 Champion-Emerson, Melissa.....LF2 Chanko, Sue.....................................I08 Chapman, Carolyn......................G05 Chapman, Sue...............................C36 Chapman, Susan...........................F41

Chappuis, Jan.................PC111, B02 Christian, Ginger....................... CCF2 Clark, Shawn............................... CCF2 Clary, Renee....................................F22 Clifton, Heather.............................E02 Cohen, David..................................F38 Cole, Julia........................................G40 Coleman, Matt.............................. B27 Colston, Tamara............................G41 Colton, Amy....................................F20 Combs, Elizabeth......................LHC6 Conzemius, Anne.........................C28 Cook, Ginger..................................G16 Cornell, Kay.....................................F20 Crain, Taniya...................................G40 Cranston, Lisa..................................I08 Cravens, Xiu...................................G03 Crawford, Alvin................. iPD3, C11 Creech, Dory..................................H04 Cross, Beverly..............................TL08 Crow, Tracy.............. B11, PK03, N08 Crowe, Jodi.......................................I38 Cruce, Dan...................................... B13 Cuiccio, Cary...................................E06 Cummings, Michael....................C42 Cunningham, Allison................. B35 Curtis, Rebecca...............................I44 Cushing, Ellen................................ B14 Cushman, Carla............................G17 Cutts, Qiana.....................................LF2 C’de Baca, Shannon............................ (via video conference)............... B12

D D’Ambola, Amy............................. B38 Dake, Kelsey.....................................I38 Dalimonte, Margo.........................I44 Dallman, Stephanie......................I25 Dana, Nancy..................................C40 Darcy, Linda...................................G20 Darnell, Justin...... PC211, C19, N07 Davis, Patricia..................................I04 Davis, Sue.........................................LF2 de Guzman, Angela....................C15 DeMayer, Lawrence.................... B33 DeMeo, William.............................F15 DeOlazo, Maria.............................C30 Dearing, Vicky...............................C47 Dearman, Carla...............................I29 Del Duca, Brenda...........................I08 Delehant, Ann............................... B31 Delgado, Raymond.....................G15 Dell, Cheryl..................................... B35 Demby, John...................................I34 Dempsey, Kathleen.......................I13 Dempsey, Nan.................................I18 Dennstedt, Sherri.........................C32 Denson, Deb....................................I34 Dew, Terrie........................................I18 Dickson, Sydnee............................F05 Dieker, Lisa..........................iPD9, G01

Dillon, Robert..................................I12 Dilwith, Linell..................................F19 Dolcemascolo, Michael...PC102, A04 Dolci-Grimm, Emily.....................G33 Donaldson, Patricia......................F33 Donnelly, Heather........................F39 Donohoo, Jenni.............................E04 Donohue, Patrick...........................I20 Doty, Dave......................................G33 Dougherty, Jennie.......................C22 Dougherty, Kevin......................LHC1 Dove, Maria.................................... B40 Downey, Amy................................G34 Drago - Severson, Ellie...............A07 Dubyak, Jeannette.......................LF2 Duff, Victoria.......................................... ................. PC215, LHT2-3, N01, D03 Duggins, Abbey........................ CCF2 Dutton, Sue......................................I34

E Easton, Lois...........PC113, F04, N10 Eaton, Shelly.................................. B28 Edelman, Josh.............................TL06 Edwards, Claudia.........................C35 Edwards, Jenny...............................I06 Elder, Deborah..............................G37 Elia, MaryEllen.............................TL03 Elliott, Vivian.............................PC201 Ellis, Christian.................................F19 Ellison, Jane....................................A04 Ely, Diana..........................................E01 Ermeling, Brad..............................C26 Evans, Lana.......................................I45 Evely, Ben.........................................F28 Everly, Julie......................................LF1

F Feser, Elizabeth.............................C42 Fields, Danise...................................I43 Fisher, Rick..........................CCF1, LF2 Fishman, Christine.......................C21 Flannagan, Jenny Sue................G14 Fleming, Paul....................... LF2, G03 Flygare, Jeff.................................... B30 Foley, Virginia.................................F28 Fontaine-Lewis, Ann...................C45 Foster, Ashanti..............LHT2-2, B24 Foster, Elise...................................TL10 Fowler, Scott.................................. B42 Franklin, Janine............................. B20 Franklin, Richard..........................G13 François, Carol....................QA1, N09 Frascoia, Elizabeth.........................I20 Frunzi, Kay......................................G24 Fullan, Michael............................TL04 Fulton, Kathleen...........................C25

G Gaither, Penny................................F17 Gallagher, James..........................G08

137

Gann, Kara.........................D01, PK01 Garber, Tami.....................................I19 Gardner, Grant...............................F22 Garmston, Robert...................PC204 Garner, Greg...................LHT3-2, E05 Garrett, Tracey................................F40 Geise, Bradley.................PC212, B06 Gerrell, Norma...............................G17 Gerzon, Nancy...............................F33 Ghoston, Jessica.............................I29 Gill, Kate...............................LHL1, C43 Gilmore, Shannon.........................I23 Ginsberg, Margery.................PC112 Glass, Don.......................................C26 Glass, Kathy.................................... B10 Gless, Janet......................................F18 Gobble, Troy....................................F08 Goldin-Dubois, Denise..............C32 Gonzales, Susan............................LF2 Good-Mullin, Jacalyn...................I19 Gordon, Maggie...........................C19 Gracey, Lori.....................................A06 Grahmann, Mary..........................H01 Grambow, David..........................C28 Graves, Matt................LHT3-3, PK07 Green, Shelly..................................G37 Greene, Jaime.................................I25 Gregory, Gayle...............................F10 Greninger, Elizabeth.....................I41 Gresham, Gloria..............................I47 Griffin, Alan....................................D04 Grigsby-Turner, Tracee...............G27 Grissom, Tammy..........................QA3 Grosse, Jodi.....................................LF2 Grove, Robert................................ B28 Guskey, Thomas......................PC205 Gutierrez, Daniel..........................G37

H Hair, Dale.........................................C01 Hall, Tiffany.......................................I37 Hall, Victorious..............LHT2-2, B24 Haller, Madeline.............................I42 Hamilton, Kenneth........................I02 Hampton, Chris............................C18 Haney, Pam....................................G23 Hanfland, Pam..............LHT5-2, F35 Hanrahan, Jo Ann..........................I07 Hansen, Taryl................ LHT4-2, C09 Hanson, Jennifer.........LHT3-4, H03 Harbin, Michelle...........................G31 Hardin, Brooke................................I14 Hargreaves, Andy.......PC206, TL04 Harms, Rachael...............................I38 Harper, Irma...................................D07 Harris, Ericka..................................C37 Harris, Jessica.................................G24 Harris, Stacey.....................LHL1, C43 Harris, Todd....................LHT2-1, B44 Harrison, Cindy.............. PC211, E02 Harrison, Valerie............................LF2

Presenter Index


Presenter Index Hattaway, Lee.................LHT5-3, I26 Hattie, John...................................QA2 Havens, Kristin..............................G39 Haycock, Brooke..........................C23 Hayes, Lindsey..............................C03 Hedgepeth, Ed...............................F42 Heflebower, Tammy.................... B30 Heller, Melissa................LHT5-3, I26 Helphinstine, Emily.................. CCF1 Henderson, Kelly...........................F27 Hernandez, Jose...........LHT2-1, B44 Hernandez, Melissa......................F26 Hervey, Sheena................LHC2, G44 Hess, Rob...........................................I01 Hewitt, Tara.....................................F44 Heynoski, Kate..............................G30 Hickman, Karen..............................I21 Hierck, Tom.....................................G45 Hill, Amber....................................PK02 Hilt, Lyn.......................................PC113 Hirsh Ceballos, Leslie................ iPD2 Hirsh, Stephanie.........................TL09 Hirst-Loucks, Carolyn...................I46 Hittle, Shauna................................G41 Hobbs Johnson, Audrey...........D03 Hobbs, Audrey....................... LHT2-3 Hoke, Janine..................................G27 Holden, David............................... B37 Honigsfeld, Andrea..................... B40 Honnick, Kimberly.......................G19 Hoper, Fredrik.................................F11 Hopkins, Barbara..........................F30 Hopkins, Ellen............................... B05 Hord, Shirley...................................F14 Horne, Emily.................................. B31 Horne, Jason..................................H05 Hornung, Katie............................. B14 Hosbond, Kevin.............................F31 Howard, Lynn..................................I10 Howard-Schwind, Michelle......F26 Howarth, Summer........................F04 Huddlestun, Denise....................D05 Huff, Brian........................................F45 Humphrey, Roger..........................I13 Hurley, Mary...................................G16

I Iles, Terri............................................E01 Imbriale, Jeanne..........LHT1-1, H08 Imbriale, Ryan..............LHT1-1, H08 Irving, Barrington Antonio......QA1 Islas, René...................... PCFR2, iPD5

J James, Wendy...............................C12 Jensen, Ben..................C08 (Invited) Jimenez, Carmen..........................LF1 Johnson, Lisa.................LHT4-1, E05 Johnson, Margie................................... ............................PC114, LHT6-4, H07 Jolly, Anne...................................... B12

Jones, B.R........................................G35 Jones, Nancy................................PK04 Jones, Richard.................................I17 Jones, Tammy.................................F25 Jordan, Monica..............................F32

K Kachur, Donald.............................C35 Kafele, Baruti..................................G06 Kajitani, Alex..................LHT1-3, B29 Kalina, Barbara.............................. B16 Kantner, Rob.................................. B36 Karnick, Kelley.................. PK06, G09 Kasak, Deborah............................ B45 Kaufeldt, Martha...........................F10 Kee, Kathryn..................................G46 Kennedy, Jacqueline.................. B21 Kensey, Shirley................................I19 Kepp, Lynn......................................C20 Kerner, Leslie.....................iPD6, iPD7 Kessler, Susan................................H06 Killion, Joellen....................................... .................... PC113, PC219, B01, F02 Kim, Sonny.....................................G16 King, Bruce.................................. CCF1 King, Michelle................LHT2-4, B21 King, Rita.........................................G05 King, Stacy.......................................F33 Kinkead, Dianne.............................I23 Kirchoffer, Desi..............................G42 Kirk, Casey.......................................C15 Kirk, Vicki..........................................F28 Kise, Jane.........................................G04 Knight, Jim.......................PC213, B34 Koontz, Catherine..........................I10 Kovatch, Sandra...........................C28 Kozik, Peter......................................F43 Krehbiel, Cheryl.......................PCFR2 Kreitzer, John...................................I34 Kriegel, Gretchen...................... CCF1 Krois, Gail........................................C42

L LaTurner, Jason.............................G18 LaVoulle, Crystal.............................I32 Lafontant, Margareth...................I30 Lambert, Tiffanie...........................LF2 Lange, Jason..................................C38 Langley-Samuels, Donnett...... B42 Larson, Tom....................................G25 Lassiter, Cathy................................F48 Lawrence, Salika.............................I30 Lebar, Maria Luisa........................ B35 Lebo, Rachel....................................I28 Lee, Caleb........................................G22 Lee, Mike........................ LHT4-2, C09 Leet, Susan.....................................G25 Lehmanowsky, Mary Beth........G11 Lent, ReLeah..................................C02 Lent, ReLeah Cossett.............PC210 Lerma, Alyson..................................I09

Leveque, Sarah............................. B41 Lewis, Dale......................................G18 Lineberger, Jason...........................I14 Linkins, Mark.................................. B19 Linn, Amanda................................ B27 Linn, Jeffrey.....................................F39 Linton, Cory................................. iPD4 Lipsey, Tammy...............................H07 Lipton, Laura...................PC208, B03 Littmann, Kathi...........................TL07 Lopez, Blanca................................C10 Lopez, Tonia...................................C19 Loucks, Kim......................................I46 Love, Nancy.....................................E03 Lovell, Janice..................................D02 Lynch Aravena, Janet.................A07 Lyons, Jessica...................................I40

M Maier, Shelby................................. B26 Mangewala, Rabinder................C33 Mangin, Melinda.....................PC110 Manning, Maryellen...................G20 Manning, Tom............................... B11 Marklein, Karen......................... CCF1 Martens, Rita............................... CCF1 Martin, Carol..................................C17 Martin, Cheryl................................LF1 Martin, William...............................F11 Mason, Hazel................................. B33 Mather, Mary Anne......................F45 Matlach, Lauren.............................F12 Mattinson, Kestin.........................G19 Maunsell, Patricia......................... B04 Mavromaras, Danielle......LHL1, C43 Mayer, Anthony............................C28 McAdam, Karla..............................F46 McClard, Sabrina...........................LF1 McConnell, Melissa.......................I28 McDermott, Jenn.........................C06 McDonald, Dianne........................I36 McGhee, Marla..............................C44 McGinley, Lisa............................... B46 McKanders, Carolyn...............PC102 McKay-Bryson, Ann....................G16 McKool, Sharon......................... CCF2 McLeod, Kimberly....................... B43 McLeod, Ryan.................................LF1 McMickell, Adam............ LHL6, G28 McNulty Pope, Lori......................C20 McQueen, Candice.................PC207 Medlock, Emily..........LHT6-2, CCF1 Merenbloom, Elliot..................... B16 Merideth, Lisa................................G42 Metzgar, Vicki................................G02 Meyer, Andreas............................. B33 Meyers, Bradley............................H06 Micheaux, Donna...................PC107 Middendorf, Beth........................G42 Middleton, Laura..............iPD8, F24 Middling, Tonya............................C13

138

Mike, Alyson......................LHC3, C20 Miller, Shazia...................................E06 Milligan, Rachael....................... CCF1 Milliones, Susan............... LHL5, G12 Minor, Vern......................................F47 Mladic-Morales, Becky...LHT3-1, C07 Mogil, Vicki..................................... B45 Molitor, Suzanne.......................... B35 Mondale, Tina.................................LF2 Monroe-Ossi, Heather...LHT1-4, B32 Montalvo-Balbed, Maria...........D05 Montgomery, Tracey.................. B27 Moon, Eva....................................... B04 Moore, Renee ....................................... (via video conference)............... B12 Moore, Bobby.................................LF1 Moore, Glee....................................G17 Moore, Leonard............................G13 Moran, Petra Pienkosky.............C21 Morganti-Fisher, Terry.................F04 Morrison, Liz..................................G42 Morton, Gregg.............................QA3 Mucetti, Rosanna.........................C33 Mun Wah, Lee................................G36 Munger, Linda..........................PC215 Murphy, Joseph..........................TL05 Murphy, Michael....PC103, N03, F28 Murray, Jacqui............................... B39 Myers, Ann......................................G02 Myers, Scott....................................LF1 Myers, Shari......................................I42

N Nagel, David...................PC217, G35 Nancarrow, Susan........................C45 Nash, Ron........................................G14 Nemanich, Jerelyne....................C29 Neumeyer, Abby.........LHT4-4, H01 Newkirk, Brad................... PK08, G09 Newsom, Brian.........................PC109 Nicely, Tanna...................................LF1 Nielsen Andrew, Erika................C06 Nix, Karen........................................G32 Nordstrom, Hope......LHT6-2, CCF1 Norris, Laurie.................................H04 Norton, Elizabeth...........................I11 Novoryta, Ami....................iPD8, F24 Nunnaley, Diana............................F45 Nunnally, Gary..............................C46

O Ohlson, Tiffany..............LHT1-4, B32 Oliver, Wendy......................... LHT1-2 Onuscheck, Mark..........................F08 Orr, Sammy.....................................C11 Osteen, Julia............................... CCF2 Owens, Leslie.................................G31

P Page Clements, Tarol.................. B18 Parchman, Kary...........LHT6-1, H02

Park, Kelly..........................................I27 Parker, Kim........................................I42 Parrett, William..............................C27 Parvin, Jennifer........................PC107 Patel, Shalini....................................F18 Patel, Sonal.....................................C33 Patterson, Patrick.........................G13 Pautz, Stefani................LHT1-1, H08 Payne, Brandon............................G18 Payne, John....................................H04 Pearce, Ann......................................I06 Pearce, Steve..................................G09 Peha, Steve.....................................C24 Pelzel, Jeffrey.................................C13 Penney, Tamy................................C16 Pereyra, Eliana................................LF1 Perez, Kathy.....................................I05 Perez, Shaharizan........................ B42 Pinchas, Daniel..............................F04 Planche, Beate...............................F21 Pletcher-Leerkamp, Bethanie......C41 Poduska, Jeanne...........................E06 Pollock, Jane..................................C46 Ponder, Kathleen....................PC104 Pontefract, Daniel......................TL11 Presta, Anna................................... B35 Preston, Steve.....PCFR1, LHC4, LHC5 Prevost, Darren...............................I18 Psencik, Kay....................B37, PC214 Pugh, Jill.......................LHT6-3, CCF2

Q Quarles-Gaston, Cheryl.............C40

R Rahn, Hope....................................C29 Ramanathan, Hema......................I35 Ramirez, Michael..........................G37 Ramsdell, Rob..........................PC108 Reed, Roberta..................................I27 Reibel, Anthony.............................F08 Reich, Tara........................................F24 Reinhard, Jeffrey...........................LF2 Reiss, Karla.......................................LF2 Richardson, Dayna........................I45 Rickert, Cynda................................LF2 Riemenschneider, Tammy........C44 Riley, Callie.................................PC106 Robbins, Pam.................................F36 Roberts, Cherine..........LHT2-2, B24 Robinson, Wendy....................PC214 Rodriguez, Nick.............................F19 Roe, Cecilia.....................................C15 Roussin, Jim....................................F31 Rowland, Cortney........................ B01 Roy, Patricia.....................................F14 Rucker, Susan.................................LF1 Rudhe, Tracy.................................. B22

Presenter Index

Presenter Index S Sain, Lloyd......................................G10 Samford, Wendy...........................C21 Sams, Rusha....................................F42 Sansonetti-Wood, MaryAnn............ ............................................LHT5-2, F35 Saphier, Jonathon..................PC101 Sarsfield, Jason..............................LF1 Saum-Mills, Kim.............................LF2 Schlinger, Melissa..........................I16 Schmidt, Carole............................C37 Schmidt, Chad...............................E04 Schneider, Jennifer......................C21 Schofield, Kathleen.....................G43 Schrishuhn, Terri............................I36 Schuermann, Patrick..................G03 Schultz, Melanie...........................C19 Scott, Bess.......................................G11 Scott, Susan...................................A02 Scott-Howard, Randi..................D06 Scuccato, Claudine...................... B33 Scullion, Mary Beth.......................I40 Searles, Sarah............................. CCF1 Seebaum, Matthew....................C39 Seeger, Victoria..............................LF1 Seely, Mary Laurens.....................F34 Selhub, Julie................................... B41 Severns, Julie.................................C06 Sharratt, Lyn....................................F21 Sherry, Mike................................... B25 Shofner, Kristi..................................I47 Shuster, Frances.................B48, G10 Siegel, Brad..................................... B38 Siegel, Suzanne..........................PK11 Silver, Harvey................................. B08

Silverman, Max...........................TL06 Simons, Suzanne.......................... B36 Skinner, Michele...........................D07 Smith, Annette................. D01, PK01 Smith, David....................................I37 Smith, Felicia...................................LF1 Smith, Katherine..........................G31 Smith, Nina......................................E03 Smith, Trisha..................................C16 Smith-McCormick, Emily..........G33 Snare, Barb..................................... B28 Snow, Sandy..................................G26 Snowden, David............................F37 Snyder, Donna..............................C30 Sommers, Bill.................................G22 Sparks, Betty Sue..........................F42 Spear, Vicky....................................G18 Spiegel, Karen.................................I38 Sprotzer, Arielle.............................F34 Stacy, Kevin................................. CCF1 Staehr Fenner, Diane...................F43 Stafford, David...............................LF1 Stahl, Katie...................................... B22 Steele, Mike.....................................LF1 Stephens, Catherine....................F37 Stewart, Peggy.............................. B29 Stidham, Pam............................. CCF1 Stoelinga, Sara Ray.................PC110 Stout, Robin...................................C16 Straub, Carrie.....................iPD9, G01 Streich, Jan..................................... B31 Stuart, Vanessa................................I24 Stull, Kevin.......................................LF1 Suazo, Frances...............................F29 Summey, Dustin............................F23

Sutherland, Angela.....................G09 Sutherland, Angie.....................PK09 Sutton, Chad..................................G39 Swanson, Kristen...............B47, N06 Swerdloff, Mathew........................I31

T Tanton, Debi..................................G32 Tate, Marcia.....................PC203, A08 Tavangar, Homa.......... LHT3-1, C07 Taylor, Adam...... PC114, LHL3, C04 Thomas, Mike................................G30 Thompson, Albert.......................C45 Thompson, Susan........................G17 Thornell, Rob.................................G26 Tissiere, Michele...........................C34 Tomlinson, Carol Ann............PC103 Tovani, Cris..................................... B22 Towns, Allegra...............................G08 Troen, Vivian..................................A10 True, Andy......................................C18 Tschannen-Moran, Bob............. B15 Tschannen-Moran, Megan....... B15 Tucker, Deborah............................F22 Twadell, Eric....................................F08

U Underwood, Amy..........................I43 Ungar, Michael.........B17, QA1, N04 Uptain, Wendy.............................. B13 Urlik, Colleen................................. B22 Uzicanin, Masa.............. PC219, H09

V Vance, Karen..................................G26

Vanderbilt, Karina........................C11 Vangrofsky, Kirsten.......................I43 Vavrus, Jessica............................... B05 Vesely, Jan.........................................I16 Vickery, Emily................................ B12 Vidito, Jeremy..............................PK10 Von Frank, Valerie.........................F13 VonBiberstein, Andrea.................I35 Vrtis, Jeremy...................................G31

W Waalen, Denise.............................C29 Waddell, Derrick...........................G18 Waddell, Lanette............................I33 Wagner, Rachel...............................I40 Walker, A.Z......................................G41 Ward Singer, Tonya......................A03 Ward, Karly.......................................I42 Watkins, Ryan..............................LHL4 Weatherby, Kristen....................TL01 Weaver, Laurie................................F41 Webb, Susan.................................. B32 Weese, Mark................................... B36 Weigel, Kathleen............................I17 Weipert, Meredith.........................I42 Weller, Mary...................................C26 Wellman, Bruce..............PC208, B03 Welsh, Kimberly..............................I47 Westbrook Bergman, Jody.......F26 Westendorf, Eric............................F16 Wheatley, Claudia.........................F17 Whitacre, Robin.............................E03 White, Kendale.............................. B18 Whittle, Holly..................................LF1 Widener, Lesa................................G12

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Wiedel, Pat...................................... B37 Wigginton, Todd...........................F27 Wilding, Mark...........................PC201 Wilkerson, Stephanie.................H07 Wilkoff, Ben.....................LHT5-4, I03 Williams, Courtney...................LHC3 Williams, Jan.................................. B22 Williams, Kelly................................LF2 Williams, Kenneth.........PC209, B07 Williams, Sharon...........................C13 Wilson, Keith....................................I11 Wilson, Melissa...............................I14 Wisker, Nancy......................... LHT5-1 Wisniewski, Robin....................... B26 Witherow, Kathy........................... B20 Wix, Jo...............................................F24 Wolkenhauer, Rachel.................C40 Wood, Jo.........................LHT2-3, D03 Woodson, Jamie..........................QA3 Worthington, B.J................C39, N11 Wszolek, Torrin..................LHL1, C43 Wyatt, Dorothy..............................F09

Y Yaceczko, Catherine......................I42 Yoder, Nick......................................C03 Youcheff, Kevin............................. B28 Young, Charles...............................F38 Young, Michele..............................F34

Z Zacarian, Debbie..........................G38 Zefran, Megan................................F12 Zimmerman, Diane......PC204, C05 Zoller, Kendall............................... B23

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