Conference Program

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R E G I S T R AT I O N
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LEARNING FORWARD
2011 ANNUAL CONFERENCE
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Learning Forward 2011 Annual Conference
Conference Program
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n behalf of the Learning Forward Board of Trustees, we invite you to join us in
Anaheim for our Annual Conference. Capture the Magic, the theme of our
conference, is exciting to me for a number of reasons.
The keynote speakers, concurrent sessions, thought leader lectures, common meals,
and networking offer us a fantastic journey to the magic kingdom of learning.
My sincere thanks go to the Conference Program Planning Committee and the
Anaheim Host Committee for challenging each of us to expand our own personal
learning.
Once we return to our own professional settings, we can become shining examples
for all of those within our spheres of influence who dare to create magic and do
even more for students. As we share the knowledge, skills, insights, and inspirations
we have gained, we become true models of professional learning that improve
educator practice and, ultimately, student learning.
Learning Forward’s purpose is to create schools where every educator engages in
effective professional learning every day so every student achieves. We have every
confidence that our Annual Conference will empower you to be a part of this noble
effort to improve the lives of students and educators as we make our schools more
effective places to learn, to teach, and to create magic.
Join us as we capture the magic!
Mark Diaz
Learning Forward
President
Stephanie Hirsh
Learning Forward
Executive Director
2011 LEARNING FORWARD BOARD OF TRUSTEES
Mark Diaz
President
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Kenneth Salim
President-elect
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Ingrid Carney
Past President
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Julie Blaine
Trustee
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Sue Elliott
Trustee
West Vancouver
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Amanda Rivera
Trustee
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Jeff Ronneberg
Trustee
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Granger Ward
Trustee
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Attendees!
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FREE
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Winner need not be present at drawing.
NEW
TITLES
in
Professional
Development
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Many of you have had the feeling of engaging in a learning experience that overtakes your senses, while tapping
into both your heart and your mind. Likely, the experience was planned with some critical features in mind. Likely, the
presenter demonstrated a passion for the topic and a high degree of command of the subject matter. Likely, there
was something unexplainable about the experience that made it stand out in your mind. Maybe it even felt magical.
While some say that there is no magic in creating that kind of learning experience, the Anaheim committee thinks
that the magical feeling that comes from a powerful learning experience is one worth striving for. Our committee
encourages you to Capture the Magic of the 2011 Anaheim Conference. As the days draw closer to December, our
enthusiasm and excitement are growing and we look forward to greeting you in Anaheim!
This year’s conference, to be held at the Anaheim Convention Center, will feature opportunities to learn with
Beverly Cross, Ronald Gallimore, Gary Howard, Glenn Singleton, Pat Wolfe, Anthony Muhammad, Victoria Bernardt,
Thomas Guskey, Carolyn McKanders, Ivory Toldson, Nancy Frey, and Ernie Mendes. In addition, Gil Conchas, Ellen
Moir, and Aida Walqui will lecture on important topics.
The Anaheim conference is set alongside the happiest place on Earth, Disneyland. Can you imagine being close
enough to grab a quick ride on the Matterhorn before bed or to catch a parade down Main Street during your
trip to the 2011 conference? For those of you who prefer other activities or environments, Orange County and the
southern part of Los Angeles County offer endless opportunities to enjoy the southern California surroundings.
For cultural enthusiasts, a short drive from the conference center will take you back in time through a visit to the
Mission San Juan Capistrano or Old Towne Orange or Little Saigon (located in the city of Westminster).
In nearby cities, you will find multiple museums, including the Richard Nixon Presidential Library & Museum, the
Newport Harbor Nautical Museum, and the Bowers Museum. The Long Beach Aquarium is a short drive from the
Anaheim Convention Center, but certainly a destination worth the drive. For golf enthusiasts, there are plenty of
fairways to keep you busy, and for those of you who like to end the day in a spa setting, you will not be disappointed
by nearby spa facilities.
Your attendance at the Anaheim Conference ensures that you’ll be in the right place to Capture the Magic of 2011.
We hope you’ll consider early registration as there are a limited number of conference spaces available.
With learning in mind,
Jill Baker, Chair
Anaheim Host Committee
Jill Baker
Chair
Stephanie Baker
Exhibits/Sponsors
Kathy DiRanna
Program/Student Presence
Susan Gomez-Zwiep
Hospitality/Publicity
Janet Malone
Exhibits/Sponsors
Keith Myatt
Exhibits/Sponsors and
Affiliate Liaison
David Ross
Kathy Perez
Program/Student Presence Hospitality/ Publicity
Frank Gutierrez
Registration/Volunteers
Kristi Kahl
Registration/Volunteers
Gina Smith-DeVille
Operations/Facilities
Odessa Taylor
Operations/Facilities
ANAHEIM
HOST
COMMITTEE
Linda MacDonell
Hospitality/Publicity
Jill Baker, Chair Long Beach Unified School District, Long Beach, CA Stephanie Baker, Exhibits/Sponsors Pomona Unified School District, Pomona, CA Kathy DiRanna,
Program/Student Presence K-12 Alliance/WestEd, Santa Ana, CA Susan Gomez-Zwiep, Hospitality/Publicity California State University – Long Beach, Los Alamitos, CA
Frank Gutierrez, Registration/Volunteers Long Beach Unified School District, Long Beach, CA Kristi Kahl, Registration/Volunteers Long Beach Unified School District,
Long Beach, CA Linda MacDonell, Hospitality/Publicity Huntington Beach, CA Janet Malone, Exhibits/Sponsors California Staff Development Council, Encinitas, CA
Keith Myatt, Exhibits/Sponsors and Affiliate Liaison Burbank, CA Kathy Perez, Program/Student Presence St. Mary’s College of California, Alameda, CA David Ross,
Hospitality/ Publicity Buck Institute for Education, Novato, CA Gina Smith-DeVille, Operations/Facilities Los Angeles Unified School District, Los Angeles, CA Odessa
Taylor, Operations/Facilities Los Angeles Unified School District, Los Angeles, CA
4
Learning Forward Conference Strands and Guiding Questions
1. Advocacy: Building Support for Professional Learning Through Policy Development and Implementation
GUIDING QUESTIONS
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policies that improve professional learning?
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2. Equity: Applying Knowledge of Race, Class, Culture, and Learning Differences to Achieve
Educational Equity
GUIDING QUESTIONS
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3. Fundamentals: Addressing the Fundamentals of Powerful Professional Learning
GUIDING QUESTIONS
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4. Impact: Examining the Link Between Professional Learning and Student Achievement
GUIDING QUESTIONS
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learning on student learning?
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Conference
Strands
5. Leadership: Developing School and District Leadership at All Levels to Continuously Improve
Student Learning
GUIDING QUESTIONS
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improvement of student learning?
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improve?
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6. Teaching Quality: Enhancing Quality Teaching for Student Learning
GUIDING QUESTIONS
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and learning?
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of all teachers?
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7. Technology: Leveraging Technology as a Resource for Professional Learning
GUIDING QUESTIONS
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5
Conference
Overview
Friday
TABLE
OF
CONTENTS
8:30 a.m. - 4:00 p.m. .........Academy Classes of 2012
5
6
6
Host
Committee
and Chair
Letter
Conference
Strands
Conference
Overview
Conference
Program
Planning
Committee
DEC. 5
7:00 a.m. - 5:00 p.m. .........Registration
and 2013 Sessions
7:00 a.m. - 7:30 a.m. .........Breakfast
5:00 p.m. - 7:00 p.m. ........Registration
7:30 a.m. - 8:30 a.m. .........General Session 1
8:30 a.m. – 5:45 p.m. .........Exhibit Hall Open
DEC. 3
9:00 a.m. - 12:00 p.m..........Keynote speaker QA1, Thought
7:30 a.m. - 5:00 p.m. .........Registration
........ Leader Lectures TL01 & TL02
8:30 a.m. - 4:00 p.m. .........Academy Sessions
9:00 a.m. - 12:00 p.m..........Concurrent Sessions (A & C)
9:00 a.m. – 4:00 p.m. .........Preconference Sessions
10:00 a.m. - 12:00 p.m. ......Concurrent Sessions (B & D)
12:00 p.m. - 1:00 p.m. ........Preconference Lunch
Sunday
4
President
Letter and
Board of
Trustees
Monday
DEC. 2
Saturday
2
12:15 p.m. - 1:00 p.m. ........Lunch
1:00 p.m. - 2:15 p.m. .........General Session 2
DEC. 4
2:30 p.m. - 5:30 p.m. .........Keynote speaker QA2, Thought
7:30 a.m. - 7:00 p.m. .........Registration
........ Leader Lectures TL03 & TL04
9:00 a.m. - 4:00 p.m. .........Preconference Sessions
2:30 p.m. - 5:30 p.m. .........Concurrent Sessions (E)
12:00 p.m. - 1:00 p.m. ........Preconference Lunch
2:30 p.m. - 4:30 p.m. .........Concurrent Sessions (F),
5:00 p.m. - 6:00 p.m. .........Academy Reception
(A & B continued)
and Academy Graduation
2:30 p.m. - 4:30 p.m. .........Roundtable 1
6:00 p.m. - 6:45 p.m. .........First-Time Conference Attendees
Session
6:30 p.m. - 7:45 p.m. .........Member Reception
4:45 p.m. – 5:45 p.m. .........Exhibit Hall Reception
6:00 p.m. - 7:00 p.m. .........State and Provincial
Affiliate Receptions
8:00 p.m. - 11:00 p.m. ........Dance
CONFERENCE
PROGRAM
PLANNING
COMMITTEE
Cathy BerlingerGustafson, Facilitator
Crystal Lake, IL
6
Tony Neal
St. Louis, MO
Clara Howitt
Greater Essex County
District School Board
Windsor, ON, Canada
Cathy Gassenheimer Francena Cummings
Alabama Best Practices SERVE Center @ UNCG
Center, A+ Education
Tallahassee, FL
Partnership
Montgomery, AL
Kathy O’Neill
Southern Regional
Education Board
Atlanta, GA
Bergeron Harris
Austin Independent
School District
Austin, TX
Rolf Blank
Council of Chief State
School Officers
Washington, DC
8
10
16
20
22
36
92
94
97
98
99
102
Keynote
Speakers
Keynote Q&As
and Thought
Leader Lectures/
Panels
Conference
Features
Sponsors
and
Exhibitors
Preconference
Sessions
Concurrent
Sessions
Affiliate
Contacts
California
Attractions
and Hotel
Information
Registration
Information
Conference
Registration
Form
Session
Registration
Topic
Audience
Presenter
Indices
Tuesday
Wednesday
DEC. 6
7:00 a.m. - 5:00 p.m. .........Registration
DEC. 7
7:00 a.m. - 10:00 a.m. .........Registration
7:45 a.m. - 9:45 a.m. .........Thought Leader Lecture
7:00 a.m. - 7:30 a.m. .........Breakfast
TL09
7:30 a.m. - 8:30 a.m. .........General Session 3
8:30 a.m. - 4:00 p.m. .........Exhibits Open
7:45 a.m. - 9:45 a.m. .........Concurrent Sessions (M)
9:00 a.m. - 12:00 p.m..........Keynote speaker QA3, Thought
........ Leader Lectures TL05 & TL06
9:00 a.m. – 12:00 p.m.........Concurrent Sessions (G & I)
9:45 a.m. - 10:30 a.m. .........Brunch
10:30 a.m. - 11:45 a.m. ......General Session 5
1:45 p.m. .........Conference Adjourns
10:00 a.m. - 12:00 p.m. ......Concurrent Sessions (H & J)
12:15 p.m. - 1:00 p.m. ........Lunch
1:00 p.m. - 2:15 p.m. .........General Session 4
2:30 p.m. - 5:30 p.m. .........Keynote speaker QA4, Thought
.........Leader Lectures TL07 & TL08
2:30 p.m. - 5:30 p.m. .........Concurrent Sessions (K)
Learning Forward
Foundation Events
The Foundation has three fabulous
and fun events planned!
2:30 p.m. - 4:30 p.m. .........Concurrent Sessions (L),
(G & H continued)
2:30 p.m. - 4:30 p.m. .........Roundtable 2
Sunday
DEC. 4
2nd Annual Walk-a-thon
5:30 p.m. - 6:30 p.m. ........Learning Forward
Business Meeting
7:00 a.m. - 8:00 a.m.
Hilton Anaheim
Sunday
DEC. 4
JSD Magazine Cover Photo Shoot
7:00 p.m. - 10:00 p.m.
$10 donation per person
Ex Officio
Ex Officio
Tuesday
DEC. 6
Benefit Dinner
Honoring Joellen Killion
David Hill
Dana Center
University of Texas
at Austin
Austin, TX
Jim Knight
University of Kansas
Lawrence, KS
Debbie Fish
Central Indiana
Educational Service
Center
Indianapolis, IN
Jill Baker
Long Beach Unified
School District
Long Beach, CA
7:00 p.m.
Tickets: $75 per person
Learn more about these events at
www.learningforward.org/annual11/foundation
7
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Keynote
Speakers
Tony Bingham
Monday
Morning
General
Session
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of The Wiseman Group, a leadership
research and development firm
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The Wiseman Group, she advises
senior executives and leads strategy
and leadership forums for executive
teams worldwide. Her recent clients
include: Apple, SAP, GAP, Salesforce.
com, and Microsoft.
Wiseman has conducted
significant research in the field
of leadership and collective
intelligence and is the author of
Multipliers: How the Best Leaders
Make Everyone Smarter (Harper
Business, 2010) and has published
“Bringing out the best in your
people” in the May 2010 edition of
Harvard Business Review.
A former executive at Oracle
Corporation, Wiseman worked
in various executive roles in the
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during her 17 years there. Most
recently, she worked as the vice
president of global products and
services for Oracle’s $400 million
education business, where she led
product management, marketing,
pricing, eLearning, and internal
training globally.
Wiseman has led significant
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worked and taught extensively
internationally.
8
Monday
Afternoon
General
Session
Tony Bingham, a strategic
leader with broad-based business,
financial, operational, and technical
management expertise, is the
president and chief executive
officer of the American Society
for Training & Development
(ASTD). ASTD is the world’s largest
association dedicated to workplace
learning and performance
professionals. ASTD’s 70,000
members and associates work in
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many industries in more than 100
countries.
Bingham joined ASTD in 2001
as chief operating officer/chief
information officer where he was
responsible for leading business
operations. He was the architect
behind a financial turnaround,
improved customer service,
faster content development,
implementing new vehicles for
information delivery, overhauling
ASTD’s technical infrastructure,
and enhancing the society’s online
presence and customer experience.
In addition to overseeing the
operational side of the business,
Bingham led the development
of strategic partnerships with
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publications.
Before joining ASTD, Bingham
served as the senior vice president
of technology and operations for
Britannica.com.
Julianne Malveaux
Tuesday
Morning
General
Session
3FDPHOJ[FEGPSIFS
provocative, progressive, and
insightful observations, Julianne
Malveaux, an economist, author
and commentator, is the president
and CEO of Last Word Productions,
a multimedia production company.
Described by Cornel West
as “the most iconoclastic public
intellectual in the country,”
Malveaux’s contributions to the
public dialogue on issues such as
race, culture, and gender, and their
economic impacts, are helping
to shape public opinion in 21st
century America.
As a writer and syndicated
columnist, Malveaux’s work appears
regularly in USA Today, Black Issues
in Higher Education, Ms.NBHB[JOF
EssenceNBHB[JOFBOEThe
Progressive.
In addition to her columns and
media appearances, Malveaux is an
accomplished author and editor.
Her academic work is included in
numerous papers, studies, and
publications. She is most recently
the co-author of Unfinished Business:
A Democrat and A Republican Take
On the 10 Most Important Issues
Women Face (Perigee Trade, 2002).
Tuesday
Afternoon
General
Session
Sir Michael Barber joined
McKinsey & Company in September
2005 as the expert partner in
its global public sector practice,
working on major transformations
of public services, especially
education, in the USA, UK, and
other countries.
Prior to joining McKinsey,
Barber was chief advisor on delivery
to British Prime Minister Tony Blair.
Barber was responsible for the
oversight of implementation of the
prime minister’s priority programs
in health, education, transport,
policing, criminal justice, and
asylum/immigration.
Before joining government,
Barber was a professor at the
Institute of Education, University
of London. His major publications
include The Learning Game:
Arguments for an Education
Revolution (Indigo, 1997), How to do
the Impossible: A Guide for Politicians
with a Passion for Education
(Institute of Education, 1997) and
The Virtue of Accountability (Boston
University, 2005).
Barber’s advice on public
policy, especially education, has
been sought by governments
including Australia, the USA, Russia,
Estonia and Hong Kong and by
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including the Organisation for
Economic Co-operation and
Development, The World Bank, and
the International Monetary Fund.
MaryEllen Elia
Wednesday
Morning
General
Session
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.
Marcia Tate
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Sir Michael Barber
Backup
Keynote
Marcia Tate is the former
executive director of professional
development for the DeKalb County
School System, Decatur, Georgia.
She received the 2001 Distinguished Staff Developer Award
for the State of Georgia, the
Exemplary Program Award for the
state, and the Spelman College
Apple Award for excellence in the
field of education.
Currently an educational
consultant, Tate has taught over
250,000 administrators, teachers,
parents, and business and community leaders throughout the world.
She is the author of numerous best
sellers, including Worksheets Don’t
Grow Dendrites: 20 Instructional
Strategies That Engage the Brain,
(Corwin Press, 2010, 2nd ed.), Sit
and Get Won’t Grow Dendrites: 20
Professional Learning Strategies
That Engage the Adult Brain (Corwin
Press, 2004), Shouting Won’t Grow
Dendrites: 20 Techniques for Managing a Brain-Compatible Classroom
(Corwin Press, 2006), and Mathematics Worksheets Don’t Grow
Dendrites: 20 Numeracy Strategies
That Engage the Brain (Corwin Press,
2008). Her latest book is Preparing
Children for Success in School and
Life: 20 Ways to Enhance Your Child’s
Brain Power (Corwin Press, 2011).
9
Carl Cohn
Steve Cantrell
TL01
Monday
10 a.m. 11 a.m.
Thought
Leader
Lectures
10
Ellen Moir
TL02
Monday
11 a.m. 12 p.m.
TL03
Monday
3:30 p.m. 4:30 p.m.
PARTNERING WITH HIGHER
EDUCATION: THE REAL VALUEADDED IN AN URBAN SCHOOL
DISTRICT
BETTER INFORMATION
FOR BETTER FEEDBACK:
THE MEASURES OF EFFECTIVE
TEACHING PROJECT
DEVELOPING RIGOROUS
TEACHER INDUCTION TO
INCREASE STUDENT
ACHIEVEMENT
Carl Cohn is co-director of the
Urban Leadership program and
clinical professor in the School of
Educational Studies at Claremont
Graduate University. He has served
as superintendent of the San Diego
Unified School District and the Long
Beach Unified School District. His
tenure in Long Beach culminated
XJUIIJTXJOOJOHUIF.D(SBX1SJ[F
in 2002 and the district winning the
#SPBE1SJ[FJO$PIOIBTBMTP
worked as clinical professor at the
University of Southern California
Rossier School of Education. He has
worked as a faculty advisor for both
the Broad Superintendents
Academy and the Harvard Urban
Superintendents Program and
serves on the boards of American
College Testing, the Center for
Reform of School Systems, and EdSource. His additional school reform
activities include service on the
Bill & Melinda Gates Foundation’s
Empowering Effective Teachers
Advisory Committee, the Teacher
Preparation Assessment Consortium Advisory Council of AACTE,
the National Research Council’s
independent evaluation of the D.C.
Public Schools, and the U.S. Dept.
of Education’s National Technical
Advisory Committee. Among his
many publications, Cohn co-edited,
Partnering to Lead Educational
Renewal: High Quality Teachers, High
Quality Schools (Teachers College
Press, 2004).
Steve Cantrell serves as senior
program officer for research and
evaluation with the Bill & Melinda
Gates Foundation. He manages a
portfolio of grants and contracts
focused on teaching effectiveness,
including the Measures of Effective
Teaching project. Cantrell’s experience cuts across an array of applied
research contexts, including chief
program officer at Learning Point
Associates, chief research scientist
for the Los Angeles Unified School
District, where he directed and
developed a staff of researchers in
the priority areas of school reform,
policy analysis, and the implementation of district mathematics and
science initiatives. Cantrell has also
taught research methods at
University of California.
Ellen Moir is chief executive officer
of the New Teacher Center (NTC),
which she founded in 1998 to scale
IJHIRVBMJUZUFBDIFSJOEVDUJPOTFSvices to a national audience. Moir
JTXJEFMZSFDPHOJ[FEGPSIFSXPSL
in beginning teacher development
and school reform and is a passionate advocate for the newest teachers. She has extensive experience in
public education, having previously
served as director of teacher education at the University of California at
4BOUB$SV[4IFBMTPXPSLFEBTBCJlingual teacher. Moir is the recipient
of many awards including the 2008
Learning Forward Contribution to
the Field award; the 2008 Full Circle
Fund Impact Award; the Harold W.
.D(SBX+S1SJ[FJO&EVDBUJPO
and the 2003 California Council on
Teacher Education Distinguished
Teacher Educator Award.
1 2 3
Distinguished Superintendents’ Panel
TL04
Monday
4:30 p.m. 5:30 p.m.
EMPOWERING EFFECTIVE TEACHING
Peter Gorman, panelist
Peter Gorman
has more than
two decades
of experience
in education
and has been
superintendent of Charlotte-Mecklenburg Schools since 2006. Gorman began his educational career
in Orlando, FL, in 1987, where he
worked as a teacher, principal, and
administrator in Orange and Seminole counties before being named
superintendent of schools in Tustin,
CA, in 2001. Gorman is active in the
Charlotte community, serving on
the boards of several agencies and
PSHBOJ[BUJPOT)FJTBMTPBNFNCFS
of several national advisory boards
for public education.
Linda Lane, panelist
Linda Lane
was appointed
deputy superintendent for
instruction,
assessment,
and accountability before she was
named superintendent of Pittsburgh Public Schools in 2010. Lane
began her career as an elementary
teacher before serving as deputy
superintendent of Des Moines
4
Public Schools and in various
positions throughout the central
office including executive director of human resources. As human
resources director, Lane instituted
and created a process for hiring
effective teachers that included
new screening tools and training.
These experiences helped inform
the Empowering Effective Teachers
work the Pittsburgh Public Schools
is currently undertaking.
MaryEllen Elia, panelist
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.
Mike Copland, moderator
Michael
Copland is a
senior program officer
with the Bill
& Melinda
Gates Foundation. His work focuses
on foundation-sponsored teacher
effectiveness initiatives underway
in several urban districts across
the country. Copland previously
served as associate professor and
chair of Educational Leadership
and Policy Studies at the University
of Washington and as director of
the Prospective Principals Program
at Stanford University. Copland’s
publications include Connecting
Leadership with Learning (ASCD,
2006) co-authored with Michael
Knapp, as well as pieces in Phi Delta
Kappan, Journal of School Leadership, Educational Evaluation and
Policy Analysis, and Educational
Administration Quarterly. His
previous roles include teacher and
principal in Washington state.
11
Gilberto Conchas
TL05
Tuesday
10 a.m. 11 a.m.
ENGAGING URBAN YOUTH
THROUGH COMMUNITY-BASED
ACTION: THE RELATIONSHIP
BETWEEN COMMUNITIES AND
SCHOOLS
Thought
Leader
Lectures
Gilberto Conchas is an associate
professor of education and chancellor’s fellow at the University of
California, Irvine (UCI). Prior to joining the UCI faculty, Conchas was an
assistant professor at the Harvard
Graduate School of Education. He
most recently served as senior program officer with the Bill & Melinda
Gates Foundation, managing the
SFTFBSDIQPSUGPMJPPO64JOFRVJUZ
The focus of his research is urban
TDIPPMTVDDFTTTPDJBMJOFRVBMJUZ
and education, and educational
policy and reform. Numerous scholarly journals, including the Harvard
Educational Review, Research in
Sociology of Education, Youth &
Society, and Teachers College Record,
have published Conchas’ research
POTPDJBMFRVJUZBOEVSCBOTDIPPMT
He is the author of The Color of
Success (Teacher College Press,
2006) and the co-author of Small
Schools and Urban Youth (Corwin,
2008). Conchas is currently working on his third book StreetSmart,
SchoolSmart. He has been a visiting
scholar at the University of Barcelona, University of Southern California, San Francisco State University,
and the University of Washington.
12
Academic Thought Leaders Panel
TL06
Tuesday
11 a.m. 12 p.m.
RIGOR, RELEVANCE, AND RESULTS:
AN INTENSIVE PARTNERSHIP
Ivonne Durant, panelist
Susana Cordova (invited),
Ivonne Durant
serves as chief
academic
officer with
the Dallas
Independent School District (DISD).
Durant has more than 40 years of
experience in education, including
15 in DISD, where, prior to her appointment as chief academic officer,
she served as executive director of
the Northwest Elementary Learning Community, where 31 of the
schools she led achieved exemplary
PSSFDPHOJ[FETUBUVTUIFIJHIFTU
accountability rating in the state
of Texas. Durant is considered an
expert in bilingual education and is
the recipient of several awards and
much recognition including Administrator of the Year from the Dallas
Association for Bilingual Education.
panelist
Susana
Cordova is
the chief academic officer
with Denver Public Schools (DPS).
Cordova has 20-plus years with the
district and was previously the district’s executive director of teaching
and learning. Cordova began her
career with DPS as a middle school
teacher. She has also served the district as a student advisor, assistant
principal, and principal. In 2002, she
transitioned to district leadership
as the director of literacy where she
implemented a districtwide literacy
program. Cordova is a Denver Public Library commissioner and serves
on the boards of several non-profit
PSHBOJ[BUJPOT
Irving Hamer, panelist
Michael Copland is a senior
program officer with the
Bill & Melinda
Gates Foundation. His work focuses
on foundation-sponsored teacher
effectiveness initiatives underway
in several urban districts across
the country. Copland previously
served as associate professor and
chair of Educational Leadership
and Policy Studies at the University
of Washington and as director of
the Prospective Principals Program
at Stanford University. Copland’s
publications include Connecting
Leadership with Learning (ASCD,
2006) co-authored with Michael
Knapp, as well as pieces in Phi Delta
Kappan, Journal of School Leadership, Educational Evaluation and
Policy Analysis, and Educational
Administration Quarterly. His
previous roles include teacher and
principal in Washington state.
During his 30plus years as
an educator,
Irving Hamer
has served as
New York State Education Department deputy commissioner of
education, New York City Board of
Education member, school administrator, teacher, and professor at
Columbia University’s Teachers
College, and as co-chairman of
TestU.com, a start-up educational
service. Hamer spent three years
as a senior research affiliate at Yale
University Institute for Social and
Policy Studies. He also served as the
deputy superintendent for school
improvement in Miami-Dade County and in 2008 joined Memphis City
Schools as deputy superintendent
of academic operations, technology, and innovation.
5 6
Mike Copland, moderator
Robert Garmston
TL07
Tuesday
3:30 p.m. 4:30 p.m.
STORIES OF HOPE
AND RESILIENCE
Robert Garmston is professor
emeritus of education administration at California State University
and has given presentations and
workshops for educators and
professionals around the world. He
is well-known for his expertise in
leadership, learning, and personal
BOEPSHBOJ[BUJPOBMEFWFMPQNFOU
Before becoming a professor and
educational consultant, Garmston
was a classroom teacher, principal,
director of instruction, and superintendent. Garmston is the recipient
of many awards including Learning Forward’s Book of the Year and
Contribution to the Field awards.
He is the author of the forthcoming
books I Don’t Do That Anymore: A
Memoir of Awakening and Resilience
"NB[PO
BOEBecoming
Group Wise (Corwin, 2012).
Joellen Killion
"ÓEB8BMRVJ
TL09
Wednesday
7:45 a.m. 8:45 a.m.
TL08
Tuesday
4:30 p.m. 5:30 p.m.
REFLECTIONS ON THE FIELD
Joellen Killion is the former deputy
executive director for Learning
Forward and has continued her
relationship as an advisor to the
PSHBOJ[BUJPO,JMMJPOMFEUIFNPTU
recent revision of the Standards for
Professional Learning and continues
to facilitate the revision of the standards support resources. She has
extensive experience in professional development planning, design,
implementation, and evaluation
both at the school and system level.
,JMMJPOJTBGSFRVFOUDPOUSJCVUPS
to newsletters and JSD. Her most
recent books include Becoming a
Learning School (NSDC, 2009)
co-authored with Patricia Roy, The
Learning Educator: A New Era in
Professional Learning (NSDC, 2007)
co-authored with Stephanie Hirsh,
Assessing Impact: Evaluating Staff
Development (Corwin Press, 2008,
2nd ed.), and Taking the Lead: New
Roles for Teachers and School-based
Coaches (NSDC, 2006) co-authored
with Cindy Harrison.
PREPARING ENGLISH LANGUAGE
LEARNERS AND ALL OTHER
STUDENTS FOR SUCCESS IN THE
21ST CENTURY
"ÓEB8BMRVJEJSFDUPSPGUFBDIFS
professional development at WestEd, is responsible for coordinating
teacher professional development
BOEMFBEJOHUIFPSHBOJ[BUJPOBM
effort to support teachers throughPVUUIFJSDBSFFST1SFWJPVTMZ8BMRVJ
taught at the University of CaliforOJBBU4BOUB$SV[BOEBU4UBOGPSE
University, where she coordinated
the cross-cultural linguistic and
academic development emphasis in the STEP program. She also
has taught at universities in Peru,
Mexico, and England.
7 8 9
13
speakers
assessment
english
learners
21st century on-site
skills
workshops
books
youth
at risk
literacy
online
courses
response to
intervention
professional
learning
communities
classroom
management
events
consulting
instruction
videos
leadership
technology
video & web
conferencing
special needs
helping you build schools
where everyone learns
solution-tree.com
14
800.733.6786
when we focus
on teachers
our students
succeed
We partner with states and school districts to
provide high-quality mentoring and professional
development, strengthen school leadership, and
enhance teaching conditions.
Stop by New Teacher Center’s booth or join us at our Fourteenth National Symposium on the
theme of ‘Shining a Light on Great Teaching’, February 5-7, 2012, San Jose, California.
www.newteachercenter.org
15
Conference Features
EXHIBITS
FIRST-TIME CONFERENCE GOERS SESSION
First-time conference goers will want to attend a special session at 6 p.m. Sunday with Learning
Forward Executive Director Stephanie Hirsh, Learning Forward Director of Learning Carol François,
-FBSOJOH'PSXBSE1SFTJEFOU.BSL%JB[BOE)PTU$PNNJUUFF$IBJS+JMM#BLFS5IFTFMFBEFSTXJMMTIBSF
exciting information on Learning Forward’s goals, discuss member benefits, and offer tips on how
to get the most from the conference. First-timers will be escorted to the Learning Forward member
reception.
Learning Forward’s
exhibit hall features
more than 100
vendors recruited to
address issues related
to professional devel-
GENERAL SESSIONS AND KEYNOTE PRESENTERS
General sessions begin after breakfast and lunch on Monday and Tuesday, and after brunch Wednesday. General sessions feature Learning Forward leaders, special guests, and student performances.
Keynote speakers address the audience at the conclusion of each general session. 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 about 30 to 45 minutes for meal service. Meals will not be served once
the general session has begun.
opment and school
improvement. The
exhibit hall also
features the Learning
Forward Bookstore’s
new publications, as
well as books by
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, Exhibit Hall and Affiliate Receptions on Monday evening, breakfast
and lunch on Monday and Tuesday, and brunch on Wednesday. Conference meals meet a variety of
dietary needs and preferences. Meals will not be served once the general session has begun.
conference presenters.
Exhibit Hall
hours are:
MONDAY, DEC. 5
KEYNOTE Q&As AND THOUGHT LEADERS
"RVFTUJPOBOEBOTXFSQFSJPEGPMMPXTFBDI.POEBZBOE5VFTEBZHFOFSBMTFTTJPOLFZOPUF3FHJTUFS
for QA1, QA2, QA3, and/or QA4 to participate in the discussion. Thought leader lectures and panel
discussions feature selected leaders in professional development, school improvement, and other
areas of interest. One-hour lectures and panel discussions are scheduled throughout the conference
on Monday, Tuesday, and Wednesday, and follow the keynote Q&As in the same location. Register for
TL01, TL02, etc. or pick the thought leader track to attend all Q&As and lectures/panels.
8:30 a.m.- 5:45 p.m.
Exhibits Open
4:45 p.m.- 5:45 p.m.
Exhibit Hall Reception
TUESDAY, DEC. 6
8:30 a.m.- 4 p.m.
Exhibits Open
WALLACE SESSIONS: ON LEADERSHIP AND MORE TIME FOR LEARNING
The first of three Wallace-sponsored sessions at Learning Forward’s 2011 Annual Conference is
(PC216) Promoting Highly Effective Leadership Through Evaluation and Continuous Improvement. This day-long workshop is intended for those who already understand that school leadership
is critical to improving schools and raising student achievement. It will give participants a hands-on
experience in identifying the research-based behaviors that make principals and their leadership
teams effective, and how to use this information to guide and develop principals throughout their
careers.
A related panel discussion, (F27) How Districts Can Grow and Support a Pipeline of Highly
Effective Leaders, presents a Wallace hypothesis that building a pipeline of effective principals
who are able to lead instructional improvement will result in student achievement gains. The session
will explore district efforts to define clear leadership standards; offer aspiring school leaders highRVBMJUZUSBJOJOHFTUBCMJTITFMFDUJWFIJSJOHQSBDUJDFTGPSQSJODJQBMTBOEBTTJTUBOUQSJODJQBMTFWBMVBUF
the instructional behaviors of principals on the job; and, on the basis of those evaluations, provide
appropriate professional development and mentoring.
-FBEFSTIJQJTOPUUIFPOMZDSJUJDBMQJFDFPGUIFQV[[MFUPDMPTFTUVCCPSOBDIJFWFNFOUHBQT3FTFBSDI
also suggests that providing students, especially those from disadvantaged backgrounds, with more
time for learning has the potential to improve their success in school. Yet efforts to expand learning
time – through an extended school day or year, through summer learning programs, or through online learning opportunities – have not been widely embraced. The panel discussion, (D22) Extending Time for Learning: Promising National Models, highlights innovative ideas and some emerging examples of expanded learning time that have been shown to be effective in improving student
success, and offers possible steps for replicating such effective programs at scale.
16
Special symbols provide additional
information for conference attendees.
These sessions are marked by icons.
Most sessions are appropriate for
all attendees, but some sessions are
more Basic for participants with
limited background in the content
or Advanced for attendees who
have experience and knowledge of
session content.
Sessions that have content
and skills for educators serving
Title I populations are designated
with this icon.
Sessions where participants should
Bring a laptop or other mobile
computing device feature this icon.
Look for Common Core State
Standards in sessions denoted
with this icon.
Gates Foundation and Wallace
Foundation sessions are provided
with the generous support of our
conference sponsors and Learning
Forward partners.
ONE-ON-ONE COACHING SESSIONS
Members of Coaching for Results are providing
one-on-one coaching to conference attendees.
Give yourself time to explore your confidential
goals and dreams. Imagine the possibilities: a
goal made clear, a plan evolved, multiple solutions for a tough situation. Sign up for a coaching session by selecting one of the following:
F28, J32, L32, and M45.
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. Educators report
UIJTDPOGFSFODFUPCFUIFPOFUIFZBUUFOEFWFSZZFBS5IFZQSJPSJUJ[F
UIJTDPOGFSFODFGPSUIFJSBOOVBMUSBWFMSFRVFTUCFDBVTFPG-FBSOJOH
Forward’s high standards for relevant and informative sessions.
THE PROGRAM
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colleagues.
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and students.
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priority areas.
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lessons learned.
THE ON-SITE EXPERIENCE
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promote relationship building.
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is expecting you and has materials ready.
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and its application.
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resources specific to professional learning.
> Access New Ideas
> Gain New Knowledge
> Learn from Thought Leaders
> Identify Resources
> Make Connections
Consent to Use of Photographic Images
Registration and attendance at, or participation in,
Learning Forward’s Annual Conference and other
activities, constitutes an agreement by the registrant
to Learning Forward’s use and distribution (both now
and in the future) of the registrant’s or attendee’s
image or voice in photographs, videotapes, electronic
reproductions, and/or audiotapes of such events and
activities.
17
www.successatthecore.com
!
Looking for tools to support
instructional improvement?
modules for LEADERSHIP TEAMS...
to enhance instruction
classroom strategies for TEACHERS...
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documentary-quality videos, along with
facilitator guides, readings and activities
Success at the Core is a proud sponsor of the
2011 Learning Forward Annual Conference
Concurrent Sessions:
Build Capacity and Collaboration to Improve
Instructional Quality (C25)
Monday, December 5, 9:00 a.m. - 12:00 p.m.
Exhibit Hall
Stop by to register for this free resource
and for a demonstration of how it can help
you improve instruction at your school
Video as a Transformational
Coaching Tool (K07)
Tuesday, December 6, 2:30 p.m. - 5:30 p.m.
Success at the Core is made possible by the generous support of Paul G. Allen
18
Sponsors… & Exhibitors
(Exhibitors as of June 17, 2011)
LEGACY
AIMS Education Foundation
Apperson Education Products
Benchmark Education
Boston Host Committee/ 2012 Annual Conference
Brinkman-Forlini-Williams, LLC
The Change Place
Corwin
CPM Educational Program
Dinah-Might Adventures / Dinah Zike Academy
Editure Professional Development
Education Week
Eye on Education
Florida Tech
Headsprout
IDE Corp.
Just ASK Publications & Professional Development
Kagan Professional Development
Knowledge Delivery Systems
The Leadership and Learning Center
Learning-Focused
Learning Forward Foundation
LEGO Education
The Markerboard People
Math Solutions
Mid-Continent Research for Education & Learning
New Teacher Center
The Pin Man - PositivePins.com
Power IT
Renaissance Learning
Scarf King
School Improvement Network
Solution Tree
Taskstream
Teacher 2 Teacher
Teachers College Press
Texas Instruments
Thinking Maps, Inc.
Truenorthlogic
Walden University
Wavelength Inc.
Western Governors University
PLATINUM
GOLD
SILVER
20
Just ASK Publications & Professional Development
Stop by our booth in the exhibit hall and ask the
Just ASK team about our systemic approach to
teaching, learning, and leading in the 21st century.
On-site consulting and workshops
""
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professional development
"""
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www.justaskpublications.com
"
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800-940-5434
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21
PC100
Preconference Sessions / Saturday / December 3, 2011 / 9 a.m. – 4 p.m.
PC101
NEUROSCIENCE AND EDUCATION:
THE VITAL CONNECTION
In 2010, the U.S. Dept. of Education listed
neuroscience as an important agenda item for
educational reform, stating, “We need to invest in understanding how people learn and under what conditions.”
Focus on the most recent findings from neuroscience and
cognitive science research that have practical implications for educators and the students they teach.
Carolyn McKanders, Center for Adaptive Schools, Belleville, MI,
kmckanders@aol.com
Carolyn McKanders is co-director of the Center for Adaptive Schools. As an
FEVDBUJPOBMDPOTVMUBOUTIFTQFDJBMJ[FTJOJOEJWJEVBMHSPVQBOEPSHBOJ[Btional development. McKanders spent 28 years with Detroit Public Schools
as a teacher, counselor, and staff development specialist. With extensive
experience in group facilitation, McKanders has helped groups clarify
their vision, work collaboratively to create a professional community, and
achieve desired results.
Participants will:
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on the developing brain.
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types of new information.
Patricia Wolfe, Napa Valley, CA, wolfe@napanet.net
Patricia Wolfe is a former K-12 teacher, county office administrator, and
adjunct university professor. Over the past 25 years, as an educational
consultant, she has conducted workshops for thousands of administrators, teachers, boards of education, and parents in schools and districts
throughout the U.S. and in over 35 countries. Her major area of expertise
is the application of brain research to educational practice. Wolfe is the
author of Brain Matters: Translating Research to Classroom Practice (ASCD,
2010, 2nd ed.) and co-author with Pamela Nevills of Building the Reading
Brain (Corwin Press, 2009, 2nd ed.). She has appeared on numerous videotape series, satellite broadcasts, radio shows, and television programs.
22
PC103
LEADING THE CHARGE FOR CHANGE:
PERSONALIZED LEARNING WITH
TECHNOLOGY INTEGRATION
Administrators today must become agents of
change to move forward and meet the demands of both
students and the world. Develop a strong, research-based
vision of educational change that meets the needs of the
21st-century student. Understand what technology integration is and, more importantly, what it isn’t. Discover
how to lead change with Jim Collins’ Good to Great™
diagnostic tool.
Participants will:
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UPDBSSZ
into the future.
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to the BHAG.
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things happen.
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PC102
FACILITATION SKILLS
TO MAXIMIZE GROUP
EFFECTIVENESS
Increase your effectiveness as a
facilitator. Learn to scaffold conversations in small or large
groups, in dialogue, or through discussion. Discover five
standards that improve meeting success. Extend personal
skills for managing group energy, focus, and information
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when collaborating on studying student work, dialoguing
about data-planning, or making decisions
Participants will:
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facilitator.
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making meetings.
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productivity.
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ing and shared meaning among group members.
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Michael Dolcemascolo, Center for Adaptive Schools, Skaneateles, NY,
dolce@roadrunner.com
Michael Dolcemascolo is co-director of the Center for Adaptive Schools.
Dolcemascolo regularly presents workshops on learning styles and presentation skills and facilitates groups that are planning, problem resolving,
and engaging in change.
Lori Gracey, Texas Computer Education Association, Austin, TX,
lgracey@tcea.org
Lori Gracey is currently the executive director of the Texas Computer
Education Association and is responsible for training technology directors,
administrators, curriculum directors, and teachers across Texas. She has
28 years of experience in education with 22 years as a curriculum and
technology director. Gracey has conducted professional development for
the Texas Association of School Administrators and for Palm. She is a certified Thinkfinity Cadre Trainer, one of only 15 in the nation, who provides
outstanding training in technology integration.
Participants will:
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emotions in others and skillfully manage them.
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Ernie Mendes, Mendes Training & Consulting, Carlsbad, CA,
emendes@erniemendes.com
Ernie Mendes is an author, executive coach, and a professional development trainer. He has been training teachers and leaders since 1988 and
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school districts, law enforcement agencies, and health centers. His diverse
professional background includes a combined 23 years as a classroom
teacher at the secondary and post-secondary level and 11 years as a
licensed psychotherapist in private practice. Mendes is the author of
Empty the Cup . . . Before You Fill It Up (Mendes Training and Consulting,
2003) and Engage 4 Learning (Mendes Training and Consulting, 2010).
PC105
SEVEN STRATEGIES FOR ASSESSMENT
FOR LEARNING
Learn how to weave assessment for learning
into daily teaching based on the content of
Seven Strategies of Assessment for Learning (Assessment
Training Institute, 2009). Help students develop a clear
vision of the intended learning. Teach students to
self-assess and set goals. Provide descriptive feedback
effectively and efficiently. Learn to lead others in their
study of these practices.
Participants will:
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assessment for learning.
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learning.
Each participant will receive a copy of the book, Seven
Strategies of Assessment for Learning (Assessment Training
Institute, 2009), a facilitator’s guide to using the book,
and a CD of related materials as the focus of learningteam study.
Jan Chappuis, Pearson Assessment Training Institute, Portland, OR,
jan.chappuis@pearson.com
Jan Chappuis has been with Assessment Training Institute for the last nine
years. Her experience as an educator includes teaching 4th through 9th
graders, developing curriculum, and working in professional development
at the district and state levels. Chappuis has served on the publications
board and as editor of the Washington English Journal, helped draft WashJOHUPOT&TTFOUJBM"DBEFNJD-FBSOJOH3FRVJSFNFOUTGPS8SJUJOHBOEIBT
been an assessment trainer for the state of Washington’s Regional Learning and Assessment Centers. She has written numerous journal articles
and the books Seven Strategies of Assessment for Learning (Assessment
Training Institute, 2009) and Classroom Assessment for Student Learning
(Assessment Training Institute, 2006).
PC106
SOCIAL JUSTICE: BEYOND IDEAS TO ACTION
Examine multiple perspectives on social
justice and its implications for professional
practices. Discover what social justice means
beyond altruism in terms of your own professional work
BOEGPSBDIJFWJOHFEVDBUJPOBMFRVJUZ%FWFMPQQSBDUJDBM
ideas for effective professional learning based on a clear
vision of social justice. Gain the skills to advocate for and
understand social justice and to act on this knowledge
and these beliefs to perform at high levels for all students.
Participants will:
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enables educators to assess holistic strategies for
identifying what social justice means in their own
educational context.
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establishing a clear vision with high expectations for all
students.
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conditions and develop innovative curriculum,
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Beverly Cross, University of Memphis, Memphis, TN,
becross@memphis.edu
Beverly Cross holds the 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 Dept. of Education. Her research and writing on urban education, particularly issues of
race, class, and culture in urban schools and achievement, have appeared
in Theory into Practice, Journal of Curriculum and Supervision, Educational
Leadership, the International Journal of Educational Reform, and the Urban
Review. Cross has received many awards and honors including the teaching excellence award from the University of Wisconsin-Milwaukee College
of Education in 2001, and the excellent teacher award from the Youth
Leadership Academy in 2001.
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
23
PC100
PC104
THE INFLUENCE OF EMOTIONS
ON LEARNING AND TEACHING
3FTFBSDIJOPSHBOJ[BUJPOTTIPXTUIBUTUBSQFSformers possess a set of competencies often
called emotional intelligence (E.I.), that includes the ability to be aware of and manage one’s emotions, thought
processes, and stress when it counts. Review the latest
CSBJOSFTFBSDIPOUIFJOøVFODFPGFNPUJPOTPOMFBSOJOH
and teaching, leading teams, coaching employees, and
maintaining good health. Apply the results of this research to relate to others more effectively. Learn specific
TUSBUFHJFTUPNBOBHFZPVSFNPUJPOBMTUBUFTBOEJOøVFODF
emotional states in others. Reduce stress and understand
the social conditions that can affect the generation of
new brain cells.
PC100
Preconference Sessions / Saturday / December 3, 2011 / 9 a.m. – 4 p.m.
PC107
LEADING CHANGE STEP BY STEP:
TACTICS, TOOLS, AND TALES
Gain proven tactics for planning and implementing successful change with helpful tools
to put change efforts into practice. Develop a vision of
sustainable educational reform and a series of coordinated action steps. Hear success stories where leaders
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work with groups needed to get results. Engage in small
groups to use the tools to plan your own change strategies to address your own vision of needed reform.
Participants will:
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PSHBOJ[BUJPOTGPSDIBOHF
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resistance tolerance at the same time.
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Jody Spiro, New York, NY, jodspi@juno.com
Jody Spiro’s career has spanned the private, public, non-profit, and international sectors. She has served as senior education program officer at
The Wallace Foundation since 2002. Her previous positions have included
serving as director of Education Development Center’s New York Office of
Global Learning, executive director of the Soros Foundations for the Newly
Independent States of the former Soviet Union and the Baltic States,
university planning officer and secretary of the board of trustees at Long
Island University, senior assistant to the New York City School’s chancellor,
director of principals’ professional development with the New York City
Board of Education, and second vice president for professional development of Chase Manhattan Bank. Spiro is an adjunct professor at New York
University’s Wagner Graduate School of Public Service and the author of
numerous publications including Leading Change Step-by-Step: Tactics,
Tools, and Tales (Jossey-Bass, 2010).
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24
PC108
ENGAGING EDUCATORS
IN THE POLICY PROCESS
Too often, teachers may see the
complexity of the world outside
the classroom as a barrier to engaging in the policy
process. Explore how educators are most effective when
they understand policy, feel ownership over policy, and
actively engage in shaping policy. Develop strategies
teachers, school leaders, and district leaders can use to
break down these engagement barriers.
Participants will:
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levels and “entry points” for affecting this process.
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concerns.
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of the policy context and strategies for engaging fellow
educators in policy.
René Islas, Learning Forward, Washington, DC, rene.islas@learningforward.org
Before joining Learning Forward, René Islas was a senior vice president at
B&D Consulting and lead the firm’s elementary and secondary education
team, providing public and private sector clients with comprehensive
strategies to improve educational effectiveness. He previously served
as the chief of staff to the assistant secretary of education where he
managed the overall operations, policy development, and administration of programs in the Office of Elementary and Secondary Education,
particularly within the No Child Left Behind Act. With more than a decade
of experience leading education reform through practical and policy work
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Hill and in education advocacy communities as an expert in elementary
and secondary education policy.
Cheryl Krehbiel, Washington, DC, cheryl.krehbiel@gmail.com
Cheryl Krehbiel is a school improvement program advisor with B&D
Consulting’s school improvement practice. Before consulting with B&D
Consulting, she served as deputy chief for professional development in
the District of Columbia. She has also worked as vice president of Edbuild,
B%$OPOQSPöUPSHBOJ[BUJPOBTBTUBòEFWFMPQNFOUTQFDJBMJTUJO.POUgomery County Public Schools, and coordinated the Teacher-to-Teacher
workshops for the U. S. Dept. of Education. Krehbiel has written for the U.S.
Dept. of Education Community Update, and served as a panelist for town
hall broadcasts for the No Child Left Behind legislation.
Participants will:
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presentation.
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library for presentation use.
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Participants should bring laptops and digital cameras.
Photo editing software is recommended.
Kenneth Shelton, Playa Vista, CA, kas6415@lausd.net
Kenneth Shelton has worked as an educator for nine years and currently
teaches technology at the middle school level in the Los Angeles Unified School District with teaching credentials in both social studies and
technology education. He is a Google certified teacher, an Apple distinguished educator, a Discovery STAR educator, and serves on the board
for the Computer Using Educators, Los Angeles affiliate. Shelton regularly
presents and conducts workshops covering a wide variety of educational
technology, technology integration, creative expression, and instruction
design topics.
PC110
IMPROVING ADOLESCENT LITERACY
THROUGH QUALITY INSTRUCTION
Content area literacy has grown and expanded in recent decades. Schoolwide approaches,
discipline-specific literacy, and 21st-century skills are
now needed to create college- and career-ready learners.
Examine research-based practices associated with fostering a schoolwide effort for improving adolescent literacy,
and create a plan for applying these to your own schools.
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framework that builds conceptual knowledge and skills
through videos and rubrics. Use Common Core State
Standards as a basis for infusing 21st-century learning
into content areas.
Nancy Frey, San Diego State University, San Diego, CA,
nfrey@mail.sdsu.edu
Nancy Frey is a professor of literacy in the School of Teacher Education at
San Diego State University. She is the recipient of the 2008 Early Career
Achievement Award from the National Reading Conference, as well as a
co-recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities.
Frey is the co-author with Douglas Fisher and Sandi Everlove of Productive
Group Work: How to Engage Students, Build Teamwork, and Promote Understanding (ASCD, 2009) and with Douglas Fisher of Background Knowledge:
The Missing Piece of the Comprehension Puzzle (Heinemann, 2009).
PC111
BECOMING AN ASSESSMENT LEADER
A balanced assessment program makes a
difference for students only when all forms
of assessment relate to the instructional
process at the classroom level. Explore a variety of ways
to set clear learning goals, gather useful information on
student learning through a variety of assessment formats,
use that information to guide improvements in student
learning, and document students’ learning progress in the
context of modern classrooms. Learn how to use classroom assessments as effective learning tools and how to
integrate performance assessments with more traditional
testing and evaluation methods. Examine how to align
assessment procedures with important learning goals
and how these procedures will allow educators to better
meet the needs of diverse learners.
Participants will:
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tools.
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traditional testing and evaluation methods.
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diverse learners.
Thomas Guskey, University of Kentucky, Lexington, KY, guskey@uky.edu
Thomas Guskey is professor of educational psychology in the College
of Education of the University of Kentucky. A graduate of the University
of Chicago, he served as director of research and development for the
Chicago Public Schools and the Center for the Improvement of Teaching
and Learning, a national research center. He 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 was recently named a fellow in the American Educational Research
Association. Guskey is the co-editor of the Experts in Assessment Series for
Corwin Press.
Participants will:
t &YBNJOFJOTUSVDUJPOBMTUSBUFHJFTXJUIJODPOUFOUBSFB teaching and learn how to improve students’ reading,
writing, and oral language development.
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t "DRVJSFUPPMTUPTVQQPSUTUVEFOUDPNQSFIFOTJPOBOE success.
25
PC100
PC109
HOW TO PRODUCE POWERFUL
AND EFFECTIVE PRESENTATIONS
Learn to differentiate the characteristics of
good vs. bad presentation design. Review
key principles of visual literacy using supporting research
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methods to produce effective presentations applicable to
any format, whether professional development, classroom instruction, online instruction, or at a professional
conference.
PC200
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.
PC201
LEADING FOR TEACHER GROWTH
IN DIFFERENTIATION
Teachers who are learning how to better plan
curriculum, assessment, and instruction for
academically diverse classrooms need the support and
feedback of capable administrators, coaches, and peers.
See how such leadership readily applies principles and
practices of differentiation to facilitating teacher learning.
Examine ways to help teachers develop a solid understanding of what it means to differentiate instruction in
their classrooms.
Participants will:
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IJHIRVBMJUZEJòFSFOUJBUJPO
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differentiation.
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around differentiation.
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term professional development planning.
Jessica Hockett, Evanston, IL, jah3re@virginia.edu
Jessica Hockett is an education consultant in differentiation, curriculum
design, and lesson study. She has published a variety of articles and book
chapters related to differentiation, curriculum, and advanced learners.
Hockett co-authored the DVD and facilitator’s manual for The Common
Sense of Differentiation (ASCD, 2005). She has worked with teachers and
leaders in over 50 school districts on differentiated instruction, curriculum
development using Understanding by Design (Prentice Hall, 2005, 2nd ed.),
and development of programs and services for advanced learners. She is
currently working on an investigative project on academically selective
public high schools funded by the Fordham Institute and Hoover Institute.
PC202
CREATING 600,000 TEACHERPRENEURS BY 2030:
WHAT WE MUST DO TODAY AND TOMORROW
Experience a vision for the future of teaching. Identify
four emergent realities that will shape the learning
experience of children born in the new millennium and
explore six levers for change that can increase teaching
RVBMJUZ)FBSIPXiUFBDIFSQSFOFVSTwXJMMCFDVMUJvated in the next 20 years.
Participants will:
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face over the next 20 years, in and out of cyberspace.
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UFBDIJOHDBOCFSFBMJ[FE
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and practitioners around the promise and possibilities
of “teacherpreneurs.”
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BEESFTTJOHUIFTFRVFTUJPOT
Barnett Berry, Center for Teaching Quality, Hillsborough, NC,
bberry@teachingquality.org
Barnett Berry is president and CEO of the Center for Teaching Quality
(CTQ) based in Hillsborough, NC. Berry created, with John Norton, the
Teacher Leaders Network. Berry also has worked as a social scientist at the
RAND Corporation, served as a senior executive with the South Carolina
State Dept. of Education, and directed an education policy center while
he was a professor at the University of South Carolina. Berry has authored
numerous academic reports and publications and many articles. He is the
author of Teaching 2030: What We Must Do for Our Students and Our Public
Schools Now and in the Future (Teachers College Press, 2011).
Julianna Dauble, Renton School District, Renton, WA,
juliannakd@gmail.com
Julianna Dauble teaches part-time in the fifth grade at Sierra Heights
Elementary in the Renton School District. Dauble has been a representative for the Renton Education Association since her first day of teaching in
2001, and is currently the Washington Education Association (WEA) PolitiDBM"DUJPO$PNNJUUFF.BOBHFSGPSTFWFSBMPSHBOJ[BUJPOT-BTUZFBS%BVCMF
served as both a local delegate to the WEA Representative Assembly and
as a state delegate to the National Education Association’s Representative
Assembly. She is also a member of the National Education Association’s
Young Educators Workgroup.
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%%%%3#)01
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26
Vinnie Basile, Adams County School District 50, Broomfield, CO,
Vinnie_basile@yahoo.com
Vinnie Basile is a ninth grade science teacher, head cross country coach,
and assistant track coach at Westminster High School in CO. Basile was
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graduate and continues to be honored by his alma mater as a keynote
speaker for the 2008 pre-service teacher gathering. Basile has presented
for the past four years at the National Science Teachers Association (NSTA)
annual conference. He is also an active member of the Colorado Education
Association.
Heather Wolpert-Gawron, Los Angeles, CA,
heatherwolpertgawron@gmail.com
Heather Wolpert-Gawron is an award-winning middle school teacher
in Los Angeles, CA. She is a National Writing Project fellow and writer,
blogging for The George Lucas Educational Foundation’s Edutopia.org
and The Huffington Post as well as her own educational web site, www.
tweenteacher.com. Wolpert-Gawron has authored workbooks on teaching Internet literacy and is the author of the book, ‘Tween Crayons and
Curfews: Tips for Middle School Teachers (Eye On Education, 2011). She is
devoted to helping teachers gain a louder voice in educational policy by
elevating their practice and policy awareness.
PC204
NEW STANDARDS FOR
PROFESSIONAL LEARNING
Standards for professional learning
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recommended practice in the field. Hear about the newly
updated standards for professional learning revised in
2011 through a multi-national, collaborative process involving multiple professional education associations and
PSHBOJ[BUJPOT'PDVTPOEFWFMPQJOHBOVOEFSTUBOEJOHPG
the newly revised standards, examine what they look like
in practice, and explore ways to introduce them to various stakeholder groups, integrating them into policies
that currently exist.
Participants will:
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change for students and teachers at the local, state, or
national level.
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think strategically to identify the right audiences to
deliver them.
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Participants will:
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standards for professional learning.
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the new and former standards.
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various stakeholder groups.
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policy.
Terese Emry, Center for Strengthening the Teaching
Profession, Tacoma, WA, terese@cstp-wa.org
Terese Emry is a National Board Certified Teacher (NBCT) and the associate
director at the Center for Strengthening the Teaching Profession (CSTP).
4IFEFTJHOTBOEQSFTFOUTTQFDJBMJ[FEQSPGFTTJPOBMMFBSOJOHPQQPSUVOJUJFT
for teacher leaders in Washington State, such as the annual NBCT Leadership Conference and advocacy, speaker, and writer training. Additionally,
Emry works with teacher leaders through a statewide network designed
to amplify the voices of accomplished teachers and to connect teacher
leaders and policymakers.
Beth McGibbon, Spokane Public Schools, Spokane, WA,
bethm@spokaneschools.org
Beth McGibbon teaches ninth-grade social studies at Shadle Park High
School in Spokane,WA. She began teaching in 1990 and has worked as an
instructional leader in many roles in her school and beyond. McGibbon,
a National Board Certified Teacher, has been literacy instructional coach
in her school, an Understanding by Design trainer in her district, and a
committee member involved with various regional and state educational
reform movements. In her 20 years as an educator, the most profound and
rewarding work McGibbon does is learning side-by-side with her peers.
John Hellwich, White River School District, Buckley, WA,
jhellwic@whiteriver.wednet.edu
John Hellwich is an elementary principal and professional development
director in the White River School District in Buckley, WA. He taught
secondary language arts for 20 years and earned National Board Certification in 2002. Hellwich served in various teacher leader roles, such as
certification facilitator and consultant with the Center for Strengthening
the Teaching Profession (CSTP), a teacher advocacy group for which he
has presented at state and national conferences on the importance of
supporting teacher leadership.
Learning Forward acknowledges support
from the MetLife Foundation for this session.
Joellen Killion, Learning Forward, Arvada, CO,
joellen.killion@learningforward.org
Joellen Killion is the former deputy executive director for Learning
'PSXBSE4IFIBTDPOUJOVFEIFSSFMBUJPOTIJQBTBOBEWJTPSUPUIFPSHBOJ[Btion. Killion led the most recent revision of the Standards for Professional
Learning and continues to facilitate the revision of the standards support
resources. She has extensive experience in professional development
planning, design, implementation, and evaluation both at the school and
TZTUFNMFWFM,JMMJPOJTBGSFRVFOUDPOUSJCVUPSUPOFXTMFUUFSTBOEJSD. Her
most recent books include Becoming a Learning School (NSDC, 2009) coauthored with Patricia Roy, The Learning Educator: A New Era in Professional
Learning (NSDC, 2007) co-authored with Stephanie Hirsh, Assessing Impact:
Evaluating Staff Development (Corwin Press, 2008, 2nd ed.), and Taking
the Lead: New Roles for Teachers and School-based Coaches (NSDC, 2006)
co-authored with Cindy Harrison.
Jacqueline Kennedy, Learning Forward, Dallas, TX,
jacqueline.kennedy@learningforward.org
+BDRVFMJOF,FOOFEZJTUIFBTTPDJBUFEJSFDUPSGPSTQFDJBMQSPKFDUTBU-FBSOing Forward. Prior to joining Learning Forward, Kennedy was the director
of professional development for the Frisco Independent School District.
She also served as the coordinator of planning, evaluation, and research
with the Irving Independent School District, and worked in the Dallas
Independent School District as an adult education specialist, a program
manager, case manager, and school counselor. She is a member of Learning Forward Academy class of 2011.
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
27
PC200
PC203
ADVOCACY TO
IMPACT TEACHING
AND LEARNING
Learn to effect change
in the policy arena by amplifying the voices of educators.
Give educators the knowledge and skills needed to advocate for positive change at the local, state, and national
levels. Transform your advocacy goals into strong, cohesive messages. Develop communication skills to speak so
PUIFSTMJTUFOBOETUSBUFHJ[FBCPVUMPHJDBMFOUSZQPJOUTUP
introduce your voice into policy dialogue. Craft a plan to
meet context-specific advocacy goals that support effective teaching and student learning.
PC200
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.
PC205
WEB 2.0: THE WHO, WHY, AND WHAT ON
HOW EDUCATORS CAN USE SOCIAL MEDIA
AND INTEGRATE IT INTO THEIR CLASSROOMS
Examine how teachers and students can
effectively use social media to enhance the educational
experience. Explore various tools from blogs to content
management systems to image galleries. Find creative
ways to embrace technology and integrate it into your
classroom.
Participants will:
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transform classrooms.
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Participants are encouraged to bring a laptop
or tablet computer with wireless connectivity.
Michael Butler, Butler Consulting Group, St. Louis, MO, mike@bg-inc.com
Michael Butler is a consultant with Butler Consulting Group, which
provides technology services to businesses and academic institutions,
including web site design, photography, web hosting, desktop publishing,
graphic design, and training. Butler is also the senior IT research analyst
and professional development manager for the College of Education at
the University of Missouri-St. Louis, with more than 15 years of experience
that includes management and educational growth activities at all levels
for teachers, students, parents, and administrators. He was featured as
a lead instructor in a recently completed video, “Effective Technology
Integration” by Harcourt.
PC206
COACHING: IS IT WORTH IT?
-FBSOIPXUPNBYJNJ[FSFTVMUTGSPNDPBDIFT
teacher leaders, resource teachers, and
professional developers. Examine what will be
different after having coaches and/or teacher leaders in
your district or school for three years. Determine whether
or not coaching is worth it. Discuss whether one-onone coaching will sustain and upgrade instruction and
learning across your entire school or district. Gain an
understanding of the purpose of coaching in education
and why the coach’s role must be carefully crafted and
supported.
Participants will:
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for the coach to cultivate in order to impact classroom
instruction and learning.
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a focus on content is necessary to improve student
achievement.
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decisions principals, districts, and coaches should
make to ensure that teachers and students learn to
high levels.
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is slashed.
28
Lucy West, Metamorphosis Teaching Learning Communities,
New York, NY, lucy@lucywestpd.com
Lucy West’s company, Metamorphosis Teaching Learning Communities,
is dedicated to helping districts design and enact effective professional
learning initiatives that result in increased student learning through improved instruction. West began her career in New York City Public Schools
as a classroom teacher, assistant principal, director of mathematics, and as
a deputy superintendent. She is the co-author of Content-Focused Coaching: Transforming Mathematics Lessons)FJOFNBOO
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a book that is used internationally in the development of instructional
and content coaches. She works directly with school districts across the
country to develop systemic, strategic, and sustainable professional
learning initiatives.
PC207
PLOTTING THE PATH AWAY FROM JUVENILE
DETENTION AND TOWARD ACADEMIC
SUCCESS FOR BLACK MALES
Over the past decade a number of policy
PSHBOJ[BUJPOTIBWFDBMMFEGPSSFWFSTJOHBUSFOEDPNNPOMZ
known as “the school-to-prison pipeline,” which has found
UIBU[FSPUPMFSBODFEJTDJQMJOBSZQPMJDJFTBOESFMJBODFPO
law enforcement to handle minor offenses at schools
often precipitate youth involvement with the juvenile
justice system, disproportionately affecting African
"NFSJDBONBMFT-FBSOIPXIBWJOHBEFRVBUFFEVDBUJPOBM
accommodations for students with special needs and
VOJRVFMJGFDJSDVNTUBODFTDBOMFBEUPMFTTJOWPMWFNFOUJO
the juvenile justice system. Review original research on
specific strategies to create an environment that is consisUFOUXJUIMPXFSMFWFMTPGEFMJORVFODZBOEIJHIFSMFWFMTPG
academic success for black males.
Participants will:
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training programs focusing on social skills for schoolage black males.
t &YQMPSFEFMJORVFODZSFMBUFEGBDUPSTUIBUIBWFB
relationship with educational outcomes.
t &TUBCMJTIQSJPSJUJFTBOECFTUQSBDUJDFTUPDPOUSPM
gang-related activity in schools and develop strategies
to cultivate an environment to help black males overcome violence-related stress and enjoy higher levels
of academic success.
t $POTJEFSUIFBDBEFNJDQPUFOUJBMPGCMBDLNBMFTJO
juvenile detention centers and establish priorities for
detention-based education and programs designed
to reintegrate former youth detainees into mainstream
schools.
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who sell drugs and learn how to construct family,
community, and school-based programs that reduce
involvement in the juvenile justice system and
promote higher school participation.
PC208
A STUDY OF THE COMMON
CORE STATE STANDARDS:
STRENGTHENING THE ALIGNMENT OF CURRICULUM,
INSTRUCTION, AND ASSESSMENT
Learn processes for exploring the depth, rigor, and
complexity of the mathematics and English language arts
and literacy Common Core State Standards (CCSS). Examine how important content ideas are developed across
the CCSS by tracing its articulation from kindergarten
through grade 12. Explore how components that make
up the CCSS create a structure that supports teaching,
learning, and collaboration.
Participants will:
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students should have within K-12 education.
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career expectations.
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alignment of curriculum, instruction, and assessment.
Patti Bridwell, The University of Texas, Charles A. Dana Center,
Austin, TX, pattib@austin.utexas.edu
Patti Bridwell serves as a senior program coordinator on the professional
development team at the Charles A. Dana Center, The University of Texas
at Austin. In this position she develops and delivers standards-based professional development to educators across the nation. Prior to joining the
Dana Center in 2002, Bridwell worked for a large, urban Texas district as a
campus support specialist for mathematics and on a campus leadership
team as a program facilitator for curriculum. She has 13 years of classroom
teaching experience. Bridwell has worked on projects focusing on primary
mathematics and language arts assessments and has conducted extensive
teacher training at both state and national levels on literacy development.
Omar Barnhart, The University of Texas, Charles A. Dana Center,
Austin, TX, omar.barnhart@austin.utexas.edu
Omar Barnhart serves as a senior program coordinator on the Charles A.
Dana Center professional development team at The University of Texas
at Austin. He creates and delivers professional development for K-12
educators and administrators in Texas and beyond. Barnhart brings 10
years of experience in public education, having worked as an elementary
and middle school teacher, a teacher leader, and, most recently, as an
elementary school administrator.
PC209
INITIATING AND SUSTAINING IMPROVEMENT
THROUGH RESEARCH AND DEVELOPMENT
Learn about a practical, research-tested continuous
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'PSXBSEGPSJUTRVBMJUZSFTFBSDICBTFUIBUJTBQSPEVDUPG
25 years of collaboration among teachers, administrators,
and researchers in challenged districts and schools. Consider a process, praised by educators for its practicality
and effectiveness, to increase student achievement. Examine the major change elements of the CI process and
critical mediating variables. Review examples that include
an early reading program, a school change model, an
English learner program, a teacher collaboration program, and specific components of literacy and language
arts instruction.
Participants will:
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used.
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and develop specific steps to improve the initiative
and its implementation.
Ronald Gallimore, University of California Los Angeles, Los Angeles, CA,
ronaldg@ucla.edu
Ronald Gallimore is distinguished professor emeritus at University of
California Los Angeles (UCLA) and senior research consultant to Pearson
Learning Teams. Gallimore has been a research psychologist at the
Princess Bernice Pauahi Bishop Museum and he helped design, build, and
co-direct a laboratory school, Kamehameha Elementary Education Project.
He co-authored Rousing Minds to Life (Cambridge University Press, 1988)
based on this work. Gallimore is the recipient of many awards including
the Grawemeyer Award in Education with Roland Tharp, the Albert J.
Harris Award presented by the International Reading Association, and the
University of California Presidential Award for research contributing to the
improvement of public schools.
Bradley Ermeling, Pearson Learning Teams, Tustin, CA,
brad.ermeling@gmail.com
Bradley Ermeling is senior research associate and executive director of
Pearson Learning Teams, where he leads efforts to build strategic partnerships in states and districts. Prior to joining Pearson Learning Teams,
Ermeling taught high school English for 11 years and spent 7 years in
Japan as an educator and director for faculty development and exchange
programs, designing international programs for educators connecting a
Japanese K-12 school with an American university.
David Marcelletti, Pearson Learning Teams, Los Angeles, CA,
dmarcelletti@gmail.com
David Marcelletti is executive director with Pearson Learning Teams and is
part of the leadership team that is researching and designing instructional
improvement programs for schools. Marcelletti has worked in education for the past 23 years, 15 years of which were spent teaching largely
Latino, second language learners in transitional bilingual programs. While
teaching, he helped develop, implement, and evaluate the Getting Results
School Change Model.
William Saunders, University of California Los Angeles, Los Angeles, CA,
bsaunder@ucla.edu
William Saunders is an associate research psychologist at UCLA. He has
for the past 20 years focused his research in literacy instruction, educating
English learners, school improvement, and teacher collaboration. Formerly
a high school teacher and director of the Writing Project at the University
of Southern California, Saunders was a co-principal investigator for a
large-scale study of the literacy and language development of Spanishspeaking English learners, and a researcher at the Center for Research on
Education, Diversity, and Excellence. Saunders has published widely on
school improvement and teacher collaboration.
29
PC200
Ivory Toldson, Howard University, Washington, DC,
itoldson@Howard.edu
Ivory Toldson is associate professor of counseling psychology at Howard
University, senior research analyst for the Congressional Black Caucus
Foundation, and editor-in-chief of The Journal of Negro Education. Toldson
JTUIFBVUIPSPGUIFi#SFBLJOH#BSSJFSTwTFSJFTXIJDIBOBMZ[FTBDBEFNJD
TVDDFTTBOEEFMJORVFODZQSFWFOUJPOJOEJDBUPSTGSPNOBUJPOBMTVSWFZT
that together give voice to nearly 10,000 black male pupils from schools
across the country. Toldson began his career as a correctional and forensic
psychology resident at the United States Penitentiary. He then joined the
faculty of Southern University and became the fourth recipient of the
prestigious DuBois Fellowship from the U.S. Dept. of Justice.
PC200
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.
PC210
CONCEPTUAL TEACHING AND
SYNERGISTIC THINKING: RAISING THE BAR
FOR CURRICULUM AND INSTRUCTION
Expand your awareness of the conceptual
level of knowledge, thinking, and understanding. Move
to a three-dimensional, concept-based curriculum and
instruction model, and replace the worn out two-dimensional coverage model. Explore what concept-based
instruction looks like in the classroom. Learn specific,
practical instructional strategies that engage the hearts
and minds of students and develop deeper, synergistic
thinking. Raise the bar in curriculum and instruction
to meet the deeper intent of the Common Core State
Standards.
Participants will:
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curriculum and instruction.
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thinking between the factual and conceptual levels
of knowledge and understanding.
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instruction model.
t -FBWFXJUIQSBDUJDBMBQQMJDBUJPOTOFXVOEFSTUBOEJOHT
BCPVURVBMJUZDVSSJDVMVNBOEJOTUSVDUJPOBOEB
renewed passion for their job
Lynn Erickson, C&I Consulting, Mill Creek, WA,
Lynn.Erickson@comcast.net
Lynn Erickson is a private consultant and during the past 15 years she
has worked extensively with K-12 teachers and administrators nationally
and internationally on the design of classroom and district-level curricula
BMJHOFEUPBDBEFNJDTUBOEBSET&SJDLTPOJTBSFDPHOJ[FEQSFTFOUFSBU
national conferences in the areas of concept-based curriculum design,
teaching for deep understanding, and standards alignment. She is the author of Stirring the Head, Heart and Soul: Redefining Curriculum, Instruction
and Concept-Based Learning (Corwin Press, 2008, 3rd ed.); Concept-Based
Curriculum and Instruction for the Thinking Classroom (Corwin Press, 2007);
and Concept-Based Curriculum and Instruction: Teaching Beyond the Facts
(Corwin Press, 2002).
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
S E S S I O N I CO N S
30
Gates
Wallace
Foundation Foundation
Session
Session
PC211
INDUCTION THAT
COUNTS: USING
DATA TO ASSESS
PROGRAM QUALITY
AND INCREASE PROGRAM IMPACT
How can you tell if your teacher induction program is
IJHIRVBMJUZ )PXEPZPVLOPXXIBULJOEPGBOJNQBDU
your program is having on teacher practice and student
learning? Learn how the New Teacher Center addresses
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Participants will:
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teacher induction.
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effectiveness.
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NBYJNJ[FUIFJSJNQBDUPOTUVEFOUMFBSOJOH
Janet Gless, New Teacher Center, Santa Cruz, CA,
jgless@newteachercenter.org
Janet Gless is the chief officer of programs and partnerships at the New
Teacher Center (NTC). As one of the founding members of NTC, Gless
works with teacher leaders, site administrators, districts, state agenDJFTFEVDBUJPOPSHBOJ[BUJPOTBOEQPMJDZNBLFSTBSPVOEUIFEFTJHOBOE
implementation of robust teacher induction programs. Gless has over 30
years experience as a classroom teacher, new teacher mentor, induction
program leader, and professional developer. She is the co-author of New
Teacher Center Mentoring: Hopes and Promise for Improving Teacher Effectiveness (Harvard Education Press, 2009).
Cynthia Brunswick, New Teacher Center, Chicago, IL,
cbrunswick@newteachercenter.org
Cynthia Brunswick began her career teaching in one of Chicago’s hardest
to staff schools and then served as the director of literacy professional
development for the Center for Urban School Improvement at the
University of Chicago. Brunswick now leads the Chicago office of the NTC,
established in 2006, where she is the senior vice president of induction
programs. Under Brunswick’s leadership, the Chicago office of the NTC
worked closely with Chicago Public Schools in 2009 to successfully scale
up its induction program from 342 teachers in 92 schools to 1,079 teachers in 380 schools.
Srikanth Gopalakrishnan, New Teacher Center, Chicago, IL,
srik@newteachercenter.org
Srikanth Gopalakrishnan came to the Chicago office of NTC with over 10
years of experience in the non-profit and business sectors and is the director of impact. Gopalakrishnan has worked to create whole systems change
in public education in his role as director of evaluation for the Ball Foundation. He is a trained facilitator and works with multiple stakeholders to
CVJMEPSHBOJ[BUJPOBMDBQBDJUZUPVTFEBUBNFUSJDTBOETZTUFNTUIJOLJOHUP
plan, implement, and evaluate interventions.
Participants will:
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“healthy” and “toxic” school cultures.
t "QQSFDJBUFUIFTVCUMFTPDJPMPHJDBMJTTVFTUIBUBòFDU
student learning.
t -FBWFXJUIQSBDUJDBMTUSBUFHJFTUIBUXJMMFMJNJOBUFTUBò
division on critical issues of student learning.
t 5BLFBXBZBQMBOPGBDUJPOBOEUIFLOPXMFEHFBOE
skills to develop policies and procedures that support
student-centered belief systems.
Anthony Muhammad, New Frontier 21, Novi, MI,
amuhammad@newfrontier21.com
Anthony Muhammad served as a middle school teacher, assistant principal, middle school principal, and high school principal. During that time
he was the recipient of several awards as both a teacher and a principal.
Using the Professional Learning Communities at Work (PLC) model of
TDIPPMJNQSPWFNFOU.VIBNNBEBOEIJTTUBòXFSFSFDPHOJ[FEJOTFWFSBM
videos and articles as a model, high-performing PLC. Muhammad is the
author of the book Transforming School Culture: How to End Staff Division
(Solution Tree, 2009) and a contributing author to the book The Collaborative Administrator: Working Together as a Professional Learning Community
(Solution, 2008).
PC213
WE CAN’T TEACH WHAT WE DON’T KNOW:
GROWING GOOD WHITE TEACHERS
In spite of the rhetoric and best intentions,
the education community still struggles
under the weight of limited perspectives and paradigms
regarding race. Learn to talk about issues of power,
privilege, and race in ways that are authentic and effecUJWF3FDPHOJ[FTJHOTPGJOTFOTJUJWJUZBOECJHPUSZJOZPVS
community and among students and colleagues. Explore
several professional development processes, conceptual
frameworks, instructional strategies, and conversations
that help free us from our own personal, professional, and
institutional barriers.
Participants will:
t 6OEFSTUBOEUIFTVCUMFFMFNFOUTPGSBDJBM
discrimination that are present in today’s schools.
t *EFOUJGZUIFVOEFSMZJOHBTTVNQUJPOTBOECJBTFTUIBU
form the basis of the U.S. educational system and that
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t &YBNJOFIPXUPDSFBUFQSPGFTTJPOBMEFWFMPQNFOU
processes that remove impediments to cultural
awareness.
t %FWFMPQDVSSJDVMVNBOEDMBTTSPPNTUIBUSFBDIUIF
needs of all students and are more inclusive and inviting.
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values, actions, and speech, and promote change
within your community.
Gary Howard, Gary Howard Equity Institutes,
Seattle, WA, garyrhoward@earthlink.net
Gary Howard has over 35 years of experience working with issues of civil
SJHIUTTPDJBMKVTUJDFFRVJUZFEVDBUJPOBOEEJWFSTJUZJODMVEJOHZFBSTBT
the founder of the REACH Center for Multicultural Education. Howard is
the author of numerous articles on race, justice, and multicultural issues.
His most recent book, We Can’t Teach What We Don’t Know: White Teachers,
Multiracial Schools, 2nd ed. (Teachers College Press, 2006), is considered a
groundbreaking work examining issues of privilege, power, and the role of
white leaders and educators in a multicultural society.
PC214
QUALITY QUESTIONING TO
ENGAGE STUDENTS AND ADULTS:
PATHWAY TO EFFECTIVE LEADING, TEACHING, AND LEARNING
2VBMJUZRVFTUJPOJOHJTBQPXFSGVMMFWFSGPSTZTUFNJD
improvement and is a key to attaining high levels of individual and collective engagement, thinking, and learning
for both students and adults in schools. Learn strategies
GPSDSFBUJOHTDIPPMTPGJORVJSZJOOPWBUJPOBOEJNBHJOBUJPOVTJOHRVBMJUZRVFTUJPOTBOERVFTUJPOJOHTUSBUFHJFT
&YQMPSFIPXUPGPSNVMBUFRVFTUJPOTUIBUJHOJUFJORVJSZ
and collaboration for students and adults. Take away a
range of engagement strategies and protocols that can
be used with large and small groups and adapted for
students and adults.
Participants will:
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with intended outcomes.
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t &YQMPSFUIFLOPXMFEHFTLJMMTBOEIBCJUTPGNJOEUIBU
OVSUVSFBOETVQQPSUBDVMUVSFJOXIJDIRVBMJUZ
RVFTUJPOJOHESJWFTBVUIFOUJDJORVJSZEFFQMFBSOJOH
and continuous improvement.
t 3FøFDUPOQFSTPOBMVTFPGRVBMJUZRVFTUJPOJOH
Jackie Walsh, Montgomery, AL, walshja@aol.com
Jackie Walsh is an independent consultant and serves as lead consultant
to the Alabama Best Practices Center and the Alabama Commission on
Quality Teaching. Walsh, whose career has spanned K-12, higher education, and state and regional education agencies, works with school leaders, administrators, and teachers across the country to improve classroom
practice and school effectiveness. She has extensive experience in facilitating learning for school improvement specialists and coaches and has
served on the faculty of Learning Forward’s Academy. Walsh is coauthor
of Thinking through Quality Questioning (Corwin, 2011), Leading Through
Quality Questioning: Creating Capacity, Commitment, and Community
(Corwin Press, 2010), and Quality Questioning (Corwin, 2006).
Beth Sattes, Charleston, WV, beth@enthusedlearning.com
Beth Sattes is an independent consultant who works with schools and
districts across the country in classroom and school improvement through
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GPSUIF.JE"UMBOUJD&RVJUZ$FOUFSIBTXPSLFEXJUITDIPPMDPBDIFTJO
West Virginia, Kentucky, and Tennessee; and has developed training for
mentors of beginning teachers. She is co-author of Thinking through Quality Questioning (Corwin, 2011) and Leading through Quality Questioning:
Creating Capacity, Commitment, and Community (Corwin Press, 2010). She
has served on the faculty of Learning Forward’s Academy.
31
PC200
PC212
TRANSFORMING SCHOOL CULTURE:
CREATING HEALTHY LEARNING ENVIRONMENTS
Gain insight on the age-old battle of getting
staff “buy-in” on school improvement initiatives. Understand the root causes of staff resistance to change. AcRVJSFBDMFBSVOEFSTUBOEJOHPGUIFQSPCMFNBOEDPODSFUF
strategies that will improve your school
culture and lay the foundation for the creation of a
powerful learning environment.
PC200
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.
PC215
DEVELOPING AND ASSESSING
PRINCIPAL EFFECTIVENESS: A
COHERENT LEADERSHIP
DEVELOPMENT SYSTEM
Hear how to guide and support leadership development
UISPVHIBSUJDVMBUJPOQSPGFTTJPOBMEFWFMPQNFOURVBMJUZ
review, policy assessment and recommendations, and
resource sharing and development. Learn about the
Integrated Leadership Development Initiative designed
to advance leadership by using research and policy
recommendations as a key strategy for improving schools
and districts. Review recent research and best practices
about education leadership and develop a coherent and
comprehensive system for principal development and
support.
Participants will:
t &YBNJOFFBDITUBHFPGUIFMFBEFSTIJQEFWFMPQNFOU
continuum and how to identify and best prepare leaders.
t %JTDVTTQSJODJQBMJOEVDUJPOEFWFMPQNFOUBOETVQQPSU
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practices necessary for a systemic approach to
leadership development.
Karen Kearney, WestEd, San Francisco, CA, kkearne@wested.org
Karen Kearney is project director of WestEd’s Leadership Initiative. An
advisory board member for the Chicago Academy of School Leadership
and the Australian Principals’ Centre, Kearney has written and coauthored
numerous training programs for school leaders and facilitators. She is a
former high school teacher, middle school department chair, administrator, and an elementary school principal. Kearney is author of the report,
Effective Principals for California Schools: Building a Coherent Leadership
Development System (WestEd, 2010), Performance Expectations and Indicators for Education Leaders (Council of Chief State School Officers, 2008) and
Moving Leadership Standards Into Everyday Work: Descriptions of Practice
(WestEd, 2003).
Steve Winlock, Sacramento County Office of Education,
Sacramento, CA, swinlock@scoe.net
Steve Winlock is the director of the new Leadership Institute of the
Sacramento County Office of Education, focused on alternative credential
preparation for aspiring principals and ongoing leadership support for
veteran principals. Over the past 32 years, he served as the associate
superintendent of PreK-6 for Elk Grove Unified School District, as an
elementary school teacher, vice principal, director of training, and as an
adjunct professor at California State Universities. Winlock was recently
appointed to the state board of education’s first African American
Advisory Committee and now serves as the chair.
PC216
PROMOTING EFFECTIVE
SCHOOL LEADERSHIP THROUGH
EVALUATION AND CONTINUOUS
IMPROVEMENT
Effective leadership is vital to the success of a school.
Research and practice confirm that creating and susUBJOJOHIJHIRVBMJUZMFBSOJOHFOWJSPONFOUTSFRVJSFTB
skilled and committed leader to help shape teaching
and learning, especially in the most challenging school
environments. Learn to use evaluation instruments that
assess effective behavior and promote improved student
learning. Understand how to use the evaluation data as
the basis for discussion and action planning
Participants will:
t -FBSOXIBUUIFDVSSFOUSFTFBSDITBZTBCPVUFòFDUJWF instructional leader behaviors that lead to improved
student achievement.
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effectiveness, including VAL-ED, a researched-based
evaluation tool that measures the effectiveness
of school leaders.
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leader evaluation system and support for leaders.
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plans to build on identified strengths and plan
professional development for other areas.
t *EFOUJGZUZQFTPGQSPGFTTJPOBMEFWFMPQNFOUBOEIPX they can be used effectively to promote desired
behaviors.
Jody Spiro, The Wallace Foundation, New York, NY,
jspiro@wallacefoundation.org
Jody Spiro’s career has spanned the private, public, non-profit, and international sectors. She has served as senior education program officer at
The Wallace Foundation since 2002. Her previous positions have included
serving as director of Education Development Center’s New York Office of
Global Learning, executive director of the Soros Foundations for the Newly
Independent States of the former Soviet Union and the Baltic States,
university planning officer and secretary of the board of trustees at Long
Island University, senior assistant to the New York City School’s chancellor,
director of principals’ professional development with the New York City
Board of Education, and second vice president for professional development of Chase Manhattan Bank. Spiro is an adjunct professor at New York
University’s Wagner Graduate School of Public Service and the author of
numerous publications including Leading Change Step-by-Step: Tactics,
Tools, and Tales (Jossey-Bass, 2010).
Sheila Smith-Anderson, St. Louis Public Schools, St. Louis, MO,
sheila.smith-anderson@slps.org
Sheila Smith-Anderson currently serves as the executive director of curriculum and instruction for the St. Louis Public Schools. She has also served
as assistant superintendent and executive director of LEAD, the district’s
aspiring leadership program. Prior to Anderson’s service to St. Louis, she
worked with the Collaborative for Teaching and Learning in Louisville, KY
as an education program consultant. Anderson was also named as a Distinguished Educator for the state of Kentucky and worked at the Kentucky
State Dept. of Education with schools that did not meet their academic
index per the Kentucky Statewide Assessment. Anderson has served as an
elementary teacher, principal, and district level professional developer.
32
Preconference Sessions / Saturday & Sunday / December 3–4, 2011 / 9 a.m. – 4 p.m.
Participants will:
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improvement planning and how it works with the
concept and intent of RtI.
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t 1MBOUPDSFBUFBO3U*TZTUFNUIBUSFøFDUTUIFTDIPPMT
data, is a part of the vision, and know if a school’s RtI
system is making a difference.
Victoria Bernhardt, Education for the Future Initiative, Chico, CA,
vbernhardt@csuchico.edu
Victoria Bernhardt is executive director of the Education for the Future
*OJUJBUJWFBOPUGPSQSPöUPSHBOJ[BUJPOUIBUPQFSBUFTUISPVHIUIF$BMJGPSOJB
State University, Chico Foundation, whose mission is to build the capacity
PGMFBSOJOHPSHBOJ[BUJPOTUPHBUIFSBOBMZ[FBOEVTFEBUBUPDPOUJOVPVTMZ
improve teaching and learning. Bernhardt is the author of numerous
books, including: Measuring What We Do In Schools (Eye on Education,
2011), Response to Intervention (RtI) and Continuous School Improvement
(CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate
a Schoolwide Intervention System (Eye on Education, 2011) co-authored
with Connie Hébert, and Data, Data Everywhere (Eye on Education, 2009).
Connie Hébert, Southeast Missouri State University Autism Center
for Diagnosis and Treatment, Cape Girardeau, MO, chebert@semo.edu
Connie Hébert is the founding director of the Southeast Missouri State
University Autism Center for Diagnosis and Treatment and an experienced
educator and consultant of more than 20 years. She provides support and
training regarding various methodologies and approaches to address the
needs of individuals with autism. In 2005, Hébert was named Missouri
Staff Developer of the Year and in 2009 was appointed to the Missouri
Governor’s Commission on Autism Spectrum Disorders. Hébert is the coauthor of Response to Intervention (RtI) and Continuous School Improvement
(CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate
a Schoolwide Intervention System (Eye on Education, 2010).
PC302
COURAGEOUS CONVERSATION AND
COURAGEOUS LEADERSHIP: A FRAMEWORK AND TOOLS FOR RESOLVING
LEARNING GAPS
For more than a decade, educators have struggled to find
meaningful solutions to address student racial learning
gaps. While professional learning communities, positive
behavior support, and tender loving care are important
reform components, these strategies alone do not
eliminate student racial learning gaps. Learn to effectively exercise leadership at the important intersection
of race and schooling to eliminate racial, linguistic, and
economic disparities. Review the agreements and conditions, outlined in Courageous Conversations About Race: A
Field Guide for Achieving Equity in Schools (Corwin, 2005).
Practice applying these strategies to meet instructional
and achievement challenges.
Participants will:
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address systemic racial, linguistic, and economic
achievement disparities in their school or district.
t %FWFMPQBEFFQFSVOEFSTUBOEJOHPGUIFJNQBDUPGSBDF
on student achievement and practice.
t #FDPNFGBNJMJBSXJUIGBDJMJUBUJPOBOEQSPGFTTJPOBM
MFBSOJOHUFDIOJRVFTUIBUGPTUFSHSFBUFSUSVTUBOETBGFUZ
among educators participating in courageous
conversations.
t (BUIFSQSPGFTTJPOBMEFWFMPQNFOUSFTPVSDFTBOE
CFDPNFBQBSUPGBOFYUFOEFEOBUJPOBMFRVJUZMFBEFS
ship network to sustain personal efficacy and
improve professional effectiveness.
Glenn Singleton, Pacific Educational Group, San Francisco, CA,
glenn@pacificeducationalgroup.com
Glenn Singleton is the founder of Pacific Educational Group. Singleton
received the National School Public Relations Association Eugene T.
Carothers Human Relations Award in 2003, has appeared on ABC’s “Good
Morning America,” has hosted and produced educational programs for
cable access television, and has written numerous articles on the topics of
FRVJUZJOTUJUVUJPOBMSBDJTNMFBEFSTIJQBOEQSPGFTTJPOBMEFWFMPQNFOUGPS
KPVSOBMTNBHB[JOFTBOEOFXTQBQFST)FJTUIFDPBVUIPSPGCourageous
Conversations About Race: A Field Guide for Achieving Equity in Schools
(Corwin Press, 2005).
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%%%%3#)01
%FDot"OBIFJN$"
33
PC300
PC301
FROM DATA, DATA EVERYWHERE
TO SUCCESSFUL RESPONSE-TOINTERVENTION RESULTS
Until continuous school improvement planning is done right, a school cannot do
Response-to-Intervention (RtI) right. Learn what students
know and do not know, and make commitments to get
all students on grade level. Hear how to create a shared
vision and establish an integrated RtI system throughout
general and special education.
PC300
Preconference Sessions / Saturday & Sunday / December 3–4, 2011 / 9 a.m. – 4 p.m.
PC303
NAVIGATING LEADERSHIP TO
BECOME A LEARNING SCHOOL
Becoming a Learning School (NSDC,
2009) and Change, Lead, Succeed
(NSDC, 2010) are two essential tool kits that will support
administrators and school leaders in the implementation
of and leadership for Learning Forward’s definition of
professional development in schools. Learn how planning
for systemic professional learning and leading collaborative professional learning teams are the foundation
of continuous improvement. Examine structures and
processes for successful collaboration; the responsibilities
of principals, teachers, teacher leaders, and central office
staff; and strategies for evaluating team effectiveness.
Gain strategies and tools to understand collaborative
professional learning, strengthen school and district
culture, focus on common goals, clarify stakeholders’
roles in schools, troubleshoot perceived barriers to
professional learning, and build a strong evaluation
system that ensures changes are based on needs.
Participants will:
t *EFOUJGZUIFDPNQPOFOUTPGDPMMBCPSBUJWFMFBSOJOH
that focus on student outcomes.
t 6OEFSTUBOEIPXUPMFBEDIBOHFUIBUCVJMETDBQBDJUZ
of all staff to improve student learning.
t "TTFTTBTDIPPMTPSEJTUSJDUTOFFEGPSBOESFBEJOFTT
to implement collaborative, team-based professional
learning.
t 1SBDUJDFQSPUPDPMTUIBUGPDVTQSPGFTTJPOBMMFBSOJOH
on getting results.
t $MBSJGZLFZTUSBUFHJFTGSPNUIFUPPMLJUTUPTVQQPSU
leadership for team development and student learning.
t %FWFMPQBQMBOUPJOJUJBUFBOEJNQSPWFDPMMBCPSBUJWF
professional learning within their school.
Bring a copy of Becoming a Learning School (NSDC, 2009)
and Change, Lead, Succeed (NSDC, 2010) to the session.
Books may be ordered from the Learning Forward Online
Bookstore at www.learningforwardstore.org.
Victoria Duff, New Jersey Dept. of Education, Trenton, NJ,
victoria.duff@doe.state.nj.us
7JDUPSJB%VòJTUIFUFBDIFSRVBMJUZDPPSEJOBUPSJOUIF0óDFPG1SPGFTTJPOBM
Standards for the New Jersey Dept. of Education. She is responsible for
supporting districts and schools as they develop and implement professional development plans, overseeing the National Board for Professional
Teaching Standards state subsidy program, and coaching school districts
in developing strategic improvement plans. She facilitated the publication
of the Mentoring for Quality Induction tool kit for statewide distribution
and was involved in editing Collaborative Professional Learning in School
and Beyond: A Tool Kit for New Jersey Educators (NJDOE & NSDC, 2006).
Linda Munger, Munger Education Associates, Port Orange, FL,
Linda@mungeredu.com
Linda Munger is a senior consultant for Learning Forward. As a national
education consultant, her work focuses on facilitating, supporting, and
evaluating professional development for 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 development plans. Her most recent work is the book,
Change, Lead, Succeed: Building Capacity with School Leadership Teams
(NSDC, 2010). Munger worked with Joellen Killion in helping to develop
the Training Manual for Assessing Impact: Evaluating Staff Development
(NSDC, 2003).
Learning Forward
Foundation Events
The Foundation has three fabulous
and fun events planned!
2nd Annual Walk-a-thon
4VOEBZtBNBN
Hilton Anaheim
JSD Magazine Cover Photo Shoot
4VOEBZtQNQN
$10 donation per person
Benefit Dinner Honoring Joellen Killion
5VFTEBZtQN
Tickets: $75 per person
Learn more about these events at
www.learningforward.org/annual11/foundation
34
Key Events
First-Time Conference
Attendees Session
4VOEBZtQNQN
Member Reception
4VOEBZtQNQN
Dance
4VOEBZtQNQN
Exhibit Hall Reception
.POEBZtQNQN
Content
Conversations
Collaboration
Visit Eye On Education at Booth #508
www.eyeoneducation.com
6 Depot Way West ' Larchmont, NY 10538
Ph: 888.299.5350 ' Fax: 914.833.0761
Aa
Concurrent Sessions / Monday / Dec. 5, 2011 / 9 a.m. – 12 p.m. continues at 2:30 p.m. – 4:30 p.m.
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?
'PDVTPOFBDIPGUIFTFRVFTUJPOTBOEDSFBUFZPVSPXO
BOTXFST-FBSONVMUJQMFTUSBUFHJFTBOEUFDIOJRVFTGPSBEvancing successful professional development. Repeated
as session G01.
Denny Berry, Fairfax County Public Schools, Falls Church, VA,
dberry@fcps.edu
Ann Delehant, Delehant and Associates, Webster, NY,
adelehant@gmail.com
Strand: Fundamentals
A02
AFTER DATA ANALYSIS, THEN WHAT? PUTTING
PURPOSEFUL ACTION BACK INTO ACTION PLANS
Learn how to prevent common pitfalls of developing
action plans for school improvement, including jumping to premature conclusions about what is causing the
problem, lack of clarity about intended outcomes, and
failure to monitor implementation and results along the
way. Experience powerful tools to help ensure that data
use leads to improved results, including a logic model
for getting from a student learning problem and verified
cause to a data-identified student learning goal.
Nancy Love, Research for Better Teaching, Acton, MA,
love@rbteach.com
Mary Ann Haley-Speca, Research for Better Teaching,
Somerville, MA, mhaleyboss@comcast.net
Deborah Reed, Research for Better Teaching, Concord, MA,
dbjreed@aol.com
Strand: Impact
A03
PROFESSIONAL LEARNING COMMUNITIES BY DESIGN
There are no magical steps or formulae for designing
professional learning communities (PLCs). Effective PLCs
emerge from a school’s purpose, context, and relationships that are developed by a group. The group finds
their design for the PLC. Learn some principles of design
and apply them to case studies of PLCs and to your own
school.
Lois Easton, LBELearning, Boulder, CO, leastoners@aol.com
Strand: Fundamentals
A04
LEADERSHIP AND RACISM:
ELIMINATING THE ACHIEVEMENT GAP
Challenge the colorblind norm for viewing race and
SBDJTNBOEBDRVJSFBDPODFQUVBMGSBNFXPSLGPSNPWJOH
toward color consciousness. See how this leads to eliminating the achievement gap. Hear lessons learned from
nine years of anti-racism work in schools and districts.
Learn about a professional development process that is
enabling school and district educators to see differences
of race, class, and culture as assets that support learning
and development
Billie Mayo&EVDBUJPOBM&RVJUZ$POTVMUBOUT4U-PVJT.0
billiemayo@aol.com
Phil Hunsberger,&EVDBUJPOBM&RVJUZ$POTVMUBOUT4U-PVJT.0
pwhun@hotmail.com
Charlotte Ijei, Parkway School District, St. Louis, MO,
cijei@pkwy.k12.mo.us
Strand: Equity
A05
FIERCE ACCOUNTABILITY
Learn and practice a powerful accountability model,
based on Fierce Conversations, to transform conversations and results central to your success. Develop a new
context about accountability and increase productivity,
satisfaction, and job enjoyment regardless of challenging
constraints. Motivate others to choose to be accountable
and inspire and instill a culture of intrinsic accountability
to unleash collective responsibility, one conversation at
a time.
Susan Scott, Fierce, Seattle, WA, deli@fierceinc.com
Strand: Leadership
A06
MOTIVATING STUDENT ENGAGEMENT
IN THE DIFFERENTIATED CLASSROOM
Continue the journey of differentiating instruction in your
classroom, school, district, or state with tools and models
for curriculum planning based on formative assessments
for diverse populations. Explore five-star management
tips for areas of differentiated instruction so that teachers
can work smarter and students work with more energy
for their learning. Examine various models of instruction to use in planning to enable teachers to reach and
engage more students. Leave with tools, activities, strategies, and tips to use at the school, district, or state level
for future professional development opportunities.
Carolyn Chapman, Creative Learning Connection, Thomson, GA,
cchapman@carolynchapman.com
Strand: Teaching Quality
36
A07
MAKING GROUP WORK EASY:
THE ART OF FACILITATION
Teachers and principals don’t always have effective
processes to determine solutions to complex problems.
Learn to structure a group conversation and create a
safe environment so that people closest to an issue can
find an effective solution. Develop a practical, structured
process that can be successfully used for problem solving,
strategic planning, possibility thinking, data analysis, and
much more. Leave with procedures and skills to effecUJWFMZXPSLXJUIHSPVQTPGBOZTJ[F
Steven Schiola, Open Road Consulting, Fort Collins, CO,
steven@openroadllc.com
Strand: Leadership
A08
LEARNING FROM LESSON STUDY: A JOURNEY
Hear the experience of two large urban districts as they
learned how to grow lesson study as an essential professional development tool across their schools. Discuss
the potential successes and challenges inherent in such
a large undertaking. Explore relevant issues around improving teacher practice and leave knowing the essential
elements of lesson study as a professional development
model.
A09
DATA-DRIVEN CONSULTING AND COACHING
OF STRUGGLING TEACHERS
The time is now to have classroom management and
explicit instruction firmly in place with the nationwide
move to the Common Core State Standards. Gain transferable tools and strategies to assist struggling teachers
make immediate progress that will lead to active student
FOHBHFNFOU%JTDVTTBOEBOBMZ[FMFWFMFEDPNQPOFOUTPG
effective classroom management and explicit instruction
BOEQSBDUJDF%FWFMPQJOEFQUIDPBDIJOHRVFTUJPOTGPSB
TUSVHHMJOHUFBDIFSBOEVUJMJ[FUIFDPOUJOVVNPGFWBMVBtion to collaborate and determine the appropriate stance
for a struggling teacher.
Annette Brinkman, Granite School District, Salt Lake City, UT,
abrinkman@graniteschools.org
Ellen Williams, Brigham Young University, South Jordan, UT,
ellen_williams@byu.edu
Strand: Teaching Quality
Peter Brunn, Developmental Studies Center, Oakland, CA,
peter_brunn@devstu.org
Debbie Hearty, Denver Public Schools, Denver, CO,
Debbie_Hearty@dpsk12.org
Amanda Ellis, Orange County Public Schools, Orlando, FL,
amanda.ellis@ocps.net
Sue Wilder, Developmental Studies Center, Oakland, CA,
sue_wilder@devstu.org
Strand: Fundamentals
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
37
Aa
Bb
Concurrent Sessions / Monday / Dec. 5, 2011 / 10 a.m. – 12 p.m. continues at 2:30 p.m. – 4:30 p.m.
B01
GOLDEN GIRLS TO GILMORE GIRLS:
BRIDGING GENERATIONAL GAPS
Examine your school’s culture and develop adult learning
TUSBUFHJFTGPSVOJUJOHBOEVUJMJ[JOHUIFWBSJPVTUBMFOUT
XJUIJOZPVSPSHBOJ[BUJPO'PTUFSBOFOWJSPONFOUPGDPMMFgiality, communication, and creativity among all stakeIPMEFST3FDPHOJ[FZPVSPSHBOJ[BUJPOBMDIBMMFOHFTBOE
determine solutions that lead to improved relationships,
UFBDIFSRVBMJUZBOETUVEFOUMFBSOJOH&OHBHFXJUIUSVF
stories, entertaining vignettes, and time-tested methods
for bridging the generational gap.
Lynn Seay, Forsyth County Schools, Cumming, GA,
lseay@forsyth.k12.ga.us
Jessica Connell, Forsyth County Schools, Alpharetta, GA,
jconnell@forsyth.k12.ga.us
Jennifer Emmert, Forsyth County Schools, Alpharetta, GA,
jemmert@forsyth.k12.ga.us
Annie Johnson, Forsyth County Schools, Cumming, GA,
amjohnson@forsyth.k12.ga.us
Barbara Vella, Forsyth County Schools, Cumming, GA,
bvella@forsyth.k12.ga.us
Ann McDonald, Forsyth County Schools, Cumming, GA,
annmcdonald@forsyth.k12.ga.us
Hilary Snook, Forsyth County Schools, Cumming, GA,
hsnook@forsyth.k12.ga.us
Strand: Leadership
B02
GETTING IT RIGHT WITH COACHING
Learn about what needs to be in place for a coaching program to impact student learning. Examine the essential
characteristics of effective building-level instructional
coaching programs. Walk away with the best examples
and practical tools from a variety of districts, including
examples of evaluation rubrics, protocols for providing
feedback to coaches, and sample documents defining the
roles of coaches. Use newly developed levels of implementation maps to assess or plan your own coaching
program.
Cindy Harrison, Instructional Improvement Group,
Broomfield, CO, harrison.cindy@gmail.com
Heather Clifton, Denver, CO, heather.clifton@adams12.org
Chris Bryan, Broomfield, CO, lcrsbryan@msn.com
Strand: Fundamentals
B03
LEADING THE WAY TO MAKING
CLASSROOM ASSESSMENT WORK
&YQMPSFQSPWFOTUSBUFHJFTBOEUFDIOJRVFTUIBUMFBEFST
DBOVTFUPJNQMFNFOURVBMJUZBTTFTTNFOUJOTDIPPMTPS
systems. Consider strategies to model the principles of
RVBMJUZBTTFTTNFOUJOMFBEFSTIJQQSBDUJDF8FJHIUIFJNplication of policies and practices that need to be refined
JOPSEFSUPCFJOBMJHONFOUXJUIUIFQSJODJQMFTPGRVBMJUZ
assessment. Identify strategies to transform barriers that
get in the way of implementation.
38
Sandra Herbst, River East Transcona School Division,
Winnipeg, MB, Canada, sandra@connect2learning.com
Anne Davies, Classroom Connections International,
Courtenay, BC, Canada, anne@connect2learning.com
Vickie Pardeck, Valley Park School District, Valley Park, MO,
vpardeck@vp.k12.mo.us
Michael Bowman, Peel School District, Mississauga, ON, Canada,
michael.bowman@peelsb.com
Mark Wilderman, Saskatoon Public School Division, Saskatoon,
SK, Canada, wildermanm@spsd.sk.ca
Strand: Teaching Quality
B04
THE DATA TOOLKIT
Discover and use the following practical data tools: LearnJOH5BSHFUT"OBMZ[F:PVS4UVEFOUT'PVS2VBESBOUT'JWF
Whys, Relations Diagram, School Improvement Mapping,
Wagon Wheel, and Fishbone. Apply each tool to solve
problems that participants are currently experiencing.
Get handouts to use these data tools in professional
learning communities to train others and support school
and district improvement efforts.
Rob Hess, Lebanon Community Schools, Lebanon, OR,
rob.hess@lebanon.k12.or.us
Pam Robbins, Mt. Crawford, VA, probbins@shentel.net
Strand: Leadership
B05
A SYSTEMIC APPROACH TO TEACHING AND LEARNING
Learn about an engaging research-based process with
instructional and leadership frameworks that resulted in a
systemic approach to teaching and learning in one of the
nation’s largest school districts. Engage in active protocols and learn how to develop a process in your district
that supports progress monitoring, collaboration, and
professional learning at all levels that will result in consistent and improved student learning outcomes. Leave
with a clear understanding of the systemic approach and
use of an instructional framework that was designed to
MJOLUFBDIFSRVBMJUZBOETUVEFOUMFBSOJOHPVUDPNFT
Morcease Beasley, DeKalb County School System,
Stone Mountain, GA, morcease_j_beasley@fc.dekalb.k12.ga.us
Sonja Alexander, DeKalb County School System,
Stone Mountain, GA, sonja_l_alexander@fc.dekalb.K12.ga.us
Aleigha Henderson-Rosser, Dekalb County School System,
Stone Mountain, GA, aleigha_h_henderson@fc.dekalb.k12.ga.us
Donna McBride, Dekalb County School System,
Stone Mountain, GA, donna_mcbride@fc.dekalb.k12.ga.us
Strand: Teaching Quality
Q|A 1
TL01
TL02
Keynote Q&A and Thought Leader Lecture Options
Monday Morning / Dec. 5, 2011 / 9 a.m. – 12 p.m.
All Q&As and lectures are lecture-style learning and located in the same room. There will be a 10-minute break
between sessions. Attend all, two, or one. If you register for any session in Sets B or D, you may also register and
attend QA1.
QA1 MONDAY MORNING Q&A 9 a.m. - 10 a.m.
QUESTIONS AND ANSWERS WITH KEYNOTE SPEAKER LIZ WISEMAN
,FZOPUFTQFBLFS-J[8JTFNBOXJMMBOTXFSZPVSRVFTUJPOTJOUIJTTQFDJBMTFTTJPOBGUFSIFS
keynote address on Monday morning.
Liz Wiseman, The Wiseman Group, Silicon Valley, CA, judy@thewisemangroup.com
Strand: Leadership
TL01 THOUGHT LEADER LECTURE 10 a.m. - 11 a.m.
PARTNERING WITH HIGHER EDUCATION:
THE REAL VALUE-ADDED IN AN URBAN SCHOOL DISTRICT
Study examples of best practices and highly effective strategies in bringing about systemic
change to improve student achievement. Learn from one of the most successful school districtuniversity partnerships in the U.S. Discover how the award-winning Long Beach Education
1BSUOFSTIJQSFTVMUFEJOUIFTDIPPMEJTUSJDUXJOOJOHUIF#SPBE1SJ[FGPS&YDFMMFODFJO6SCBO
Education.
Carl Cohn, Claremont Graduate University, Claremont, CA, carl.cohn@cgu.edu
Strand: Leadership
TL02 THOUGHT LEADER LECTURE 11 a.m. - 12 p.m.
BETTER INFORMATION FOR BETTER FEEDBACK:
THE MEASURES OF EFFECTIVE TEACHING PROJECT
Spearheaded by the Bill & Melinda Gates Foundation, the Measures of Effective Teaching (MET)
Project seeks to identify and develop tools that can provide teachers with better feedback by
JNQSPWJOHUIFRVBMJUZPGJOGPSNBUJPOBWBJMBCMFBCPVUUFBDIJOHFòFDUJWFOFTT*OWPMWJOH
UFBDIFSWPMVOUFFSTJOTFWFSBMEJTUSJDUTBOENPSFUIBOBEP[FOSFTFBSDIQBSUOFSTUIF.&51SPKFDU
is testing multiple measures, including teacher observations, student surveys, and student learning gains
based on different kinds of assessments. Hear some of the project’s initial findings and the implications for the
development of fair and reliable systems for measuring effective teaching.
Steve Cantrell, The Bill & Melinda Gates Foundation, Seattle, WA, steve.cantrell@gatesfoundation.org
Strand: Teaching Quality
Concurrent Sessions / Monday / Dec. 5, 2011 / 9 a.m. – 12 p.m.
C01
GOT DATA? NOW WHAT?
Relevant data focuses attention and energy in a meeting,
keeping the interaction learning-focused and studentcentered. Learn how groups can employ structural
scaffolds to guide and facilitate developing skillfulness
to increase confidence and success in working with data
and each other. Explore a three-phase framework for disDPWFSJOHBTTVNQUJPOTNPUJWBUJOHEBUBGPDVTFEJORVJSZ
and developing shared understandings of both problems
and possible solutions.
C02
AS DIVERSITY GROWS, SO MUST WE: PROFESSIONAL
DEVELOPMENT FOR CULTURAL COMPETENCE AND
SOCIAL JUSTICE
Build the culturally-competent leadership and teaching
necessary to be successful in closing the achievement
gap and in educating a new generation of engaged and
JOGPSNFEEFNPDSBUJDDJUJ[FOT&YBNJOFQSJODJQMFTGPS
culturally-responsive teaching, five phases of professional
development, and how to guide schools toward real
reform and communities toward social justice.
Laura Lipton, MiraVia, Sherman, CT, lelipton@miravia.com
Bruce Wellman, MiraVia, LLC, Guilford, VT,
bwellman@miravia.com
Gary Howard(BSZ)PXBSE&RVJUZ*OTUJUVUFT4FBUUMF8"
garyrhoward@earthlink.net
Strand: Equity
Strand: Impact
39
Cc
Cc
Concurrent Sessions / Monday / Dec. 5, 2011 / 9 a.m. – 12 p.m.
C03
CHOREOGRAPHY OF PRESENTING:
ESSENTIAL ABILITIES OF EFFECTIVE PRESENTERS
Hone your presentation skills as you learn how to establish credibility and rapport, acknowledge and respond to
participants, and recover with grace from difficult situations. Increase the congruence between the message you
intend and the message others receive. Use your skills to
TBWFUJNFSVOOJOHNFFUJOHTFóDJFOUMZIBOEMFDPOøJDU
and engage in more meaningful dialogue.
Kendall Zoller, Sierra Training Associates, Foresthill, CA,
LW[PMMFS!GUDOFUOFU
Strand: Fundamentals
C04
USE QUESTIONING TO PROMOTE
ADULT REFLECTION AND LEARNING
6TFBRVFTUJPOJOHBQQSPBDIUPDIBOHFJOEJWJEVBMBOE
group commitments and behaviors. Discuss the relationship between leading change with a faculty and leading
MFBSOJOHGPSTUVEFOUT$POOFDURVBMJUZRVFTUJPOJOHBOE
leadership functions to continuous improvement of
student learning.
Jackie Walsh, Montgomery, AL, walshja@aol.com
Beth Sattes, Charleston, WV, beth@enthusedlearning.com
Strand: Leadership
C05
DELAWARE RACES TO THE TOP WITH
COMMON CORE STATE STANDARDS
Find out how the Department of Education and Delaware
school districts have worked collaboratively to inform
teachers about the Common Core State Standards (CCSS)
and their plan to prepare for this change. Learn how CCSS
have affected the state testing system, curriculum maps,
and teacher instruction. See how the state is aligning and
creating documents to aid teachers in lesson planning
using the CCSS.
Patricia Bunting, University of Delaware, Georgetown, DE,
pbunting@udel.edu
Tracy Hudson, University of Delaware, Georgetown, DE,
tohudson@udel.edu
Strand: Advocacy
C06
MEASURING WHAT WE DO IN SCHOOLS
Explore how school processes define what learning
PSHBOJ[BUJPOTBOEUIPTFXIPXPSLJOUIFNEPUPIFMQ
students learn: what they teach, how they teach, how
they assess students, and how they learn. Examine how
UPNFBTVSFBOEBOBMZ[FTDIPPMQSPDFTTFTXIZUIFZBSF
important, and understand which processes are getting
desirable results.
Victoria Bernhardt, Education for the Future, Chico, CA,
vbernhardt@csuchico.edu
Bradley Geise, Education for the Future, Chico, CA,
QTDIVU[!DTVDIJDPFEV
Strand: Fundamentals
40
C07
PASSION AND PERSPECTIVE:
KEYS TO NEXT-GENERATION ASSESSMENTS
In the education reform rearview mirror, we see too much
teaching to the test. Prepare teachers to adapt to a new
HFOFSBUJPOPGBTTFTTNFOUTUIBUXJMMSFRVJSFBQQMJDBUJPO
PGLOPXMFEHFBOEIJHIFSMFWFMUIJOLJOH-FBSOUPFRVJQ
teachers with a framework for teaching in a passion-driven classroom. Use back-channel Web 2.0 tools to enhance
professional learning. Understand the expectations of
OFYUHFOFSBUJPOBTTFTTNFOUTSFRVJSJOHHSFBUFSTUVEFOU
application of knowledge.
Dick Jones, RDJ Associates, Loudonville, NY, rdjleader@mac.com
Angela Maiers, Maiers Educational Services, Clive, IA,
angela@angelamaiers.com
Strand: Teaching Quality
C08
BACKWARDS DESIGN:
BEGINNING WITH THE END IN MIND
Listen to the journey of one urban district as it explores
the power of vertical teams and backwards design.
Explore ways that coaches and key leaders can facilitate
conversations that begin with the end in mind. Discover
protocols for engaging in authentic conversations around
student writing and understand how this level of work
must be aligned to the improvement work at the school
and district level to achieve results that last.
Kerry Purcell, Focus on Results, Springfield, IL,
kpurcell64@att.net
Tammy Boyle, Worcester Public Schools, Worcester, MA,
boylet@worc.k12.ma.us
Margaret Welch, Worcester Public Schools, Worcester, MA,
welchm@worc.k12.ma.us
Patty Padilla, Worcester Public Schools, Worcester, MA,
padillap@worc.k12.ma.us
Jillian Tamburro, Worcester Public Schools, Worcester, MA,
tamburroj@worc.k12.ma.us
Strand: Fundamentals
C09
EQUITABLE ACCESS TO SCIENCE CONTENT
FOR ENGLISH LEARNERS
Engage in one district’s journey to provide English language learners with opportunities to develop proficiency
UISPVHIQBSUJDJQBUJPOJOJORVJSZCBTFETDJFODF-FBSOUIF
instructional practices and skills necessary for achieving
BDBEFNJDFRVJUZJOTDJFODFMFBSOJOH(BJOUFNQMBUFTBOE
tools for embedding academic content language support
appropriate for all language development levels.
Jo Topps, WestEd, Long Beach, CA, jtopps@wested.org
Arturo Navar, Montebello Unified School District,
Montebello, CA, navar_arturo@montebello.K12.ca.us
Strand: Equity
C10
FROM TURNAROUND CANDIDATE
TO THRIVING IN TWO YEARS
Hear about leadership and instructional processes used
to transform an urban charter school from among the
lowest performing to the third most improved school in
KVTUUXPZFBST3FDFJWFUFDIOJRVFTBOETBNQMFNBUFSJals to improve student achievement and school culture
through data-analysis, teacher collaboration, and leadership strategies.
Mickey Landry, Recovery School District, New Orleans, LA,
mickey.landry@lafayetteacademyno.org
Darlene Hills, Recovery School District, New Orleans, LA,
darlene.hills@lafayetteacademyno.org
Sheila Kelley, Recovery School District, New Orleans, LA,
sheila.kelley@lafayetteacademyno.org
Strand: Impact
C11
EFFECTIVE LEADERSHIP DEVELOPMENT:
RESEARCH, POLICY, AND PRACTICE
Learn how to foster leadership development using
connections across research, policy, and practice. Explore
examples of learning networks among principals that
support and improve practice through collaboration.
Understand individual and school review and assessment processes that support continued improvement in
leadership practice.
Margaret Connor, Ontario Ministry of Education, Toronto, ON,
Canada, marg.connor@ontario.ca
Eleanor Newman, Ontario Ministry of Education, Toronto, ON,
Canada, eleanor.newman@ontario.ca
Strand: Leadership
C12
TEACHERS TRANSFORMING LEARNING:
UNDERSTANDING NEUROSCIENCE SUPPORTS
REFLECTIVE PRACTICE
Listen to the story of teachers who became a professional
learning community as they expanded their repertoire of
teaching skills, incorporating neuroscience. Hear how to
create an organic community of learners. Explore how a
model of journeyman, apprentice, and master can create
collaborative environments for whole-school transformation.
C13
ENHANCE PROFESSIONAL LEARNING
BY USING TECHNOLOGY
Discover various technology tools that are free or low
cost. Use a tool that models Learning Forward’s newly revised Standards for Professional Development. Continue
the investigation and conversation via an online forum
after the session. Bring your laptop or tablet computer for
hands-on participation.
Margie Johnson, Edvantia, Nashville, TN,
margie.johnson@edvantia.org
Strand: Technology
C14
THE FORMATIVE ASSESSMENT PROCESS
FOR EVERYDAY CLASSROOM INSTRUCTION
Understand how formative assessments, when used in
conjunction with summative assessments, determine the
needs of students and their learning at different times.
Learn strategies and tools to incorporate formative assessment strategies into classrooms and build a formative
assessment toolbox.
Laura Otten, Kent Intermediate School District,
Grand Rapids, MI, lauraotten@kentisd.org
Laurie Smith, Ottawa Area Intermediate School District,
Holland, MI, lsmith@oaisd.org
Strand: Teaching Quality
C15
BUILDING EFFECTIVE SCHOOL TEAMS
FOR 21ST CENTURY SCHOOLS
Learn to build an effective, well-functioning school
UFBN&YQMPSFQMBOOJOHRVFTUJPOTTVSWFZTBOEXBZTPG
BTTFTTJOHUFBNQSPHSFTTXIJMFTFUUJOHHPBMTNBYJNJ[ing personal strengths, and using time wisely. Clarify the
difference between an effective team meeting and other
types of school meetings. Use tools to identify areas of
personal strength.
Lynette Lewis, Prince George’s County School System,
Landover, MD, lynette2.lewis@pgcps.org
Pamela Robinson, Prince George’s County School System,
Landover, MD, pamrobin@pgcps.org
Strand: Impact
Betty Burks, San Antonio Independent School District,
San Antonio, TX, bettyburks@gmail.com
Christine Drew, Syfr Corporation, Washougal, WA,
christineedrew@gmail.com
Richard Erdmann, Syfr Corporation, Washougal, WA,
rerdmann@syfrcorp.com
Strand: Teaching Quality
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41
Cc
Cc
Concurrent Sessions / Monday / Dec. 5, 2011 / 9 a.m. – 12 p.m.
C16
CONCEPTUAL FLOW: A STRATEGY TO SUPPORT
PROFESSIONAL LEARNING COMMUNITIES
Hear how to develop processes to build professional
learning communities. Learn how teams of teachers can
deepen their understanding of teaching and learning,
change their practice, and help shape district policies. ExQMPSFIPXDPODFQUVBMøPXFOHBHFTBOFOUJSFGBDVMUZJOB
collaborative process that develops a schema for content
understanding for all students, aligns standards, guides
instruction and assessment, and sets the foundation for
policies and practices in the adoption of instructional
materials.
C19
MAKING SUCCESS THE DEFAULT:
EDUCATING AFRICAN-AMERICAN CHILDREN
Examine how decisions, rules, and policies cause AfricanAmerican children to lag behind others in academic
achievement. Explore ways in which differing beliefs
about the responsibilities of parents, teachers, and
students impact student achievement. Learn ways to
promote success for African-American children.
Melissa Smith, Lake Elsinore Unified School District,
Lake Elsinore, CA, melissa.smith@leusd.k12.ca.us
Jana Gentry, Coachella Valley Unified School District,
Thermal, CA, jgentry@coachella.k12.ca.us
Mindy Morgan, Temecula Valley Unified School District,
Temecula, CA, mmorgan@tvusd.k12.ca.us
C20
TEAMING FOR TEACHER SUPPORT:
THE COLLABORATIVE MENTORING MODEL
Discuss the successes and challenges faced by a large
school division as it tries to improve induction and mentoring services. Examine the importance of collaboration
in providing mentoring services to novice professional
educators. Leave with an understanding of a collaborative
mentoring model, samples of implementation and evaluation tools, and the enthusiasm to transform mentoring.
Strand: Teaching Quality
C17
COACHING MAGIC: MISSION OF ACHIEVEMENT,
GROWTH, INSPIRATION, AND CONFIDENCE
Focus on the standards of a coaching program that is
EFTJHOFEUPFOIBODFUFBDIFSSFUFOUJPOBOERVBMJUZBOE
JNQBDUTUVEFOUBDIJFWFNFOU&YQMPSFUIFPSHBOJ[BUJPO
and implementation of a small coaching program that
provides embedded professional development to novice
and struggling teachers.
Ginger Kave, Loudoun County Public Schools, Ashburn, VA,
ginger.kave@lcps.org
Margaret Holliday, Loudoun County Public Schools, Ashburn,
VA, margeret.holliday.lcps.org
Rebecca Fadely, Loudoun County Public Schools, Ashburn, VA,
rebecca.fadely@lcps.org
Strand: Fundamentals
C18
PROMOTING EDUCATOR EFFECTIVENESS:
ESTABLISHING COMMON GROUND
Learn how a teaching and learning framework is being
developed in a large urban school district to increase
TDIPPMTJUFFEVDBUPSRVBMJUZBOETUVEFOUBDIJFWFNFOU
Explore how data collected from teachers and other
stakeholders informs the development of a common
language and understanding of effective teaching and
aligned structures for support and development, shaping
the district’s educator support, development, and career
pathway options.
Janet Peaks, Los Angeles Unified School District, Los Angeles,
CA, janet.peaks@lausd.net
Drew Furedi, Los Angeles Unified School District, Los Angeles,
CA, drew.furedi@lausd.net
Lynne Parkhurst, Los Angeles Unified School District,
Los Angeles, CA, lynne.parkhurst@lausd.net
Michelle Wells, Los Angeles Unified School District,
Los Angeles, CA, michelle.wells@lausd.net
Cindy Kratzer, Sierra Educational Consulting, Los Angeles, CA,
cindy@sierraed.com
Strand: Teaching Quality
42
Teresa Hill, Bloomington Public Schools, Bloomington, IL,
hillt@district87.org
Strand: Equity
Michael Neall, Prince William County Schools, Manassas, VA,
neallmt@pwcs.edu
Julie Curry, Prince William County Schools, Manassas, VA,
curryje@pwcs.edu
Strand: Teaching Quality
C21
EVOLVING PROFESSIONAL LEARNING
THROUGH EXPANDING SHARED LEADERSHIP
4IBSFJOUIFQSPDFTTPGBNJETJ[FIJHITDIPPMTFòPSUTUP
EFTJHOJNQMFNFOUBOEBTTFTTTJUFCBTFEIJHIRVBMJUZ
professional learning that is data driven and differentiated. Learn how including model classrooms and peer
observation can build teacher leadership capacity and
improve school culture. Experience tools and learning
strategies that support a systems’ approach to school
improvement, including implementation, pedagogy, and
the possibilities for embedding professional development within the school day.
Matt Coleman, Texarkana Arkansas School District,
Texarkana, AR, matt.coleman@tasd7.net
Eva Nadeau, Texarkana Arkansas School District,
Texarkana, AR, eva.nadeau@tasd7.net
Brandy Eldridge, Texarkana Arkansas School District,
Texarkana, AR, brandy.eldridge@tasd7.net
Robin Stover, Texarkana Arkansas School District,
Texarkana, AR, robin.stover@tasd7.net
Tami Blair, Texarkana Arkansas School District,
Texarkana, AR, tami.blair@tasd7.net
Amanda Linn, Arkansas Leadership Academy,
Fayetteville, AR, aclinn@uark.edu
Strand: Leadership
C22
RAISING TEACHER QUALITY THROUGH
THE GOAL-SETTING PROCESS AND EVALUATION
Develop a deeper understanding of how the goal-setting
process will enhance effective teaching through frameworks that highlight approaches to change in a school
setting. Understand the theoretical frames of behaviorJTNIVNBOJTUJDQSPDFTTJORVJSZBQQSPBDIBOEDPOTUSVDtivism, and determine their appropriate use through
TJUVBUJPOBMMFBEFSTIJQ-FBSOUFDIOJRVFTPGEBUBDPMMFDUJPO
to guide the goal-setting process.
Rebecca Jenkins, Aptakisic-Tripp School District 102,
Buffalo Grove, IL, rjenkins@d102.org
Julie Brua, Aptakisic-Tripp School District 102, Buffalo Grove, IL,
jbrua@d102.org
Matt Moreland, Aptakisic-Tripp School District 102,
Buffalo Grove, IL, mmoreland@d102.org
Strand: Teaching Quality
C23
READING THE PAST, WRITING THE FUTURE:
SUSTAINING SUCCESS
Learn how school leadership teams build an effective
and sustainable schoolwide secondary literacy initiative
through a tiered model of support. Explore a step-by-step
process to guide administrators and literacy leadership
teams through the phases of adoption. Discover how to
use data to develop, implement, and sustain a schoolwide framework of comprehensive and integrated bestpractice literacy interventions.
Susan Daniello, Strategic Learning Center, Piedmont, SD,
sdaniello@dishmail.net
Ed Dorff, Green Bay Area Public Schools, Green Bay, WI,
eldorff@gbaps.org
Brenda Warren, Green Bay Area Public Schools, Green Bay, WI,
bbwarren@gbaps.org
Jennifer Burgraff, Green Bay Area Public Schools, Green Bay, WI,
Jburgraff@gbaps.org
Karen McGrath, Green Bay Area Public Schools, Green Bay, WI,
kamcgrath@gbaps.org
Mary Larsen, Green Bay Area Public Schools, Green Bay, WI,
mlarsen@gbaps.org
Brian Fisk, Green Bay Area Public Schools, Green Bay, WI,
bdfisk@gbaps.org
C24
THE POWER EQUATION:
LEADERSHIP FOR RESULTS = COACHING
)FBSBCPVUSFTFBSDIUIBUSFRVJSFTTUSPOHMFBEFSTUPCF
coaches. Revisit the essential language skills for powerful
and change-producing conversations. Explore the results
of a 10-year journey coaching school leaders that built a
VOJRVFTLJMMTFUGPSNBJOUBJOJOHSFMBUJPOTIJQTBOEHFUUJOH
the highest results in achievement.
Kathy Kee, Coaching School Results, Shady Shores, TX,
ronkatkee@centurytel.net
Diana Williams, Coaching School Results, Millersport, OH,
dwilli1398@aol.com
Linda Gross-Cheliotes, Coaching School Results, Bayside, NY,
sunprinces@aol.com
Strand: Fundamentals
C25
BUILD CAPACITY AND COLLABORATION
TO IMPROVE INSTRUCTIONAL QUALITY
Strengthening teaching and learning involves supporting
UFBDIFSSFøFDUJPOUPJNQSPWFQSBDUJDFGPDVTJOHMFBEFSship, and implementing the Common Core State Standards. Discern how to build capacity in these areas using
a researched-based, free, online toolkit that has been
successfully used by a variety of teams. Engage a range of
documentary-style videos, facilitator guides, leadership
team activities, and classroom artifacts. Learn how states
have successfully used the toolkit with schools, districts,
and reform networks. Bring a laptop or tablet computer
for hands-on participation.
Sonia Caus Gleason, Education Development Center,
Newton, MA, sonia@soniacausgleason.org
Victoria Duff, New Jersey Dept. of Education, Trenton, NJ,
victoria.duff@doe.state.nj.us
Elizabeth Morgan, Gloucester City Public Schools,
Gloucester City, NJ, emorgan@gcsd.12.nj.us
Strand: Technology
Strand: Leadership
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
43
Cc
Dd
Concurrent Sessions / Monday / Dec. 5, 2011 / 10 a.m. – 12 p.m.
D01
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. Consider reasons for advocating that local
districts adopt Learning Forward’s newly revised Standards for Professional Learning and NSDC’s Definition of
Professional Development. Determine your next steps
and develop an action plan to support it.
D04
LINKING TEACHER EFFECTIVENESS
AND COLLEGE READINESS
Examine how to take teacher effectiveness a step further
by exploring what it means for teachers to be effecUJWFXJUIJOBDPMMFHFHPJOH,PSHBOJ[BUJPO)FBS
how a teacher effectiveness initiative has been linked
to students’ college readiness and success, and discuss
how measures of student achievement can be aligned to
college-ready goals and outcomes.
Stephanie Hirsh, Learning Forward, Dallas, TX,
stephanie.hirsh@learningforward.org
Anne Foster, Parents for Public Schools, Jackson, MS,
afoster@parents4publicschools.org
Valerie Braimah, Alliance for College Ready Public Schools,
Los Angeles, CA, vbraimah@laalliance.org
Jennifer Ramos, Green Dot Public Schools, Los Angeles, CA,
jramos@greendot.org
Strand: Advocacy
Strand: Teaching Quality
D02
ASSESSING AND ADVANCING THE IMPLEMENTATION
OF THE COMMON CORE STATE STANDARDS
Examine in depth four key levers for advancing the
implementation of the Common Core State Standards
$$44
JONBUIFNBUJDTPS&OHMJTIMBOHVBHFBSUT3FøFDU
on your own planning and assess its depth and comprehensiveness. Explore what it really means to make a
change to the CCSS. Walk away with a tool to use back in
your district to assess and advance the implementation
of the CCSS.
D05
MISCONDUCT IN THE WORKPLACE:
A PRIMER FOR LEADERS
Skillfully address misconduct in the workplace by learning how to investigate teacher or staff misconduct with
legally sound investigation protocols and effective
JOUFSWJFXRVFTUJPOT1SBDUJDFXSJUJOHFòFDUJWFJOUFSWJFX
RVFTUJPOTCBTFEPOTDIPPMCBTFETDFOBSJPT-FBWFXJUI
sample letters of discipline and the basics of how to avoid
grievances and how to respond with confidence.
David Hill, The University of Texas, Charles A. Dana Center,
Austin, TX, wdhill@mail.utexas.edu
Patti Bridwell, The University of Texas, Charles A. Dana Center,
Austin, TX, pattib@austin.utexas.edu
Strand: Teaching Quality
D03
STANDARDS FOR PROFESSIONAL DEVELOPMENT
Learn about the newly revised Standards for Professional Development and how they differ from previous
standards. Engage in exploration about how to introduce
the standards to various key stakeholder groups, how to
implement the standards, and how to incorporate the
new standards into existing policies about professional
development.
Learning Forward acknowledges support
from the MetLife Foundation for this session.
Joellen Killion, Learning Forward, Arvada, CO,
joellen.killion@learningforward.org
Jacqueline Kennedy, Learning Forward, Dallas, TX,
KBDRVFMJOFLFOOFEZ!MFBSOJOHGPSXBSEPSH
Hayes Mizell, Learning Forward, Columbia, SC,
INJ[FMM!HNBJMDPN
Strand: Fundamentals
44
Margaret Christensen, Green Bay Area Public School District,
Green Bay, WI, mmchristensen@gbaps.org
Mark Olson, Buelow-Vetter Law Firm, Milwaukee, WI,
molson@buelowvetter.com
Strand: Leadership
D06
TRANSFORMING URBAN CLASSROOMS
THROUGH THE PEDAGOGY OF CONFIDENCE
Learn how to create a meditative learning community
that identifies and activates students’ strengths, builds
relationships, and elicits high intellectual performance.
Experience how students can be motivated to engage in
their own learning. Understand a synergistic system of
school transformation.
Yvette Jackson, National Urban Alliance for Effective Education,
Syosset, NY, Y_Jackson@nuatc.org
Strand: Equity
D07
PROFESSIONAL LEARNING COMMUNITIES:
FROM RESEARCH TO ACTION
Review recent research on professional learning communities. Discuss examples of interdisciplinary teams of high
school science, technology, math, and special education
educators who have developed a professional learning
community under a NASA grant in cooperation with
the Goddard Space Center. Take the model back to your
schools and districts.
Elizabeth Foster, National Commission on Teaching and
America’s Future, Washington, DC, efoster@nctaf.org
D10
DARE TO MOTIVATE YOUR
MOST RELUCTANT LEARNERS
Understand how the brain becomes motivated to learn
and gain practical and research-based strategies to help
students become passionate learners. Practice the brainDPNQBUJCMFUFDIOJRVFTPGNPWFNFOUFNPUJPOJNNFEJBUFGFFECBDLTPDJBMJ[BUJPOBOEOPWFMUZUIBUDBOIFMQ
students retain more and achieve at higher levels. Meet
the needs of even the most reluctant learners who seem
to have the hardest time paying attention and completing work.
Strand: Impact
William DeMeo, Cincinnati Public Schools, Cincinnati, OH,
demeowi@cps-k12.org
D08
RESOURCE FOR DISTRICT REFORM:
BOSTON TEACHER LEADERSHIP CERTIFICATE
Learn how to focus the power of teacher leadership on
district priorities and how to strengthen teachers’ capacity to carry out their roles effectively. Learn to assess the
RVBMJUZPGUFBDIFSMFBEFSTIJQUSBJOJOHBMSFBEZJOQMBDFBOE
how to support experienced teacher leaders in designing graduate-level coursework that can help teachers
TUSFOHUIFOUIFTLJMMTUIBUBSFSFRVJSFEGPSUIFEJTUSJDUT
most critical roles.
Strand: Teaching Quality
Jill Harrison Berg, Boston Plan for Excellence,
Jamaica Plain, MA, jhberg@gmail.com
Lesley Ryan Miller, Boston Public Schools, Boston, MA,
lryan2@boston.k12.ma.us
D11
OUR JOURNEY TOWARD A STANDARDS-BASED
LEARNING SYSTEM
Learn how middle school principals, with the support
of the Nike School Innovation Fund, identified teacher
leaders in all content areas to lead a standards-based
learning system. Define the purpose of and implement a
standards-based learning system, use a rubric to assess
district and school readiness, and employ specific instructional strategies that focus on the use of formative assessment practices to guide instruction and assessment.
Emily Gleason, Beaverton School District, Beaverton, OR,
emily_gleason@beavton.k12.or.us
Strand: Leadership
Strand: Leadership
D09
USING COACHING TO TRANSFORM SCHOOL CULTURE
4IBSFUIFTUSVHHMFTTVDDFTTFTUPPMTBOEUFDIOJRVFT
used for turning a middle school into a high-performance
learning community. Focus on how to increase student
achievement by creating a public, collaborative teaching and learning environment for educators. Explore a
counter-intuitive and powerful strategy for building capacity and sustainability through strategic use of coaches.
D12
USING COLLABORATIVE LEARNING VISITS
TO BUILD LEARNING COMMUNITIES
Advance teacher practice through collaborative learning
visits that provide non-evaluative feedback. Learn how
these visits yield valuable information about student
engagement that teachers can use with one another in
SFøFDUJWFDPOWFSTBUJPOT6OEFSTUBOEIPXUIFQSPDFTT
empowers teachers to be more responsive to student
learning needs.
Lucy West, Metamorphosis Teaching Learning Communities,
New York, NY, lucy@lucywestpd.com
Mscott Berkowitz, Alexandria City Public Schools, Alexandria, VA,
NTDPUUCFSLPXJU[!BDQTLWBVT
Rob Murphy, Alexandria City Public Schools, Alexandria, VA,
rob.murphy@acps.k12.va.us
Gerald Mann, Alexandria City Public Schools, Alexandria, VA,
gerald.mann@acps.k12.va.us
Kris Clark, Alexandria City Public Schools, Alexandria, VA,
kris.clark@acps.k12.va.us
Strand: Fundamentals
Patricia Dimetres, Fairfax County Public Schools, Dunn Loring,
VA, pfdimetres@fcps.edu
Lynnette Harris, Fairfax County Public Schools, Fairfax, VA,
clharris@fcps.edu
Richard Culp, Fairfax County Public Schools, Fairfax, VA,
riculp@fcps.edu
August Frattali, Fairfax County Public Schools, Herndon, VA,
affrattali@fcps.edu
Marti Jo Jackson, Fairfax County Public Schools, Fairfax, VA,
mjjackson@fcps.edu
Scott Phillips, Fairfax County Public Schools, Centreville, VA,
sfphillips@fcps.edu
Strand: Leadership
45
Dd
Dd
Concurrent Sessions / Monday / Dec. 5, 2011 / 10 a.m. – 12 p.m.
D13
BOOK TALK: MINDSET SWITCH
Assess your mindset and learn to view new experiences
as challenges needed to understand and improve learnJOHBOEQFSTPOBMSFMBUJPOTIJQT3FDPHOJ[FUIBUXIFO
making a decision we are typically torn between rational,
logical reasons and emotional, intuitive feelings. Read
Mindset: The New Psychology of Success (Ballantine Books,
2007) by Carol Dweck and Switch: How to Change Things
When Change Is Hard (Crown Business, 2010) by Chip
Heath and Dan Heath. Engage in a book conversation
that will transform your approach to change.
Claudia Wheatley, Solution Tree, Corydon, IN,
claudia.wheatley@solution-tree.com
Kevin Sue Bailey, Indiana University Southeast, New Albany, IN,
kbailey@ius.edu
Penny Gaither, Indiana University, Bloomington, IN,
booklady88@gmail.com
Strand: Leadership
D14
PROFESSIONAL LEARNING NETWORK:
ARE THERE APPS FOR THAT?
Explore how technology and curriculum supervisors
united to develop a professional learning program that
incorporates the best of both worlds. Combine Web tools,
iPods, Wikispaces, and other resources with instructional
best practices to create a professional learning network.
Bring your laptop or tablet computer for hands-on participation in this session.
Tammy Shelton, Lincoln County Schools, Fayetteville, TN,
tshelton@lcdoe.org
Terry Sue Fanning, Lincoln County Schools, Fayetteville, TN,
tsfanning@lcdoe.org
Strand: Technology
D15
CULTURAL AND LINGUISTIC DIVERSITY IN SCHOOLS
Build a common understanding of culture. Focus on
culture and the barriers that could be hindering students
GSPNSFBDIJOHUIFJSNBYJNVNQPUFOUJBM-FBSOUFDIOJRVFT
and approaches to becoming culturally responsive to all
students. Hear how a district is focusing professional development to impact student learning through resources
and activities.
Rene Cooper, North Kansas City Schools, Kansas City, MO,
rcooper@nkcsd.k12.mo.us
Judith O’Loughlin, Language Matters Education Consultants,
San Ramon, CA, joeslteach@aol.com
Amy King, University of Missouri-Kansas City, Kansas City, MO,
kingas@umkc.edu
Strand: Equity
46
D16
CREATING A CULTURE OF EDUCATIONAL EXCELLENCE
Hear how an urban school system created an architecture
to transform and build leadership capacity at all levels
of student learning. Define key elements and leadership
QSBDUJDFTUIBUDSFBUFBIFBMUIZPSHBOJ[BUJPOBMDVMUVSFBOE
climate. Learn how to implement a data-driven process to
assess and improve the leadership practices that lead to a
strong school and district culture.
Alan Ingram, Springfield Public Schools, Springfield, MA,
ingrama@sps.springfield.ma.us
Beth Schiavino-Narvaez, Springfield Public Schools, Springfield,
."TDIJBWJOPOBSWBF[C!TQTTQSJOHöFMENBVT
Strand: Leadership
D17
SILOS NO MORE: JOURNEY OF AN ENGLISH
LANGUAGE DEVELOPMENT PROFESSIONAL
LEARNING COMMUNITY
Listen to the journey of a professional learning community comprised of teachers from different schools in a
high school district. Review a case study of how district
administrators and teachers worked to ensure all English
language development students had a common and
rigorous curriculum regardless of teacher or school. Learn
about the value and process of data collection from the
analysis of formative assessments.
Welton Kwong, Fremont Union High School District, Sunnyvale,
CA, wwhkwong@post.harvard.edu
Grace Henson, Fremont Union High School District, Cupertino,
CA, grace_henson@fuhsd.org
Shana Smith, Fremont Union High School District, San Jose, CA,
shana_smith@fuhsd.org
Akane Tanaban, Fremont Union High School District, Sunnyvale,
CA, akane_tanaban@fuhsd.org
Strand: Impact
D18
THE RIGHT START: EARLY LEARNING ASSESSMENT
AND INTERVENTION STRATEGIES
Hear how to identify promising, evidence-based assessment and intervention practices in the early years
(pre- through grade 1). Examine the framework and how
it can be used at the classroom, school, and system levels.
Learn about the process that was used to develop the
framework and the components of the framework that
SFøFDUTFWFSBMNBKPSFMFNFOUTPGUIFFEVDBUJPOBMDIBOHF
process.
Michelle Forge, Council of Ontario Directors of Education
(CODE), Meaford, ON, Canada, michelleforge@yahoo.ca
John Fauteux, Council of Ontario Directors of Education (CODE),
Meaford, ON, Canada, tjfauteux@cogeco.ca
Strand: Leadership
D19
TACKLING THE QUESTION:
WHAT IMPROVES TEACHER QUALITY?
Discover how teachers in a large urban school district,
using a model of support and assistance, receive targeted
professional development and one-on-one support
CBTFEPOJOEJWJEVBMJ[FEQSPGFTTJPOBMHSPXUIQMBOT3Fview research that demonstrates how labor/management
collaboration can support effective teaching. Explore the
correlation of clear expectations with explicit performance indicators and examine data collection tools that
GBDJMJUBUFSFøFDUJWFDPOWFSTBUJPOT
Marsha Oh-Bilodeau, Los Angeles Unified School District,
Los Angeles, CA, marsha.oh-bilodeau@lausd.net
Jeraldine Wilson, Los Angeles Unified School District,
Los Angeles, CA, jeraldine.wilson@lausd.net
Carla Newman, Los Angeles Unified School District,
Los Angeles, CA, cmn8605@lausd.net
Strand: Teaching Quality
D20
STOP, COLLABORATE, AND LISTEN:
INSPIRING NON-GRADED FORMATIVE ASSESSMENT
Learn to model practical classroom formative assessments. Hear stories and gain artifacts from National T3
instructors as they share their struggles and successes as
well as the struggles and successes of their students in
middle school and high school math. Develop processes
and tools for creating formative assessments that integrate technology to motivate student collaboration.
Jill Gough, The Westminster Schools, Atlanta, GA,
jillg@westminster.net
Jeff McCalla, St. Mary’s Episcopal School, Memphis, TN,
jmccalla@stmarysschool.org
Strand: Teaching Quality
D21
SHARED LEADERSHIP AND ALIGNMENT:
KEYS TO STUDENT SUCCESS
Learn how alignment and shared leadership can transform teacher practice to impact student achievement.
Examine resources and processes focused on improving
alignment, instructional practice, and leadership capacity.
3FøFDUPOZPVSPXODPOUFYUBOEDPODFQUVBMJ[FBEFTJSFE
TUBUFGPSZPVSPSHBOJ[BUJPO
Todd Robinson, Lloydminster Public School Division,
Lloydminster, AB, Canada, todd.robinson@lpsd.ca
Connie Patterson, Lloydminster Public School Division,
Lloydminster, AB, Canada, connie.patterson@lpsd.ca
Shirley Groat, Lloydminster Public School Division,
Lloydminster, AB, Canada, shirley.groat@lpsd.ca
Brent Thomas, Lloydminster Public School Division,
Lloydminster, AB, Canada, brent.thomas@lpsd.ca
Strand: Leadership
D22
EXTENDING TIME FOR LEARNING:
PROMISING NATIONAL MODELS
Research suggests that providing students with more
time for learning, especially those from disadvantaged
backgrounds attending urban schools, has the potential
to improve their success in school. Yet efforts to expand
learning time through an extended school day or year,
through summer learning programs, or through online
learning opportunities, have not been widely embraced
and remain a low national priority. Hear as panelists,
representing several promising models, discuss common
issues. Consider what they are doing to create sustainable programs and what they envision could help their
programs be replicated at scale in other cities, states, and
provinces to benefit the greatest number of disadvantaged students.
Mary Anne Schmitt-Carey, Say Yes to Education,
New York, NY, schmitt-carey@sayyestoeducation.org
Eric Schwarz$JUJ[FO4DIPPMT#PTUPO."
SJDTDIXBS[!DJUJ[FOTDIPPMTPSH
Marcia Aaron, KIPP LA Schools, Los Angeles, CA,
maaron@kipp.org
Joel Rose (Invited), School of One, New York, NY,
joel.e.rose@gmail.com
Strand: Leadership
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
47
Dd
Q|A 2
TL03
TL04
Keynote Q&A and Thought Leader Lecture Options
Monday Afternoon / Dec. 5, 2011 / 2:30 p.m. – 5:30 p.m.
All Q&As and lectures or panel discussions are lecture-style learning and located in the same room. There will
be a 10-minute break between sessions. Attend all, two, or one. If you register for any session in Sets A, B, F, or
RT1, you may also register and attend TL04.
QA2 MONDAY AFTERNOON Q&A 2:30 p.m. - 3:30 p.m.
QUESTIONS AND ANSWERS WITH KEYNOTE SPEAKER TONY BINGHAM
,FZOPUFTQFBLFS5POZ#JOHIBNXJMMBOTXFSZPVSRVFTUJPOTJOUIJTTQFDJBMTFTTJPOBGUFSIJT
keynote address on Monday afternoon.
Tony Bingham, American Society for Training & Development (ASTD), Alexandria, VA,
jhomer@astd.org
Strand: Leadership
TL03 THOUGHT LEADER LECTURE 3:30 p.m. - 4:30 p.m.
DEVELOPING RIGOROUS TEACHER INDUCTION TO INCREASE STUDENT ACHIEVEMENT
A new teacher’s induction is the most critical period in that teacher’s development. These first
few years are a time when teachers are the most open to learning the approaches and adopting the philosophies that will set them on the path to success for the rest of their careers. Hear
what the New Teacher Center (NTC) does to make its teacher induction programs rigorous and
powerful. Examine what works, including the introduction of high-level interventions for teachers, linking NTC’s work to a continuum of teacher development, selecting and training outstanding mentors,
working to embed NTC’s program within the district it serves, and creating accountability measures for both
the new teachers and the mentor teachers. Raise the bar for teacher induction and ultimately for the students
they teach.
Ellen Moir/FX5FBDIFS$FOUFS4BOUB$SV[$"FNPJS!OFXUFBDIFSDFOUFSPSH
Strand: Teaching Quality
TL04 DISTINGUISHED SUPERINTENDENTS PANEL 4:30 p.m. - 5:30 p.m.
EMPOWERING EFFECTIVE TEACHING
Join a conversation with the superintendents from Charlotte-Mecklenburg
Schools, Pittsburgh Public Schools, and Hillsborough County Public Schools, discussing an initiative funded by the Bill & Melinda Gates Foundation that seeks to
measure, promote, and support effective teaching, expand teacher development
and training, and implement strategic staffing in high-needs schools to ensure
the highest-need students are taught by the most effective teachers. Hear how
the school districts promoted school choice within their districts and collaborated
and partnered with their teacher unions to implement reforms. Experience how
these efforts have increased the number of effective teachers serving all students,
raised student achievement, and increased the number of college-ready students.
Pete Gorman, Charlotte-Mecklenburg Schools, Charlotte, NC, d.baker@cms.k12.nc.us
Linda Lane, Pittsburgh Public Schools, Pittsburgh, PA, jmcmullen1@pghboe.net
MaryEllen Elia)JMMTCPSPVHI$PVOUZ1VCMJD4DIPPMT5BNQB'-NBSZFMMFOFMJB!TEIDLøVT
Mike Copland, The Bill & Melinda Gates Foundation, Seattle, WA, shannon.poff@gatesfoundation.org
Strand: Teaching Quality
Purpose: Every Educator Engages in Effective Professional Learning Every Day So Every Student Achieves.
48
Ee
Concurrent Sessions / Monday / Dec. 5, 2011 / 2:30 p.m. – 5:30 p.m.
E01
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.
Dale Hair, Kennesaw, GA, dale@joehair.com
Strand: Advocacy
E02
NAMING, FRAMING, AND TAMING
Learn the mental models that create a plan of action and
the process to develop goals, actions, and assessments.
%JTDPWFSPOHPJOHMFBEFSTIJQBOEPSHBOJ[BUJPOBMEFWFMPQment practices that sustain meaningful change.
Jeff Ronneberg, Spring Lake Park Schools, Spring Lake Park, MN,
jronne@district16.org
Bill Sommers, Spring Lake Park Schools, Spring Lake Park, MN,
wsomme@district16.org
Strand: Leadership
E03
FROM HOT BUTTONS TO SIZZLING
COLLABORATIVE CONVERSATIONS
Learn about a joint professional development initiative
between a teachers’ union and a large school district
as it found common ground with shared leadership,
mutual respect, and collaborative learning. Hear about
foundational principles and an engagement process that
underpinned this system-based partnership. Review the
critical role played by school culture in making progress
in school and district innovation. Leave with powerful
conversation protocols and tools focused on teaching
and learning.
Nancy Hinds, Vancouver, BC, Canada, hindsightco@shaw.ca
Sharon Cohen, Surrey School District, Surrey, BC, Canada,
cohen_s@sd36.bc.ca
Stephen Anderson, Surrey School District, Surrey, BC, Canada,
anderson_s@sd36.bc.ca
Neder Dhillon, Surrey School District, Surrey, BC, Canada,
dhillon_n@sd36.bc.ca
Lori Riel, Surrey School District, Surrey, BC, Canada,
riel_l@sd36.bc.ca
Strand: Fundamentals
E04
USE OF WEBINARS FOR SUSTAINED
PROFESSIONAL DEVELOPMENT
Learn how the Texas High School Project has effectively
coupled face-to-face professional development with
webinars to provide exposure to and understanding of
research, implementation scenarios, and participation in
collegial conversations to improve practice. Explore the
benefits of on-site teacher leaders, evaluation rubrics, a
balance of face-to-face and virtual professional development, and multiple contacts with teachers to affect
professional learning.
Susan Henderson, Texas High School Project, Dallas, TX,
shenderson@cftexas.org
Tracey Hurst, Texas High School Project, Dallas, TX,
thurst@cftexas.org
Courtney Williams Barron, Texas High School Project, Dallas, TX,
cbarron@cftexas.org
Jami Ivey, Athens Independent School District, Athens, TX,
jivey@athensisd.net
Strand: Technology
E05
MAINTAINING A CONTINUOUS AND
COLLABORATIVE FOCUS ON INSTRUCTION
Discover professional learning practices that sharply
focus the attention of teachers and leaders on knowing
students well, designing lessons with students in mind,
and using data to improve instruction. Overcome the
performance anxiety associated with too much data as
you learn to use formative and summative assessments,
shadow students to find new ways to motivate learning
and teaching, launch a lesson study process, and engage
in more authentic ways to learn the strengths and knowledge in all students’ families.
Margery Ginsberg, University of Washington, Seattle, WA,
ginsbm@u.washington.edu
Cathy Thompson, Seattle Public Schools, Seattle, WA,
cthompson@seattleschools.org
Tasha Lewis, Seattle Public Schools, Seattle, WA,
tlewis@seattleschools.org
Catherine Brown, Seattle Public Schools, Seattle, WA,
cmbrown@seattleschools.org
Strand: Leadership
E06
SUPPORTING TEACHING STANDARDS PROFESSIONAL
DEVELOPMENT AND TEACHER EVALUATIONS
Learn how a university-district partnership infuses teaching standards in seminars, instructional coaching, formative assessment, and summative evaluation of teachers.
Identify and define professional teaching standards from
BOBUJPOBMTUVEZ"OBMZ[FUIFVTFPGBQSPGFTTJPOBMUFBDIing standards rubric as a formative and/or summative
assessment tool and use standards-based coaching
resources to design a comprehensive professional
teaching standards implementation plan.
Sharon Kortman"SJ[POB4UBUF6OJWFSTJUZ1IPFOJY";
sharon.kortman@asu.edu
Andi Fourlis, Scottsdale Unified School District, Phoenix, AZ,
afourlis@susd.org
Kelly Olson-Stewart, Avondale Elementary School District,
(PPEZFBS";LTUFXBSU!BWPOEBMFLB[VT
Strand: Teaching Quality
49
Ee
Concurrent Sessions / Monday / Dec. 5, 2011 / 2:30 p.m. – 5:30 p.m.
E07
TRAINER CERTIFICATION:
THE PROCESS THAT MAKES THE DIFFERENCE
Develop a districtwide trainer certification program
to guide and support novice and experienced professional developers. Learn best practices for teaching adult
learners, see a snapshot of models and frameworks, and
practice using some of the skills sets. Understand the
challenges and obstacles of implementing a certification
program.
Jacqueline Landry, Dallas Independent School District,
Dallas, TX, jlandry@dallasisd.org
Jenean Bellah, Dallas Independent School District,
Dallas, TX, jbellah@dallasisd.org
Cheryl Malone, Dallas Independent School District,
Dallas, TX, cmalone@dallasisd.org
Raul Trevino, Dallas Independent School District,
Dallas, TX, rtrevino@dallasisd.org
Wytonia Montgomery, Dallas Independent School District,
Dallas, TX, tmontgom@dallasisd.org
Strand: Fundamentals
E08
FACILITATING PROFESSIONAL LEARNING TEAMS
AROUND ENGLISH LANGUAGE LEARNERS
Discover how to mediate professional learning teams
around the specific linguistic needs of English language
MFBSOFST)FMQZPVSUFBNTBOBMZ[FBOEFWBMVBUFBTTFTTment data from English learners and enhance their
instructional practices by including appropriate language
instruction to support content objectives. Learn how to
coach teachers in developing instructional protocols that
will help English learners navigate and engage in the
complex structures of academic text.
E10
FIRST REACH THEM THEN TEACH THEM
-FBSOUPSFDPHOJ[FBOEöOFUVOFQFPQMFPSTPGUTLJMMTGPS
better effectiveness. Understand how student behavior changes when these skills are accentuated in the
DMBTTSPPN"DRVJSFLOPXMFEHFPGSFTFBSDIUIBUCBDLTVQ
the validity and necessity of embedding these skills in
classroom instruction. Focus on specific skills to improve
the student-teacher relationship, to improve student
confidence and interest, and to change the classroom
environment to one more conducive to risk-taking, enjoyNFOUBOEBDIJFWJOHFRVJUZ
Mary Kim Schreck, Osage Beach, MO, marykim@aol.com
Jane Bannester, Ritenour School District, St. Louis, MO,
bannesterj@ritenour.k12.mo.us
Strand: Teaching Quality
E11
FLOATING CHANGE ON A SEA OF TALK
Learn how a whole-school literacy initiative provided
an avenue for focused teacher talk impacting classroom
practices in a middle school. Investigate the professional
development framework supporting the process through
accountable talk protocols, guided observations, lab
classrooms, and whole-school learning walks. Consider
how the synergy of teachers, administrators, and staff developers working together impacts the student-learning
environment. Decide how this case study can inform the
change process in your own school community.
Ann-marie DeHerrera, Ontario-Montclair School District,
Ontario, CA, annmarie.deherrera@omsd.k12.ca.us
Cynthia Merrill, Teaching and Learning Alliance, Durham, NH,
cyndisueboo@yahoo.com
Cynthia Smith, Teaching and Learning Alliance, Milton, MA,
cynthiasmithart@hotmail.com
Mike Curry, Amesbury School District, Amesbury, MA,
currym@amesburyma.gov
Strand: Equity
Strand: Fundamentals
E09
GENERATIONS AT SCHOOL:
BUILDING COHESIVE LEARNING COMMUNITIES
Explore how the changing demographics of a workplace
can impact student learning. Discover ways to capitalJ[FPOJOUFSHFOFSBUJPOBMUBMFOUTCVJMEDPIFTJPOBNPOH
teams, and boost millennial teacher retention and
engagement. Understand the forces that drive parent
expectations.
E12
A SINGLE PROFESSIONAL LEARNING COMMUNITY’S
IMPACT ON AN ENTIRE DISTRICT
See how one school district created a professional learning community (PLC) to explore and implement differentiated instructional strategies within the context of a
backwards-design curricular model. Learn how to design
and measure the effects of a focused PLC using specific,
research-based professional learning and coaching strateHJFTCBTFEPOBQSPCMFNPGQSBDUJDF6UJMJ[FJOTUSVDUJPOBM
strategies designed to enhance critical thinking and problem solving when developing and implementing SMART
goals associated with a PLC.
Suzette Lovely, Placentia Yorba Linda Unified School District,
Placentia, CA, slovely@pylusd.org
Jim Rickabaugh, Cooperative Educational Service Agency #1,
Whitefish Bay, WI, jamesrick@wi.rr.com
Strand: Leadership
Jeff Gorman, Monroe Township Board of Education,
Monroe Township, NJ, Jeff.Gorman@monroe.k12.nj.us
Stephanie Goldberg, Monroe Township Board of Education,
Monroe Township, NJ, Stephanie.Goldberg@Monroe.k12.nj.us
Strand: Impact
50
E13
NATIONAL STANDARDS FOR MATHEMATICAL
PRACTICE IN SECONDARY CLASSROOMS
&YQFSJFODFBDUJWJUJFTUIBUSFøFDUBOENPEFMUIFQSBDUJDF
standards that are integral to implementation of the
Common Core State Standards for Mathematics (CCSSM).
Discuss how an understanding of the practice standards
can best be communicated to teachers at their sites.
Chris Mikles, CPM Educational Program, Post Falls, ID,
mikles@cpm.org
Lori Hamada, CPM Educational Program, Sacramento, CA,
hamada@cpm.org
Strand: Teaching Quality
E14
PLANNING FOR AND EXECUTING DIFFICULT
CONVERSATIONS WITH COLLEAGUES
Understand the human tendency to delay or avoid having difficult conversations with colleagues. Gain knowledge about how to structure and prepare for a difficult
conversation. Observe the preparation and execution of a
difficult conversation, apply the model to a personal situation, and prepare an action plan to take back with you.
Donna Recht, Cardinal Stritch University, Milwaukee, WI,
drrecht@stritch.edu
T.C. Motzkus, West Bend Schools, West Bend, WI,
UNPU[LVT!XFTUCFOELXJVT
Strand: Leadership
E15
TOOLS FOR TEAMS: BUILDING TRUST
AND CONFRONTING CONFLICT
-FBSOUPEFWFMPQUFBNTBTBHSPVQCZOBWJHBUJOHDPOøJDU
rather than avoiding it and by building trust. Understand
the components of trust and how to use tools to raise the
level of trust on your teams. Explore emotional and cogniUJWFDPOøJDUUPPMTBOERVFTUJPOJOHTUSBUFHJFTUPBEESFTT
DPOøJDUBOETUFQTUPJODSFBTFUFBNFòFDUJWFOFTT
Mari Fedrow, Ontario-Montclair School District, Ontario, CA,
mlfed@yahoo.com
Ellen Lugo, Ontario-Montclair School District, Ontario, CA,
ellen.lugo@omsd.k12.ca.us
Strand: Fundamentals
E17
PREPARING CHILDREN FOR SUCCESS IN SCHOOL
AND LIFE: 20 WAYS TO ENHANCE BRAIN POWER
-FBSOUFDIOJRVFTGPSIFMQJOHQBSFOUTHFUUIFJSDIJMESFO
off to a brain-healthy start and increase their child’s
academic achievement. See brain-compatible instructional strategies modeled that parents can use to address
the visual, auditory, tactile, and kinesthetic modes of
learning.
Marcia Tate, Developing Minds, Conyers, GA,
marciata@bellsouth.net
Strand: Teaching Quality
E18
WHAT ARE YOU DOING TO PROMOTE
PROFESSIONAL LEARNING? A WORKING
SESSION FOR VETERAN STAFF DEVELOPERS
Veteran staff developers are often so busy working
that we don’t have time to discuss that work with other
seasoned professionals. Designed for veteran staff developers with 10 years or more of experience, this working
session invites participants to discuss an aspect of their
XPSLVUJMJ[FUIFHSPVQBTUIPVHIUQBSUOFSTBOETIBSF
resources that will help participants add to their own
QSPGFTTJPOBMMFBSOJOHSFQFSUPJSF*OUFSBDUJPOSFRVJSFE
trust engendered; contributions respected: a working
session for veteran professional developers.
Al Bertani, Innovation Unit, Chicago, IL, albertbertani@gmail.com
Joanne Quinn, Quinn Consulting, Toronto, ON, Canada,
RVJOO!SPHFSTDPN
Strand: Fundamentals
E19
BECOMING GROUP WISE
Effective groups are developed not born. Explore 10
premises that are the foundation of all fruitful group work
based on Becoming Group Wise (Corwin, 2012). Take away
practical tools to create an environment in which educators effectively use collaborative skills to create effective
groups that conduct productive meetings.
Robert Garmston, Center for Adaptive Schools,
El Dorado Hills, CA, fabob@aol.com
Strand: Fundamentals
E16
EFFECTIVE SYSTEMATIC CURRICULUM
IMPLEMENTATION: A COLLABORATIVE PROCESS
See how a district effectively implemented a comprehensive school reform model to improve student achievement with diverse populations. Learn effective practices
to implement new initiatives. Select a current district
initiative and create an action plan applying strategies
learned.
Irene Benfatti, Collier County Public Schools, Naples, FL,
CFOGBUJS!DPMMJFSLøVT
Kristal Ayres, Collier County Public Schools, Naples, FL,
BZSFTLS!DPMMJFSLøVT
Strand: Teaching Quality
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
51
Ee
Ff
Concurrent Sessions / Monday / Dec. 5, 2011 / 2:30 p.m. – 4:30 p.m.
F01
EMPOWERING EFFECTIVE TEACHERS:
IT’S DEVELOPMENTAL
Hear how Hillsborough County Public Schools’ Empowering Effective Teachers project aims to revamp the way
teachers are recruited, trained, evaluated, and compensated and complements the district’s involvement in the
Bill & Melinda Gates Foundation Measures of Effective
Teaching (MET) study. Understand how professional development is at the core of Empowering Effective Teachers. Discover how introducing videotaping in the district’s
classrooms initiated a discussion on the effective uses of
videotaping in professional development. Find out how
Hillsborough County Public Schools’ participation in the
MET study clearly enhanced the implementation of the
Empowering Effective Teachers project.
David Steele, Hillsborough County Public Schools,
5BNQB'-EBWJETUFFMF!TEIDLøVT
Danni Resnick, Hillsborough County Public Schools,
5BNQB'-EBOOJSFTOJDL!TEIDLøVT
Strand: Teaching Quality
F02
PROFESSIONAL LEARNING THAT MAKES AN IMPACT:
FOCUS AND SUPPORT TO DRAMATICALLY IMPROVE
INSTRUCTION
Learn how schools can create a simple, easily understood
school improvement plan that at least 95% of teachers agree with and commit to implementing. See how
workshops and professional learning communities can be
employed to introduce the practices in the improvement
plan. Consider how principals and coaches can support
JNQMFNFOUBUJPOVOUJMBMMUFBDIFSTBSFøVFOUBOEIBCJUVBM
in their use of the plan’s practices.
Jim Knight, University of Kansas, Lawrence, KS,
jimknight@mac.com
Strand: Teaching Quality
F03
GOING GLOBAL: PROMOTING GLOBAL
COMPETENCE FOR ALL STUDENTS
Hear about efforts to move international education from
the margins to the mainstream by connecting policy
and practice to prepare American students to excel in
an interconnected world. Explore ways in which schools
around the country are developing globally-competent
and college-ready graduates. Discover how schools can
promote the development of rigorous, globally-focused
learning tasks, collaborative assessment of student work,
and the public presentation of work that demonstrates
college-readiness and global competence. Receive a copy
of the recent publication, Educating for Global Competence:
Preparing Our Youth to Engage the World from the Asia
Society and the Council of Chief State School Officers.
Brandon Wiley, Asia Society, New York, NY,
bwiley@asiasociety.org
Neelam Chowdhary, Asia Society, New York, NY,
nchowdhary@asiasociety.org
Strand: Equity
52
F04
REIMAGINE LEARNING: EXPLORING EDUCATIONAL
FUTURES TO IMPROVE STUDENT OUTCOMES
Do you think it is time for leaders to challenge the status
RVPFNCSBDFGSFTIUIJOLJOHBOEBEBQUGPSUIFGVUVSF Come prepared to rethink, reimagine, and redesign our
educational system. Explore “next practice” ideas, draw on
the most cutting-edge practices globally, consider how
to break-free from schooling-as-usual, and set a trajectory for schooling for tomorrow. Engage in a dynamic,
facilitated dialogue for experienced leaders with 15-20
years in the field.
Simon Breakspear, Cambridge, United Kingdom,
simon@simonbreakspear.com
Strand: Leadership
F05
MATHEMATICS TOOLS FOR IMPLEMENTING
THE COMMON CORE STATE STANDARDS
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 a
low-cost, free, and open access model of online curriculum, assessment, and professional resources that support
middle school students’ successful transition into algebra
and geometry. Take away professional support resources
to assist in effective, broad-scale implementation of the
mathematics Common Core State Standards.
Brian Newsom, The University of Texas, Charles A. Dana Center,
Austin, TX, bnewsom@austin.utexas.edu
Strand: Teaching Quality
F06
DEVELOPING AN EFFECTIVE ADMINISTRATOR
PERFORMANCE EVALUATION TOOL
Learn to develop a performance-based administrative evaluation tool using a collaborative process that
FODPVSBHFTTUSBUFHJDEJBMPHVFHPBMTFUUJOHBOESFøFDtion and promotes ongoing professional growth. Create
an administrator performance indicator matrix linked to
TUVEFOUBDIJFWFNFOU-FBWFXJUIBOJOEJWJEVBMJ[FEESBGU
document to share with your district leadership team.
Jill Gildea, Fremont School District 79, Mundelein, IL,
drjillgildea@sbcglobal.net
Kara Coglianese, Fremont School District 79, Mundelein, IL,
kcoglianese@fsd79.org
Strand: Impact
F07
ONLINE CONTENT BUILDING RESOURCES
FOR TEACHERS OF SCIENCE
Log on to the National Science Teachers Association’s
Learning Center (http://learningcenter.nsta.org/), a
portal with thousands of resources and tools for science
teachers. Discover how professional developers around
the country are using e-learning to enhance face-to-face
interactions and build content knowledge and science
understanding. Explore strategies to use these resources
in your learning communities.
Deborah Tucker, Napa, CA, DeborahLT@aol.com
Anita Jameson, Orange County Dept. of Education,
Costa Mesa, CA, ajameson@ocde.us
Denise Antrim, Tustin Unified School District, Tustin, CA,
mantrim@cox.net
Strand: Technology
F08
CONTENT KNOWLEDGE FOR TEACHING:
IMPROVING TEACHING AND LEARNING
Develop a better understanding of the connection
between enhanced content knowledge for teaching and
more effective teaching and learning. Review, discuss,
BOEBOBMZ[FTPNFJOEJWJEVBMEJBHOPTUJDJUFNTDBSFGVMMZ
designed to address common student misconceptions.
Learn how systematic development and analysis of
diagnostic items, as part of a study group, can not only
deepen teachers’ pedagogical content knowledge and
awareness of student misconceptions, but can also imQSPWFUFBDIJOHRVBMJUZBOETUVEFOUBDIJFWFNFOU
Joseph Ciofalo, Educational Testing Service, Princeton, NJ,
jciofalo@ets.org
Teresa Egan, Educational Testing Service, Princeton, NJ,
tegan@ets.org
Strand: Teaching Quality
F09
IMPROVING INSTRUCTIONAL LEADERSHIP
PRACTICES FOR DIVERSE LEARNERS
See how a large, culturally-diverse district implemented
a sustainable and scalable professional development
strategy to assure improved learning opportunities for
all students and educators, including standard English
learners, English learners, and special needs students.
Examine how classroom walk-throughs build capacity for
data-driven, culturally proficient educational practices
and enable ongoing examination of culturally responsive
educational practices. Learn to better support and enhance the role of principals and teachers as instructional
leaders.
Kandice McLurkin-Hasani, Los Angeles Unified School District,
Los Angeles, CA, kandice.mclurkin@lausd.net
Strand: Equity
F10
WORKING WITH TEACHERS’ UNIONS
TO SUPPORT PROFESSIONAL DEVELOPMENT
AND SCHOOL IMPROVEMENT
Explore strategies to enhance the relationship with your
local and state teachers’ unions and leverage resources to
QSPNPUFRVBMJUZQSPGFTTJPOBMEFWFMPQNFOUJOUIFTFDIBMlenging times. Develop an understanding and language
to communicate the common mission of supporting
teachers who are ready and able to drive school change
and identify the current strengths and challenges in your
system. Share stories of successful collaboration in school
reform between unions and educational agencies and
develop a plan for your own context.
Jane Robb, California Teachers Association,
Sacramento, CA, jrobb@cta.org
Stacy Begin, California Teachers Association,
San Diego, CA, sbegin@cta.org
Vernon Gettone, California Teachers Association,
Foster City, CA, vgettone@cta.org
Norma Sanchez, California Teachers Association,
-PT"OHFMFT$"OTBODIF[!DUBPSH
Strand: Advocacy
F11
BOOK TALK: ENCHANTMENT
Learn to transform circumstances and situations through
FODIBOUNFOU"DRVJSFUIFTLJMMTUPDIBOHFIFBSUTBOE
minds using powerful persuasive methods by working
with and through people, enlisting their own goals and
desires. Build rapport to create genuine and enduring
connections. Read Enchantment: The Art of Changing
Hearts, Minds, and Actions (Portfolio Hardcover, 2011)
by Guy Kawasaki and come prepared to change your
relationships.
David Hill, The University of Texas, Charles A. Dana Center,
Austin, TX, wdhill@mail.utexas.edu
Bergeron Harris, Austin Independent School District,
Austin, TX, bergeron.harris@austinisd.org
Strand: Leadership
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%%%%3#)01
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53
Ff
Ff
Concurrent Sessions / Monday / Dec. 5, 2011 / 2:30 p.m. – 4:30 p.m.
F12
EVALUATION OF PROFESSIONAL DEVELOPMENT
PROVIDES INTENTIONAL ADULT LEARNING
Receive an overview on research and best practices of
professional development evaluation. Hear stories from
teacher leaders, building administrators, and district-level
personnel regarding how their understanding of the role
evaluation was transformed. Discuss the paradigm shift in
evaluating professional development as outlined by
Joellen Killion in Assessing Impact (Corwin Press and
NSDC, 2008).
Carlos Leal, Rochester City School District, Rochester, NY,
carlos.leal@rcsdk12.org
DeNelle West, Gwinnett County Public Schools, Suwanee, GA,
denelle_west@gwinnett.k12.ga.us
Janet Johnson, Atlanta Public Schools, Atlanta, GA,
jcjohnson@atlanta.k12.ga.us
Kelly Winney, Greater Essex County District School Board,
Windsor, ON, Canada, kelly.winney@gecdsb.on.ca
Kimberly Turner, Atlanta Public Schools, Atlanta, GA,
turnerkim40@yahoo.com
Shelee King George, Peer-Ed, Mount Vernon, WA,
skgeorge@peer-ed.com
Vicki Houston, Greater Essex County District School Board,
Windsor, ON, Canada, vicki.houston@gecdsb.on.ca
Strand: Impact
F13
HOW STUDENTS AND SCHOOLS WIN
Discover how to make dramatic improvements in the
learning and performance of the millennial learner.
Explore powerful strategies that accelerate students’
ability to learn how to learn, take responsibility for their
learning, and win in school. See what skills the millennial
learner really needs to access and process information
and to show their learning. Leave with additional ways
to assist teachers in engaging students to become selfdirected, responsible, lifelong learners.
Bobb Darnell, Lake Zurich, IL, bobbdarnell@mac.com
Strand: Teaching Quality
F14
THEY SNOOZE, YOU LOSE:
STRATEGIES FOR SUCCESSFUL PRESENTATIONS
%JTDPWFSRVJDLBOEFBTZöYFTUPBQQMZJNNFEJBUFMZUP
your presentations. Learn why traditional templates are a
bad idea and why most text belongs on the handout, not
the screen. Examine key research findings that demonstrate how visuals boost recall, retention, and transfer
of learning. Get a DVD and links to hundreds of free
resources and experience replicable activities and strategies to make your message stick.
Lynell Burmark, Thornburg Center for Professional
Development, Sunnyvale, CA, lynellb@aol.com
Strand: Fundamentals
F15
BALANCING MANAGEMENT AND INSTRUCTIONAL
LEADERSHIP: PRINCIPAL SUCCESS STORIES
How can new principals balance the need to be instructional leaders while seamlessly providing the management necessary to keep the school moving in the right
direction? Determine how to balance the day-to-day
managerial tasks with authentic instructional leadership.
Hear the stories of school leaders and their journey to
excellence.
Betty Sue Sparks, Knox County Schools, Knoxville, TN,
sparksb1@comcast.net
Matthew Seebaum, Mid-continent Research for Education
and Learning, Denver, CO, mseebaum@mcrel.org
Tanna Nicely, Knox County Schools, Knoxville, TN,
tbnicely@yahoo.com
Lana Shelton-Lowe, Knox County Schools, Knoxville, TN,
sheltonlowel@k12tn.net
Strand: Leadership
F16
BUILDING CAPACITY TO DRIVE
PURPOSEFUL SCHOOLWIDE CHANGE
Gain a framework for building capacity among teachers
and administrators to drive a school toward purposeful change. Examine change theory, goal setting, the
role of the teacher leader, professional learning models,
research-based instructional strategies, teacher incentives, and mentor relationships. See how such tools
improve student achievement through participation in a
district-level, federally funded grant program.
Gilberto Bonce, Miami Dade County Public Schools,
Miami, FL, gbonce@dadeschools.net
Milagro Arango, Miami Dade County Public Schools,
Miami, FL, mlarango@dadeschools.net
Felicia Mendez, Miami Dade County Public School,
.JBNJ'-GNFOEF[!EBEFTDIPPMTOFU
Christina Alvarez, Miami Dade County Public Schools,
.JBNJ'-DBMWBSF[!EBEFTDIPPMTOFU
Marilyn Riggins, Miami Dade County Public Schools,
Miami, FL, mriggins@dadeschools.net
Strand: Teaching Quality
F17
LEADERSHIP CASE STUDIES:
POWERFUL PROFESSIONAL DEVELOPMENT
See how case studies describe real-world leadership
EJMFNNBTBOEIFMQUFBDIFSMFBEFSTBOBMZ[FUIFJSPXO
professional growth. Learn how to use case analysis and
DBTFXSJUJOHUPFOHBHFUFBDIFSMFBEFSTJOSFøFDUJOHPO
BOEEFFQFOJOHUIFJSQSBDUJDF3FBEBOEBOBMZ[FBUFBDIFS
leadership dilemma, learn steps to successful facilitation,
and consider strategies for supporting case writing.
Jeanne Harmon, Center for Strengthening the Teaching
Profession, Tacoma, WA, jeanne@cstp-wa.org
Sarah Applegate, North Thurston Public Schools,
Olympia, WA, sarcmc@comcast.net
Strand: Leadership
54
F18
PRE-K CENTERED PROFESSIONAL DEVELOPMENT
PROMOTING CHILDREN’S SUCCESS IN SCHOOL
&YQMPSFIPXBTUBUFXJEFPSHBOJ[BUJPOBMTUSVDUVSFPG
two- and four-year institutions of higher education and
partners is promoting pre-K development using outdoor
spaces and elements. Discuss knowledge, skills, and pracUJDFTGPSQSPWJEJOHRVBMJUZFBSMZDIJMEIPPEQSPGFTTJPOBM
development and the benefits of natural environments.
Discover strategies for assessing success in meeting the
diverse needs and support for teachers who work with
the youngest population.
Janice Lovell, Tennessee State University, Nashville, TN,
jlovell@tnstate.edu
Katari Coleman, Tennessee State University, Nashville, TN,
kcoleman14@tnstate.edu
Strand: Teaching Quality
F19
MOTIVATING BLACK MALES TO EXCEL
IN YOUR CLASSROOM
Discover specific strategies that can be implemented
immediately to motivate black male students to strive
for academic excellence. Examine how the students’
self-identities, attitudes, and decision making impact
their ability to learn in the classroom. Learn strategies
for developing a Young Men’s Empowerment Program in
your school or district.
Baruti Kafele, Principal Kafele Consulting, Jersey City, NJ,
bkafele@earthlink.net
Strand: Equity
F20
COLLABORATION: WHAT’S THAT?
Hear how a high school uses weekly, embedded professional collaboration time for ongoing professional
learning in the areas of curriculum, instruction, and
assessment. Share ideas for how to implement collaboraUJPOQSPDFEVSFTUPQJDTBOEBDDPVOUBCJMJUZ3FDPHOJ[FUIF
benefits of collaboration as well as potential problems,
such as resistance. Explore how embedded collaboration
maintains professional learning and work on school initiatives, even with budget constraints.
Deb Neumeyer, Northwest Allen County Schools,
Fort Wayne, IN, deb.neumeyer@nacs.k12.in.us
Strand: Fundamentals
F21
SITUATING FOR SUCCESS: HOW ARTS-INTEGRATION
INCREASES ENGAGEMENT
Teachers know that student engagement is critical to
promoting student learning. Experience the essential elements of a program that has been successfully engaging
students in language arts activities. Share the research
base and apply the lessons learned. Discuss how the
essential elements can establish engaging situations for
other core areas.
Kim Atwill, Griffin Center for Inspired Instruction,
Portland, OR, kim@thegriffincenter.org
Lucinda Rudolph, Dramatic Results, Signal Hill, CA,
lucinda@dramaticresults.org
Juetta Lee, Long Beach Unified School District,
Long Beach, CA, jlee@lbschools.net
Paula Lee, Long Beach Unified School District,
Long Beach, CA, plee@lbschools.net
Strand: Teaching Quality
F22
SUCCESS WITH RESPONSE TO INTERVENTION
AT THE HIGH SCHOOL LEVEL
Hear how teachers can successfully match the right
interventions for the right students using collaborative
partnerships between multiple levels of stakeholders in
the building, district, and larger educational community.
-FBSOUPFNCFEQSPGFTTJPOBMMFBSOJOHVUJMJ[FDPNNPO
formative assessments, and build a response to intervention model at the high school level. Explore data collection and progress monitoring tools that support datadriven decision making for Tier 2 interventions.
Becky Melville, Farmington Public Schools, Farmington, MN,
bmelville@farmington.k12.mn.us
Kari Simonson, Farmington Public Schools, Farmington, MN,
ksimonson@farmington.k12.mn.us
Sara Byers-Platt, Farmington Public Schools, Farmington, MN,
sbyers@farmington.k12.mn.us
Ben Kusch, Farmington Public Schools, Farmington, MN,
bkusch@farmington.k12.mn.us
Kristin Scherman, Farmington Public Schools, Farmington, MN,
kscherman@farmington.k12.mn.us
Strand: Impact
F23
TEACHING BEYOND EXPECTATIONS THROUGH
PERSONALIZED PROFESSIONAL LEARNING
-FBSOIPXQFSTPOBMJ[FEMFBSOJOHBOEBVUIFOUJDBTTFTTment support differentiated instruction that promotes
IJHITUVEFOUBDIJFWFNFOU"OBMZ[FUIFLFZQSJODJQMFT
PGQFSTPOBMJ[FEMFBSOJOHBOEBQQMZUIFNUPQSPGFTTJPOBM
learning. Develop positive plans that will promote more
QFSTPOBMJ[FEQSPGFTTJPOBMMFBSOJOHJOZPVSPXOXPSLplace.
Alan Boyle, Leannta Education Associates, London,
United Kingdom, leannta@aol.com
Salli Humphreys, Leannta Education Associates, London,
United Kingdom, salli6@sky.com
Strand: Teaching Quality
55
Ff
Ff
Concurrent Sessions / Monday / Dec. 5, 2011 / 2:30 p.m. – 4:30 p.m.
F24
BECOMING A LEARNING ORGANIZATION
)FBSIPXUPCFDPNFBMFBSOJOHPSHBOJ[BUJPOGPSBMM
from superintendent to paraprofessional. Learn how a
suburban district developed data-driven, results-focused
professional development for all who impact student
learning. Gain ways to develop a district team focus and
collaboration as the model of professional development.
Learn how the district improved through strategic use
PGEBUBBOEDPNQPOFOUTPGIJHIRVBMJUZQSPGFTTJPOBM
development.
Lisa Casto, Allen Independent School District, Allen, TX,
lisa_casto@allenisd.org
Strand: Fundamentals
F25
TEACHER INDUCTION: BEGINNING TEACHER
SUPPORT AND ASSESSMENT
See how formative assessments enabled beginning
teachers to measure and align their practice with state
teaching standards. Identify the components of a formative assessment system that has the most impact on
teacher development. Explore ways to lighten the load of
new teachers with job-embedded professional development while increasing the rigor of induction focused on
raising student achievement.
Paula Motley, Monterey County Office of Education,
Salinas, CA, pmotley@monterey.k12.ca.us
Lisa Danielson, El Dorado County Office of Education,
Placerville, CA, ldanielson@edcoe.org
Gay Roby, California Commission on Teacher Credentialing,
Sacramento, CA, groby@ctc.ca.gov
Strand: Teaching Quality
F26
IMPLEMENTING ASSESSMENT PRACTICES
TO IMPROVE STUDENT LEARNING
Focus on research-based assessment and grading
practices that improve student learning. Explore data
UIBUSFøFDUTJNQSPWFNFOUJOTUVEFOUMFBSOJOHXIFO
these practices are applied. Learn to implement various
tools for formative assessment and gain a model used in
a large suburban high school for ongoing professional
development.
Kathryn Baal, Loyola Academy, Wilmette, IL, kbaal@loy.org
Jill Rose, Downers Grove Community High School District 99,
Downers Grove, IL, jrose@csd99.org
Strand: Teaching Quality
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
S E S S I O N I CO N S
56
Gates
Wallace
Foundation Foundation
Session
Session
F27
PANEL DISCUSSION: HOW DISTRICTS CAN GROW AND
SUPPORT A PIPELINE OF HIGHLY EFFECTIVE LEADERS
Without effective principals at the helm, the nation’s
most troubled public schools are unlikely to turn around
and give children the education they deserve. Too many
schools languish under the leadership of principals who
lack the training and support they need to carry out their
primary responsibility for boosting student achievement. Explore how The Wallace Foundation launched a
new five-year initiative to help six urban school districts
and their training partners develop a much larger corps
of effective principals. Wallace Senior Program Officer
Jody Spiro will facilitate a discussion with a district’s
superintendent, leadership development director, and
principal training provider, who will speak to the various
DPNQPOFOUTPGXIBU8BMMBDFIZQPUIFTJ[FTBSFFTTFOUJBM
to building a ˝principal pipeline.” Hear about their efforts
to define clear leadership standards; offer aspiring school
MFBEFSTIJHIRVBMJUZQSFTFSWJDFUSBJOJOHFTUBCMJTITFMFDtive hiring practices for principals and assistant principals;
evaluate the instructional behaviors of principals on the
job; and, on the basis of those evaluations, provide
appropriate professional development and mentoring.
Jody Spiro, The Wallace Foundation, New York, NY,
spiro@wallacefoundation.org
Strand: Leadership
F28
THE GIFT OF COACHING
"QPXFSGVMDPBDISFRVJSFTTLJMMUIBUJTCFTUEFWFMPQFECZ
experiencing and observing coaching firsthand. Members of Coaching for Results 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 for a
tough situation.
Karen Anderson$PBDIJOHGPS3FTVMUT.FTRVJUF59
kanderson97@tx.rr.com
Kathy Kee, Coaching for Results, Shady Shores, TX,
ronkatkee@centurytel.net
Pam Smith, Coaching for Results, Garland, TX,
pamelasmith22@tx.rr.com
Strand: Leadership
RT1
ROUNDTABLE SESSIONS
Monday / Dec. 5, 2011 / 2:30 p.m. – 4:30 p.m.
Participants selecting Roundtable 1 will have the opportunity to attend two of the following presentations.
Simply put RT1 on your Session Selection form and choose any two sessions when you arrive.
RT1 BEYOND MEMBERSHIP: GETTING MORE INVOLVED WITH LEARNING FORWARD
Discover more than 35 ways to get involved with Learning Forward and help more educators engage in
effective professional learning every day so every student achieves.
Frederick Brown, Learning Forward, Dallas, TX, frederick.brown@learningforward.org
Strand: Leadership
RT1 SHOW ME THE MONEY: LEARNING FORWARD FOUNDATION GRANTS AND SCHOLARSHIPS
Hear about the various grants and scholarships offered by Learning Forward Foundation in support of
-FBSOJOH'PSXBSETNJTTJPOUPJNQSPWFTUVEFOUBDIJFWFNFOUUISPVHIRVBMJUZQSPGFTTJPOBMEFWFMPQNFOU
Lenore Cohen, Johns Hopkins University, Washington, DC, lcohen@jhu.edu
Strand: Fundamentals
RT1 BEYOND THE DATA: HOW TO HAVE DATA CONFERENCES
Move beyond data to instruction with relevant and real data conferences and strategies you can use
immediately.
Betsy Moore, ECM Educational Consulting Services, Columbus, OH, bmoore@teacher2teacher.us
Strand: Impact
RT1 ASSESSING MENTORING INFLUENCES: A FRAMEWORK FOR PROGRAM EVALUATION
Mentoring serves as an effective strategy for encouraging educators to engage in effective professional
MFBSOJOHXJUIUIFHPBMPGJODSFBTFETUVEFOUBDIJFWFNFOU*EFOUJGZUIFWBSJFEJOøVFODFTPGNFOUPSJOHBOE
apply them to your own mentoring experiences.
Dannielle Davis, Alabama State University, Montgomery, AL, djdavis@illinoisalumni.org
Strand: Fundamentals
RT1 BUILDING QUALITY, SUSTAINED PROFESSIONAL DEVELOPMENT THROUGH LAB CLASSROOMS
Learn how the implementation of a districtwide leadership program provided opportunities for pre-K-12
teachers to learn from one another and change practices within an environment of collaboration.
Lee Ann Lyons, School District of Clayton, Clayton, MO, leeann_lyons@clayton.k12.mo.us
Patti Rosenkranz4DIPPM%JTUSJDUPG$MBZUPO$MBZUPO.0QBUUJ@SPTFOLSBO[!DMBZUPOLNPVT
Chris Blanke, School District of Clayton, Clayton, MO, chris_blanke@clayton.k12.mo.us
Barb Dobbert, School District of Clayton, St. Louis, MO, barb_dobbert@clayton.k12.mo.us
David Hoffman, School District of Clayton, St. Louis, MO, david_hoffman@clayton.k12.mo.us
Strand: Leadership
RT1 CHICAGO HOPES: ELIMINATING EDUCATIONAL ROADBLOCKS FOR HOMELESS STUDENTS
Examine an innovative model of student support and development that engages teachers, teacher leaders,
and administrators to help ameliorate the complex educational dilemmas facing children of homeless families.
Arthur Safer, Concordia University Chicago, River Forest, IL, arthur.safer@cuchicago.edu
Susan Mann, Lake County Illinois Regional Office of Education, River Forest, IL, susanlmann@comcast.net
Robert Wilhite, Concordia University Chicago, River Forest, IL, robert.wilhite@cuchicago.edu
Paul Sims, Concordia University Chicago, River Forest, IL, paul.sims@cuchicago.edu
Strand: Equity
RT1
OPENING CLASSROOM DOORS THROUGH INSTRUCTIONAL ROUNDS
Explore how one district implemented the practice of instructional rounds on a systemwide basis with teams
PGUFBDIFSTBOEBENJOJTUSBUPSTSFTVMUJOHJOBDIBOHFJODVMUVSFBEFöOJUJPOPGRVBMJUZJOTUSVDUJPOBOEJOTUSVDtional change based on observational data.
Brian Benigni, Berlin Public Schools, Berlin, CT, bbenigni@berlinschools.org
Laura Boutilier, Connecticut Center for School Change, Hartford, CT, lboutilier@ctschoolchange.org
Strand: Leadership
57
RT1
ROUNDTABLE SESSIONS
Monday / Dec. 5, 2011 / 2:30 p.m. – 4:30 p.m.
Participants selecting Roundtable 1 will have the opportunity to attend two of the following presentations.
Simply put RT1 on your Session Selection form and choose any two sessions when you arrive.
RT1 ENGAGE, ENRICH, AND ENHANCE PROFESSIONAL DEVELOPMENT WITH ONLINE LEARNING
Explore how the effective use of online learning and digital professional learning communities can provide
IJHIRVBMJUZMFBSOJOHFOWJSPONFOUT
Jill Montoya, Jeffco Public Schools, Golden, CO, jstanley@jeffco.k12.co.us
Katie Eck, Jeffco Public Schools, Golden, CO, ceck@jeffco.k12.co.us
Strand: Technology
RT1 ENGAGING THE RELUCTANT LEARNER
Examine strategies, tools, and examples to help reluctant students engage in classroom learning tasks and
activities.
Bryan Harris$BTB(SBOEF&MFNFOUBSZ4DIPPM%JTUSJDU$BTB(SBOEF";CSZBOIBSSJT!DHFMFNLB[VT
Strand: Teaching Quality
RT1 FROM GOOD SCHOOLS TO GREAT SCHOOLS
Transform a school’s culture and student achievement by developing great teachers, creating professional
learning communities, and aligning professional learning with improvement. Understand the good to great
philosophy.
Jan Miller, University of West Alabama, Meridian, MS, jmiiler@uwa.edu
Strand: Leadership
RT1 QUESTIONING TECHNIQUES: ARE WE ASKING THE RIGHT QUESTIONS?
6OEFSTUBOEBOEVTFEJòFSFOUUZQFTPGRVFTUJPOTBOERVFTUJPOJOHUFDIOJRVFTUIBUNFFUUIFOFFETPGBMM
TUVEFOUT(BJOBRVFTUJPOJOHTUSVDUVSFUIBUTUSFOHUIFOTUIFXBZJOXIJDIUFBDIFSTQMBOGPSBOEBTLRVFTUJPOT
Carol Brewer, Greensboro, NC, brewerc@triad.rr.com
Strand: Teaching Quality
RT1 NINE ELEMENTS FOR LEADING AND LIBERATING LEARNING
Examine nine elements for school leaders and teachers to consider while confronting the gap between current
trends in improving student achievement and the scrutiny of student performance in K-12 schools.
Lynn Bush, Northeastern Illinois University, Chicago, IL, L-Bush2@neiu.edu
Terry Stirling, Northeastern Illinois University, Chicago, IL, t-stirling@neiu.edu
Ana Fuhrer, Woodland Consolidated School District #60, Gurnee, IL, afuhrer@dist50.net
Strand: Leadership
RT1 SCIENCE AND MATHEMATICS INTEGRATION FOR MIDDLE SCHOOL TEACHERS
Discuss the results of a professional development course that integrated math and science standards into best
practice lessons for middle school teachers.
Kathleen Leslie Cripe, Walsh University, North Canton, OH, kcripe@walsh.edu
Sherri Lovelace-Cameron, Youngstown State University, Youngstown, OH, srlovelacecameron@ysu.edu
Strand: Teaching Quality
RT1 RELENTLESS PROFESSIONAL DEVELOPMENT IMPLEMENTATION: MAKING A DIFFERENCE
Explore key findings and challenges from a multi-year districtwide professional development initiative to
improve English learner student instruction and take away practical tools and tips.
Barbara Anglin, Palm Springs Unified School District, Palm Springs, CA, banglin@psusd.us
Mike Swize1BMN4QSJOHT6OJöFE4DIPPM%JTUSJDU1BMN4QSJOHT$"NTXJ[F!QTVTEVT
Strand: Fundamentals
RT1 RESULTS FOCUSED PROFESSIONAL DEVELOPMENT
Establish clear objectives for expected shifts in instruction as a result of professional development and create a
culture of accountability for results.
Maria Lamattina, Catapult Learning, Edison, NJ, maria.lamattina@hotmail.com
Strand: Teaching Quality
58
RT1
Participants selecting Roundtable 1 will have the opportunity to attend two of the following presentations.
Simply put RT1 on your Session Selection form and choose any two sessions when you arrive.
RT1 STUDENT SUCCESS FOR ALL THROUGH EFFECTIVE URBAN LEADERSHIP
Listen to the stories of dynamic principals who led from the heart as they transformed low-performing urban
elementary and middle schools.
Susan Warren"[VTB1BDJöD6OJWFSTJUZ6QMBOE$"TXBSSFO!BQVFEV
Karen Redfield, Palm Springs Unified School District, Desert Hot Springs, CA, kredfield@psusd.us
Deidra Price, San Bernardino County Superintendent of Schools Office, San Bernardino, CA, deidra_price@sbcss.k12.ca.us
Robin McIver-Brown, Rialto Unified School District, Rialto, CA, rmciver@rialto.k12.ca.us
Strand: Leadership
RT1 TEACHER BASED REFORM (T-BAR): LINKING PROFESSIONAL DEVELOPMENT TO SCHOOL IMPROVEMENT
Learn how teacher-designed, teacher-led efforts contributed to student achievement and school improvement
when teams of teachers from different California schools were given the opportunity to develop and carry out
their own professional development plans.
Joanne Bookmyer, University of California-Davis, Davis, CA, jbookmyer@ucdavis.edu
Julie Monet, California State University-Chico, Chico, CA, jmonet@csuchico.edu
Emma Hipolito, University of California-Los Angeles, Los Angeles, CA, hipolito@gseis.ucla.edu
Sue Teele, University of California-Riverside, Riverside, CA, steele@ucx.ucr.edu
Strand: Teaching Quality
RT1 THE MAGIC OF WORDS: CRAFTING CONVERSATIONS FOR CHANGE
Learn, practice, and apply research-based language patterns for wording conversations about change
initiatives so that people are willing to accept the changes.
Jenny Edwards, Fielding Graduate University, Evergreen, CO, jedwards@fielding.edu
Strand: Leadership
RT1 UNDERSTANDING, REACHING, AND TEACHING GAY, LESBIAN, BISEXUAL,
AND TRANSGENDER (GLBT) STUDENTS
Gain tools to become an expert in specific multicultural teaching practices and learn how to integrate educational components specific to sexual minority youth.
Shed Jackson, sHem Media Plus, Atlanta, GA, sj.jackson@live.com
JL King, Atlanta, GA, kinglistens@aol.com
Strand: Equity
Purpose: Every Educator Engages in Effective Professional Learning Every Day So Every Student Achieves.
59
Gg
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 9 a.m. – 12 p.m. continues at 2:30 p.m. – 4:30 p.m.
G01
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?
'PDVTPOFBDIPGUIFTFRVFTUJPOTBOEDSFBUFZPVSPXO
BOTXFST-FBSONVMUJQMFTUSBUFHJFTBOEUFDIOJRVFTGPSBEvancing successful professional development. Repeated
as session A01.
Denny Berry, Fairfax County Public Schools, Falls Church, VA,
dberry@fcps.edu
Ann Delehant, Delehant and Associates, Webster, NY,
adelehant@gmail.com
Strand: Fundamentals
G02
RETHINKING TEACHER SUPERVISION
AND EVALUATION
Hear why the conventional supervision and evaluation process is not working and needs to be changed.
Get a clear sense of how much can be learned in short
classroom observations and how to make face-to-face
DPOWFSTBUJPOTNPTUFòFDUJWF-FBSOUPSFDPHOJ[FJNQMFmentation problems that prevent walk-throughs from
working as they should and think through solutions. Walk
out with a plan of action for next steps.
Kim Marshall, New Leaders for New Schools, Brookline, MA,
kim.marshall48@gmail.com
Strand: Teaching Quality
G04
WEAVING ASSESSMENT AND THINKING
THROUGH THE CLASSROOM
Learn and practice skills for facilitating thinking routines with students. Hear the story of a pilot school that
documented how students deepened and sharpened
their thinking skills. Learn to create assessment conversations with students and engage students in self and peer
BTTFTTNFOUPGUIFRVBMJUZPGUIFJSUIJOLJOH
Susan Clayton, Kelowna, BC, Canada, smclayton@shaw.ca
Betsy Lim, National Institute of Education, Singapore,
Rep. of Singapore, betsy.lim@nie.edu.sg
Strand: Teaching Quality
G05
COLLABORATIVE INQUIRY: A SUCCESS STORY
Learn how an urban elementary school with a primarily African-American population and a growing Latino
culture, with over 80% on free and reduced lunch, went
from needs improvement to receiving a state achievement award by building leadership capacity, engaging in
TUSVDUVSFEDPMMBCPSBUJPOBOEEFWFMPQJOHBOFRVJUZMFOT
GPSBOBMZ[JOHEBUB%JTDPWFSUPPMTUPBOBMZ[FEBUBBOE
transform an unhealthy culture into a high-functioning
one. Increase awareness of the assumptions and cultural
lenses that are brought to data interpretation. Apply an
example of the power of embedded professional development to your particular settings.
Aminata Umoja, Research for Better Teaching,
Lithonia, GA, aumoja@comcast.net
Akida Long, Los Angeles Unified School District,
Harbor City, CA, akl7543@lausd.net
G03
SUPPORTING ADULT DEVELOPMENT:
ADVANCING SCHOOL AND SYSTEM PRACTICES
Supporting adult learning is directly linked to increased
student academic achievement and building capacity.
Explore adult-developmental theory and how it supports
growth. Learn about and apply key practices for sustaining development: teaming, inviting adults to take leaderTIJQSPMFTFOHBHJOHJODPMMFHJBMJORVJSZBOENFOUPSJOH
Understand the developmental principles informing this
model, why they are essential to personal and professional development, and how to build growth-enhancing
communities.
Strand: Impact
Ellie Drago-Severson, Columbia University Teachers College,
New York, NY, drago-severson@tc.columbia.edu
Strand: Leadership
Strand: Fundamentals
60
G06
LEADING WITH TRUST
Trust is a crucial ingredient of learning communities that
powerfully effect student achievement. Become familiar
with the current research that focuses on the barriers
to trust and strategies to build self-trust and team trust.
Leave with a plan to improve relationships and transform
groups into high-performing teams.
Susan Stephenson, SueStephenson.ca, Brampton, ON, Canada,
suestephenson@rogers.com
Ardeth Staz#SBNQUPO0/$BOBEBBSEFUITUB[!HNBJMDPN
G07
TEACHER TEAMS: LOCUS FOR IMPROVING
TEACHING AND LEARNING
Successful teacher teams in K-12 schools enable teachers
to collaborate with the express purpose of enhancing
UFBDIFSRVBMJUZBOEJNQSPWJOHTUVEFOUMFBSOJOH"OBMZ[F
both written and video cases to highlight the power and
potential problems of teacher teams. Explore the experiences of teacher teams and highlight the steps to create
a well-functioning team that can transform school culture
and greatly improve student and teacher learning.
G09
WORKSHEETS DON’T GROW DENDRITES:
20 STRATEGIES THAT WORK
Teach the way students learn. Experience 20 instructional
TUSBUFHJFTUIBUNBYJNJ[FNFNPSZBOENJOJNJ[FGPSHFUting. Increase learning for students and adults using strategies such as drawing, metaphor, music, and storytelling,
and ensure that learners retain key concepts, not just for
tests, but for life.
Katherine Boles, Harvard Graduate School of Education,
Cambridge, MA, katherine_boles@harvard.edu
Vivian Troen, Brandeis University, Waltham, MA,
vtroen@comcast.com
Strand: Fundamentals
Marcia Tate, Developing Minds, Conyers, GA,
marciata@bellsouth.net
Strand: Teaching Quality
G08
DATA+COLLABORATION=RESULTS:
LEADING COLLABORATIVE INQUIRY
As author and consultant Mike Schmoker writes, “The
right kind of continuous, structured teacher collaboration
JNQSPWFTUIFRVBMJUZPGUFBDIJOHBOEQBZTCJHPGUFOJNmediate, dividends in student learning and professional
morale in virtually any setting.” Experience protocols to
TUSVDUVSFDPMMBCPSBUJPOBOBMZ[FEBUBBOEGPDVTEJBMPHVF
that result in shared understandings, instructional solutions, and measurable gains in student achievement.
Steven Carney, Rocklin Academy Schools, Lincoln, CA,
stevencarney@me.com
Robin Stout, Rocklin Academy Schools, Rocklin, CA,
rstout@rocklinacademy.org
Mary Decker, Rocklin Academy Schools, Rocklin, CA,
mdecker@rocklinacademy.org
Strand: Fundamentals
61
Gg
Hh
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 10 a.m. – 12 p.m. continues at 2:30 p.m. – 4:30 p.m.
H01
MINORITY MALE ACADEMIC SUCCESS: GUARANTEED
Discover how motivational mentors enhance the teacherstudent relationship. Formulate a plan for recruiting
motivational-mentors internally and externally that can
be trained to implement strategies to engage students in
a mentoring program that enhances educational achievement. Explore ways to create a shift in behavioral management and reduce violence within the school. Design a
strategy for engaging parents and community members
in the educational process.
Richard Franklin, Hearne Independent School District,
Austin, TX, richardf3rd@yahoo.com
Patrick Patterson, The University of Texas, Austin, TX,
patrickkpatterson@austin.utexas.edu
Mark Diaz, Cedars International Academy, Austin, TX,
NBSLEJB[!ZBIPPDPN
Leonard Moore, The University of Texas, Austin, TX,
leonardmoore@mail.utexas.edu
Strand: Equity
H02
TEACHERS NEED MOTIVATION
AND ENGAGEMENT TOO
Too often teachers roll their eyes and take a mental
holiday on in-service days. Discover a framework for
motivating and engaging teachers in professional learning. Understand the relationship between motivation
and engagement and teacher investment in professional
learning. Identify six conditions that staff developers
control that promote motivation and engagement. Apply
research-based instructional routines that motivate and
engage teachers.
Stevi Quate, Public Education and Business Coalition,
%FOWFS$0TUFWJR!HNBJMDPN
John McDermott, University of Colorado Denver,
Denver, CO, jmcdconsult@aol.com
Strand: Fundamentals
H03
FOLLOW THE YELLOW BRICK ROAD
%PSPUIZ4DBSFDSPXBOEPUIFSDIBSBDUFSTJOUIF8J[BSEPG
0[BMMQSFTFOUEJòFSFOUBTQFDUTPGMFBEFST4FFIPXUIFJS
collaboration parallels that of professional learning comNVOJUJFT&YBNJOFUFBDIFSMFBEFSTIJQUSBJUTBOESFøFDU
on how vision and default maps can impact leadership
effectiveness. Identify roles of teacher leaders in professional learning communities, barriers they face, and ways
to overcome these challenges. Review specific behaviors
of teacher leaders in the context of perceived importance
and ease of implementation.
Vanessa Stuart, Wylie Independent School District, Wylie, TX,
vanessa.stuart@wylieisd.net
Sherry Betts, Wylie Independent School District, Wylie, TX,
sherry.betts@wylieisd.net
Strand: Leadership
62
H04
CAPTURE THE MAGIC: COACHING, COLLABORATIVE
INQUIRY, AND PROFESSIONAL LEARNING COMMUNITIES
Research and evidence are clear: when teachers function
in professional communities and assume collective responsibility for student learning, academic achievement
gains follow. Identify the connection between instrucUJPOBMDPBDIJOHDPMMBCPSBUJWFJORVJSZBOEQSPGFTTJPOBM
learning communities. Explore protocols and strategies
to support collaboration. Understand how through a supQPSUJWFDVMUVSFPGDPBDIJOHUFBDIFSTCFDPNFSFøFDUJWF
practitioners.
Nan Dempsey, S2MART Centers SC, Spartanburg, SC,
dempseyn@upstatesc.org
Donna Jackson, York School District One, York, SC,
dojackson@york.k12.sc.us
Strand: Fundamentals
H05
CREATING A CULTURE OF LEARNING
USING TIME DURING THE SCHOOL DAY
Discover a means of scheduling uninterrupted instructional time to enhance student learning. Know the
research and theory around use of time during the school
day. Hear about a model that also provides consistent,
daily, common planning time for grade-level teams to
BOBMZ[FEBUBSFøFDUPOQSBDUJDFBOEJODSFBTFJOTUSVDtional repertoires that meet the needs of diverse learners.
Learn how an elementary school employs this model to
build collaborative teams, including resource teachers, to
augment focused professional development.
Harriet Hopkins, Just ASK Publications & Professional
Development, Oakton, VA, harriethop@aol.com
Stephen Hockett, Fairfax County Public Schools,
Vienna, VA, stephen.hockett@fcps.edu
Strand: Teaching Quality
H06
DEVELOPING MEANINGFUL SCHOOL CULTURES
THROUGH SKILLED FACILITATIVE LEADERSHIP
The effectiveness of professional learning communities
(PLCs) is well documented. Learn the practical steps needed to set up the structures and processes that encourage
FEVDBUPSTUPFOHBHFJOQSPGFTTJPOBMEJBMPHVFSFøFDU
regularly on their craft, and share their expertise with
each other. Develop awareness of the district leader’s inøVFODFSFTQPOTJCJMJUZBOEPQQPSUVOJUZUPJOøVFODFBOE
lead the implementation of meaningful PLCs. Examine
research, data, artifacts, and evidence from one school
district committed to inspiring a culture of adult learning
and collaboration in support of student learning.
Thomas Van Soelen, City Schools of Decatur, Decatur, GA,
tvansoelen@csdecatur.net
June Long, Fulton County Schools, Newnan, GA,
longj@fultonschools.org
Strand: Leadership
Q|A 3
TL05
TL06
Keynote Q&A and Thought Leader Lecture Options
Tuesday Morning / Dec. 6, 2011 / 9 a.m. – 12 p.m.
All Q&As and lectures or panel discussions are lecture-style learning and located in the same room. There will
be a 10-minute break between sessions. Attend all, or two, or one. If you register for any session in Sets H or J,
you may also register and attend QA3.
QA3 TUESDAY MORNING Q&A 9 a.m. - 10 a.m.
QUESTIONS AND ANSWERS WITH KEYNOTE SPEAKER JULIANNE MALVEAUX
,FZOPUFTQFBLFS+VMJBOOF.BMWFBVYXJMMBOTXFSZPVSRVFTUJPOTJOUIJTTQFDJBMTFTTJPOBGUFSIFS
keynote address on Tuesday morning.
Julianne Malveaux#FOOFUU8PNFOT$PMMFHF(SFFOTCPSP/$[OYVN[MP!CFOOFUUFEV
Strand: Leadership
TL05 THOUGHT LEADER LECTURE 10 a.m. - 11 a.m.
ENGAGING URBAN YOUTH THROUGH COMMUNITY-BASED ACTION: THE RELATIONSHIP
BETWEEN COMMUNITIES AND SCHOOLS
Explore the crucial socio-developmental elements involved when Latino and African-American
boys grow up in impoverished communities. Hear why some low-income urban boys become
disengaged and join gangs and others do not. Discover how a community-based truancy
prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the
MJWFTPGCMBDLBOE-BUJOPZPVUI-FBSOIPXDPNNVOJUZTDIPPMQBSUOFSTIJQTBSFDSJUJDBMJOUIFRVFTUUPDPNCBU
truancy and the alarming dropout rate among urban youth. Find out how committed individuals can work to
engage and empower low-income urban youth.
Gilberto Conchas, University of California Irvine, Irvine, CA, gconchas@uci.edu
Strand: Equity
TL06 ACADEMIC THOUGHT LEADERS 11 a.m. - 12 p.m.
RIGOR, RELEVANCE, AND RESULTS: AN INTENSIVE PARTNERSHIP
Mike Copland, senior program officer with the Bill & Melinda Gates Foundation,
will facilitate a discussion with the chief academic officers from Dallas Independent School District, Memphis City Schools, and Denver Public Schools (invited)
around their efforts to transform district college- and career-ready standards,
curriculum, and assessments as part of the Bill & Melinda Gates Foundation
reform efforts. Hear how the districts identified the steps needed to achieve
college readiness, implemented core curriculum standards and assessments,
and devised better systems of data collection to measure student progress. Learn
about innovative programs that increased college readiness and helped remove
CBSSJFSTUPBIJHIRVBMJUZFEVDBUJPO
Ivonne Durant, Dallas Independent School District, Dallas, TX, gdurant@dallasisd.org
Irving Hamer, Memphis City Schools, Memphis, TN, hamerI@mcsk12.net
Susana Cordova*OWJUFE
%FOWFS1VCMJD4DIPPMT%FOWFS$0TV[BOOF@DPSEPWB!EQTLPSH
Mike Copland, The Bill & Melinda Gates Foundation, Seattle, WA, shannon.poff@gatesfoundation.org
Strand: Teaching Quality
Purpose: Every Educator Engages in Effective Professional Learning Every Day So Every Student Achieves.
63
Ii
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 9 a.m. – 12 p.m.
I01
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,
frederick.brown@learningforward.org
Strand: Leadership
I02
THE ROAD TO THE COMMON CORE STATE STANDARDS:
BUILDING A BRIDGE FOR ENGLISH LANGUAGE LEARNERS
Explore critical elements and big ideas embedded in the
Common Core State Standards (CCSS) and their impact
on your instructional program. Understand the challenges that CCSS will present to the learning of English
language learners (ELLs). Consider strategies that will
advance the learning of ELLs in the CCSS. Determine what
to do to build bridges for ELLs while your district is traveling down the road to adopting the CCSS.
Karlene McCormick-Lee, NewLeef, Sandy Valley, NV,
newleef2@hughes.net
Diane Staehr-Fenner, Sandy Valley, NV,
dstaehrfenner@gmail.com
Strand: Equity
I03
INVESTING IN INNOVATION:
MODELING EXEMPLARY LITERACY INSTRUCTION
Hear how Children’s Literacy Initiative, winner of an
Investing in Innovation (I3) grant, created a teacher professional development program that includes three years
PGUSBJOJOHTJOUFOTJWFDPBDIJOHIJHIRVBMJUZJOTUSVDUJPOBM
tools, and professional learning communities. See how
professional development intervention can be taken to
scale within a district and replicated regionally and across
the country in order to improve student achievement,
increase the number of highly effective teachers, use
metrics to set standards of practice, and have a spillover effect that builds a schoolwide culture of excellent
literacy instruction.
Kelly Hunter, Children’s Literacy Initiative, Philadelphia, PA,
khunter@childrensliteracyinitiative.org
Caryn Henning, Children’s Literacy Initiative, Philadelphia, PA,
chenning@childrensliteracyinitiative.org
Sandra Rodriquez, Newark Public Schools, Newark, NJ,
TSPESJHVF[!OQTLOKVT
Strand: Teaching Quality
I04
RESISTING THE URGE TO FIX THE RESISTANCE
Learn how critical it is that coaches and leaders appreciate resistance to change in schools. Witness a case study
BOEBOBMZ[FUIFSFBTPOTXIZUFBDIFSTSFTJTUDIBOHF
Learn the various and complex triggers of resistance in
schools and practice communication strategies which
invite the teacher into the dialogue. See how data-rich
walk-throughs can actually reduce resistance and leave
with frameworks that build relationships and focus on
results.
Michael Murphy, Richardson, TX, mmurphy170@gmail.com
Strand: Leadership
I05
PLANE, TRAIN, OR AUTOMOBILE:
A JOURNEY OF GROWTH
Share the journey of one large urban district as it inDSFBTFETUVEFOUBDIJFWFNFOUCZVUJMJ[JOHBQSPDFTTUIBU
JOGPSNFEBOEJOøVFODFETUBLFIPMEFSTJONPWJOH
schools toward effective professional learning communities. Learn why they chose whole faculty study groups as
the vehicle for districtwide professional growth. Explore
their road map for successful implementation and how
UIFZVUJMJ[FEBMMBWBJMBCMFSFTPVSDFTUPGVFMBOETVQQPSU
their efforts. Develop your own plan for strengthening
professional learning communities in your school or
district.
Leigh Turner, DeKalb County Schools, Stone Mountain, GA,
leigh_turner@fc.dekalb.k12.ga.us
Sonja Alexander, DeKalb County Schools, Stone Mountain, GA,
sonja_l_alexander@fc.dekalb.k12.ga.us
Jenkins Terri, DeKalb County Schools, Stone Mountain, GA,
terri_l_jenkins@fc.dekalb.k12.ga.us
Annette Howell, DeKalb County Schools, Stone Mountain, GA,
annette_howell@fc.dekalb.k12.ga.us
Karl Clauset, National Whole-Faculty Study Groups Center,
Bellingham, WA, khclauset@comcast.net
Strand: Fundamentals
I06
21ST CENTURY PROFESSIONAL LEARNING
COMMUNITIES: PARTNERSHIPS FOR CONNECTED
LEARNING
Discover a model of face-to-face and online strategies
that connects small, geographically diverse teams who
DPMMBCPSBUFBOESFøFDUCFZPOEDPOTUSBJOUTPGUJNFBOE
space while also building a local culture of openness,
trust, and continuous professional growth. Gain the
knowledge and skills needed to create and vet a global
personal learning network; develop and lead a connected
learning community; and design job-embedded, teamdriven, ongoing professional development. Bring your
laptop or tablet computer for hands-on participation in
this session.
Sheryl Nussbaum-Beach, Powerful Learning Practice,
Virginia Beach, VA, sheryl@plpnetwork.com
Strand: Technology
64
I07
TEACHING, LEARNING COLLABORATIVE:
A PROTOCOL FOR LESSON STUDY
Investigate a type of professional learning community
focused on lesson design. See how the protocol imQSPWFTUFBDIFSRVBMJUZUISPVHIDPMMBCPSBUJWFTFMFDUJPOPG
learning goals, identifying research-based instructional
strategies, and use of student work for analysis of impact.
Take this protocol to scale at the department, school, or
district level.
Karen Cerwin, WestEd , Rimforest, CA, kcerwin@wested.org
David Harris, Escondido Union School District, Escondido, CA,
dharris@eusd4kids.org
Strand: Teaching Quality
I08
INSTRUCTIONAL LEADERSHIP
FOR THE 21ST CENTURY SCHOOL
School principals and teachers have been deluged by
improvement initiatives and demands. See how principals view the context of change surrounding 21st century
reforms and how a constellation of leadership practices
can enhance efforts within the change process. Distinguish change issues in order to determine appropriate
leadership approaches.
Khym Goslin, University of Prince Edward Island,
Charlottetown, PE, Canada, kgoslin@upei.ca
Strand: Leadership
I09
GRADING PRACTICES: A PREREQUISITE
TO STANDARDS-BASED SUCCESS
Engage in rich dialogue about the challenges educators face in accurately communicating and reporting
student progress toward essential learning standards.
3FDPHOJ[FUIFJNQBDUDVSSFOUHSBEJOHQSBDUJDFTIBWFPO
student motivation. Explore grading principles to ensure
continuity within and across grade levels and departments. Examine sample standards-based report cards and
consider the components that meet the needs of your
building or district.
I10
DEAD RECKONING: LAUNCHING AN
INSTRUCTIONAL COACHING INITIATIVE
Sailors estimate their present and future location by projecting the course and speed from a known past location.
Learn to determine where you are when launching an
instructional coaching program and where you are going
by aligning program goals with the mission and vision
of your school or district. Receive step-by-step guidance
through the design of a coaching initiative leading to
professional learning and student achievement.
Nina Morel, Lipscomb University, Nashville, TN,
nina.morel@sumnerschools.org
Carla Cushman, Sumner County Schools, Gallatin, TN,
carla.cushman@sumnerschools.org
Stephen Barkley, Performance Learning Systems, New Hope, PA,
sbarkley@plsweb.com
Karen Marklein, Sumner County Schools, Gallatin, TN,
karen.marklein@sumnerschools.org
Jacque Scarbrough, Sumner County Schools, Gallatin, TN,
KBDRVFTDBSCSPVHI!TVNOFSTDIPPMTPSH
Strand: Leadership
I11
LESSONS LEARNED: IMPLEMENTING
A RESPONSE TO INTERVENTION FRAMEWORK
Responding to the individual literacy needs of students
involves a substantial cultural shift for schools. Examine
the essential elements of establishing a Response to
Intervention (RtI) framework that values collaboration,
POHPJOHBTTFTTNFOUBOEøFYJCMFUBSHFUFEJOUFSWFOUJPOT
Explore the lessons learned at one elementary school in
establishing this culture of response, related to change
theory. Receive numerous resources and artifacts to assist
in the development of your own response model.
Kurtis Hewson, Livingstone Range School Division,
Claresholm, AB, Canada, hewsonk@lrsd.ab.ca
Lorna Adrian, Livingstone Range School Division,
Claresholm, AB, Canada, adrianl@lrsd.ab.ca
Strand: Impact
Jana Loge, Missouri Professional Learning Communities,
Springfield, MO, janaloge@missouristate.edu
Jay Roth, Missouri Professional Learning Communities,
Springfield, MO, jroth@missouristate.edu
Strand: Teaching Quality
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%FDot"OBIFJN$"
65
Ii
Ii
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 9 a.m. – 12 p.m.
I12
BUILDING CAPACITY FOR SUSTAINABLE CHANGE
-FBSOIPXSFøFDUJWFRVFTUJPOJOHEBUBNJOJOHBOEDVSriculum alignment fuel teacher collaboration and help
build capacity for sustainable change. See how middle
school teachers collaboratively apply formative assessment data to guide selection of teaching strategies and
ensure standards alignment and rigor. Leave with ideas
on how to impact classroom instruction and improve
lesson delivery through the use of professional learning
communities.
Joseph Pye, Dorchester School District Two, Summerville, SC,
jpye@dorchester2.k12.sc.us
Antonia Cappelletti, Dorchester School District Two,
Summerville, SC, acappelletti@dorchester2.k12.sc.us
Kelly Purvis, Dorchester School District Two, Summerville, SC,
kpurvis@dorchester2.k12.sc.us
Patricia Richardson, Evans Newton Incorporated, Scottsdale, AZ,
prichardson@evansnewton.com
Susan Jurkunas, Evans Newton Incorporated, Scottsdale, AZ,
sjurkunas@evansnewton.com
Strand: Fundamentals
I13
A 21ST CENTURY APPROACH TO
SUPERVISION AND EVALUATION
Learn how a large, diverse suburban school division
embraces systemic change and implements a standardsbased supervision and evaluation process to promote
continuous improvement for all employees. Examine
methods of communication, ongoing professional
development, and collaboration among central offices
and schools that have been critical to the success of this
division-wide initiative. Consider ways to engage multiple
stakeholders in the collaboration and development of
professional performance standards and processes to
gain buy-in and shared understanding.
Natalie Bonshire, Prince William County Public Schools,
Manassas, VA, bonshink@pwcs.edu
Rae Darlington, Prince William County Public Schools,
Manassas, VA, darlinre@pwcs.edu
Amy White, Prince William County Public Schools,
Manassas, VA, whiteaa@pwcs.edu
Jennifer Cassata, Prince William County Public Schools,
Manassas, VA, cassatjc@pwcs.edu
Strand: Leadership
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
S E S S I O N I CO N S
66
Gates
Wallace
Foundation Foundation
Session
Session
I14
COACHING FOR EQUITY
Learn how to develop and strengthen the people you
work with to become more effective teachers, teamNBUFTBOEMFBEFST&YBNJOFBOJORVJSZBQQSPBDIXJUIB
EFFQVOEFSTUBOEJOHPGFRVJUZBOEBOFXMFBEFSTIJQQBSBdigm that includes emotional intelligence and facilitation
of learning. Practice effective coaching interventions
and gain tools to assess impact. Develop the necessary
leadership to foster change and improve conditions for
adult and student learning in your school, district, or
community.
Lisa Lasky5IF/BUJPOBM&RVJUZ1SPKFDU0BLMBOE$"
MMBTLZ!OBUJPOBMFRVJUZQSPKFDUPSH
Jamie Almanzán5IF/BUJPOBM&RVJUZ1SPKFDU0BLMBOE$"
KBMNBO[BO!OBUJPOBMFRVJUZQSPKFDUPSH
Strand: Equity
I15
HAVING HARD CONVERSATIONS
As administrators, coaches, or teacher leaders, we often
come up against situations where difficult topics must
be addressed. What are the best strategies for those moNFOUT -FBSORVFTUJPOTUPBTLPOFTFMGCFGPSFTQFBLJOH
and what environments are best for difficult situations?
%FWFMPQBOBDUJPOQMBOBOEBDRVJSFTDSJQUJOHUPPMTGPS
having hard conversations.
Jennifer Abrams, Palo Alto Unified School District,
Palo Alto, CA, jennifer@jenniferabrams.com
Strand: Leadership
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 10 a.m. – 12 p.m.
J01
AFFECTING STATE AND FEDERAL POLICY:
WHAT’S NEXT
Education is a local endeavor. While the federal government has deepened its reach into local decision making,
education leaders in the states and cities are working
to restore control of policy and practice. Learn about
Learning Forward’s local policy agenda and explore ways
that you can advocate for policy that supports effective
educational practice. Discover ways to affect policy leaders in states and districts at the local level while helping
Learning Forward understand the policy environment
affecting you.
Stephanie Hirsh, Learning Forward, Dallas, TX,
stephanie.hirsh@learningforward.org
René Islas, Learning Forward, Alexandria, VA,
rene.islas@learningforward.org
Hayes Mizell, Learning Forward, Columbia, SC,
INJ[FMM!HNBJMDPN
Strand: Advocacy
J02
DISTRICT/UNION COLLABORATION
TO ACHIEVE MEANINGFUL REFORM
Pittsburgh Public Schools and the Pittsburgh Federation
of Teachers have been working together to develop and
implement effective teaching reforms to increase the
number of effective teachers, increase the exposure of
high needs students to effective teachers, and ensure
that all teachers work in learning environments that
support their ability to be effective. Hear how the district
and union have developed constructive ways of working together and a partnership that has resulted in new
evaluation systems designed by teachers, principals,
district, and union leaders, using the Empowering
Effective Teachers plan funded by the Bill & Melinda Gates
Foundation and other local and national funders. Explore
the landmark collective bargaining agreement and
implementation of several promising initiatives designed
to dramatically increase the percentage of graduates who
complete a postsecondary degree or workforce
certification.
Sam Franklin, Pittsburgh Public Schools, Pittsburgh, PA,
sfranklin1@pghboe.net
Strand: Teaching Quality
J03
AT RISK OR UNDERSERVED?
FOCUSING ON WHAT REALLY MATTERS
5BLFBKPVSOFZPGSFøFDUJPOQFSDFQUJPOBOEQFSTQFDUJWF
that will shift traditional thinking and change paradigms
as they relate to educating at-risk students. Explore the
RVFTUJPOTUIBUFNQPXFSFEVDBUPSTUPDBQJUBMJ[FPOUIF
collective expertise and resources that improve student
achievement. Experience changes in thinking and idenUJGZBOEBTLNPSFFNQPXFSJOHRVFTUJPOT
J04
LITERACY DESIGN COLLABORATIVE:
A TEACHER TOOL FOR IMPLEMENTING THE
COMMON CORE STATE STANDARDS
The Literacy Design Collaborative (LDC) is a an expanding
QBSUOFSTIJQPGMJUFSBDZBOEDPOUFOUFYQFSUTSFDPHOJ[FE
practitioners, and researchers focused on the intentional
teaching of secondary literacy (reading and writing)
skills within the core subjects, as called for in the new
Common Core State Standards (CCSS). Gain an introduction to the LDC and the LDC framework, a teaching tool
that supports implementation of the CCSS. Learn about
the key components and guiding principles of the LDC
framework. Consider the key components and grapple
with implementation into current unit plans, courses, and
as an overarching instructional strategy across grades
and subject areas.
Lee Kappes, Reach Associates, Ho-Ho-Kus, NJ,
lee.kappes@reachassoc.net
Cathy Feldman, Reach Associates, Ho-Ho-Kus, NJ,
cathy.feldman@reachassoc.net
Strand: Teaching Quality
J05
IMPROVING MATHEMATICS LEARNING:
HELPING DISTRICTS AND SCHOOLS COLLABORATE
Engaging struggling students demands new methods
of teaching. Learn how a multi-district initiative leveraged collaboration to transform instructional practice,
especially for high-needs student populations in small
districts. Explore resources to support development of
teacher leadership and supervision. Discover how to help
district personnel share and build on successful methods
and support effective cross-district articulation.
Sendhil Revuluri, University of Illinois at Chicago, Chicago, IL,
sendhil@uic.edu
Mary Jo Tavormina, University of Illinois at Chicago, Chicago, IL,
mjtavormina@gmail.com
Strand: Leadership
J06
DYNAMIC TRAINER: 25 SECRETS TO SUCCESS
&OFSHJ[FZPVSQSFTFOUBUJPOTXJUIFBTZUPMFBSOGVOUP
use, dynamic team-building and class-building structures.
Learn five proven structures that improve relationships
and morale, easily transfer to the classroom, and create a
positive ripple through any school. Explore how structures align with brain-based learning, multiple intelligences, and cooperative learning.
Laurie Kagan, Kagan Publishing & Professional Development,
San Clemente, CA, danielle@kaganonline.com
Strand: Teaching Quality
Kenneth Williams, Unfold The Soul, Tyrone, GA,
unfoldthesoul@gmail.com
Strand: Equity
67
Jj
Jj
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 10 a.m. – 12 p.m.
J07
MANAGING THE WORKLOAD OF
HIGH-PERFORMANCE LEADERSHIP
Stay on top of the work of instructional leadership and
get more done in less time with less stress. Understand
the difference between implementing change and improving performance. Develop a repertoire of strategies
and tools for exerting more leverage as an instructional
leader and for managing the work of instructional leadership, including communication, feedback for continuous
JNQSPWFNFOUBOEIJHIQFSGPSNBODFXPSLøPXVTJOH
low- and high-tech tools and strategies.
Justin Baeder, Seattle Public Schools, Seattle, WA,
justin.baeder@gmail.com
Strand: Leadership
J08
TRENDS AND TOOLS IN TEACHER EFFECTIVENESS
Hear about Teachscape’s role in the Measures of Effective
Teaching project being conducted by the Bill & Melinda
Gates Foundation and gain an enhanced understanding
of the research behind some new models for effective
teaching. Experience panoramic, 360 videos of classroom
instruction and understand their application in coaching
and in the evaluation of teachers and principals. Contemplate strategies for using panoramic video to support
SFøFDUJWFQSBDUJDFBOERVBMJUZDPBDIJOH6OEFSTUBOEUIF
importance of, and receive models for, aligning professional development and performance assessment of
practice.
Scott Noon, Teachscape, San Francisco, CA,
scott.noon@teachscape.com
Strand: Teaching Quality
J09
HIGH POVERTY, HIGH PERFORMANCE:
LEADING AND LEARNING TOGETHER
Learn how leaders can reverse the trends of underachievement for students who live in poverty. Understand and design strategies for confronting practices that
perpetuate low achievement, such as low expectations,
JOFòFDUJWFJOTUSVDUJPOSFUFOUJPOUSBDLJOHBOEJOFRVJtable funding. Use study and planning tools to access
research and construct relevant action plans.
William Parrett, Boise State University, Boise, ID,
williamparrett@boisestate.edu
Kathleen Budge, Boise State University, Boise, ID,
kathleenbudge@boisestate.edu
Andrew Collins, Saint Paul Public Schools, St. Paul, MN,
andrew.collins@spps.org
Strand: Leadership
J10
TRANSFORM YOUR SCHOOL INNOVATION
EFFORTS USING ONLINE PROFESSIONAL
LEARNING COMMUNITIES
Listen to the multi-year journey of two inner city schools
that are actively and effectively using Web 2.0 tools to
help them achieve whole-school improvement. Explore
leadership and instructional practices needed to generate whole-school buy-in and a highly participatory,
self-directed staff. Share successes and challenges with
your own efforts to transform your school(s) into high
QFSGPSNJOHPSHBOJ[BUJPOTQPXFSFECZUSBOTQBSFODZDPMlaboration, and communication.
Victor Aluise, Editure Professional Development, New York, NY,
victor@aussiesnow.com
Angela O’Dowd, New York City Dept. of Education, New York, NY,
valuise@aol.com
Strand: Technology
J11
AVID PROFESSIONAL DEVELOPMENT
TO ACCELERATE STUDENT ACHIEVEMENT
Examine research-driven strategies, methods, and
materials that all districts and schools can implement to
accelerate all students, especially low-income, minority,
BOEöSTUHFOFSBUJPODPMMFHFTUVEFOUT-FBSOIPXJORVJSZ
based, collaborative professional development is a necessary foundation for instructional practices that accelerate
learning and promote critical thinking, including Socratic
4FNJOBSTUVUPSJBMTBOEGPDVTFEOPUFUBLJOH"DRVJSF
strategies for increasing student access to and success in
rigorous curriculum.
Michelle Mullen, AVID Center, San Diego, CA,
mmullen@avidcenter.org
Lauren Ramers, AVID Center, San Diego, CA,
lramers@avidcenter.org
Strand: Teaching Quality
J12
INCREASING YOUR EFFECTIVENESS:
BALANCING INNOVATION AND STANDARDIZATION
Support individuals and groups in your school or district
through the use of research-based factors that effective
MFBEFSTMFWFSBHFUPNBYJNJ[FUIFJSFòFDUJWFOFTT%FWFMPQ
skills to identify these factors to expand learning opportunities for students and staff. Explore how the application of these skills can support educators to raise student
achievement and continue their professional learning
and growth.
Ann Pearce, Colorado Dept. of Education, Littleton, CO, ann_
pearce@earthlink.net
Jeanette Cornier, Learning System Solutions, Denver, CO, jeanettepcornier@gmail.com
Annie Hritz, Academy School District 20, Colorado Springs, CO,
BOOJFISJU[!BTEPSH
Strand: Leadership
68
J13
THE RIGOR TOOLBOX:
STRATEGIES TO ENHANCE INSTRUCTION
The effective teacher’s toolbox needs to be filled with
strategies to increase rigor and enhance student learning.
Examine the characteristics of rigorous instruction and
explore research-based strategies that increase student
FOHBHFNFOUBOEMFBSOJOH3FøFDUPOUIFQMBOOJOHBOE
delivery of rigorous instruction. Discuss how instructional
rigor can be enhanced through professional collaboration
and learning.
J16
PANEL DISCUSSION: CREATING RESPONSE
TO INTERVENTION AND TIERED SUPPORT
SYSTEMS IN HIGH SCHOOLS
Hear how a panel of high school administrators, teachers,
and consultants implemented Response to Intervention
(RtI) or tiered support systems in their schools to improve
writing. Determine the supports needed for success,
including professional development, coaching, team
structures, and leadership. Translate the lessons learned
to your own school(s).
Carolyn Guthrie, Miami-Dade County Public Schools,
Pembroke Pines, FL, cguthrie@dadeschools.net
Wendy Kaslofsky, Miami-Dade County Public Schools,
Homestead, FL, wkaslofsky@dadeschools.net
Lisa Robertson, Miami-Dade County Public Schools,
Homestead, FL, lrobertson@dadeschools.net
Alexandre S. Lopes, Miami-Dade County Public Schools,
Miami Gardens, FL, alexlopes@dadeschools.net
Laura Perez, Miami-Dade County Public Schools, Miami, FL,
MQFSF[!EBEFTDIPPMTOFU
Debbie Saumell, Miami-Dade County Public Schools,
Miami, FL, dsaumell@dadeschools.net
Beverly Colombo, Strategic Learning Center, St. Louis, MO, bevvycolombo@aol.com
Edwin Quezada:POLFST1VCMJD4DIPPMT:POLFST/:FRVF[BEB!
yonkerspublicschools.org
Vicki Ricketts, Strategic Learning Center, St. Louis, MO, vickiricketts114@gmail.com
Ken Geisick, Riverbank Unified School District, Riverbank, CA,
kgeisick@riverbank.k12.ca.us
Leslie Herod, St. Louis, MO, leslieherod@yahoo.com
Strand: Teaching Quality
J14
PEER OBSERVATIONS LEAD TO
LEARNING ORGANIZATIONS
%JTDPWFSXIBUBMFBSOJOHPSHBOJ[BUJPOJTBOEJUTCFOFöUT
Uncover key components of peer observations that can
cultivate a culture of learning and can motivate teachers
to take ownership of their professional development,
making teacher effectiveness a self-sustained process.
See how your school’s culture can become a place where
the objective is learning and the outcomes are teacher
RVBMJUZBOETUVEFOUTVDDFTT
Sarah Boswell, Collective Learning, Decatur, GA,
TBSBICP[!ZBIPPDPN
Strand: Fundamentals
J15
HOW TO TEACH ENGLISH LANGUAGE LEARNERS
See what English language learner strategies look like
when implemented in the classroom. Learn how to
accelerate English language learners by pre-teaching
upcoming standards. Discover how to incorporate English
language learner strategies into well-designed and welldelivered lessons every day so all students learn more.
John Hollingsworth, DataWORKS Educational Research,
Fowler, CA, alfredo@dataworks-ed.com
Strand: Equity
Strand: Leadership
J17
BUILDING GLOBAL COMPETENCY
THROUGH PROFESSIONAL DEVELOPMENT
Developing global competency is a priority for 21st century schools. Learn from other of schools, districts, and
PSHBOJ[BUJPOTIPXUPCVJMETVDDFTTGVMNPEFMTPGHMPCBM
professional development and the direct benefits to students when educators have experiential learning in the
global community. Connect with other educators looking
for a network to share ideas on global education models.
Katherine Schlemann, EF Education First, Cambridge, MA,
katherine.schlemann@ef.com
Randy Sinisi, EF Education First, Denver, CO, randy.sinisi@ef.com
Amy Pond, EF Education First, Cambridge, MA,
amy.pond@ef.com
Strand: Teaching Quality
J18
BRAIN-COMPATIBLE INSTRUCTIONAL LEADERSHIP:
INFORMING PRACTICE WITH NEUROSCIENCE
Explore principles that promote engaged and authentic
MFBSOJOH%JTDPWFSXBZTUPSFDPHOJ[FUIFTFQSJODJQMFTJO
action in the classroom, communicate and calibrate what
effective learning looks and sounds like to others, and
support teachers in their continued professional growth.
Assist a teacher’s improvement through the use of a scaffolded protocol.
Margaret Glick, Cognitive Solutions, Mt. Baldy, CA,
NBSHBSFUHMJDL!WFSJ[POOFU
Strand: Leadership
69
Jj
Jj
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 10 a.m. – 12 p.m.
J19
CULTURALLY-ORIENTED TEACHING PRACTICES
Revisit the tenets of culturally-relevant pedagogy and
consider the teaching principles around cultural competence, academic achievement, and critical consciousness
designed to support teaching in urban, high poverty,
OPONBKPSJUZTFUUJOHT"OBMZ[FBOPCTFSWBUJPOJOTUSVNFOU
as a tool to support teacher implementation of culturallySFMFWBOUQFEBHPHZBOESFøFDUPOXBZTJUDBOCFVTFE
to enhance teaching skills in a school through multiple
professional development options.
J22
REFLECTIVE, RELEVANT LEADERSHIP
DEVELOPMENT BUILDS RESILIENCY
Discover how other teacher leaders, principals, and superintendents have thrived and moved their schools and districts forward. See how a leadership development toolkit
DBOCFVTFEUPFOIBODFSFøFDUJPOUJNFXIJMFIPOPSJOH
the leader’s personal style and respecting diversity. Gain
an overview of the data gathered from effective, individuBMJ[FEQSPGFTTJPOBMEFWFMPQNFOUQSPHSBNTGPSUFBDIFS
leaders and school and district administrators.
Lanette Waddell, Vanderbilt University, Nashville, TN,
lanette.r.waddell@vanderbilt.edu
Anna Wilson, Metro Nashville Public Schools, Nashville, TN,
anna.wilson@mnps.org
Ellen Zambetti, Metro Nashville Public Schools, Nashville, TN,
FMMFO[BNCFUUJ!NOQTPSH
Kristian Dennison, Metro Nashville Public Schools,
Nashville, TN, kristian.d.dennision@mnps.org
Virginia Kelsen, Chaffey Joint Union High School District,
Rancho Cucamonga, CA, virginia_kelsen@cjuhsd.k12.ca.us
Susan Warren"[VTB1BDJöD6OJWFSTJUZ6QMBOE$"
swarren@apu.edu
Strand: Equity
J20
BUILDING OUR TEAM:
SUPPORT STAFF PROFESSIONAL LEARNING
Learn how a large school district has developed and
implemented a professional learning plan for its more
than 13,000 support staff who play an important role
in supporting the education of students. See how to
develop and implement a districtwide initiative that supports learning for all, from needs assessments to program
evaluation. Identify and share strategies that can be used
in your own schools and districts to support all staff with
RVBMJUZQSPGFTTJPOBMMFBSOJOHJOJUJBUJWFT
Rita Simmons, Toronto District School Board, Toronto, ON,
Canada, rita.simmons@tdsb.on.ca
Bob Ryan, Toronto District School Board, Toronto, ON,
Canada, bob.ryan@tdsb.on.ca
Strand: Fundamentals
J21
WORLD CAFÉ: SPECIAL NETWORKING SESSION
FOR EXPERIENCED LEADERS, STAFF DEVELOPERS,
AND CHANGE AGENTS
Gain insight by networking with experienced leaders in a
World Café. Share your problems-of-practice, cross-pollinate your ideas, and develop new ones connected to the
RVFTUJPOTUIBUIBWFCFFOQMBHVJOHZPVSXPSL/FUXPSL
in this advanced session for staff developers with 15-20
ZFBSTFYQFSJFODFJOUIFöFMEBOEMFBWFSFFOFSHJ[FE
rejuvenated, and refocused.
Ira Pernick, Port Washington Union Free School District,
Port Washington, NY, ipernick@portnet.k12.ny.us
David Cohen, New York City Dept. of Education, Brooklyn, NY,
dcohen3@schools.nyc.gov
Strand: Leadership
Strand: Leadership
J23
ASSESSING THE IMPACT OF DISTRICT-PROVIDED
PROFESSIONAL LEARNING
Develop scoring guides to evaluate on-going professional
MFBSOJOHPQQPSUVOJUJFTBOEVUJMJ[FTDPSJOHHVJEFTBTB
means of teacher self-assessment for the implementation of new strategies. Understand how scoring guides
provide a guideline for expectations regarding strategy
implementation and how to follow up assessment at
periodic intervals of implementation. Create a culture in
which teachers see job-embedded professional learning
opportunities and self-assessment of their implementation of new strategies as an essential component of
teaching.
Susan Gettys, Waynesville R-VI School District, Waynesville, MO,
sgettys@waynesville.k12.mo.us
Scott Turner, Waynesville R-VI School District, Waynesville, MO,
sturner@waynesville.k12.mo.us
Lisa Supancic, Waynesville R-VI School District, Waynesville, MO,
lsupancic@waynesville.k12.mo.us
Leanne Mowery-Halbrook, Waynesville R-VI School District,
Waynesville, MO, lmowery-halbrook@waynesville.k12.mo.us
Liz Rawlings, Waynesville R-VI School District, Waynesville, MO,
lrawlings@waynesville.k12.mo.us
Gena Brown, Waynesville R-VI School District, Waynesville, MO,
gbrown@waynesville.k12.mo.us
Strand: Impact
J24
PROFESSIONAL LEARNING: EMPLOYING EMERGING
TECHNOLOGIES TO REINVENT PUBLIC EDUCATION
Explore an enterprise resource planning system focused
on the integration of instructional and human resource
management. Examine how new technology will enIBODFFEVDBUPSMFBEFSTIJQBOETUVEFOUMFBSOJOH7JTVBMJ[F
how new tools will change professional practices, create
FEVDBUPSMFBEFSTIJQBOEJOøVFODFQVCMJDPQJOJPO
Susan Zelman, Zelman Education Consulting Group,
$PMVNCVT0)TVTBOUBWF[FMNBO!HNBJMDPN
Strand: Teaching Quality
70
J25
IT TAKES A VILLAGE TO SUPPORT NEW TEACHERS
Hear how one school system changed their teacher
induction program to become more collaborative and
improved the support given to over 1,000 new teachers
each year. Examine the value of the various relationships
involved in a successful new-teacher support network.
Gain new ideas and strategies for implementing or improving current teacher induction practices.
Jennifer Iovino, Fairfax County Public Schools, Fairfax, VA,
jennifer.iovino@fcps.edu
Richard Culp, Fairfax County Public Schools, Fairfax, VA,
riculp@fcps.edu
Christie Taylor, Fairfax County Public Schools, Fairfax, VA,
christie.taylor@fcps.edu
Kathleen Walts, Fairfax County Public Schools, Fairfax, VA,
kathleen.walts@fcps.edu
Mike Engley, Apple Federal Credit Union Education Foundation,
Fairfax, VA, mengley@applefcu.org
Strand: Teaching Quality
J26
LINKING FAMILY ENGAGEMENT AND STUDENT
ACHIEVEMENT THROUGH MEMBERSHIP
Examine your cultural filters and how they may intersect with the cultural filters of students and families to
understand the role that perspective plays in home and
school partnerships. Learn to frame family engagement
with cultural proficiency tools that invite diverse families
to become members of the learning community. Develop
inclusive learning environments, ensuring that students
and their families are considered valued members of the
school community.
Kay Phelps, Dolores, CO, khphelps@centurytel.net
Laura Mitchell, University of Houston-Downtown,
Houston, TX, mitchelll@uhd.edu
Strand: Equity
J27
CURRICULUM PRIORITIZATION
LEADS TO HIGHER ACHIEVEMENT
Experience a curriculum revision process that transforms
TUBUFPS$PNNPO$PSF4UBUF4UBOEBSETJOUPQSJPSJUJ[FE
and focused learning goals. Explore the decisions that
provide a structure that ensures essential content is
identified by teachers prior to developing instructional
strategies. Understand the benefits of a systematic analysis of achievement data and its impact on curriculum and
instruction.
William Blynt, Learning-Focused Solutions, Boone, NC,
wblynt@learningfocused.com
Jj
J28
RESULTS-ORIENTED LEADERSHIP AND
TEACHER PROFESSIONAL LEARNING
Learn how principals and leadership teams can work
together to align professional learning opportunities
to teacher and student needs. See how urban schools
serving students of color and English language learners are supported in strengthening their leadership and
professional learning systems. Review research on best
practices for supporting teacher professional learning
through professional development, instructional coaching, and collaboration.
Eric Barela, Partners in School Innovation, San Francisco, CA,
ebarela@partnersinschools.org
Viviana Cabrales Garcia, Partners in School Innovation,
San Francisco, CA, vcabrales@partnersinschools.org
Strand: Leadership
J29
TECHNOLOGY AS A TOOL FOR DEVELOPING
MATHEMATICS UNDERSTANDING
Technology can be a powerful tool for developing understanding of mathematics and science. Learn guiding
principles to leverage dynamic, interactive technology
FòFDUJWFMZUPBDIJFWFIJHIRVBMJUZMFBSOJOH3FWJFXUIF
research and analysis of Common Core State Standards
and high-stakes state assessments that identified tough
to teach and tough to learn mathematics topics. Consider
your mathematics and science curriculum at the secondary level, how core concepts are taught, and where
technology might provide support for learning. TI-Nspires
will be provided in the session.
Gail Burrill, Michigan State University, East Lansing, MI,
burrill@msu.edu
Thomas Dick, Oregon State University, Corvallis, OR,
tpdick@math.oregonstate.edu
Wade Ellis, West Valley College, Saratoga, CA,
wade_ellis@westvalley.edu
Strand: Technology
J30
BOOK TALK: LINCHPIN
Read Linchpin: Are You Indispensable (Portfolio Hardcover,
2010) by Seth Godin and discover how to add value and
become vital in your workplace. Examine how to draw
your own career and life maps. Challenge yourself to find
your own “art” and devote yourself to giving it away.
Jim Knight, University of Kansas, Lawrence, KS,
jimknight@mac.com
Strand: Leadership
Strand: Teaching Quality
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
71
Jj
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 10 a.m. – 12 p.m.
J31
LINKING SUBJECT SPECIFIC LITERACY
LEARNING WITH STUDENT ACHIEVEMENT
Learn about effective strategies used in planning
large-scale high school literacy reform. Understand the
research and effective data collection tools that support
professional development in subject specific literacy
content. Determine how partnerships are developed at
all levels of participation, including students, teachers,
coaches, teacher leaders, administrators, state departments, service agencies, and evaluators.
Cathleen Kral8FTU&E4PVUI8FMMøFFU."
cathleenkral@yahoo.com
Kelly Pauling, Colonial Intermediate Unit 20, Easton, PA,
paulingk@ciu20.org
William Loyd, Washtenaw Intermediate School District,
Ann Arbor, MI, wloyd@wash.k12.mi.us
J32
THE GIFT OF COACHING
"QPXFSGVMDPBDISFRVJSFTTLJMMUIBUJTCFTUEFWFMPQFECZ
experiencing and observing coaching firsthand. Members of Coaching for Results 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 for a
tough situation.
Frances Shuster, Coaching for Results, Flower Mound, TX,
GSBOTIVTUFS!BWFSJ[POOFU
Vicky Dearing, Coaching for Results, Lewisville, TX,
vdearing@grandecom.net
Riva Korashan, Coaching for Results, Brooklyn, NY,
rivakor@aol.com
Strand: Leadership
Strand: Impact
Q|A 4
TL07
TL08
Keynote Q&A and Thought Leader Lecture Options
Tuesday Afternoon / Dec. 6, 2011 / 2:30 p.m. – 5:30 p.m.
All Q&As and lectures or panel discussions are lecture-style learning and located in the same room. There will
be a 10-minute break between sessions. Attend all, two, or one. If you register for any session in Sets G, H, L, or
RT2, you may also register and attend TL08.
QA4 TUESDAY AFTERNOON Q&A 2:30 p.m. - 3:30 p.m.
QUESTIONS AND ANSWERS WITH KEYNOTE SPEAKER SIR MICHAEL BARBER
,FZOPUFTQFBLFS4JS.JDIBFM#BSCFSXJMMBOTXFSZPVSRVFTUJPOTJOUIJTTQFDJBMTFTTJPOBGUFSIJT
keynote address on Tuesday afternoon.
Sir Michael Barber, McKinsey & Company, London, England, georgina_cooke@mckinsey.com
Strand: Leadership
TL07 THOUGHT LEADER LECTURE 3:30 p.m. - 4:30 p.m.
STORIES OF HOPE AND RESILIENCE
Join author and cognitive coaching expert Bob Garmston as he shares stories from his life and
career based his new memoir, I Don’t Do That Anymore: A Memoir of Awakening and Resilience.
Learn how a childhood spent overcoming challenges led Garmston to a career devoted to helpJOHPUIFSTSFBMJ[FUIFJSPXOQPUFOUJBM)FBSUIJTJOøVFOUJBMFEVDBUPSXJOOFSPGCPUI-FBSOJOH
Forward’s Book of the Year and Contribution to the Field awards, share his personal principles of resilience and
how we can impart them in all students.
Robert Garmston, Center for Adaptive Schools, El Dorado Hills, CA, fabob@aol.com
Strand: Leadership
TL08 THOUGHT LEADER LECTURE 4:30 p.m. - 5:30 p.m.
REFLECTIONS ON THE FIELD
With her retirement from her position as deputy executive director for Learning Forward earlier
this year, Joellen Killion’s role in the field she helped to define enters a new phase of leadership.
Her career-long commitment to results has expanded what we know and raised the standards
we set for professional learning. Hear about her perspectives on the state of the field and the
most pressing challenges ahead.
Joellen Killion, Learning Forward, Arvada, CO, joellen.killion@learningforward.org
Strand: Teaching Quality
72
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 2:30 p.m. – 5:30 p.m.
K01
THE BIG FOUR, UNDERSTANDING BY DESIGN,
AND PROFESSIONAL LEARNING COMMUNITIES
See how two suburban high school districts developed a
plan and focus for the professional growth and development of teachers. Use Improving Student Learning One
Teacher at a Time (ASCD, 2007) by Jane Pollock and
Understanding by Design (Prentice Hall, 2001) by Grant
Wiggins and Jay McTighe as a framework for the professional work of educators. See examples of district mission
statements, video messages, curriculum standards, and
learning target documents.
Deborah Larson, Community High School District 128,
Vernon Hills, IL, deb.larson@d128.org
Rita Fischer, Grayslake Community High School District 127,
Grayslake, IL, rfischer@d127.org
Jane Pollock-FBSOJOH)PSJ[PO$FOUFOOJBM$0
MFBSOJOHIPSJ[PO!NTODPN
Strand: Fundamentals
K02
JOURNAL WRITING:
CRITICAL THINKING TO LEARN THE CURRICULUM
Learn the power of 12 critical-thinking journal strategies
that combine to accelerate student learning. Take away
information and tools that impact student performance
POTUBOEBSEJ[FEBOEDSJUFSJPOSFGFSFODFEUFTUTPGLOPXMedge across the curriculum. Understand how to move
a culture of professional learning communities beyond
“book clubs” to essential teams for establishing a culture
of writing as a pervasive vehicle for learning in every class.
Warren Combs, Writing to Win Management System, Athens, GA,
drcombs@writingtowin.com
Debbie Paine, Valdosta City Schools, Valdosta, GA, dpaine@
gocats.org
Ingrid Jones, Catoosa County Schools, Ringgold, GA, ijones@
catoosa.k12.ga.us
Strand: Teaching Quality
K03
THE RHYTHM OF COGNITION
Use the music and rhythm of youth culture to motivate
and engage students in learning. Try Rhythm of Cognition strategies to build vocabulary, develop concepts, and
build on student strengths. Create original rhymes and
songs to use as models with students.
Norman Merrifield, Metro Nashville Public Schools,
Madison, TN, nmerrifield@me.com
Strand: Equity
K04
BUILDING LEADERSHIP TO IMPROVE
ALASKA’S RURAL SCHOOLS
Learn about systematic efforts to build leadership capacity for low-performing rural schools. Explore capacitybuilding strategies for recruiting new principals, supporting practicing principals, developing coaching expertise,
and growing school development specialists for rural
schools. Examine leadership capacity-building initiatives
at the school, district, and state level.
Kelly Tonsmeire, Alaska Staff Development Network,
Douglas, AK, asdn@ptialaska.net
Al Bertani, Alaska Staff Development Network, Chicago, IL,
albertbertani@gmail.com
Kathy Blanc, Alaska Staff Development Network, Douglas, AK,
kathyblanc@gmail.com
Lexie Domaradzke, REACH Education Consulting, Edmonds, WA,
reachlexie@gmail.com
Susan Garton, University of Alaska, Anchorage, AK,
afscg@uaa.alaska.edu
Carol Kane, Alaska Administrative Coaching Project, Big Lake,
AK, hrkane@gmail.com
Strand: Leadership
K05
SLOW DOWN: DEEPER THINKING
FOR YOU AND STUDENTS
What does it really mean to engage in professional learning that changes the way we teach? Learn how a group of
teachers from different schools worked together, immersing themselves as learners, then applying their experience to working with their students. Develop insights
into the successes and struggles through an immersion
process into deeper learning in a specific area.
Linda Sykut, Webster Central School District, Webster, NY,
Linda_Sykut@websterschools.org
Rosanne Kulikowski, Webster Central School District,
Webster, NY, Rosanne_Kulikowski@websterschools.org
Ann Premo, Webster Central School District, Webster, NY,
Ann_Premo@websterschools.org
Jamie Palmer, Webster Central School District, Webster, NY,
Jamiem_Palmer@websterschools.org
Eva Burns, Webster Central School District, Webster, NY,
Eva_Burns@websterschools.org
Kathleen Lawson, Webster Central School District,
Webster, NY, Kathleen_Lawson@websterschools.org
Strand: Teaching Quality
K06
VISION 2015: ENGAGING IN NEW WAYS
Discover three critical components needed to advance
student learning in a district already performing near
the top of its game. Learn how multiple approaches to
professional learning can be employed to guard against
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See how system leaders supported professional learning by providing time, resources, coaching, and tools to
increase staff engagement in the process. Apply SMART
tools and processes for engaging staff, focusing efforts,
and measuring the impact of professional learning and
student results.
Larry Hewitt, Northbrook District 28, Northbrook, IL,
lhewitt@northbrook28.net
Kathy Horvath, Northbrook District 28, Northbrook, IL,
khorvath@northbrook28.net
Scott Meek, Northbrook School District 28, Northbrook, IL,
smeek@northbrook28.net
Anne Conzemius, Quality Leadership By Design,
.BEJTPO8*BDPO[FNJVT!RMEMFBSOJOHDPN
Strand: Leadership
73
Kk
Kk
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 2:30 p.m. – 5:30 p.m.
K07
VIDEO AS A TRANSFORMATIONAL COACHING TOOL
"OBMZ[FUIFCFOFöUTPGWJEFPUBQFEDMBTTSPPNBOEMFBEFSship team practice for instructional improvement. Investigate free, online video-based materials and learn how
a district is using them to support the work of teacher
leaders. Develop an action plan for using video resources
to address a coaching situation or goal. Bring a laptop or
tablet computer for hands-on participation.
Wendy Sauer, Education Development Center,
Newton, MA, wendy.sauer@me.com
Corrie Freiwaldt, Renton School District, Renton, WA,
corrie.freiwaldt@rentonschools.us
Jane Chadsey, Renton School District, Renton, WA,
jane.chadsey@rentonschools.us
Strand: Technology
K08
EFFECTIVE COLLABORATION TECHNIQUES
USED TO ENHANCE STUDENT LEARNING
Learn how reaching and meeting the needs of all students is no longer a mystery or a feat too large to achieve.
Experience how school leadership facilitates a culture
of professional learning by using protocols to structure,
BOBMZ[FBOEGPDVTEJBMPHVF4FFIPXUPBDIJFWFTIBSFE
understanding, instructional solutions, and measurable
gains in both adult learning and student achievement.
Heidi Little, Rocklin Academy, Rocklin, CA,
hlittle@rocklinacademy.org
Jennipher Baker, Rocklin Academy, Rocklin, CA,
jbaker@rocklinacademy.org
Lyman Dayton , Rocklin Academy , Rocklin, CA,
ldayton@rocklinacademy.org
Megan Dresser , Rocklin Academy, Rocklin, CA,
mdresser@rocklinacademy.org
Wendy Mitchell, Rocklin Academy, Rocklin, CA,
wmitchell@rocklinacademy.org
Laura Regan, Rocklin Academy, Rocklin, CA,
lregan@rocklinacademy.org
Jennifer Williams, Rocklin Academy, Rocklin, CA,
jwilliams@rocklinacademy.org
Strand: Impact
K09
SCHOOL-BASED TEACHER LEADER
PROFESSIONAL LEARNING INITIATIVE
See how the largest school district in Canada has established a framework for supporting school-based teacher
leaders. Learn how teacher leaders engage in professional
learning, including participation in Learning Forward’s
Becoming a Learning School institute, job-embedded
coaching, and mentoring at school sites to support
student achievement and networking across the district
to share best practices. Apply this framework to initiate
teacher leader supports in your district.
Elizabeth Lau, Toronto District School Board, Toronto, ON,
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Lori Dewar, Toronto District School Board, Toronto, ON, Canada,
lori.dewar@tdsb.on.ca
Strand: Fundamentals
K10
ELEMENTARY REFORM: LEADING EDUCATIONAL
ACHIEVEMENT WITH DISTINCTION
Learn how a school district restructured elementary
schools by building professional learning communities,
developing new hiring practices, renewing teachers’
sense of moral purpose, and creating a student-centered
DVMUVSFUISPVHIUIFVTFPGQFSTPOBMJ[BUJPOQSFDJTJPOBOE
professional learning. Discover the process of change,
systematic planning, and tools and protocols that facilitate accountability for learning.
Get Nichols, Fort Wayne Community Schools,
Fort Wayne, IN, get.nichols@fwcs.k12.in.us
Dan Bickel, Fort Wayne Community Schools,
Fort Wayne, IN, dan.bickel@fwcs.k12.in.us
Tim Bobay, Fort Wayne Community Schools,
Fort Wayne, IN, timothy.bobay@fwcs.k12.in.us
Jeff Cline, Fort Wayne Community Schools,
Fort Wayne, IN, jeffrey.cline@fwcs.k12.in.us
Robin Peterman, Fort Wayne Community Schools,
Fort Wayne, IN, robin.peterman@fwcs.k12.in.us
Federa Smith, Fort Wayne Community Schools,
Fort Wayne, IN, federa.smith@fwcs.k21.in.us
Brenda West, Fort Wayne Community Schools,
Fort Wayne, IN, brenda.west@fwcs.k12.in.us
Strand: Leadership
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74
K11
CREATING A COMMUNITY OF
SELF-DIRECTED LEARNERS
Explore a new educational paradigm based on student
ownership of the learning process and a deep sense of
community in the classroom. Encourage student responsibility by offering choice in how the material is mastered.
Learn to create a classroom culture that encourages true
collaboration and extensive conversational learning.
Larry Geni, Evanston, IL, larrygeni@gmail.com
Strand: Teaching Quality
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 2:30 p.m. – 4:30 p.m.
L01
CLASSROOM EFFECTIVENESS INDEX:
A VALUE-ADDED MEASUREMENT MODEL
Explore the development and implementation of the
Classroom Effectiveness Index (CEI) as a value-added
measure of effective teaching in core content classrooms
developed in the Dallas Independent School District to
differentiate effective teaching from ineffective teaching.
Hear how the CEI complements the School Effectiveness
Index, which is a measure of how well a school campus
carries out its instructional mission. Learn how the CEI is
also a key measure that leads to professional development experiences for teachers.
Cecilia Oakeley, Dallas Independent School District,
Dallas, TX, oakeley@dallasisd.org
Jacqueline Landry, Dallas Independent School District,
Dallas, TX, jlandry@dallasisd.org
Karla Genter, Dallas Independent School District,
Dallas, TX, kgenter@dallasisd.org
Strand: Teaching Quality
L02
MEASURING THE COMMON CORE STATE STANDARDS:
COMMON ASSESSMENTS FOR MATHEMATICS LEADERS AND TEACHERS
Consortia of states are collaborating to create common
measures for student performance and growth based on
the Common Core State Standards. Learn about the work
of one consortium that guides instructional practice and
creates assessments to improve student learning and
supports teacher development. Hear about the partnership’s work for improving mathematics teaching and
learning using model instructional supports for teachers.
Investigate the roles of student performance data and
released assessment tasks as professional development
tools for teachers and leaders.
Doug Sovde, Achieve, Washington, DC, dsovde@achieve.org
Strand: Teaching Quality
L03
A CONVERSATION ABOUT DEVELOPING COMPASSION
Join a conversation about developing compassion based
on the book Tattoos from the Heart: The Power of Boundless Compassion (Free Press, 2011) by Gregory Boyle.
Understand the components of deploying compassion.
Review the stories of rescued gang members who survive
and thrive, and practice protocols for compassionate
conversations.
Jody Westbrook, Learning Forward Texas, Keller, TX,
jodymwestbrook@yahoo.com
Shirley Hord, Learning Forward, Boerne, TX,
shirley.hord@learningforward.org
Strand: Fundamentals
L04
ALTERNATIVE CERTIFICATION ENHANCES
PROFESSIONAL LEARNING FOR BEGINNING TEACHERS
Discover the positive impact that alternative certification
has on new teacher recruitment and training and what
makes it work for a large, diverse urban school district.
Explore how the program integrates relevant aspects of
UIFTDIPPMEJTUSJDUBOEUIFSFRVJSFNFOUTPGUIFTUBUFDPNmission on teacher credentialing to prepare new teachers
for placement in a diverse, urban setting. Find out how
alternative certification can build capacity within the current economic constraints.
Patricia Pernin, Los Angeles Unified School District,
Los Angeles, CA, patricia.pernin@lausd.net
Terri Kirkland, Los Angeles Unified School District,
Los Angeles, CA, terri.kirkland@lausd.net
Strand: Advocacy
L05
ONE SCHOOL’S JOURNEY TO DIFFERENTIATED
PROFESSIONAL LEARNING
3FøFDUPOIPXPOFNVMUJDVMUVSBMFDPOPNJDBMMZEJWFSTF
urban elementary school is implementing a differentiated
professional learning plan that meets all teachers’ needs.
&YQMPSFPSHBOJ[BUJPOBMBOEQSPGFTTJPOBMMFBSOJOHTUSBUFgies that build teacher ownership, including structures
UIBUTZTUFNBUJ[FXIPMFTDIPPMDIBOHFDSFBUFFOWJSPOments for collaboration, and build leadership capacity at
all levels. Consider options for replication at each school
to advance educator learning and improve practice.
Maria Nunziata, New York City Dept. of Education, Brooklyn, NY,
NOVO[JB!TDIPPMTOZDHPW
Elizabeth Irwin, Australian United States Services in Education,
#SPPLMZO/:-J[@JSXJO!IPUNBJMDPN
Alice Stabiner, Australian United States Services in Education,
Brooklyn, NY, Alice@aussiesnow.com
Strand: Fundamentals
L06
ASSESSMENT FOR LEARNING AS A
SPRINGBOARD FOR ACHIEVEMENT
Can something as simple as an explicit learning target
increase student achievement? Hear how a high school
tied their professional development directly to classroom
instruction and assessment. Help staff and students beDPNFNPSFTFMGBXBSFBOETFMGSFøFDUJWFXIJMFHSPXJOH
together as a learning community. Share ideas of how
professional learning communities can be held accountable.
Susan Carley, Township High School District 214,
Buffalo Grove, IL, susan.carley@d214.org
Carol Burlinski, Township High School District 214,
Buffalo Grove, IL, carol.burlinski@d214.org
Robert Hartwig, Township High School District 214,
Buffalo Grove, IL, rob.hartwig@d214.org
Strand: Impact
75
Ll
Ll
Concurrent Sessions / Tuesday / Dec. 6, 2011 / 2:30 p.m. – 4:30 p.m.
L07
MORE THAN JUST CO-TEACHING
Listen to the experience of districts who have blended
training with research for integrated services that get
JNQSPWFEBDIJFWFNFOUXIJMFNBLJOHJOEJWJEVBMJ[FEFEVcation plans and/or English language gains. Learn to add
collaborating teaching and supportive resourcing to the
mix for delivering services. Define implementation steps
for a successful, integrated model.
Margaret Black, Center for Diverse Student Learning, Fond du
Lac, WI, margaretblack.wi@gmail.com
Strand: Equity
L08
GRANT WRITING:
PREPARING COMPETITIVE PROPOSALS
"DRVJSFTJNQMFCVUFòFDUJWFJEFBTGPSTFBSDIJOHBOE
examining funding sources on the internet; planning,
PSHBOJ[JOHBOEXSJUJOHDPNQFUJUJWFHSBOUQSPQPTBMT
reviewing strategies for completing a proposal that is
reader friendly; understanding the submission and review
process; and following up on funded and non-funded
grant proposals. Initiate the writing of grant proposals
that are competitive, reader-friendly, and supportive of
school or district based needs.
Donald Kachur, Illinois State University, Bloomington, IL,
dskachu@ilstu.edu
Strand: Leadership
L09
SEEKING MUTUAL BENEFIT THROUGH
PROFESSIONAL DEVELOPMENT SCHOOLS
Explore how professional development schools create
mutually beneficial outcomes for universities, districts,
new teachers, and students. View and discuss the effect
of professional development school strategies based
POWJEFPGPPUBHF"OBMZ[FQSFEJDUBCMFCBSSJFSTUPTUSPOH
professional development school partnerships and leave
with actions to mitigate those barriers.
Amy Petti, Portland State University, Portland, OR, petti@pdx.edu
Sabrina Flamoe, North Clackamas School District, Milwaukie, OR,
øBNPFT!ODMBDLLPSVT
Strand: Teaching Quality
L10
THE POWER OF PURPOSEFUL COMMUNITY
FOR STUDENT LEARNING
Ground yourself in the definition of a purposeful
community and understand its pragmatic application to
increase student learning and teacher collective efficacy.
Translate the principles of purposeful community into
action for addressing common barriers to implementation
of innovations. Learn how to use an Innovation
Configuration for measuring teacher efficacy and
collective efficacy with an agreed-upon process.
Clay Chrisel, Kirkwood School District, Kirkwood, MO,
chris.clay@kirkwoodschools.org
Dana Frazee, Mid-continent Research for Education and
-FBSOJOH%FOWFS$0EGSB[FF!NDSFMPSH
Strand: Fundamentals
L11
A BALANCED APPROACH: COMBINING TRADITIONAL
AND DIFFERENTIATED INSTRUCTION
Learn how to create unit-based higher order thinking
QMBOTUIBUBSFBMJHOFEUPTUBUFBDBEFNJDTUBOEBSET6UJMJ[F
a combination of traditional and differentiated instructional strategies that assess conceptual understanding
of key academic concepts and ideas, encourage student
DIPJDFBOEFOHBHFNFOUBOEVUJMJ[FTUVEFOUTJOOBUFTLJMMT
and talents.
Erik Francis"SJ[POB%FQUPG&EVDBUJPO1IPFOJY";
ErikSusie70@cox.net
Strand: Teaching Quality
L12
THE HONEY POT OF CHANGE: LESSONS FROM POOH
Enjoy a fun and light-hearted view of change as you
explore the importance of leading change. Gain helpful
strategies to assist in the change process. See important
concepts such as resistance to change, the implementation dip, and the reactions of others throughout the
change process through the eyes of Pooh, Piglet, Eeyore,
Rabbit, and others.
Jan Miller, University of West Alabama, Meridian, MS,
jmiller@uwa.edu
Strand: Leadership
L13
IMPACT STUDENT ACHIEVEMENT WITH ACTION RESEARCH IN PROFESSIONAL LEARNING COMMUNITIES
Discover how action research effectively engages teachers and administrators in sustainable, empowering inRVJSZGPDVTFEPOTDIPPMJNQSPWFNFOU3FWJFXUIFTUFQT
necessary to conduct it in professional learning communities. Receive time-tested, user-friendly templates and
references for implementing and evaluating this systemBUJDSFøFDUJWFBOEDPMMBCPSBUJWFQSPDFTTUIBUDBOCFSFQMJcated and differentiated in diverse populations.
Susan Warren"[VTB1BDJöD6OJWFSTJUZ6QMBOE$"
swarren@apu.edu
Virginia Kelsen, Chaffey Joint Union High School District,
Rancho Cucamonga, CA, virginiakelsen@gmail.com
Gail Reeder"[VTB1BDJöD6OJWFSTJUZ"[VTB$"
greeder@apu.edu
Strand: Impact
76
L14
EMPOWERING TEACHERS TO DESIGN
STUDENT-CENTERED CLASSROOMS
Research shows us that when classrooms are studentcentered there is a rise in student achievement. Work
towards defining and exploring the design of a 21st
century student-centered classroom. Explore ways to empower and motivate teachers, such as active workshops,
instructional coaching, professional learning communities, technology-embedded instruction, and individual
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Tracy Frank, CPM Educational Program, Deerfield, WI,
frank@cpm.org
Chris Mikles, CPM Educational Program, Post Falls, ID,
cmikles@gmail.com
Strand: Teaching Quality
L15
LEADING LEARNING + COACHING FOR SUCCESS =
INCREASED STUDENT ACHIEVEMENT
Ensure that all efforts in a school and all conversations
among principals, teachers, and school leadership teams
focus on student outcomes. Hear two principals share
their success in focusing on student outcomes and
leading purposeful professional learning. Develop an understanding of the power of coaching principals and the
strategies that made a difference for those principals.
Kay Psencik, Cypress, TX, kpsencik@msn.com
Trudy Grafton, Ft. Wayne Community Schools, Ft. Wayne, IN,
trudy.grafton@fwcs.k12.in.us
Stephany Bourne, Ft. Wayne Community Schools, Ft. Wayne, IN,
stephany.bourne@fwcs.k12.in.us
Strand: Leadership
L16
STAR SEARCH: SELECTING SUPPORT
PROVIDERS THAT WILL SHINE
Review research that illustrates the value of mentors as
a support mechanism for novice classroom teachers and
BTBOFOIBODFNFOUPGUFBDIFSRVBMJUZ&YQMPSFBUFBDIJOH
and learning matrix that serves as a foundation for the
selection process. Correlate aspects of the process to your
own state and district standards and make connections
to effective practice within a local context.
L17
MEETING THE NEEDS OF ALL STUDENTS THROUGH
DIFFERENTIATED MATHEMATICS INSTRUCTION
All teachers face the challenge of meeting the needs of
a wide range of students. Consider examples of professional learning experiences that help teachers understand what it means to meet students’ needs through
differentiation. Experience a variety of approaches that
help teachers make instructional adjustments to address
how different students learn.
Carolyn Felux, Math Solutions, San Antonio, TX,
cfelux@mathsolutions.com
Strand: Teaching Quality
L18
IMPROVING PRINCIPAL INSTRUCTIONAL LEADERSHIP
THROUGH NETWORK LEARNING
Discover the necessary components needed to support,
sustain, and develop principal instructional leadership
skills. Learn how principals can shift their leadership practice as a result of ongoing collaborative learning. Discover
UIFJORVJSZESJWFOMFBSOJOHOFFEFEUPDSFBUFNFBOJOHGVM
professional learning opportunities for principals. Explore
the role inter-member accountability and critical dialogue
play in generating changed leadership practice.
Mariah Cone, School Leaders Network, Alhambra, CA,
mcone@connectleadsucceed.org
Strand: Leadership
L19
LET’S GET REAL ABOUT RACISM
Examine the fears and stereotypes preventing us from
having truly open, authentic conversations and relationships with each other. Explore what people of color can’t
say and whites are afraid to ask and the reasons why.
Practice how to effectively and compassionately hear the
BOTXFSTUPUIFTFRVFTUJPOTBOEMFBSOXBZTUPFYQBOEUIF
DPOWFSTBUJPOUISPVHIDVSJPTJUZSFøFDUJPOBOEBDUJPO
Lee Mun Wah, StirFry Seminars & Consulting, Berkeley, CA,
munwah@stirfryseminars.com
Strand: Equity
Peggy Taylor-Presley, Los Angeles Unified School District,
Los Angeles, CA, peggy.presley@lausd.net
Janette Tovar, Los Angeles Unified School District, Los Angeles,
CA, janette.tovar@lausd.net
Strand: Teaching Quality
Basic
Advanced
Title 1
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laptop
Common
Core State
Standards
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Session
S E S S I O N I CO N S
77
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Concurrent Sessions / Tuesday / Dec. 6, 2011 / 2:30 p.m. – 4:30 p.m.
L20
TRAIN THE TRAINERS FOR SUPPORT STAFF
PROFESSIONAL DEVELOPMENT
Hear about a successful model to build capacity for
training and developing support staff created by a large
district. Explore strategies for identifying, training, and
mentoring a cadre of professional developers, and transfer these ideas into action in your own district.
Peggy Mueller, Douglas County School District,
Castle Rock, CO, peggy.mueller@dcsdk12.org
Kathy Leeser, Douglas County School District,
Castle Rock, CO, Kathy.Leeser@dcsdk12.org
Strand: Fundamentals
L21
CREATING TIME FOR LEARNING THROUGH
COMMUNITY PARTNERSHIPS
Listen and learn about a creative and effective way to
engage your surrounding community in helping your
district find time for professional development. Understand why traditional methods such as releasing students
from school and paying for extra hours for teachers are
no longer needed. Discover a multitude of local and national resources to provide enrichment opportunities for
students while teachers are participating in professional
development.
Kelly Eastes, Natrona County School District, Casper, WY,
kelly_eastes@natronaschools.org
Andre Lewis, Abutech, Memphis, TN, abutech@mac.com
L23
BUILDING A K-12 SYSTEMIC
ADVANCED PLACEMENT PROGRAM
Examine a journey to increase student achievement and
rigor for all students by developing a K-12 systemic AP
program. Learn how to build AP potential beginning at
the kindergarten level. See how one district increased
measurable student achievement through a partnership
with College Board and a strong commitment to professional development.
Wanda Cook-Robinson, Southfield Public Schools,
Southfield, MI, cook-robinsonwm@southfield.k12.mi.us
Lynda Wood, Southfield Public Schools, Southfield, MI,
woodlc@southfield.k12.mi.us
Twianie Roberts, Southfield Public Schools, Southfield, MI,
robertst@southfield.k12.mi.us
Strand: Impact
L24
WHAT EVERY LEADER MUST KNOW
ABOUT COACHING AND CHANGE
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competencies that foster change in others. Determine
how to overcome resistance to change and boost your
district’s coaching initiative to ensure its success. Learn
how you can develop an effective, competency-based
coaching program.
Karla Reiss, The Change Place, Boulder, CO,
changemaven@thechangeplace.com
Strand: Leadership
Strand: Leadership
L22
FACING THE COMMON CORE STATE STANDARDS
WITH CONFIDENT COACHES
Learn how a school district not meeting AYP is using
technology to transform their math coaches into instant
experts, ensuring effective and consistent delivery of
content to all teachers on a realistic budget. Develop a
deeper understanding of why teachers’ content knowledge matters and why teaching mathematics is so
problematic.
L25
SUPPORTING PROFESSIONAL LEARNING
COMMUNITIES THROUGH ENGAGING
PROFESSIONAL DEVELOPMENT
Explore the craftsmanship of providing meaningful and
engaging professional development that supports the
big ideas of professional learning communities through
the experiences of two district professional development
coaches. Discover how to collaborate with all levels of
leadership to determine learning outcomes and design
trainings to meet the different needs of the participants.
3FøFDUPOUIFJNQBDUPGFòFDUJWFQSPGFTTJPOBMEFWFMPQment on a school’s culture and student achievement.
Maggie Connell, ‘I Get It!’ Math, Durham Bridge, NB, Canada,
maggie@igetitmath.com
Peg Hillman, Portland Public Schools, Portland, ME,
hillmp@portlandschools.org
Strand: Technology
Courtney Bitar, Fairfax County Public Schools, Fairfax, VA,
cwbitar@fcps.edu
Tu Phillips, Fairfax County Public Schools, Fairfax, VA,
avphillips@fcps.edu
Kathleen Walts, Fairfax County Public Schools, Fairfax, VA,
kathleen.walts@fcps.edu
Christie Taylor, Fairfax County Public Schools, Fairfax, VA,
christie.taylor@fcps.edu
Strand: Fundamentals
78
L26
EFFECTIVE PROFESSIONAL LEARNING COMMUNITY
PRACTICE: DRIVING RESPONSE-TO-INTERVENTION
IN SCHOOLS
Examine student data and learn how to create data walls
UIBUJOTQJSFBOEESJWFRVFTUJPOJOHUPEFFQFOTDIPPM
vision and work. Walk away with protocols to empower
teams and use collaborative decision making for imQSPWFETUVEFOUBDIJFWFNFOU4IBSFBOEVUJMJ[FPOMJOF
tools and resources to build sustainability and independence for your Response to Intervention and professional
learning community teams.
Jenice Pizzuto, Beaverton School District, Portland, OR,
KFOJDF@QJ[[VUP!CFBWUPOLPSVT
Shera Carter, Houston, TX, sheracarter@att.net
Strand: Teaching Quality
L27
WEB 2.0 TOOLS FOR THE CLASSROOM
Learn various Web 2.0 technological resources that can
be integrated into current curriculum to create engaging
learning experiences that help students communicate,
share ideas, and collaborate with other students across
the globe. Experiment with and discuss free Web 2.0 tools
for lesson development. Formulate effective technologyintegrated lessons appropriate for your specific content.
Bring your laptop or tablet computer to fully participate.
Yvette White, Pulaski County Special School District,
Little Rock, AR, ymwhite@hotmail.com
Strand: Technology
L28
USING LESSON STUDY TO ANALYZE
AMERICAN HISTORY LESSONS
Listen to the experiences of a large school district as
it implemented the Japanese model of professional
development, called lesson study, through a Teaching
American History grant. Learn about the process steps for
implementing lesson study and understand the chalMFOHFT$POTJEFSUIFWBMVFPGBOBMZ[JOHBIJTUPSZMFTTPO
through the lens of lesson study.
Isabel McLean, Developmental Studies Center,
Charlottesville, VA, isabel_mclean@devstu.org
Andy Mink, University of Virginia, Charlottesville, VA,
mink@virginia.edu
Mary Ann Matika, Virginia Beach Public Schools,
Virginia Beach, VA, maryann.mitika@vbschools.com
Sue Crosland, Virginia Beach Public Schools,
Virginia Beach, VA, svcrosland@vbschools.com
Strand: Teaching Quality
L29
THE ‘SENSE’ OF HUMOR
Humor engages the brain, enhances retention, reduces
stress, and improves achievement. Review the research
BOEUFDIOJRVFTGPSVTJOHIVNPSMBVHIUFSBOEJNQSPWJsation to create engaged learning environments. Take
away learning exercises that enhance spontaneity, bridge
DPOøJDUBOEDSFBUFDPMMBCPSBUJWFSFMBUJPOTIJQT
Jim Winter, Wavelength, Chicago, IL, winwave@aol.com
Strand: Fundamentals
L30
ETHICAL LITERACY:
BUILDING CULTURES OF INTEGRITY TOGETHER
See how adults and students are deliberately building
effective learning communities based on core ethical
values and research. Learn ways to maintain academic
rigor while addressing the broadest mandate of education: what kind of people do we want in future societies?
Measure the strengths and needs of your school culture
of integrity and experience meaningful processes that
help students and adults take ownership of their learning
and their collective future.
Paula Mirk, The Institute for Global Ethics, Rockland, ME,
pmirk@globalethics.org
Strand: Equity
L31
CHANGE YOUR QUESTIONS, CHANGE THEIR LIVES!
Discover powerful tools for changing your students’
learning mindsets, producing breakthroughs in thinking,
behavior, possibilities, and achievement. Think strategically, critically, creatively, and collaboratively.
James Roussin, Generative Learning, Coon Rapids, MN,
jim.roussin@gmail.com
Marilee Adams*ORVJSZ*OTUJUVUF-BNCFSUWJMMF/+
marileeadams@comcast.net
Strand: Fundamentals
L32
THE GIFT OF COACHING
"QPXFSGVMDPBDISFRVJSFTTLJMMUIBUJTCFTUEFWFMPQFECZ
experiencing and observing coaching firsthand. Members of Coaching for Results 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 for a
tough situation.
Marceta Reilly, Coaching for Results, Hoyt, KS,
marcetar@aol.com
Diana Williams, Coaching for Results, Millersport, OH,
dwilli1398@aol.com
Sandee Crowther, Coaching for Results, Lawrence, KS,
crowther.sandra@gmail.com
Strand: Leadership
79
Ll
RT2
ROUNDTABLE SESSIONS
Tuesday / Dec. 6, 2011 / 2:30 p.m. – 4:30 p.m.
Participants selecting Roundtable 2 will have the opportunity to attend two of the following presentations.
Simply put RT2 on your Session Selection form and choose any two sessions when you arrive.
RT2 LEARNING FORWARD ACADEMY PREVIEW
The Learning Forward Academy is an experience for professional learning and teamwork where members work collaboratively to learn about and solve student-learning problems. Hear about Academy expectations and benefits.
Frederick Brown, Learning Forward, Dallas, TX, frederick.brown@learningforward.org
Strand: Fundamentals
RT2 CELEBRATING 26 YEARS OF THE METLIFE SURVEY OF THE AMERICAN TEACHER
Engage in conversation on how the MetLife Survey of the American Teacher can be used to leverage support
for and understanding of key professional development issues.
Tracy Crow, Learning Forward, Columbus, OH, tracy.crow@learningforward.org
Strand: Fundamentals
RT2 WORDS UNDER CONSTRUCTION HERE
Develop an understanding of how words are constructed through exploration and make connections among
words that use the same word construction rules.
Jennifer Partrick, Greensboro, NC, partrickj@yahoo.com
Strand: Teaching Quality
RT2 AN ADMINISTRATOR’S JOURNEY INTO THE 21ST CENTURY
Explore specific strategies to become a better 21st century school leader with a greater understanding of the
OFFETPGZPVSUFBDIJOHTUBòBOEIPXUPDPOOFDUTUDFOUVSZTLJMMBDRVJTJUJPOUPGPSNBUJWFBTTFTTNFOUUPPMT
Lisa McColl, Santee School District, Santee, CA, lmccoll@santee.k12.ca.us
Laura Spencer, Santee School District, Santee, CA, lspencer@santee.k12.ca.us
Strand: Leadership
RT2 BUILDING LEADERSHIP CAPACITY THROUGH EFFECTIVE COMMUNICATION
6UJMJ[FBTZTUFNTBQQSPBDIUPDPOUJOVPVTJNQSPWFNFOUUIBUDMFBSMZJEFOUJöFTTJHOJöDBOUJTTVFTBUCPUIUIF
TDIPPMBOEEJTUSJDUMFWFMDSFBUFTBUFBNBQQSPBDIUPEFUFSNJOJOHTPMVUJPOTFNQIBTJ[FTTUSPOHQSPGFTTJPOBM
development within learning communities, and systematically assesses students’ progress.
Charles Clemmons, Cullman County Schools, Cullman, AL, cclemmons@ccboe.org
Vicky Spear, Cullman County Schools, Cullman, AL, vspear@ccboe.org
Brandon Payne, Cullman County Schools, Cullman, AL, bpayne@ccboe.org
Susan Patterson, Cullman County Schools, Cullman, AL, spatterson@ccboe.org
Strand: Fundamentals
RT2 BUILDING THOUGHTS AND IDEAS WITH LEGO SERIOUS PLAY
Discover an innovative, research-based strategy that allows students of all ages to express what they’ve
learned by creatively constructing Lego representations of their abstract ideas. Learn how building thoughts
with the Lego Serious Play process positively impacts student motivation and problem-solving skills.
Cindy Little, Innovation Research and Consulting, Woodway, TX, innovrecon@yahoo.com
Nicole Woodard, Midway Independent School District, Waco, TX, nicole.woodard@midwayisd.org
Lauren Allbritton, Baylor University, Waco, TX, lauren_allbritton@baylor.edu
Strand: Teaching Quality
RT2 COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAMS THAT ENHANCE
STUDENT ACHIEVEMENT
Consider new systemic aspects to your district’s professional development programs to create a comprehensive approach with training and development activities from new teachers through master teacher or veterans.
Kimberly Fandino, Lebanon Community School District, Lebanon, OR, kimberly.fandino@lebanon.k12.or.us
Strand: Impact
RT2 EQUITY IS THE FOUNDATION OF IMPROVING STUDENT ACHIEVEMENT
%FWFMPQBEFFQFSVOEFSTUBOEJOHPGIPXUPNFBTVSFUIFMFWFMPGFRVJUZJOZPVSTDIPPMBOEFOHBHFTUBòJOVTJOHFRVJUZBTUIFGPVOEBUJPOGPSDIBOHJOHUIFTDIPPMDMJNBUFBOEJNQSPWJOHTUVEFOUBDIJFWFNFOU
Don Gross, Administrative Connections, Little Egg Harbor, NJ, dgross50@comcast.net
Judith DeStefano-Anen, Stafford Township School District, Manahawkin, NJ, jdestefano@staffordschools.org
Strand: Equity
80
RT2
Participants selecting Roundtable 2 will have the opportunity to attend two of the following presentations.
Simply put RT2 on your Session Selection form and choose any two sessions when you arrive.
RT2 ESSENTIAL PRINCIPAL ACTIONS: ENSURING SUCCESSFUL COLLABORATIVE TEAMS
The most effective professional learning teams are those that receive specific, focused support from site adNJOJTUSBUJPO-FBSOTQFDJöDBDUJPOTUIBUQSJODJQBMTVTFUPFOHBHFUFBNTJOSFøFDUJPOQMBOOJOHNFBTVSJOHBOE
monitoring for schoolwide, high-level implementation.
Mari Fedrow, Ontario-Montclair School District, Ontario, CA, mlfed@yahoo.com
Ellen Lugo, Ontario-Montclair School District, Ontario, CA, ellen.lugo@omsd.k12.ca.us
Strand: Leadership
RT2 GROW YOUR MINDSET
Discover how one district helps educators and students learn to apply the growth mindset to achieve results.
Jenean Bellah, Dallas Independent School District, Dallas, TX, jbellah@dallasisd.org
Cynthia Burley, Dallas Independent School District, Grand Prairie, TX, cburley@dallasisd.org
Strand: Fundamentals
RT2 IMPLEMENTATION OF PUBLIC HIGH SCHOOL DATA WALLS
Learn how administrators and teachers in a public high school created and implemented literacy, math, and
science data walls to inform their professional practice.
Tom Bennett, South Mississippi County School District, Wilson, AR, tom.bennett@smc.k12.ar.us
Strand: Teaching Quality
RT2 INCREASING STUDENT ACHIEVEMENT THROUGH A PURPOSEFUL LEARNING COMMUNITY
Examine the process of developing a purposeful learning community and focus on strategies to develop
teacher leaders, interdependence among teachers, and collaborative relationships among stakeholders.
Colleen Skinner, Brevard Public Schools, Indialantic, FL, skinner.colleen@brevardschools.org
Strand: Fundamentals
RT2 INSTRUCTIONAL PROGRAM COHERENCE: THE KEY TO COLLEGE READINESS
Examine indicators of instructional program coherence in five key areas of the schooling experience: school
DVMUVSFMFBEFSTIJQDVSSJDVMVNJOTUSVDUJPOBOEQSPGFTTJPOBMEFWFMPQNFOU"DRVJSFDPNNPOJOTUSVDUJPOBM
methods that accelerated the learning of traditionally underserved students in Texas Early College High
Schools.
Susan Henderson, Texas High School Project, Dallas, TX, shenderson@cftexas.org
Courtney Williams Barron, Texas High School Project, Dallas, TX, cbarron@cftexas.org
Tracey Hurst, Texas High School Project, Dallas, TX, thurst@cftexas.org
Strand: Teaching Quality
RT2 LEVERAGE TECHNOLOGY TO STRENGTHEN DELIVERY OF PROFESSIONAL DEVELOPMENT
6TFUFDIOPMPHZUPSFUIJOLQSPGFTTJPOBMEFWFMPQNFOUEFMJWFSZBOENBLFJUNPSFFòFDUJWFBDSPTTPSHBOJ[BUJPOT
that have multiple sites, compound content, and diverse faculties.
Brooke Trisler, Renton School District, Renton, WA, brooke.trisler@rentonschools.us
Wanda Bowles, Renton School District, Renton, WA, wanda.bowles@rentonschools.us
Jean Hill, Renton School District, Renton, WA, jean.hill@rentonschools.us
Strand: Technology
RT2 MEANINGFUL COLLABORATION STEMMING FROM STANDARDS ASSESSMENT INVENTORY RESULTS
Learn how the Standards Assessment Inventory results led to deep, rich collaboration for multiple schools.
Gain knowledge of what information is provided through the Standards Assessment Inventory and how to use
SAI results to focus school improvement plans.
Jody Wood, Saint Louis University, St. Louis, MO, jwood23@slu.edu
Linda Crain, Grain Valley School District, Wright City, MO, lcrain@grainvalley.k12.mo.us
Beth Mulvey, Grain Valley School District, Wright City, MO, bmulvey@grainvalley.k12.mo.us
Theresa Nelson, Grain Valley School District, Wright City, MO, tnelson@grainvalley.k12.mo.us
Strand: Fundamentals
81
RT2
ROUNDTABLE SESSIONS
Tuesday / Dec. 6, 2011 / 2:30 p.m. – 4:30 p.m.
Participants selecting Roundtable 2 will have the opportunity to attend two of the following presentations.
Simply put RT2 on your Session Selection form and choose any two sessions when you arrive.
RT2 TEACHER LEADERS: THE ART OF ADAPTIVE LEADERSHIP
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DPODFQUPGMFBEFSTXJUIPVUBVUIPSJUZUPCFDPNFDPHOJ[BOUPGUIFSPMFMFBEFSTDBOQMBZ
JOJOøVFODJOHUIFTDIPPMDPNNVOJUZFOHBHJOHJOTIBSFEXPSLBOEDPOGSPOUJOHEJóDVMUJTTVFT
Arthur Safer, Concordia University Chicago, River Forest, IL, arthur.safer@cuchicago.edu
Susan Mann, Lake County Illinois Regional Office of Education, River Forest, IL, susanlmann@comcast.net
Robert Wilhite, Concordia University Chicago, River Forest, IL, robert.wilhite@cuchicago.edu
Paul Sims, Concordia University Chicago, River Forest, IL, paul.sims@cuchicago.edu
Strand: Leadership
RT2 PULLING THE WEEDS: STRESS MANAGEMENT FOR EDUCATORS
Gain strategies for managing numerous tasks, responsibilities, and stressors so you can achieve balance in your
work, health, and personal life.
Bryan Harris$BTB(SBOEF&MFNFOUBSZ4DIPPM%JTUSJDU$BTB(SBOEF";CSZBOIBSSJT!DHFMFNLB[VT
Julie Holdsworth$BTB(SBOEF&MFNFOUBSZ4DIPPM%JTUSJDU$BTB(SBOEF";KVMJFIPMETXPSUI!DHFMFNLB[VT
Strand: Fundamentals
RT2 TEACHING TECHNIQUES KIDS DON’T WANT YOU TO KNOW
Learn how to increase academics, decrease discipline challenges, gain parent support, and empower educaUPST%JTDPWFSIPXUPJNQMFNFOUTUSBUFHJFTBOEUFDIOJRVFTUIBUXJMMDIBOHFZPVSDMBTTSPPNBOEDBNQVT
climate immediately.
Judy Weber, Laguna Niguel, CA, weber_judy@yahoo.com
Strand: Teaching Quality
TL09
Thought Leader Lecture Option
Wednesday Morning / Dec. 7, 2011 / 7:45 a.m. – 8:45 p.m.
Lecture is lecture-style learning.
TL09 THOUGHT LEADER LECTURE 7:45 a.m. - 8:45 a.m.
PREPARING ENGLISH LANGUAGE LEARNERS AND ALL OTHER STUDENTS
FOR SUCCESS IN THE 21ST CENTURY
5IFTUDFOUVSZSFRVJSFTDJUJ[FOTXIPBSFHPPEDPNNVOJDBUPSTøFYJCMFBOEDSFBUJWFXIP
know how to learn, who display intellectual stamina, and can collaborate with others to solve
novel problems. How can educators reach this goal with excellence when their classes are filled
XJUITUVEFOUTXIPTFOFFETBSFJNNFOTFMZEJWFSTF 'PDVTPOIPXUFBDIFSTDBOCVJMERVBMJUZMFBSOJOHPQQPSUVOJUJFTJOTDIPPMTDIBSBDUFSJ[FECZIFUFSPHFOFJUZ&OHMJTIMBOHVBHFMFBSOFSTTUBOEBSE&OHMJTIMFBSOFSTTUSVHgling readers, and students whose skills are grade-appropriate. Discover guidelines and practices and view
videos from classroom implementation.
Aída Walqui,8FTU&E4BO'SBODJTDP$"BXBMRVJ!XFTUFEPSH
Strand: Equity
Purpose: Every Educator Engages in Effective Professional Learning Every Day So Every Student Achieves.
82
Concurrent Sessions / Wednesday / Dec. 7, 2011 / 7:45 a.m. – 9:45 a.m.
M01
FRAMEWORK FOR INDIVIDUALIZED SUPPORT:
A MULTI-DIMENSIONAL MEASURE OF TEACHER
EFFECTIVENESS
Memphis City Schools has been at the vanguard of
educational reform with its teacher effectiveness initiative that uses fair, objective measures of effectiveness
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teacher-level data to drive professional development and
opportunities for teachers districtwide. Learn how to link
teacher evaluation data to innovative strategies that include teacher support infrastructure. Consider a differentiated system for addressing teachers’ professional needs
and standards for professional growth in the classroom.
M03
COACHING PRINCIPALS EFFECTIVELY
Discover ways to lead others to find themselves, to
SFDPHOJ[FUIFJSESFBNTBOEBTQJSBUJPOTBOEUPHFOFSate the courage to achieve them. Address principals’
VOJRVFOFFETBOEMFBSOFòFDUJWFDPBDIJOHTUSBUFHJFTUIBU
support their learning. Develop a deeper understanding of the power of coaching and practice skills to coach
principals effectively.
Tequilla Banks, Memphis City Schools, Memphis, TN,
bankst@mcsk12.net
Rorie Harris, Memphis City Schools, Memphis, TN,
harrisrorien@mcsk12.net
Monica Jordan, Memphis City Schools, Memphis, TN,
jordanmonicaw@mcsk12.net
Jessica Lotz, Memphis City Schools, Memphis, TN,
MPU[K!NDTLOFU
Kristin Walker, Memphis City Schools, Memphis, TN,
walkerkristinm@mcsk12.net
M04
COACHING IN OUR CLUSTER:
A COLLABORATIVE LEARNING MODEL
Learn how an elementary school with a strong history of
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inviting instructional coaches from neighboring schools
to participate in a training initiative including a Learning
Forward Coaches Academy. See how a shared vision of
professional learning can impact a community of teachers and students. Glean ideas for networking with other
instructional leaders outside of your immediate setting to
develop learning communities.
Strand: Teaching Quality
M02
PUTTING ENGLISH LANGUAGE LEARNERS FIRST
IN AN ENVIRONMENT OF TEACHER EFFECTIVENESS
Gain insight into how a large urban district is aligning
professional development supports to other initiatives
XJUIJOUIFEJTUSJDUJODMVEJOH&OHMJTIMBOHVBHFBDRVJTJUJPO
and teacher effectiveness. Explore how Denver Public
Schools (DPS) has collaborated with teachers and principals to develop an effective teaching framework that
serves as the foundation for various initiatives and as the
observation tool in the new multiple-measure teacher
performance system. Hear how DPS has aligned processes in LEAP, professional development opportunities, and
various pathways to successful practice for all teachers
who work with English language learners.
Tracy Dorland, Denver Public Schools, Denver, CO,
tracy_dorland@dpsk12.org
Susana Cordova, Denver Public Schools, Denver, CO,
TV[BOOF@DPSEPWB!EQTLPSH
Debbie Hearty, Denver Public Schools, Denver, CO,
debbie_hearty@dpsk12.org
Nellie Cantu, Denver Public Schools, Denver, CO,
nellie.cantu@dpsk12.org
Strand: Equity
Kay Psencik, Cypress, TX, kpsencik@msn.com
Pat Wiedel, Stafford County Public Schools, Stafford, VA,
pwiedel@staffordschools.net
Strand: Leadership
Tiffany Coleman, Gwinnett County Public Schools,
Loganville, GA, jtc92698@comcast.net
Dot Schoeller, Gwinnett County Public Schools,
Lawrenceville, GA, dot_schoeller@gwinnett.k12.ga.us
Cherie Prescott, Gwinnett County Public Schools,
Lawrenceville, GA, cherie_prescott@gwinnett.k12.ga.us
Strand: Teaching Quality
M05
KNOWLEDGE INFLUENCERS:
PRINCIPALS SUPPORTING KNOWLEDGE
CREATION AND MOBILIZATION
Principals are an integral part of supporting learning
teams and knowledge sharing. Explore recent findings
about high-performing Ontario districts and schools
from different socio-economic environments. Identify the
LOPXMFEHFBOETLJMMTSFRVJSFECZQSJODJQBMTUPDVMUJWBUF
professional learning communities, encourage teachers
to take intellectual risks, and build collaborative learning
DVMUVSFT$POTJEFSOFYUTUFQTUIBUDPMMBCPSBUJWFMZJOøVence instructional practice to promote improved student
learning and achievement.
Steven Reid, Bluewater District School Board, Chesley, ON,
Canada, steven_reid@bwdsb.on.ca
Strand: Fundamentals
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
83
Mm
Mm
Concurrent Sessions / Wednesday / Dec. 7, 2011 / 7:45 a.m. – 9:45 a.m.
M06
PROFESSIONAL LEARNING COMMUNITY LEADERS:
TURNING VISION INTO ACTION
How do leaders gain increased confidence so they can
manage and lead the transfer of a vision into the reality
of implemented practice? Discover vital teacher and
administrative actions or behaviors for the instruction
and assessment of students. Identify the gap between the
expected vital behaviors and the actual implementation
of the behaviors by all faculty and staff. Understand and
apply critical leadership behaviors that can immediately
impact the leaders’ ability to close the gap between the
vision of the teacher or administrative behavior and the
coherent implementation of that behavior by all adults.
M09
CREATING HIGH-ACHIEVEMENT SCHOOLS
THROUGH SCHOOL LEADERSHIP TEAMS
Using school leadership teams to move initiatives forward
is the strategy that makes the difference in student
achievement gains. Examine the roles of the administrator, school leadership team, district support structures,
and training that ensure schools move to higher student
achievement gains. Dialogue about the make up and
work of leadership teams as well as investigating a variety
of structures that have moved schools forward including principal actions. Discuss training sessions, settings,
and behaviors that you can use to move your own site
forward.
Timothy Kanold, E^2-PLC Learning Group, Chicago, IL,
tkanold@d125.org
Barbara Nakaoka, Hacienda La Puente Unified School District,
City of Industry, CA, bnakaoka@hlpusd.k12.ca.us
Cindy Harrison, Broomfield, CO, harrison.cindy@gmail.com
Cheli McReynolds, Hacienda La Puente Unified School District,
La Punte, CA, cmcreynolds@hlpusd.k12.ca.us
Lila Picado, Hacienda La Puente Unified School District,
Hacienda Heights, CA, lpicado@hlpusd.k12.ca.us
Strand: Leadership
M07
PROFESSIONAL DEVELOPMENT FOR
TEACHERS IMPROVES DROPOUT RATE
Explore a program that has the potential to improve
school performance for struggling learners. Review research findings that document how effective implementation of multisensory-structured language programs can
positively impact school dropout rates. Learn more about
the cost of school failure and become an advocate in your
community for programs that reverse the school dropout
trend.
Shary Maskel, The Hill Center, Durham, NC,
smaskel@hillcenter.org
Strand: Impact
M08
HOW TO ENGAGE BUSINESS
AND COMMUNITY SUPPORT
Examine the results of Learning Forward’s effort to
engage chief learning officers from high-performing
businesses on the topic of effective professional development. Hear an overview of Learning Forward’s Professional Learning Summit agenda, findings, and follow-up
action plan. Learn tips and strategies offered by the
business community to build support for effective professional learning. Replicate some of the activities with your
local leaders.
René Islas, Learning Forward, Alexandria, VA,
rene.islas@learningforward.org
Tracy Crow, Learning Forward, Columbus, OH,
tracy.crow@learningforward.org
Hayes Mizell, Learning Forward, Columbia, SC,
INJ[FMM!HNBJMDPN
Strand: Advocacy
Strand: Leadership
M10
DESIGNING MAGIC: USING A PROFESSIONAL
DEVELOPMENT TAXONOMY
There is magic in professional learning experiences that
are focused, enduring, and meaningful. Discover a taxonomy used to design, implement, and evaluate powerful
professional development. Examine the model’s phases
and build knowledge, develop skills, apply to practice,
improve results, and extend impact. Receive additional
support tools to create continuous magic in your school
or district.
Kathy Tucker, Insights for Learning, Flagstaff, AZ,
kt@insightsforlearning.com
Liz Morris, Casa Grande Unified School District,
$BTB(SBOEF";MJ[NPSSJT!DHFMFNLB[VT
Jennifer Rose4OPXøBLF6OJöFE4DIPPM%JTUSJDU
4OPXøBLF";KFOOJGFSUPPMFZ!ZBIPPDPN
Strand: Fundamentals
M11
THE TRANSITION MENTORING PROJECT:
DEVELOPING PROFESSIONAL CAPACITY
Learn about an initiative that provided support for new
teachers as they transitioned from clinical teaching into
their first year of teaching. Develop a deeper knowledge
of the needs of new teachers. Use research findings to
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improved. Create an action plan for possible implementation in your school or district.
Lisa Mulhall, Oyster Bay-East Norwich Central School District,
Oyster Bay, NY, lmulhall@obenschools.org
Elda Martinez, University of the Incarnate Word, San Antonio, TX,
eemartin@uiwtx.edu
Strand: Teaching Quality
84
M12
PERSONALIZING LEARNING FOR PROFESSIONALS
$POTJEFSDSJUJDBMFMFNFOUTGPSGPTUFSJOHQFSTPOBMJ[FE
professional learning within a collaborative model; actions for strengthening the communication between
central office and schools; and potential roles for teachers, coaches, school principals, and district staff as they
work together to improve student achievement. Explore
strategies to address barriers, as well as the importance of
feedback loops in revisiting and re-forming opportunities
for professional learning. Design a plan to implement or
improve collaborative learning in your school or district.
M15
THE ONE-MINUTE PROFESSIONAL
DEVELOPMENT PLANNER
Tell them what you’re going to do and do it. Tell them
what you did. Learn to use a strategy called The OneMinute PD Planner, containing adult learning strategies,
to outline pending professional development workshops.
Plan active, engaging collaborations by selecting an
opening strategy that captures an audience’s attention,
an input activity that captivates them with information,
and a summary piece that closes with keepers to take
away.
Ruth Wiebe, Chilliwack School District No. 33, Chilliwack, BC,
Canada, ruth_wiebe@sd33.bc.ca
Shawna Petersen, Chilliwack School District No. 33,
Chilliwack, BC, Canada, shawna_petersen@sd33.bc.ca
Brad Driscoll, Chilliwack School District No. 33, Chilliwack, BC,
Canada, brad_driscoll@sd33.bc.ca
Brian Pete, Robin Fogarty & Associates, Chicago, IL,
robin@robinfogarty.com
Valerie Gregory, Chicago, IL, vhgregory@gmail.com
Robin Fogarty, Robin Fogarty & Associates, Chicago, IL,
robin@robinfogarty.com
Strand: Fundamentals
Strand: Fundamentals
M13
PROFOUND PRACTICALITY:
A CHECKLIST FOR WISE DECISION MAKING
Decision making is one of the most visible acts of leaderTIJQ3FDPHOJ[FUIFDPNNPOQJUGBMMTJOEFDJTJPONBLJOH
that prevent leaders from making great decisions that
have far-reaching impact. Identify the most helpful characteristics of leaders who make wise and timely decisions.
Understand how to use a decision-making checklist and
apply it to an upcoming decision in your work.
Elle Allison, Renewal Coaching, Salem, MA,
eallison@renewalcoaching.com
Leonard Napolitano, Sandia National Laboratories,
Livermore, CA, lmnap@sandia.gov
Strand: Leadership
M14
USING POWER STANDARDS TO
BUILD AN ALIGNED CURRICULUM
Review the research on curriculum alignment and
complete a curriculum audit. View and evaluate a stepby-step process of creating standards and objectives.
Evaluate the process of creating aligned, common formative assessments. Bring your laptop or tablet computer to
fully participate.
Joe Crawford, partners4results, Freeport, IL,
joe@partners4results.org
Anthony Kroll, Mundelein High School District,
Mundelein, IL, akroll@mhs.k12.il.us
Strand: Teaching Quality
M16
MIRRORS, WINDOWS, AND DOORS:
INTENTIONAL DESIGN FOR LEARNING
More than arriving as an expert, professional learning is a
journey. Share stories of how student learning is impacted when schools are immersed in intentional design.
Engage in successful strategies to support both individuBMTBOETZTUFNTBOEUIFOQFSTPOBMJ[FUIFTFTUSBUFHJFTUP
your own work.
Lisa Yates, Buena Vista School District, Buena Vista, CO,
lyates.aspen@gmail.com
Marcia Jochaim, Buena Vista School District, Buena Vista, CO,
marciaj@buena-vista.k12.co.us
Ann Marie Schmid, Buena Vista School District, Buena Vista, CO,
annmaries@buena-vista.k12.co.us
Heather Huntoon, Buena Vista School District, Buena Vista, CO,
heatherh@buena-vista.k12.co.us
Brian Yates, Buena Vista School District, Buena Vista, CO,
byates@buena-vista.k12.co.us
Strand: Fundamentals
M17
INVEST IN YOUR BEST:
DEVELOPING TEACHER LEADERS
-FBSOIPXB,EJTUSJDUSFDSVJUTEFWFMPQTBOEVUJMJ[FT
teacher leaders to launch, maintain, and sustain district
initiatives. Examine the leadership structure currently in
place in your district and identify what is missing in the
DVSSFOUMFBEFSTIJQEFWFMPQNFOUTZTUFN1SJPSJUJ[FZPVS
district’s needs to create an implementation plan for
leadership development.
Jan Rashid, Des Plaines School District 62, Des Plaines, IL,
rashidj@d62.org
Sheleen DeLockery, Des Plaines School District 62,
Des Plaines, IL, delockerys@d62.org
Erica Cupuro, Des Plaines School District 62, Des Plaines, IL
cupuroe@d62.org
Strand: Leadership
85
Mm
Mm
Concurrent Sessions / Wednesday / Dec. 7, 2011 / 7:45 a.m. – 9:45 a.m.
M18
COACHING TO BUILD CONFIDENCE,
COMPETENCE, AND CAPACITY
Coaches facilitate thinking processes by helping teachers
UPSFøFDUQMBOQSPCMFNTPMWFBOENBLFTPVOEJOTUSVDtional decisions. Hear how coaches collaborate with
teachers and administrators to facilitate the implementation of exemplary practices to increase learning and
turn new ideas into action. Define the different roles of
a coach and the ways to support teachers. Examine the
parts of a learning-focused conversation and develop
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teachers’ thinking.
Debra Cargill, Learning-Focused Solutions,
Fernandina Beach, FL, debra.cargill@comcast.net
Strand: Fundamentals
M19
OVERCOME INITIATIVE FATIGUE:
A DECISION-MAKING FRAMEWORK
Experience one urban school district’s journey in reducing districtwide curricular and professional development
initiatives. Understand how to use an implementation
audit to engage in the development of a defensible
decision-making framework that guides central office and
school administrators to choose which programs to eliminate, which to scale back, and re-evaluate, and which to
fully implement.
John Andrastek, Saint Paul Independent School District 625,
Saint Paul, MN, john.andrastek@spps.org
Lisa Jones, University of Minnesota, Saint Paul, MN,
jones049@umn.edu
Holly Miller, Saint Paul Independent School District 625,
Saint Paul, MN, holly.miller@spps.org
Strand: Advocacy
M20
BUILDING AND ESTABLISHING EFFECTIVE
PROFESSIONAL LEARNING COMMUNITIES
DISTRICTWIDE
Develop an understanding of how to implement and
support the growth of effective professional learning
communities (PLCs) across a district as part of an overall
SFGPSNTUSBUFHZ3FDPHOJ[FUIFDIBSBDUFSJTUJDTPGFòFDUJWF
1-$T"DRVJSFUPPMTUPVTFJOGPSNJOHBTTFTTJOHBOEMFBEing effective PLC work.
Rebecca Thessin, The George Washington University,
Alexandria, VA, rthessin@gwu.edu
Josh Starr, Stamford Public Schools, Stamford, CT,
jstarr@ci.stamford.ct.us
Strand: Fundamentals
86
M21
SUPPORT STUDENTS AND TEACHERS
WITH ENGAGING MATHEMATICAL E-TOOLS
Discuss how online tools can enhance student learning of
the Common Core State Standards for mathematical practice, help guide students through homework problems,
and save teachers time while providing engaging lessons
for students. Bring your laptop or other mobile device to
this session and experience how technology can be used
daily to aid teachers and support student learning.
Carol Cho, CPM Educational Program, Sacramento, CA,
cho@cpm.org
Strand: Technology
M22
DIFFERENTIATED PROFESSIONAL DEVELOPMENT:
MEETING ALL TEACHERS’ NEEDS
Learn how one district implements differentiated individual, team-based, and schoolwide professional learning
opportunities. Identify the role and purpose of a professional development committee. Examine multiple forms
of professional development and develop strategies for
differentiating professional development offerings. Leave
ready to implement practical strategies.
Karen Swisher, Oakwood City Schools, Dayton, OH,
swisher.karen@oakwoodschools.org
Melinda Wargacki, Oakwood City Schools, Dayton, OH,
wargacki.melinda@oakwoodschools.org
Ann Whitehair, Oakwood City Schools, Dayton, OH,
whitehair.ann@oakwoodschools.org
Monica Brouwer, Oakwood City Schools, Dayton, OH,
brouwer.monica@oakwoodschools.org
Strand: Fundamentals
M23
USING DATA TO ACHIEVE EDUCATIONAL EQUITY
Learn how disaggregated data from classroom assessNFOUTDBOCSJOHFRVJUZUPFEVDBUJPOBOEFOIBODFUIF
learning of all students. Explore new methods for disaggregating data to monitor student progress towards
standards, motivate students with the results of their
MFBSOJOHBOEDMPTFBDIJFWFNFOUHBQT"DRVJSFUFDIOPMPHJDBMSFTPVSDFTUPRVJDLMZBOEFóDJFOUMZEJTBHHSFHBUF
data from classroom assessments.
Nancy Sindelar, Roosevelt University, Chicago, IL,
Sindelar37@aol.com
Strand: Equity
M24
VALUABLE TIME? LIMITED BUDGET? POWERFUL
PROFESSIONAL DEVELOPMENT PROTOCOLS
Protocols provide structure to professional conversations
and make the most of the limited time educators have
together to engage in professional development. Explore,
practice, and take away new protocols for looking at stuEFOUXPSLTPMWJOHEJMFNNBTTVNNBSJ[JOHBOEPSHBOJ[JOHDPOUFOUBOESVOOJOHFóDJFOUNFFUJOHT3FøFDUPO
your school’s current capacity to engage in and sustain
collaborative conversations and professional learning
communities.
M27
ONLINE PROFESSIONAL DEVELOPMENT:
HARNESS THE POTENTIAL
Design and deliver online professional development that
provides successful, ongoing, job-embedded professional
learning that includes follow-up and support. Develop
professional learning that supports individual and communities of learners across time and place. Learn lessons
from experts who are leveraging new online technologies
to push professional learning forward to new paradigms
and models that can truly help educators learn every day.
Ashley Ellis, York County School Division, Yorktown, VA,
aellis@ycsd.york.va.us
Amy Colley, York County School Division, Yorktown, VA,
acolley@ycsd.york.va.us
Strand: Technology
Strand: Fundamentals
M25
OUTRAGEOUS TEACHING:
MASTERING STUDENT ENGAGEMENT
Discover dynamic ways to capture and engage hard-tomotivate students. Learn cutting-edge strategies through
the use of creativity and showmanship. Use and develop
mnemonic strategies that will lead to a higher retention of key content. Leave with a toolbox of presentation hooks to supercharge classroom lessons that are
designed to be effective with hard-to-reach, low-performing, and special education students.
John Ross, Pulaski, VA, jr@teachlearntech.com
M28
DEVELOPING TEACHER LEADERS OF MATHEMATICS
Learn about the philosophy and structure of a two-year
teacher leadership program for experienced in-service
4th-12th grade teachers interested in mathematics
teacher leadership. Discuss the program with developers and a teacher participant. Gain knowledge about a
program for supporting the development of mathematics
teacher leaders.
Jodie Novak, University of Northern Colorado, Greeley, CO,
jodie.novak@unco.edu
Nina McGibney, University of Northern Colorado, Greeley, CO,
nina.mcgibney@unco.edu
Diane Mickelson, University of Northern Colorado, Greeley, CO,
diane.mickelson@unco.edu
Dave Burgess, Grossmont Union High School District,
San Diego, CA, outrageousteaching@gmail.com
Strand: Leadership
Strand: Teaching Quality
M29
LINKING FORMATIVE ASSESSMENT
PROMPTS TO STUDENT ACHIEVEMENT
&YQMPSFIPXGSFRVFOUGPSNBUJWFBTTFTTNFOUTJODSFBTF
student learning and achievement. Examine the keys to
RVBMJUZGPSNBUJWFBTTFTTNFOUBOEBQQMZUIFNUPDSFate assessment prompts that are critical for gathering
evidence of learning throughout the lesson. Discover
how effective teachers adjust instruction to meet learner
needs. Learn the planning events necessary to create
assessment prompts and determine how students will
demonstrate what they know and are able to do.
M26
ELEMENTS OF A COMPREHENSIVE
PROFESSIONAL LEARNING PLAN
Review elements of a strong professional learning plan.
$SJUJRVFTBNQMFUIFPSJFTPGDIBOHFBOEBOBMZ[FTUSFOHUIT
and missing components of the theories. Prepare a
simple action plan to guide the development of a theory
of change and a comprehensive plan for professional
learning. Leave with a design for your plan.
Ann Delehant, Delehant and Associates, Webster, NY,
adelehant@gmail.com
Terry Morganti-Fisher, Morganti-Fisher Associates,
Austin, TX, tmorgantifisher@gmail.com
Strand: Fundamentals
Lucinda Riedl-FBSOJOH'PDVTFE$B[FOPWJB/:
lriedl@learningfocused.com
Susan Collins, Garden City School District, Garden City, MI,
collins@gcity.K12.mi.us
Strand: Teaching Quality
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
Gates
Wallace
Foundation Foundation
Session
Session
S E S S I O N I CO N S
87
Mm
Mm
Concurrent Sessions / Wednesday / Dec. 7, 2011 / 7:45 a.m. – 9:45 a.m.
M30
A WAKE UP CALL FOR SCHOOLS
Gain an overview of the current status of public education and review the skill level expectations of 21st
DFOUVSZFNQMPZFST"DRVJSFBTUFQCZTUFQQSPDFTTUP
align the current status of public education with the
demands of an international 21st century market place.
Identify resistance to change and learn to evaluate school
and community ownership of change at the local level.
Weigh the integral role of school and district leadership,
including community members, in effective learning by
all stakeholders.
M33
THE NUMERATE PRINCIPAL:
CREATING A THRIVING MATH ENVIRONMENT
Principals are the linchpins to the success of the math
Common Core State Standards. Look at how a datadriven, research-based, effective environment of mathematical proficiency is formed, developed, and sustained
through ongoing professional development. Discuss
the importance of a data-driven math coach and team.
Develop a school math data plan based on input from a
variety of school stakeholders using survey and interview
RVFTUJPOT
Patricia Parrish, Texas A&M University-Commerce,
Rockwall, TX, p.a.parrish.edd@charter.net
Roberta Newton, Metropolitan College of New York,
Bridgeport, CT, drnicki7@gmail.com
Strand: Leadership
Strand: Teaching Quality
M31
BLOOM’S REVISITED:
A COLLABORATIVE LEARNING EXPERIENCE
4IBSFJEFBTFOHBHFJOCFTUQSBDUJDFTBOEVUJMJ[FTJNQMF
UPPMTUPBOBMZ[FTUBOEBSETBOEPCKFDUJWFTFWBMVBUF
instructional tasks, and create thinking-rich environments. Select, design, and apply learning strategies and
assessments to match or exceed the level of thinking
expected from a given standard or objective. Implement
knowledge, skills, tools, and best practices that engage
students and encourage higher order thinking. Evaluate
lessons and units of study through the lens of Bloom’s
Taxonomy.
M34
EXTREME MAKEOVER: TEACHER EDITION
When do you remodel the mansion or bring in the bullEP[FS -FBSOIPXUIFMFBEFSTIJQUFBNGSPNPOFTDIPPM
EJTUSJDUDPMMBCPSBUFTBOEVUJMJ[FTTUSVDUVSFTUPJNQSPWF
student achievement. Identify structures in place to transform your mediocre teachers into superstars. Define what
a high-functioning collaborative team looks like.
Richard Frank, Metropolitan Nashville Public School,
Nashville, TN, richard.frank@mnps.org
Carrie Turner, Grain Valley R-5 School District, Grain Valley, MO,
cturner@grainvalley.k12.mo.us
Theresa Nelson, Grain Valley R-5 School District, Grain Valley,
MO, tnelson@grainvalley.k12.mo.us
Linda Crain, Grain Valley R-5 School District, Grain Valley, MO,
lcrain@grainvalley.k12.mo.us
Beth Mulvey, Grain Valley R-5 School District, Grain Valley, MO,
bmulvey@grainvalley.k12.mo.us
Strand: Teaching Quality
Strand: Leadership
M32
TEACHER COLLABORATION AND
RESULTS-ORIENTED CYCLES OF INQUIRY
Learn about a program that supports urban schools
serving students of color and English language learners
to strengthen leadership and professional learning systems. Use a systematic approach to developing powerful,
results-oriented teacher collaboration. Develop familiarity
with effective ways to support teacher teams in setting
goals, planning instruction, assessing student learning,
BOESFøFDUJOHPOJOTUSVDUJPOBMQSBDUJDF
M35
STUDENT-CENTERED COACHING
Discover a new way of delivering coaching that puts the
needs of the students front-and-center. See how focusing coaching on goals for student learning can make an
impact with students. Learn the theoretical framework for
coaching student learning as well as concrete and easyto-implement strategies for one-on-one and small group
coaching conversations.
Jaime Kidd, Partners in School Innovation, San Francisco, CA,
jkidd@partnersinschools.org
Grayson Tiara, Partners in School Innovation, San Francisco, CA,
tgrayson@partnersinschools.org
Strand: Impact
88
Diane Sweeney, Spark Innovation, Denver, CO,
diane@sparkinnovate.com
Margo Mann8FOU[WJMMF3*74DIPPM%JTUSJDU8FOU[WJMMF.0
NBSHPNBOO!XFOU[WJMMFLNPVT
Strand: Fundamentals
M36
HIGH-IMPACT LEADERSHIP: A M.A.D. APPROACH
Leadership matters. Practice high-impact school leadership actions that show links to improved teacher performance and student achievement. Learn how to become
a high-impact leader by minding your business, examining your leadership wake, and developing cornerstone
practices. Identify core leadership strengths and areas of
HSPXUIBOEBOBMZ[FIJHIJNQBDUMFBEFSTIJQQSBDUJDFT
Laura Link, Shelby County Schools, Lakeland, TN,
llink@scsk12.org
Strand: Leadership
M37
ENHANCING PROFESSIONAL DEVELOPMENT
THROUGH ELECTRONIC COLLABORATION
Discover how technology can engage and connect educators in meaningful professional development. CapitalJ[FPOUIFQIFOPNFOPOUIBUJTPOMJOFTPDJBMOFUXPSLJOH
through the use of Diigo, a free web tool that allows users
UPBOOPUBUFBSDIJWFBOEPSHBOJ[FDPOUFOU-FBSOIPX
to design professional development opportunities that
overcome limitations of time, space, and budget. Bring
your Wi-Fi enabled laptop for hands-on participation in
this session.
Martin Rochlin, Baltimore County Public Schools,
Baltimore, MD, mrochlin@bcps.org
Margaret Lee, Frederick County Public Schools,
Frederick, MD, margaret.lee@fcps.org
Strand: Technology
M38
MULTI-DIMENSIONAL EDUCATION:
A NEW LENS FOR IMPROVEMENT
Gain a new perspective on school improvement that
relies on thinking, planning, and acting on more than just
student achievement data. Consider a multi-dimensional
BQQSPBDIUPTDIPPMJNQSPWFNFOUUIBUSFRVJSFTMFBEFSTIJQ
to take a system’s approach and a fresh view of data. Understand how a multi-dimensional approach can improve
the ways in which data are collected and presented to
stakeholders.
Doug Grove, Vanguard University of Southern California,
Costa Mesa, CA, dgrove@vanguard.edu
M39
THE MAGIC OF COLLABORATION
Lesson study leadership is an opportunity for teachers
to engage in enhanced teaching and learning. Share
positive outcomes of teacher leadership and empowered
decision making and experience essential components
GPSFòFDUJWFJORVJSZDPMMBCPSBUJPOBOESFøFDUJPO&YQMPSF
the importance of goal setting, the skill of constructive
EJBMPHVFUIFSPMFPGRVFTUJPOJOHBOEUIFWBMVFJOMJOLJOH
learning with data collection and assessment.
Amanda Heinemann, Miami-Dade County Public Schools,
Miami, FL, aheinemann@dadeschools.net
Rosa Ansoleaga, Miami-Dade County Public Schools, Miami, FL,
ansoleaga@dadeschools.net
Loris Carter, Miami-Dade County Public Schools, Miami, FL,
carterl@dadeschools.net
Catherine Sciolis, Miami-Dade County Public Schools, Miami, FL,
csciolis@dadeschools.net
Linda Brent, Miami-Dade County Public Schools, Opa Locka, FL,
lbrent@dadeschools.net
Todd Morrow, Miami-Dade County Public Schools, Miami, FL,
tmorrow@dadeschools.net
Sharon Hine, Miami-Dade County Public Schools, Homestead,
FL, sharonhine@dadeschools.net
Strand: Fundamentals
M40
LEADERSHIP WEEK:
ENGAGING SCHOOL TEAMS IN INNOVATIVE REFORM
Listen to the journey of a large, diverse city school district
that is implementing a districtwide reform process that
enables schools to execute innovative changes for positive student achievement. Hear how this process is positively affecting the climate, increasing student achievement, and fostering collaboration among all teachers at
an elementary and high school.
Joseph Hochreiter, Elmira City School District, Elmira, NY,
jhochreiter@elmiracityschools.com
Judy Carr, Center for Curriculum Renewal, Elmira, NY,
JCarrVT@aol.com
Doug Harris, Center for Curriculum Renewal, Elmira, NY,
dharrisnga@aol.com
Michael Lanning, Elmira City School District, Elmira, NY,
mlanning@elmiracityschools.com
Marnie Malone, Elmira City School District, Elmira, NY,
mmalone@elmiracityschools.com
Strand: Leadership
Strand: Leadership
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89
Mm
Mm
Concurrent Sessions / Wednesday / Dec. 7, 2011 / 7:45 a.m. – 9:45 a.m.
M41
ENSURING EDUCATIONAL EQUITY
THROUGH RESPONSIVE INSTRUCTION
"XBSFOFTTPGUIFNFBOJOHPGFEVDBUJPOBMFRVJUZJTWJUBMUP
effective instruction for all students. Gain an understandJOHPGFEVDBUJPOBMFRVJUZBOEEJWFSTJUZCBTFEJOTUSVDUJPO
within the context of an innovative model of effective
instructional practice. Clarify the alignment of Response
UP*OUFSWFOUJPOBOEFEVDBUJPOBMFRVJUZGPSUIFQVSQPTF
of integrating responsive instructional strategies into
instructional planning and delivery so that all students
can succeed.
Suzy Cutbirth, Missouri State University, Springfield, MO,
scutbirth@missouristate.edu
Marsha Lay, Missouri State University, Springfield, MO,
marshalay@missouristate.edu
Strand: Equity
M42
ENGAGE THE BRAIN:
STRATEGIES FOR THE ADULT LEARNER
-FBSOIPXUPBEESFTTUIFVOJRVFOFFETPGMFBSOFSTJOQSPfessional development with strategies to engage a variety
of adult learners. See when and how to apply principles
of adult learning in the design of professional development. Use strategies that prepare professional developFSTSBJTFUIFRVBMJUZPGUIFMFBSOJOHFYQFSJFODFBEESFTT
the needs of the learners, and impact the learning.
Diane Alsager, Houghton Mifflin Harcourt, Cedar Rapids, IA,
diane.alsager@hmhpub.com
Strand: Fundamentals
M43
THE TEN COMMANDMENTS OF
PROFESSIONAL DEVELOPMENT
Leading change is the single greatest challenge for educators around the world. Explore 10 reasons change is not
as easy as just identifying the need and finding a solution.
Discover your own reactions to change and discuss how
that knowledge can make it easier to defuse the relucUBODFPGUFBDIFSTXIPBSFTUSVHHMJOHXJUIPSHBOJ[BUJPOBM
DIBOHF-FBSOUIFTUFQTUPIFMQDSFBUFPSHBOJ[BUJPOBM
change and develop strategies for increasing the possibility of success.
Myra Collins, Truman State University, Kirksville, MO,
mcollins@truman.edu
Strand: Leadership
Basic
Advanced
Title 1
Bring a
laptop
Common
Core State
Standards
S E S S I O N I CO N S
90
Gates
Wallace
Foundation Foundation
Session
Session
M44
RED ROVER, SEND YOUR BRAIN RIGHT OVER
8PSLJOHXJUIBEVMUTBOETUVEFOUTSFRVJSFTBOVOEFSstanding of how they learn, retain, retrieve, and forget
information. Review how the brain works and create
presentations that make sense and have meaning. Learn
about information processing, retention and retrieval,
and memory systems. Lead others with a full vision of
how people process and apply new information.
Tom Lindsay, Mannheim School District 83, Franklin Park, IL,
Lindsay@d83.org
Strand: Teaching Quality
M45
THE GIFT OF COACHING
"QPXFSGVMDPBDISFRVJSFTTLJMMUIBUJTCFTUEFWFMPQFECZ
experiencing and observing coaching firsthand. Members of Coaching for Results 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 for a
tough situation.
Linda Cheliotes Gross, Coaching for Results, Bayside, NY,
sunprinces@aol.com
Joan Hearne, Coaching for Results, Wichita, KS, jhearne@cox.net
Linda Michael, Coaching for Results, Fort Wayne, IN,
lindamichl09@gmail.com
Janet Bliss-Mello, Coaching for Results, Plano, TX,
janetbliss@sbcglobal.net
Strand: Leadership
!"#$%&%'(#%)
!"#)&%'(*&+,
TC Press
-..+,
/01
2""+(34(5$"66(78+,.$6(5$"6"%+&%'(#+(!"#$%&%'(9.$*#$)(:0;;
Barnett Berry
Yvette Jackson
Shirley M. Hord
Terry Stirling
Janet Gless
Gary R. Howard Gilberto Q. Conchas
Pathway to
Professionalism
TEACHERS LEARNING
IN COMMUNITY
Shirley M. Hord
Teaching 2030
What We Must Do for
Our Students and Our
Public Schools—Now
and in the Future
The Pedagogy
of Confidence
Inspiring High
Intellectual
Performance in Urban
Schools
Pathway to
Professionalism
Teachers Learning
in Community
Classrooms
Without Borders
Using Internet
Projects to Teach
Communication and
Collaboration
Partnerships for
New Teacher
Learning
A Guide for Universities
and School Districts
We Can’t Teach
What We Don’t
Know
White Teachers,
Multiracial Schools,
Second Edition
E&4F(8E(#(-..F6&'%&%'(64,")8G"(#+(.8$(-..+,
The Color of
Success
and (forthcoming):
Street Smart,
School Smart:
Urban Poverty and
the Education of
Adolescent Boys (tent.)
<=>?(3@3!>A<
Natural Learning
for a Connected
World
Education,
Technology, and the
Human Brain
Restructuring
Schools for
Linguistic Diversity
Linking Decision
Making to Effective
Programs, Second
Edition
Renate N. Caine
and
Geoffrey Caine
Finnish
Lessons
What Can the World Learn
from Educational Change
in Finland?
Pasi Sahlberg
Finnish Lessons
What Can the
World Learn from
Educational Change
in Finland?
Ofelia B.
Miramontes,
Adel Nadeau, and
Nancy L. Commins
The
Participative
Learning
Leader
The Participative
Learning Leader
Paul Shaw
Pasi Sahlberg
Paul Shaw
Teachers College Press
‡:::7&35(66&20
Diagnosis and
Design for School
Improvement
The 3Dimensions of
Improving Student
Performance
Finding the Right
Solutions to the
Right Problems
Using a Distributed
Perspective to Lead
and Manage Change
Robert Rueda
James P. Spillane
and Amy Franz
Coldren
B>A3A>!!>CAD
Finding Your
Leadership
Focus
What Matters Most
for Student Results
The Flat World and
Education
How America’s
Commitment to Equity
Will Determine Our
Future
Douglas B.
Reeves
Linda
Darling-Hammond
20% Conference Discount!
91
Affiliate Contacts
WHO ARE THE
AFFILIATES?
Alabama Staff Development Council / Lynn Cook / lcook@shelbyed.k12.al.us
Learning Forward affiliates
Staff Development Council of Arizona"OESFX4[D[FQBOJBL"OESFX4[D[FQBOJBL!HJMCFSUTDIPPMTOFU
provide educators with the
Arkansas Staff Development Council / Marion Woods / marion.woods@lrsd.org
opportunity to advance the
Learning Forward British Columbia / Nancy Hinds / hindsightco@shaw.ca
mission and purpose of
California Staff Development Council / Keith Myatt / keith.myatt@gmail.com
Learning Forward at the
Learning Forward Colorado / Mary Ann Grenawalt / maglearn@mac.com
Alaska Staff Development Council / Patricia Chesbro / afprc@uaa.alaska.edu
local, state, and provincial
levels. Affiliate contacts want
to hear from individuals interested in getting involved with
their work. For information on
Connecticut Staff Development Council / Pat Law / lawp@granby.k12.ct.us
Florida Association for Staff Development$BUIZ4UBSMJOHTUBSMDB!CBZLøVT
Learning Forward Georgia / Kathy O’Neill / kathy.oneill@sreb.org
Learning Forward Illinois / Sallie Penman / sdpenman@class.cps.k12.il.us
Learning Forward Indiana / Janice Hopkins-Malchow / jmalchow@sbcglobal.net
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Learning Forward Kansas / Sandee Crowther / crowther.sandra@gmail.com
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Nebraska Staff Development Council / Karen Hayes / karenhayes@mail.unomaha.edu
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Learning Forward Utah4V[BOOF$PUUSFMMTVDPUUSFMM!ETENBJMOFU
Learning Forward Virginia / Patricia Wiedel / pwiedel@staffordschools.net
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Wisconsin Staff Development Council5$.PU[LVTUNPU[LVT!XFTUCFOELXJVT
92
About Learning Forward
Purpose: Every Educator Engages in Effective Professional Learning Every Day So Every Student Achieves.
Learning Forward is solely devoted to increasing student achievement through more effective professional
development. The Learning Forward community of educational leaders is committed to professional learning that
is sustained, job-embedded, practical, and tied directly to student achievement. Learning Forward offers district staff,
principals, and teacher leaders the connections, tools, learning opportunities, and resources they need to promote
meaningful and purposeful professional learning and embed it in the school day. You can depend on Learning
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2011 LEARNING FORWARD STAFF
Executive Office
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KBDRVFMJOFLFOOFEZ!MFBSOJOHGPSXBSEPSH
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93
California Attractions
MUSEUMS AND GARDENS
for science, history, and
culture
Visit these local landmarks suggested by the Host Committee:
HIKE & BIKE TRAILS
SHOPPING
Santa Ana River Trail
www.trailsafetypatrol.com
South Coast Plaza
XXXTPVUIDPBTUQMB[BDPN
Back Bay Loop Trail
in Newport Beach
www.newportbeachca.gov
Fashion Island
www.shopfashionisland.com
Orange County
Performing Arts Center
www.scfta.org
The Bowers Museum
of Cultural Arts
www.bowers.org
Discovery Science Center
www.discoverycube.org
Fullerton Arboretum
and Botanic Garden
http://fullertonarboretum.org
MUZEO
XXXNV[FPPSH
Long Beach Aquarium
of the Pacific
XXXBRVBSJVNPGQBDJöDPSH
THEATER/CONCERTS/
SPORTS/EVENTS
BEACHES
for seaside dining, beach
walkways, and piers
Honda Center
www.hondacenter.com
Old Town Orange Antiques
www.cityoforange.org
Staples Center
www.staplescenter.com
Huntington Beach
www.ci.huntington-beach.ca.us
GOLF COURSES
Newport Beach
www.newportbeachca.gov
Pelican Hill Golf Club
www.pelicanhill.com
Laguna Beach
www.lagunabeachcity.net
Balboa Island
www.balboa-island.com
Crystal Cove State Park
www.crystalcovestatepark.com
AMUSEMENT PARKS
Disneyland and Disney’s
California Adventure
http://disneyland.disney.go.com
Knott’s Berry Farm
Theme Park
http://www.knotts.com
Rancho Los Alamitos
Historic Ranch and Gardens
www.rancholosalamitos.com
Photos courtesy of Anaheim/Orange County Visitor & Convention Bureau
94
Irvine Spectrum Center
www.shopirvinespectrumcenter.com
Legoland
http://california.legoland.com
Coyote Hills Country Club
www.coyotehillsgc.com
Tustin Ranch Golf Club
www.tustinranchgolf.com
Hotel Information
Online reservations can be made at www.learningforward.org/annual. The Anaheim
Marriott Hotel and Hilton Anaheim Hotel are adjacent to the Anaheim Convention Center
and 45 minutes from downtown Los Angeles.
the official travel agency for
the Learning Forward 2011
Annual Conference in Anaheim
Call for special discounts on airfare
for individuals and groups of 10 or
more travelling together
FOR RESERVATIONS:
Call Kay at the Learning Forward Travel
Desk at 800-445-3265 or email your
SFRVFTUUP,BZ!TUFMMBSUSBWFMDPN
Include the following information in
your email:
ANAHEIM MARRIOTT HOTEL
700 West Convention Way
Anaheim, CA 92802
714-750-8000
HILTON ANAHEIM HOTEL
777 Convention Way
Anaheim, CA 92802
714-750-4321
$159 + tax for
single or double occupancy
$185 + tax for
single or double occupancy
A penalty of one night’s room and tax will be charged for any cancellation made after October 24, 2011.
The conference rate is available on or before November 12, 2011 and is subject to availability.
United Airlines Perks Plus
account number 065NS
The Anaheim Convention Center is approximately 15 miles from John Wayne Airport (SNA),
approximately 18 miles from Long Beach Airport (Daugherty Field), or approximately 35 miles
from Los Angeles International Airport (LAX).
TAXI
PARKING
From John Wayne Airport ............................................................. $35.00
From Long Beach Airport .............................................................. $50.00
From Los Angeles International Airport ................................... $95.00
Please contact the
Anaheim Convention
Center for the daily
rate at 714-765-8950.
From John Wayne Airport ............................................................. $13.00
From Long Beach Airport .............................................................. $33.00
From Los Angeles International Airport ................................... $16.00
When buying ticket(s) on American
or United Airlines, please include the
Learning Forward identification number.
The numbers will benefit Learning
Forward in future contract negotiations.
American Airlines Business ExtraAA
account number 789086
Airport Transportation Guide
SHUTTLE SERVICE
1. Name(s)
2. Departure City
3. Departure Date & Preferred Time
4. Airline Preference
5. Return Date & Preferred Time
STELLAR TRAVEL is located in Bellevue WA,
JTBUSBWFMBHFODZTQFDJBMJ[JOHJOFYDFQUJPOBM
personal care to each traveler. Under the same
local ownership for twenty years, the comQBOZJTSFDPHOJ[FEBTPOFPGUIFUPQUSBWFM
businesses in the Pacific Northwest. Stellar
Travel is a proud member of the Virtuoso
network of travel agencies with expert travelQMBOOJOHUSBWFMDPOTVMUBOUTUIBUTQFDJBMJ[FJO
connecting travelers to the world’s destinations - in the best ways possible. All Virtuoso
travel specialists take the time to get to know
ZPVTPZPVSUSBWFMSFRVJSFNFOUTBOEFYQFDUBtions really do become reality.
STELLAR TRAVEL
800-445-3265
For Orange County Airport shuttle service call 949-586-4347
TRANSPORTATION SECURITY ADMINISTRATION SECURE
FLIGHT INITIAL PUBLIC PHASE IMPLEMENTATION
The Transportation Security Administration (TSA), as part of the
4FDVSF'MJHIUQBTTFOHFSWFUUJOHQSPHSBNSFRVJSFTQBTTFOHFSTUP
enter their full name as it appears on their government issued
identification used when making airline reservations for travel.
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%%%%3#)01
%FDot"OBIFJN$"
95
MetLife Foundation
is proud to support
Learning Forward
and
Standards for
Professional Learning.
Most middle and high school
teachers (65%) say that
opportunities for collaborative
teaching would have a major
impact on their ability to
address different needs of
individual students.
Source: MetLife Survey of the American Teacher: Preparing Students for College and Careers (2010) www.metlife.com/teachersurvey ©2011 PNTS 1105-1842
96
Registration Information
HOW TO REGISTER
Fill out the next two pages. Fill out 1, 2, 4, 5 (and 3 if you are not a current Learning Forward
member. Trial memberships do not apply). Registration forms may also be downloaded from the
Learning Forward web site (www.learningforward.org) or you can register online with Visa or
MasterCard. Registrations will be accepted online, via mail, or fax (see form for address and fax
number). If you register online or by fax, do not mail a copy of your form. This can cause dupliDBUFDIBSHFT"MMSFHJTUSBUJPOTSFRVJSFQBZNFOUCFGPSFUIFZBSFQSPDFTTFE*GZPVVTFBQVSDIBTF
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.
MEALS, RECEPTIONS, AND EXHIBITS
Fees for Saturday and Sunday include coffee breaks, lunches, and materials. Fees for the 3-day
conference include the Sunday evening reception, breakfast and lunch on Monday and Tuesday,
the Exhibit Hall reception and affiliate receptions, brunch on Wednesday, and materials. The
Wednesday 1-day fee includes brunch and materials.
DEADLINES AND DISCOUNTS
If your registration is postmarked on or before October 15, 2011 you may take a $50.00 discount
from a 3-day or 5-day registration. Presenters may take an additional $50.00 discount. Please call
UPTFFJGZPVRVBMJGZGPSUIFHSPVQEJTDPVOU
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 registration area to receive a nametag, session tickets, and conference materials.
SESSION SELECTION
You must select sessions before your conference registration can be processed. 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 web site.
Please list four choices if you register after October 15 or go to www.learningforward.org to see
what is full.
LECTURE SERIES
Choose the Lecture Series and you will receive tickets for all Keynote Speaker Q&A sessions and
Thought Leader Lectures and Panels.
CANCELLATION POLICY
Cancellations must be sent in writing to the Learning Forward Business Office by Nov. 9, 2011
UPSFDFJWFBGVMMSFGVOE"SFGVOEXJMMCFHJWFOUPXSJUUFOSFRVFTUTSFDFJWFECZ/PW
A processing fee of $50 will be deducted from all refunds. No refunds will be issued for cancellations received after Nov. 18, 2011. Learning Forward reserves the right to process refunds after
the conference concludes.
&#,-*$"%-."%/#)012
Learning Forward 2011 Annual Conference
%FDot"OBIFJN
S AV E $50
when you register by
Oct. 15, 2011 on a 3- or
5-day registration fee.
Learning Forward
2011 Annual Conference
Dec. 3–7, 2011
Anaheim, CA
3 WAYS TO REGISTER
ONLINE:
www.learningforward.org
MAIL:
504 S. Locust Street
Oxford, OH 45056
FAX:
513-523-0638
Registrations will be
accepted online or via
mail or fax. If you register
by fax, do not mail the
registration form. If you
mail the form, do not fax.
This can cause duplicate
charges! All registrations
SFRVJSFQBZNFOUGPS
processing.
Return your completed
registration form and
fees to:
Learning Forward
Conference Registration
504 S. Locust Street
Oxford, OH 45056
t t t t t "DDFTT/FX*EFBT
t t t t t (BJO/FX,OPXMFEHF
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97
97
Learning Forward 2011 Annual Conference
Save $50
REGISTRATION FORM
when you register by Oct.15, 2011
on a 3- or 5-day registration fee.
%FDot"OBIFJN$POWFOUJPO$FOUFSt"OBIFJN$"
1
REGISTRATION DATA:
Your membership number appears on your address label, or add a membership in 3 . Three people
DBOBUUFOEVTJOHPOFPSHBOJ[BUJPOBMNFNCFSTIJQOVNCFS5SJBMNFNCFSTIJQTEPOPUBQQMZ
Learning Forward Member # ______________________________
Please Check ()
This is my first Learning
Forward Annual Conference.
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.
First Name_______________________________________________ Last Name______________________________________________
(for your nametag)
4DIPPM%JTU0SHBOJ[BUJPO@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@1PTJUJPO@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Address / Street____________________________________________________________________________________________________
I am willing to volunteer for
3 hours during the conference.
City / State / Province / Zip__________________________________________________________________________________________
Is this address:
business
home
________________________
E-mail____________________________________________________________________________________________________________
Please print your e-mail address legibly — your conference confirmation will be e-mailed to you.
3
REGISTRATION FEES: Check () each fee that applies and fill in amount
1–Day Preconference (indicate day attending) ...........................................$279 _______
Saturday 12/3
Sunday 12/4
(includes coffee break/lunch)
2–Day Preconference or two 1–Day Preconference ...............................$429 _______
Saturday 12/3 AND Sunday 12/4 (includes coffee breaks and lunch both days)
Check here if you do not wish
to have special promotional
material sent to you from our
conference vendors.
SPECIAL CONFERENCE/INTRODUCTORY
MEMBER OPTIONS AND RENEWAL PRICES
You may skip 3 if you are a current Learning Forward member. All non-members
MUST add the fee for one of the options below. These are one-year memberships.
Go to www.learningforward.org/join/ for complete membership benefits.
Check ()
Teachers Teaching Teachers Introductory Membership ...........................$ 49 _______
Teacher Leader Membership ..............................................................................$ 99 _______
1–Day Regular Conference (indicate day attending) ................................$229 _______
Monday 12/5
Tuesday 12/6
Wednesday (a.m.) 12/7
Principal Leader Membership ............................................................................$ 99 _______
System Leader Membership ...............................................................................$ 99 _______
(includes breakfast and lunch Mon./Tues. or brunch on Wednesday)
Comprehensive Membership........................................................................... $129 _______
3–Day Regular Conference .................................................................................$429 _______
Monday 12/5, Tuesday 12/6, Wednesday (a.m.) 12/7
(5 meals, Sunday Reception, Exhibit Reception, and Affiliate Receptions included)
+ 5–Day BEST DEAL ....................................................................................................$699 _______
Saturday 12/3 through Wednesday (a.m.) 12/7
0SHBOJ[BUJPOBM.FNCFSTIJQ............................................................................. $179 _______
5ISFFQFPQMFDBOBUUFOEUIFDPOGFSFODFXJUIPOFPSHBOJ[BUJPOBMNFNCFSTIJQ
(Forms must be sent together and one person must be designated to receive
membership materials.)
Add Book Club to any Membership (U.S. $59, Canada $79, all others $109) ...............$ _______
Non–member fee ....................................................................................................$50 _______
(7 meals, Sunday Reception, Exhibit Reception, and Affiliate
Subtotal $ ____________
Receptions included)
Subtotal $ __________
4
________________________
________________________
(All membership materials will be sent to this address)
Business Phone__________________________________________ Home Phone______________________________________________
2
4QFDJBMEJFUSFRVJSFE
DISCOUNTS: Check () if applicable and fill in amount
5
TOTAL AND PAYMENT: Add 2 and 3 and subtract 4
Subtotal Registration 2......................................................................................... $___________
Subtotal Membership 3 ....................................................................................... $___________
Deduct $50 discount ............................................................................................ – $ _______
(on 3– or 5–Day registration only) if postmarked before Oct. 15, 2011
Enter group discount code _____________ (Phone 800-727-7288) ......... – $ _______
Presenters deduct $50. Presenter Session #_________ ........................... – $ _______
Presenters must register for day(s) they are presenting
Subtotal $ __________
Subtotal Discount 4 ............................................................................................. – $___________
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
Check
Purchase order (must accompany form)
How did you hear about this conference? __________________________________
Billing Address _________________________________________________________
_____________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Card No. _____________________________________________________________
Remember your conference fees include coffee breaks and lunch on preconference days,
breakfast and lunch on Monday and Tuesday, and brunch on Wednesday.
CANCELLATION POLICY: Cancellations must be sent in writing to the Learning Forward
Business Office by Nov. 9, 2011 to receive a full refund. A 50% refund will be given to writUFOSFRVFTUTSFDFJWFECZ/PW"QSPDFTTJOHGFFPGXJMMCFEFEVDUFEGSPNBMM
refunds. No refunds will be issued for cancellations received after Nov. 18, 2011. Learning
Forward reserves the right to process refunds after the conference concludes.
Exp. Date ______________________ 3-Digit Security Code ____________________
Signature _____________________________________________________________
SEND THIS Mail:
PAGE TO: Learning Forward Conference Registration
504 S. Locust Street, Oxford, OH 45056
Page 1 of 2. Go to page 99 to select sessions.
98
Fax:
513-523-0638
Learning Forward 2011 Annual Conference
PRECONFERENCE WORKSHOP SELECTIONS
December 3th and 4th. Please indicate three choices (mark 1st, 2nd, and 3rd)
SATURDAY – Dec. 3, 2011
SUNDAY – Dec. 4, 2011
___
___
___
___
___
___
___
___
___
___ PC201 Hockett
___ PC202 Berry, Dauble, Basile,
& Wolpert-Gawron
___ PC203 Emry, McGibbon, Hellwich
___ PC204 Killion, Kennedy
___ PC205 Butler
___ PC206 West
___ PC207 Toldson
___ PC208 Bridwell & Barnhart
___ PC209 Gallimore, Ermeling, Marcelletti,
& Saunders
___ PC210 Erickson
___ PC211 Gless, Brunswick, & Gopalakrishnan
___ PC212 Muhammad
___ PC213 Howard
___ PC214 Walsh & Sattes
___ PC215 Kearney & Winlock
___ PC216 Spiro
PC101
PC102
PC103
PC104
PC105
PC106
PC107
PC108
PC109
Wolfe
McKanders & Dolcemascolo
Gracey
Mendes
Chappuis
Cross
Spiro
Islas & Krehbiel
Shelton
___ PC110 Frey
___ PC111 Guskey
MON
TUES
Name __________________________________________________________
AFTERNOON
A&B
QA1-TL01-TL02
C-D
QA2-TL03-TL04
E-F-RT1
G&H
QA3-TL05-TL06
I-J
QA4-TL07-TL08
K-L-RT2
TL09-M
W
SESSION REGISTRATION FORM
MORNING
SATURDAY & SUNDAY
Dec. 3 & 4, 2011
___ PC301 Bernhardt & Hébert
___ PC302 Singleton
___ PC303 Duff & Munger
CONCURRENT SESSION SELECTIONS
December 5th, 6th, and 7th. Please indicate three choices (mark 1st, 2nd, 3rd choices). Please make sure you do not sign up for sessions
XJUIDPOøJDUJOHUJNFT*UJTOPUOFDFTTBSZUPTJHOVQGPSBMMUJNFQFSJPET(PUPXXXMFBSOJOHGPSXBSEPSHUPTFFXIJDITFTTJPOTBSFGVMM
MONDAY – December 5, 2011
TUESDAY – December 6, 2011
WEDNESDAY – December 7, 2011
Morning Concurrent Session Choice: Identify
your top 3–6 choices for this time period from
Set A, B, QA1,TL01,TL02, C, D. Remember:
Sessions A & B take the entire day and should also
be marked in the same order in your afternoon
schedule. If you register for any session in Sets B
or D, you may also register for and attend QA1.
Morning Concurrent Session Choice: Identify
your top 3–6 choices for this time period from
Set G, H, QA3, TL05, TL06, I, J. Remember:
Sessions G and H take the entire day and should
be marked in the same order in your afternoon
schedule. If you register for any session in Sets H
or J, you may also register for and attend QA3.
Morning Concurrent Session Choice:
Identify your top three choices from TL09 or Set M.
1. __________ 2. __________ 3. __________
1. __________ 2. __________ 3. __________
4. __________ 5. __________ 6. __________
4. __________ 5. __________ 6. __________
Afternoon Concurrent Session Choice: Identify
your top 3–6 choices from Set A, B, QA2, TL03,
TL04, E, F, or Roundtable 1. Remember: If you
previously chose sessions from Set A or B, you
need to list them in the same order below as they
are all-day sessions. If you register for a session in
Sets A, B, F, or RT1, you may also register for and
attend TL04.
Afternoon Concurrent Session Choice: Identify
your top 3–6 choices from Set G, H, QA4, TL07,
TL08, K, L, or Roundtable 2. Remember: If you
previously chose sessions from Set G or H, you
need to list them in the same order below as they
are all-day sessions. If you register for any session in Sets G, H, L, or RT2, you may also register
for and attend TL08.
Send this page and the registration page to:
1. __________ 2. __________ 3. __________
1. __________ 2. __________ 3. __________
4. __________ 5. __________ 6. __________
4. __________ 5. __________ 6. __________
1. __________ 2. __________ 3. __________
By Mail:
Learning Forward Conference Registration
504 S. Locust Street, Oxford, OH 45056
By Fax:
513-523-0638
Online:
www.learningforward.org/annual
Questions: Phone (800) 727-7288
SESSION SELECTION MADE EASY
Streamline your conference experience with this alternative.
LECTURE SERIES Check here to register for all Keynote Speaker Q&A sessions and Thought Leader Lectures. DO NOT register for concurrent sessions if you
select this option.
Questions? Phone…800-727-7288
99
Special Conference and Introductory Prices!
Learning Forward Membership Options
LEARNING FORWARD CORE MEMBERSHIP BENEFITS – ALL MEMBERS RECEIVE:
Connect (e-newsletter)
Alerts you to postings at
www.learningforward.org,
new publications, learning
FWFOUTBOEPSHBOJ[BUJPOBMOFXTBOEVQEBUFT
Annual
and Summer
Conference
Programs
Access both
program books
online or in
print. Includes registration materials and is a
valuable resource describing all sessions offered.
Provides contact information for expanding your
networking opportunities.
Bookstore
Members save 20% on all
Bookstore purchases. Find
ideas and resources to increase
staff learning and improve
student achievement. Order
online, by phone, fax, or mail.
Awards Program
Prestigious awards include the
Susan Loucks-Horsley Award,
Best Dissertation Award, Best
Evaluation of Staff Development
Award, and Staff Development
Book of the Year Award.
www.learningforward.org
The most extensive online library of its kind.
The members-only area offers 3,500 pages of
information including the full text of
all Learning Forward
publications since
1998.
MEMBERSHIP ADD-ON
Book Club
Pay only $59 for books
worth over $100. In
cooperation with Corwin
Press, four times a year you
will receive a handselected
book. ($79 Canada, $109 other countries)
LEARNING FORWARD PUBLICATIONS
JSD
Develop
your expertise by
learning
from practitioners
who share their experiences and insights in each
themed issue. Learn from
those who face challenges
of school improvement
BOEPSHBOJ[BUJPOBMDIBOHF
Use their tools and become
inspired by their stories.
!
MEMBERSHIP
OPTIONS
AT- A-GLANCE
The
Learning
Principal
Hear the
voices of
principals
who understand their crucial role
JOJNQSPWJOHUIFRVBMJUZPG
teaching and leadership.
Discover tools that you can
use with school staffs to
engage in effective professional learning.
Organizational
$179
The
Learning
System
Explore
the challenges
of orgaOJ[BUJPOBMDIBOHFJOB
district or in a state. Learn
how others address issues
that challenge all system
leaders with professional
learning responsibilities.
Comprehensive
$129
System
Leader
$99
Tools for
Schools
Support
student
and staff
learning
with tools
and resources you can
adapt and use right away.
Focus on a single, essential
component of school
improvement in each issue
and develop a professional tool kit of timeless
resources.
Principal
Leader
$99
Teachers
Teaching
Teachers
– T3
Reward
yourself
with the
opportunity to learn from
staff developers on the
cutting edge of reform
— school-based staff developers, teacher leaders,
coaches, facilitators, team
leaders, department and
grade-level chairs.
Teacher
Leader
$99
T3
$49
Core Benefits
for all Member
Categories:
PLUS ALL
CORE
t Connect e-newsletter
(12x/year)
BENEFITS
t EJTDPVOUPO items in the Learning
Forward Bookstore
t "DDFTTUPNFNCFST
only section of the
web site
t 4QFDJBMNFNCFS pricing on Annual and
Summer Conference
registration and
e-learning courses
and webinars
PLUS ALL
PLUS ALL
PLUS ALL
BENEFITS
BENEFITS
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CORE
CORE
CORE
View sample issues at
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for Summer and Annual
Conferences
using this
membership.
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For additional membership information, please call 800-727-7288 or visit www.learningforward.org
100
N e w
in t h e
B oo k store
STANDARDS
for PROFESSIONAL
LEARNING
T
his latest version of the standards,
the third since 1995, defines
the essential elements of and
conditions for professional
learning that increases educator
effectiveness and student
results. As with earlier versions, the
latest standards represent the work of many organizations and
associations. To ensure that the standards meet the needs of today’s
educators, Learning Forward and the contributors examined the
latest research and practice on planning, implementation, and
evaluation of professional learning.
The seven standards in this book, working in partnership with
each other, focus on educator learning that leads to successful
student learning. Effective professional learning that meets the
standards is interactive, relevant, sustained, and embedded in
everyday practice. The standards apply to professional learning for
all educators, regardless of their role in the education workforce.
Widespread attention to the standards increases equity of access
to high-quality education for every student, not just for those
lucky enough to attend schools in more advantaged communities.
Everyone who funds, plans, facilitates, participates in, and
advocates for effective professional learning will benefit from
• Learning Communities
• Leadership
• Resources
• Data
• Learning Designs
• Implementation
• Outcomes
studying the standards to improve professional learning.
This work is supported in part by MetLife Foundation.
STANDARDS FOR PROFESSIONAL
LEARNING
Learning Forward, 2011
B512, 64 pages, $16.00 members,
$20.00 nonmembers
Order online:
www.learningforwardstore.org
Phone: 800-727-7288
Topic Index
21st Century Skills
PC103, PC110, PC202, E18, F03, F04, F13, I06, I08,
J10, J17, J21, J24, L14, L27, L29, L31, TL09, M30
Addressing Change and Resistance
PC107, PC212, A05, B01, E14, E16, F02, H02, I04,
L10, L12, L14, L24, M30, M43
Adult Development and Learning
PC101, PC102, PC103, PC109, PC203, PC214, A01,
B01, B03, C03, C04, C24, D05, D08, D10, D13, E02,
E07, E09, E14, E18, E19, F04, F11, F18, F28, G01,
G03, G09, H02, I14, J06, J07, J18, J21, J32, TL08,
K05, K08, L03, L08, L20, L21, L32, M15, M16, M45
Advocacy Skills
PC108, PC203, D01, E01, J01, J24, TL08, M07, M08
Allocating Resources for Professional
Learning (Time and Dollars)
D01, D21, F07, F16, H05, I03, K06, L08, L21, M24,
M27
Assessment Strategies
PC105, PC111, A06, B03, C06, C07, C14, C16, C22,
D11, D17, D18, D20, E02, E05, E06, E08, F08, F22,
F25, F26, G02, G04, H05, I09, I12, J08, J29, L02,
M06, M21, M23, M29, M31, M32, M39
Best Practices
TL01, C14, C16, C21, C23, D05, D14, TL03, E06,
E07, E13, F04, F09, F10, F12, I08, J03, J15, J17, J21,
J25, K09, L09, L11, L14, L27, M27, M30, M33
Brain-Based Learning
PC101, PC104, E10, E17, J18, J29, K03, L11, L29,
L31, M31, M42, M44
Career Paths for Teachers
E09, J02, L16, M01
Case Studies of Successful Schools
PC107, PC215, TL01, E11, F03, F10, F17, G05, G07,
H06, I04, J09, J10, K05, L05, L15, L28, M11, M27
Coaching and School Coaches
PC201, PC206, B02, C17, C24, D09, E06, E08, E12,
F02, F28, G03, H04, I03, I04, I07, I10, I12, I14, J07,
J16, TL07, K04, K06, K09, L14, L15, L22, L24, L25,
L32, M03, M04, M07, M12, M18, M28, M33, M35,
M45
Collaboration/Team Building
A02, A03, B01, C15, C20, D21, E15, E19, F10, F20,
F25, G05, G06, G07, G08, H05, H06, I07, I13, J05,
J06, J11, J14, K08, L05, L07, L10, L25, M09, M10,
M12, M22, M32, M34, M35, M37, M39, M40
College and Career Readiness
PC110, PC208, D04, F03, J02, J11, L23
Curriculum Alignment/Development
A06, C05, C08, C09, C10, D02, D21, E16, I12, J27,
J28, J29, K01, L06, M14
Data-Driven Decision Making
PC105, A02, A09, B04, C01, C06, C10, C14, C15,
C18, C21, C22, C23, D16, D17, E05, E08, E12, F08,
F09, F24, F26, G05, G08, I04, I07, I12, J16, J22,
J27, J31, K06, K08, L22, M05, M23, M33, M38,
M39, M40
Demonstrating Impact of Professional Learning
E11, E12, F12, J13, J23, L05, L06, L13, M07, M10,
M29
Differentiated Instruction
PC201, A06, E12, F23, H05, K02, K11, L11, L17
Distributive and Shared Leadership
D12, D21, E03, F16, J30, L25, M09, M17, M40
102
Early Learning
PC209, D18, E17, F18
Effective Teaching and Instruction
PC101, PC111, PC201, PC209, PC210, PC301,
A04, A06, A09, TL02, C07, C12, C14, C16, C17,
C18, C22, C25, D04, D07, D09, D10, D11, D12,
D18, D19, D20, D21, D22, TL04, E04, E05, E16,
E17, F01, F03, F05, F08, F16, F21, G04, G09, H04,
TL06, I07, I12, J02, J05, J06, J08, J11, J13, J15, J19,
J23, J27, J28, J31, K01, K02, K03, L01, L07, L09,
L10, L23, L27, L29, M02, M05, M18, M20, M25,
M29, M31, M32, M34, M44
Equitable Access to Professional Learning
E04, H05, J22
Family and Community Engagement
C19, E05, E17, F22, H01, TL05, J25, J26, L21, M08,
M19, M30
Implementing Common Core Standards
PC208, A09, C05, C07, C18, C25, D02, E13, F05,
I02, J27, J29, L02, L22, M21, M33
Instructional Leadership and Supervision
PC210, A05, A09, B03, B05, C04, C23, D12, D18,
E14, E16, F06, F13, G02, I08, I10, I13, I15, J07, J10,
J18, J24, K07, L12, L17, L18, L23, M05, M06, M17,
M18
Integrating Student Voice
D06, F01, L30
Leadership Development for Teachers and
Principals
PC104, PC107, PC201, PC206, PC212, PC214,
PC215, PC216, PC302, PC303, A05, QA1, C02,
C03, C10, C11, C21, C23, C24, C25, D05, D08,
D12, D13, D21, QA2, E02, E03, F11, F15, F16, F17,
F27, G03, G05, G06, G07, G08, H03, I01, I08, I14,
I15, J05, J07, J09, J12, J22, J24, J30, TL07, K04,
K07, K08, K09, L05, L08, L12, L16, L18, L19, L24,
M03, M05, M06, M09, M12, M13, M15, M17, M28,
M36, M39, M43
Learning Communities/Teams
PC303, A01, A02, A03, A07, A08, B04, B05, C01,
C08, C10, C11, C12, C15, C21, D06, D07, D09,
D12, D17, E08, E12, E15, E19, F07, F08, F24, G01,
G03, G06, G07, H03, H04, H06, I03, I05, I06, I07,
J16, K01, K08, K10, L06, L13, L14, L15, L26, L28,
L30, L31, M04, M05, M09, M10, M12, M14, M20,
M22, M24, M27, M32, M37
Linguistic Diversity/English Language Learners
C09, D15, D17, E08, F09, TL05, I02, J15, J28, J31,
L07, TL09, M02, M32
Literacy
PC110, PC208, PC209, C23, E11, F21, F22, I03,
J04, J16, J31, K02, K05, M07
Mentoring and Induction
PC211, C17, C20, F25, H04, I15, J25, K09, L09, L16,
M07, M11
Models of Professional Learning
PC201, PC206, PC213, PC303, A01, A03, A08,
B02, B04, B05, C12, C15, C17, C21, D06, D09, D14,
D17, E03, E04, E05, E12, E15, F02, F10, F16, F17,
F20, F22, F24, F26, F27, G01, G08, H03, H06, I01,
I05, I06, I07, J17, J20, J24, J31, TL08, K05, K06,
K08, K09, K10, L01, L06, L13, L15, L17, L25, L28,
M01, M02, M04, M07, M12, M14, M16, M17, M18,
M20, M22, M26, M27, M35, M39
Motivating/Engaging Disenfranchised Learners
PC207, A06, C19, D06, D10, D20, E05, E10, F13,
F19, F21, G05, H01, TL05, J03, K03, K11, M23,
M25, M41
Organizational Development/Systems Thinking
PC303, A05, A07, B05, C11, C12, D16, E02, F04,
I13, J02, J12, J14, J22, K06, K10, L05, L23, M13,
M19, M26, M36, M38, M43
Policy Development, Alignment, and
Implementation
PC108, PC203, C05, D01, D03, E01, F04, J01, J02,
J24, QA4, L04, M08, M19
Presentation and Facilitation Skills
PC102, PC109, PC214, A07, C03, C08, E07, E08,
E10, E14, E19, F11, F14, I07, I15, J06, L03, L08,
L20, M15, M24, M25, M42, M44
Principal Recruitment, Development,
Support, and Retention
PC215, PC216, C11, F15, F27, K04, L18, M03, M36
Professional Learning Planning
PC216, C16, D07, F12, F20, F23, F24, F27, I03, I05,
J20, J23, J28, K09, L05, M10, M15, M20, M22, M24,
M26
Race, Class, Culture, and Learning Differences
PC106, PC207, PC213, PC302, A04, C02, C19,
D15, E08, E10, E16, F03, F09, F19, G05, QA3, TL05,
I14, J03, J15, J19, J26, J28, J31, K03, L19, TL09,
M02, M23, M32
Response-to-Intervention
PC301, F22, I11, J16, L26, M41
Rural Issues and Settings
E04, J09, K04
School Reform/Improvement Process
PC107, PC204, PC209, PC212, TL01, C05, C08,
C10, C23, D06, D16, D22, TL04, E16, F01, F02, F04,
F05, F10, H06, I04, I08, I11, J02, J09, J10, J28, QA4,
TL08, K10, L02, L10, M01, M06, M09, M16, M30,
M38, M40
Social Networking Applications
PC205, D14, F10, I06, J10, L27, M37
Standards and Assessments for Professional
Learning
A01, C13, D03, E06, F24, F25, G01, J23, K01
STEM: Science, Technology, Engineering,
and Math
C09, D07, D20, E13, F05, F07, J29, L17, L22, M21,
M28, M33
Teacher Evaluation and Support
TL02, C22, D19, TL04, E06, F01, G02, TL06, I03,
I13, J02, J08, J14, L01, M01, M02
Teacher Motivation
E05, H02, I04, J02, J12, J30, L14
Teacher Recruitment, Support, Development,
and Retention
PC211, TL02, C17, C20, D08, TL03, F16, F25, J14,
J25, K10, L04, L09, M01, M11, M34
Title I School Improvement
PC106, PC216, A06, TL01, C09, D06, D15, TL04,
E08, E17, F19, F27, G05, H01, I14, J03, J09, J10,
J11, J13, J19, J28, L03, L11, L23, L30, M07, M32
Urban Issues and Settings
PC106, A06, A08, C08, C10, C18, D06, D16, D19,
D22, TL04, E04, F19, F27, G05, TL05, I02, I05, J03,
J09, J10, J13, J19, J28, K10, L04, L05, L16, L19,
M02, M19, M23, M29, M32
Use of Technology for Professional Learning
PC103, PC205, C13, D14, E04, F01, F07, F14, I06,
J24, J29, K07, L22, L26, M14, M21, M27, M37
Audience Index
Classified/Support Staff
PC102, PC106, PC109, PC205, PC216, QA1, TL01,
TL02, QA2, TL03, TL04, D22, F01, F04, F05, F11,
F27, QA3, TL05, TL06, J02, J20, J30, QA4, TL07,
TL08, L01, L02, L20, TL09, M02,
District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum,
Human Resources, and Assessment)
PC105, PC206, PC215, PC216, A07, A08, QA1,
TL01, TL02, C05, C12, C13, C16, C18, C22, C23,
C24, D02, D05, D08, D09, D12, D14, D16, D17,
D18, D19, D21, D22, QA2, TL03, TL04, E02, E09,
E15, E16, E18, E19, F01, F04, F05, F06, F11, F14,
F15, F22, F24, F27, G03, G09, H06, QA3, TL05,
TL06, I01, I12, I13, J01, J02, J04, J05, J07, J08, J10,
J12, J20, J21, J23, J24, J27, J30, J31, QA4, TL07,
TL08, K03, K06, K10, L01, L02, L07, L08, L09, L14,
L16, L21, L22, L23, L24, L26, L29, L31, TL09, M01,
M02, M03, M07, M08, M11, M12, M17, M19, M20,
M21, M22, M26, M27, M28, M29, M30, M33, M34,
M35, M36, M37, M38, M39, M40
District-Level Staff Developers
PC103, PC105, PC107, PC206, PC213, PC214,
PC215, PC216, PC303, A02, A03, A04, A06, A08,
B01, B02, QA1, TL01, TL02, C01, C03, C06, C07,
C12, C13, C16, C17, C20, D02, D07, D09, D11,
D13, D14, D15, D20, D21, D22, QA2, TL03, TL04,
E01, E04, E05, E06, E07, E08, E09, E10, E12, E13,
E18, E19, F01, F03, F04, F05, F07, F08, F09, F10,
F11, F12, F14, F19, F20, F23, F24, F25, F27, F28,
G09, H03, QA3, TL05, TL06, I02, I03, I05, I06, I07,
I08, I10, J02, J06, J08, J09, J11, J12, J13, J17, J20,
J21, J22, J23, J24, J25, J26, J27, J28, J29, J30, J32,
QA4, TL07, TL08, K01, K05, K07, K09, L01, L02,
L03, L04, L08, L09, L10, L11, L15, L16, L17, L18,
L20, L21, L22, L25, L26, L28, L30, L32, TL09, M01,
M02, M03, M05, M07, M09, M10, M11, M12, M15,
M16, M17, M18, M19, M20, M22, M23, M24, M25,
M26, M27, M28, M29, M30, M33, M34, M35, M36,
M37, M38, M39, M40, M42, M43, M44, M45
Policy Makers and Community Stakeholders
PC108, PC202, PC203, PC206, PC207, PC208,
PC212, PC215, PC216, QA1, TL01, TL02, C05, C11,
C19, D01, D02, D22, QA2, TL03, TL04, E18, F01,
F04, F05, F11, F18, F25, F27, H01, QA3, TL05,
TL06, I03, J01, J02, J24, J30, QA4, TL07, TL08, L01,
L02, L04, L09, L21, TL09, M01, M02, M08, M13,
M19, M26, M38
Principals, Assistant Principals
PC101, PC102, PC103, PC104, PC106, PC107,
PC108, PC109, PC110, PC111, PC201, PC202,
PC203, PC204, PC205, PC206, PC207, PC208,
PC209, PC210, PC211, PC212, PC213, PC214,
PC215, PC216, PC301, PC302, PC303, A01, A02,
A03, A04, A05, A06, A07, A08, A09, B01, B02, B03,
B04, B05, QA1, TL01, TL02, C02, C03, C04, C06,
C07, C08, C10, C11, C12, C14, C15, C19, C21, C22,
C23, C24, C25, D01, D02, D03, D04, D05, D07,
D09, D10, D11, D12, D13, D16, D18, D19, D20,
D21, D22, QA2, TL03, TL04, E01, E02, E03, E04,
E05, E07, E08, E09, E10, E11, E12, E14, E15, E17,
E18, E19, F01, F02, F03, F04, F05, F06, F08, F10,
F11, F12, F13, F15, F16, F17, F18, F19, F20, F21,
F22, F24, F25, F26, F27, F28, G01, G02, G03, G04,
G05, G06, G07, G08, G09, H01, H03, H04, H05,
H06, QA3, TL05, TL06, I01, I02, I03, I04, I05, I06,
I07, I08, I09, I10, I11, I12, I13, I14, I15, J02, J03,
J04, J05, J07, J09, J10, J12, J14, J15, J16, J17, J18,
J19, J21, J22, J23, J24, J25, J26, J27, J28, J29, J30,
J31, J32, QA4, TL07, TL08, K01, K02, K04, K05,
K06, K07, K08, K09, K10, K11, L01, L02, L03, L05,
L06, L07, L08, L10, L12, L13, L15, L16, L17, L18,
L19, L20, L22, L23, L25, L26, L27, L28, L29, L30,
L31, L32, TL09, M01, M02, M03, M04, M05, M06,
M07, M09, M10, M11, M12, M13, M14, M15, M16,
M17, M18, M19, M20, M21, M22, M23, M24, M25,
M26, M27, M28, M29, M30, M31, M32, M33, M34,
M35, M36, M37, M38, M39, M40, M41, M42, M44,
M45
Rural Educators
PC101, PC110, PC213, PC216, A06, QA1, TL01,
TL02, D04, D10, D20, D22, QA2, TL03, TL04, E04,
E17, E18, F01, F04, F05, F27, QA3, TL05, TL06,
J02, J30, QA4, TL07, TL08, K04, L01, L02, L08, L27,
TL09, M02, M21, M29, M41, M44
School-Based Staff Developers/Instructional
Coaches
PC103, PC105, PC109, PC201, PC205, PC206,
PC209, PC210, PC211, PC213, PC216, PC301,
A01, A02, A03, A04, A06, A09, B02, B04, B05,
QA1, TL01, TL02, C04, C07, C08, C09, C14, C15,
C17, C20, C21, C25, D02, D07, D09, D11, D13,
D14, D15, D17, D20, D21, D22, QA2, TL03, TL04,
E04, E06, E07, E08, E13, E14, E16, E17, E18, E19,
F01, F02, F04, F05, F07, F08, F09, F11, F12, F13,
F14, F17, F20, F21, F23, F26, F27, G01, G06, G07,
G08, G09, H02, H04, H05, QA3, TL05, TL06, I04,
I05, I07, I10, I14, I15, J02, J03, J06, J11, J13, J17,
J18, J22, J23, J24, J26, J27, J28, J29, J30, QA4,
TL07, TL08, K02, K03, K08, K11, L01, L02, L06,
L07, L08, L10, L11, L13, L14, L15, L16, L17, L19,
L20, L22, L25, L26, L28, L29, L30, TL09, M01, M02,
M04, M07, M09, M10, M12, M14, M16, M17, M18,
M19, M21, M22, M23, M24, M25, M26, M27, M28,
M29, M30, M31, M32, M33, M34, M35, M36, M37,
M38, M39, M40, M42, M43, M44
Superintendents, Assistant Superintendents
PC101, PC102, PC104, PC106, PC107, PC108,
PC111, PC202, PC203, PC204, PC207, PC212,
PC214, PC215, PC216, PC302, PC303, A05, A06,
A07, A09, B03, B05, QA1, TL01, TL02, C01, C10,
C11, C19, C22, C24, D01, D02, D03, D04, D05,
D06, D07, D08, D16, D22, QA2, TL03, TL04, E01,
E02, E03, E06, E11, E18, E19, F01, F03, F04, F05,
F06, F07, F10, F11, F15, F27, F28, G02, G05, G08,
G09, H06, QA3, TL05, TL06, I01, I08, I09, I11, I13,
J01, J02, J07, J08, J11, J14, J15, J16, J17, J18, J21,
J22, J24, J27, J30, J31, J32, QA4, TL07, TL08, K01,
K04, K06, K10, L01, L02, L04, L05, L12, L18, L23,
L24, L32, TL09, M01, M02, M05, M06, M08, M11,
M13, M14, M19, M26, M30, M36, M38, M40, M45
Teacher Leaders/Mentors/Team Leaders
PC101, PC102, PC104, PC109, PC110, PC111,
PC201, PC205, PC206, PC207, PC209, PC210,
PC211, PC213, PC216, PC301, PC302, A01, A03,
A05, A06, B01, B02, B03, B04, QA1, TL01, TL02,
C01, C02, C03, C04, C05, C06, C07, C08, C09, C10,
C14, C15, C16, C17, C18, C20, C21, C23, C24, C25,
D03, D04, D06, D08, D09, D12, D15, D17, D18,
D19, D20, D21, D22, QA2, TL03, TL04, E03, E06,
E10, E11, E12, E13, E14, E15, E16, E17, E18, E19,
F01, F02, F04, F05, F08, F11, F13, F16, F17, F18,
F21, F22, F23, F25, F26, F27, G01, G02, G03, G04,
G05, G06, G07, G09, H02, H03, H04, H05, QA3,
TL05, TL06, I04, I06, I07, I09, I11, I12, I14, I15, J02,
J03, J04, J05, J06, J10, J13, J14, J15, J17, J18, J19,
J22, J25, J26, J28, J29, J30, J31, QA4, TL07, TL08,
K02, K03, K05, K06, K07, K08, K09, K11, L01, L02,
L03, L04, L05, L06, L09, L11, L12, L13, L14, L16,
L17, L19, L22, L25, L26, L27, L28, L29, L30, L31,
TL09, M01, M02, M04, M05, M06, M07, M09, M10,
M14, M15, M16, M17, M18, M19, M21, M22, M23,
M24, M25, M28, M30, M31, M32, M33, M34, M35,
M36, M37, M38, M39, M40, M41, M42, M43, M44
Technical Assistance Providers
PC109, PC204, PC205, PC208, PC212, PC216,
QA1, TL01, TL02, C09, C13, D02, D22, QA2, TL03,
TL04, E18, F01, F04, F05, F11, F27, H02, QA3,
TL05, TL06, J02, J21, J30, QA4, TL07, TL08, L01,
L02, TL09, M02, M27
Title I School Staff
PC106, PC207, PC213, PC216, A06, QA1, TL01,
TL02, D06, D15, D22, QA2, TL03, TL04, E08, E17,
F01, F04, F05, F19, F27, G04, G05, H01, QA3,
TL05, TL06, I14, J02, J03, J09, J13, J19, J28, J30,
QA4, TL07, TL08, L01, L02, L24, L30, TL09, M02,
M07, M32, M35
Urban Educators
PC106, PC110, PC207, PC213, PC216, A06, A08,
QA1, TL01, TL02, C02, C10, C18, D04, D06, D07,
D10, D16, D19, D20, D22, QA2, TL03, TL04, E04,
E05, E17, E18, F01, F04, F05, F09, F16, F19, F27,
G05, H01, QA3, TL05, TL06, I02, J02, J03, J13, J16,
J19, J28, J30, QA4, TL07, TL08, K10, L01, L02, L04,
L08, L16, L19, L27, L28, TL09, M01, M02, M19,
M21, M23, M29, M32, M44
103
Presenter Index
Aaron, Marcia ..............................D22
Abrams, Jennifer ........................... I15
Adams, Marilee .............................L31
Adrian, Lorna.................................. I11
Alexander, Sonja ................. B05, I05
Allbritton, Lauren ........................RT2
Allison, Elle ................................... M13
"MNBO[ÈO+BNJF........................... I14
Alsager, Diane ............................. M42
Aluise, Victor .................................. J10
"MWBSF[$ISJTUJOB .........................F16
Anderson, Karen ..........................F28
Anderson, Stephen .....................E03
Andrastek, John ......................... M19
Anglin, Barbara .............................RT1
Ansoleaga, Rosa ......................... M39
Antrim, Denise ..............................F07
Applegate, Sarah .........................F17
Arango, Milagro ...........................F16
Atwill, Kim ......................................F21
Ayres, Kristal ..................................E16
Baal, Kathryn .................................F26
Baeder, Justin ................................ J07
Bailey, Kevin Sue .........................D13
Baker, Jennipher ..........................K08
#BOLT5FRVJMMB ............................ M01
Bannester, Jane ............................E10
Barber, Sir Michael......................QA4
Barela, Eric ...................................... J28
Barkley, Stephen ........................... I10
Barnhart, Omar ....................... PC208
Basile, Vinnie............................ PC202
Beasley, Morcease .......................B05
Begin, Stacy ...................................F10
Bellah, Jenean ..................... E07, RT2
Benfatti, Irene ...............................E16
Benigni, Brian ................................RT1
Bennett, Tom .................................RT2
Berg, Jill Harrison ........................D08
#FSLPXJU[.TDPUU .......................D09
Bernhardt, Victoria ......PC301, C06,
Berry, Barnett .......................... PC202
Berry, Denny ....................... A01, G01
Bertani, Al ............................. E18, K04
Betts, Sherry ................................. H03
Bickel, Dan......................................K10
Bingham, Tony .............................QA2
Bitar, Courtney ..............................L25
Black, Margaret.............................L07
Blair, Tami....................................... C21
Blanc, Kathy ...................................K04
Blanke, Chris ..................................RT1
Bliss-Mello, Janet ....................... M45
Blynt, William................................. J27
Bobay, Tim ......................................K10
Boles, Katherine .......................... G07
Bonce, Gilberto.............................F16
Bonshire, Natalie ........................... I13
Bookmyer, Joanne .......................RT1
Boswell, Sarah ............................... J14
Bourne, Stephany ........................L15
Boutilier, Laura..............................RT1
Bowles, Wanda .............................RT2
Bowman, Michael ........................B03
Boyle, Alan .....................................F23
Boyle, Tammy ............................... C08
Braimah, Valerie ..........................D04
Breakspear, Simon .......................F04
Brent, Linda.................................. M39
Brewer, Carol .................................RT1
Bridwell, Patti ............... PC208, D02,
Brinkman, Annette ..................... A09
Brouwer, Monica ........................ M22
Brown, Catherine .........................E05
Brown, Frederick ........I01, RT1, RT2
104
Brown, Gena .................................. J23
Brua, Julie ...................................... C22
Brunn, Peter .................................. A08
Brunswick, Cynthia................ PC211
Bryan, Chris ....................................B02
Budge, Kathleen........................... J09
Bunting, Patricia .......................... C05
Burgess, Dave.............................. M25
Burgraff, Jennifer ........................ C23
Burks, Betty ................................... C12
Burley, Cynthia..............................RT2
Burlinski, Carol ..............................L06
Burmark, Lynell.............................F14
Burns, Eva .......................................K05
Burrill, Gail ...................................... J29
Bush, Lynn ......................................RT1
Butler, Michael ........................ PC205
Byers-Platt, Sara ...........................F22
Cabrales Garcia, Viviana ............ J28
Cantrell, Steve .............................TL02
Cantu, Nellie ................................ M02
Cappelletti, Antonia..................... I12
Cargill, Debra............................... M18
Carley, Susan .................................L06
Carney, Steven ............................. G08
Carr, Judy ...................................... M40
Carter, Loris .................................. M39
Carter, Shera ..................................L26
Cassata, Jennifer ........................... I13
Casto, Lisa .......................................F24
Caus Gleason, Sonia .................. C25
Cerwin, Karen................................. I07
Chadsey, Jane ...............................K07
Chapman, Carolyn...................... A06
Chappuis, Jan .......................... PC105
Cheliotes Gross, Linda.............. M45
Cho, Carol ..................................... M21
Chowdhary, Neelam ...................F03
Chrisel, Clay ...................................L10
Christensen, Margaret ..............D05
Ciofalo, Joseph .............................F08
Clark, Kris .......................................D09
Clauset, Karl .................................... I05
Clayton, Susan ............................. G04
Clemmons, Charles .....................RT2
Clifton, Heather ............................B02
Cline, Jeff ........................................K10
Coglianese, Kara...........................F06
Cohen, David................................. J21
Cohen, Lenore ..............................RT1
Cohen, Sharon ..............................E03
Cohn, Carl .....................................TL01
Coleman, Katari ............................F18
Coleman, Matt ............................. C21
Coleman, Tiffany ........................ M04
Colley, Amy .................................. M24
Collins, Andrew ............................ J09
Collins, Myra ................................ M43
Collins, Susan .............................. M29
Colombo, Beverly ........................ J16
Combs, Warren .............................K02
Conchas, Gilberto ......................TL05
Cone, Mariah .................................L18
Connell, Jessica ............................B01
Connell, Maggie ...........................L22
Connor, Margaret ....................... C11
$PO[FNJVT"OOF.........................K06
Cook-Robinson, Wanda .............L23
Cooper, Rene ................................D15
Copland, Mike ................. TL04, TL06
Cordova, Susana ............TL06 , M02
Cornier, Jeanette .......................... J12
Crain, Linda .........................M34, RT2
Crawford, Joe .............................. M14
Cripe, Kathleen Leslie.................RT1
Crosland, Sue ................................L28
Cross, Beverly .......................... PC106
Crow, Tracy ..........................M08, RT2
Crowther, Sandee ........................L32
Culp, Richard ....................... D12, J25
Cupuro, Erica ............................... M17
Curry, Julie..................................... C20
Curry, Mike .....................................E11
Cushman, Carla ............................. I10
$VUCJSUI4V[Z ............................. M41
Daniello, Susan ............................ C23
Danielson, Lisa ..............................F25
Darlington, Rae ............................. I13
Darnell, Bobb ................................F13
Dauble, Julianna .................... PC202
Davies, Anne..................................B03
Davis, Dannielle............................RT1
Dayton, Lyman .............................K08
DeHerrera, Ann-marie................E08
DeLockery, Sheleen .................. M17
DeMeo, William ...........................D10
DeStefano-Anen, Judith............RT2
Dearing, Vicky ............................... J32
Decker, Mary ................................ G08
Delehant, Ann ......... A01, G01, M26
Dempsey, Nan ............................. H04
Dennison, Kristian ....................... J19
Dewar, Lori .....................................K09
Dhillon, Neder...............................E03
%JB[.BSL...................................... H01
Dick, Thomas ................................. J29
Dimetres, Patricia........................D12
Dobbert, Barb ...............................RT1
Dolcemascolo, Michael ....... PC102
%PNBSBE[LF-FYJF......................K04
Dorff, Ed ......................................... C23
Dorland, Tracy ............................. M02
Drago-Severson, Ellie ................ G03
Dresser, Megan .............................K08
Drew, Christine ............................ C12
Driscoll, Brad ............................... M12
Duff, Victoria ...................PC303, C25
Durant, Ivonne............................TL06
Eastes, Kelly ...................................L21
Easton, Lois ................................... A03
Eck, Katie.........................................RT1
Edwards, Jenny.............................RT1
Egan, Teresa ...................................F08
Eldridge, Brandy.......................... C21
Elia, MaryEllen.............................TL04
Ellis, Amanda ................................ A08
Ellis, Ashley................................... M24
Ellis, Wade....................................... J29
Emmert, Jennifer .........................B01
Emry, Terese ............................. PC203
Engley, Mike .................................. J25
Erdmann, Richard ....................... C12
Erickson, Lynn ......................... PC210
Ermeling, Bradley .................. PC209
Fadely, Rebecca ........................... C17
Fandino, Kimberly .......................RT2
Fanning, Terry Sue ......................D14
Fauteux, John ...............................D18
Fedrow, Mari........................ E15, RT2
Feldman, Cathy ............................ J04
Felux, Carolyn................................L17
Fischer, Rita ....................................K01
Fisk, Brian....................................... C23
Flamoe, Sabrina............................L09
Fogarty, Robin ............................ M15
Forge, Michelle ............................D18
Foster, Anne ..................................D01
'PTUFS&MJ[BCFUI ..........................D07
Fourlis, Andi ...................................E06
Francis, Erik ....................................L11
Frank, Richard ............................. M31
Frank, Tracy ....................................L14
Franklin, Richard ......................... H01
Franklin, Sam................................. J02
Frattali, August ............................D12
'SB[FF%BOB ..................................L10
Freiwaldt, Corrie ...........................K07
Frey, Nancy............................... PC110
Fuhrer, Ana .....................................RT1
Furedi, Drew ................................. C18
Gaither, Penny .............................D13
Gallimore, Ronald .................. PC209
Garmston, Robert ............ E19, TL07
Garton, Susan ...............................K04
Geise, Bradley............................... C06
Geisick, Ken.................................... J16
Geni, Larry ......................................K11
Genter, Karla ..................................L01
Gentry, Jana .................................. C16
Gettone, Vernon ...........................F10
Gettys, Susan................................. J23
Gildea, Jill .......................................F06
Ginsberg, Margery ......................E05
Gleason, Emily .............................D11
Gless, Janet .............................. PC211
Glick, Margaret ............................. J18
Goldberg, Stephanie ..................E12
Gopalakrishnan, Srikanth ... PC211
Gorman, Jeff ..................................E12
Gorman, Pete ..............................TL04
Goslin, Khym .................................. I08
Gough, Jill......................................D20
Gracey, Lori .............................. PC103
Grafton, Trudy ...............................L15
Gregory, Valerie .......................... M15
Groat, Shirley ................................D21
Gross, Don ......................................RT2
Gross-Cheliotes, Linda .............. C24
Grove, Doug ................................ M38
Guskey, Thomas ..................... PC111
Guthrie, Carolyn ........................... J13
Hair, Dale.........................................E01
Haley-Speca, Mary Ann ............ A02
Hamada, Lori .................................E13
Hamer, Irving...............................TL06
Harmon, Jeanne ...........................F17
Harris, Bergeron ...........................F11
Harris, Bryan ........................ RT1, RT2
Harris, David ................................... I07
Harris, Doug................................. M40
Harris, Lynnette ...........................D12
Harris, Rorie ................................. M01
Harrison, Cindy ..................B02, M09
Hartwig, Robert............................L06
Hearne, Joan................................ M45
Hearty, Debbie.................. A08, M02
Heinemann, Amanda ............... M39
Hellwich, John ........................ PC203
Henderson, Susan ............. E04, RT2
Henderson-Rosser, Aleigha......B05
Henning, Caryn ............................. I03
Henson, Grace .............................D17
Herbst, Sandra ..............................B03
Herod, Leslie .................................. J16
Hess, Rob ........................................B04
Hewitt, Larry ..................................K06
Hewson, Kurtis............................... I11
Hill, David .............................D02, F11
Hill, Jean ..........................................RT2
Hill, Teresa...................................... C19
Hillman, Peg ..................................L22
Hills, Darlene ................................ C10
Hinds, Nancy .................................E03
Hine, Sharon ................................ M39
Hipolito, Emma.............................RT1
Hirsh, Stephanie................. D01, J01
Hochreiter, Joseph .................... M40
Hockett, Jessica ...................... PC201
Hockett, Stephen ........................ H05
Hoffman, David ............................RT1
Holdsworth, Julie.........................RT2
Holliday, Margaret ...................... C17
Hollingsworth, John ................... J15
Hopkins, Harriet .......................... H05
Hord, Shirley ..................................L03
Horvath, Kathy..............................K06
Houston, Vicki ...............................F12
Howard, Gary .................PC213, C02
Howell, Annette ............................ I05
)SJU["OOJF .................................... J12
Hudson, Tracy .............................. C05
Humphreys, Salli ..........................F23
Hunsberger, Phil ......................... A04
Hunter, Kelly ................................... I03
Huntoon, Heather ..................... M16
Hurst, Tracey ........................ E04, RT2
Hébert, Connie ....................... PC301
Ijei, Charlotte ................................ A04
Ingram, Alan .................................D16
Iovino, Jennifer ............................. J25
*SXJO&MJ[BCFUI .............................L05
Islas, René ..............PC108, J01, M08
Ivey, Jami ........................................E04
Jackson, Donna ........................... H04
Jackson, Marti Jo.........................D12
Jackson, Shed................................RT1
Jackson, Yvette ............................D06
Jameson, Anita .............................F07
Jenkins, Rebecca ......................... C22
Jochaim, Marcia ......................... M16
Johnson, Annie.............................B01
Johnson, Janet..............................F12
Johnson, Margie ......................... C13
Jones, Dick .................................... C07
Jones, Ingrid ..................................K02
Jones, Lisa .................................... M19
Jordan, Monica ........................... M01
Jurkunas, Susan............................. I12
Kachur, Donald .............................L08
Kafele, Baruti .................................F19
Kagan, Laurie ................................ J06
Kane, Carol .....................................K04
Kanold, Timothy ......................... M06
Kappes, Lee.................................... J04
Kaslofsky, Wendy ......................... J13
Kave, Ginger ................................. C17
Kearney, Karen ........................ PC215
Kee, Kathy............................. C24, F28
Kelley, Sheila................................. C10
Kelsen, Virginia .................... J22, L13
,FOOFEZ+BDRVFMJOF .. PC204, D03
Kidd, Jaime................................... M32
Killion, Joellen ....PC204, D03, TL08
King George, Shelee ...................F12
King, Amy ......................................D15
King, JL ............................................RT1
Kirkland, Terri ................................L04
Knight, Jim ............................ F02, J30
Korashan, Riva .............................. J32
Kortman, Sharon..........................E06
Kral, Cathleen ................................ J31
,SBU[FS$JOEZ ............................... C18
Krehbiel, Cheryl ...................... PC108
Kroll, Anthony ............................. M14
Kulikowski, Rosanne ...................K05
Kusch, Ben ......................................F22
Kwong, Welton ............................D17
Lamattina, Maria ..........................RT1
-BOESZ+BDRVFMJOF .............E07, L01
Landry, Mickey............................. C10
Lane, Linda ...................................TL04
Lanning, Michael ....................... M40
Larsen, Mary ................................. C23
Larson, Deborah ..........................K01
Lasky, Lisa ........................................ I14
-BV&MJ[BCFUI ................................K09
Lawson, Kathleen ........................K05
Lay, Marsha .................................. M41
Leal, Carlos .....................................F12
Lee, Juetta ......................................F21
Lee, Margaret .............................. M37
Lee, Paula........................................F21
Leeser, Kathy .................................L20
Lewis, Andre ..................................L21
Lewis, Lynette .............................. C15
Lewis, Tasha ...................................E05
Lim, Betsy ...................................... G04
Lindsay, Tom ................................ M44
Link, Laura .................................... M36
Linn, Amanda ............................... C21
Lipton, Laura ................................ C01
Little, Cindy ....................................RT2
Little, Heidi .....................................K08
Loge, Jana ....................................... I09
Long, Akida ................................... G05
Long, June ..................................... H06
Lopes, Alexandre S. ..................... J13
-PU[+FTTJDB ................................. M01
Love, Nancy .................................. A02
Lovelace-Cameron, Sherri ........RT1
Lovell, Janice .................................F18
-PWFMZ4V[FUUF..............................E09
Loyd, William ................................. J31
Lugo, Ellen............................ E15, RT2
Lyons, Lee Ann..............................RT1
Maiers, Angela ............................. C07
Malone, Cheryl .............................E07
Malone, Marnie .......................... M40
Malveaux, Julianne ....................QA3
Mann, Gerald................................D09
Mann, Margo ............................... M35
Mann, Susan ........................ RT1, RT2
Marcelletti, David .................. PC209
Marklein, Karen ............................. I10
Marshall, Kim ................................ G02
.BSUJOF[&MEB ............................. M11
Maskel, Shary .............................. M07
Matika, Mary Ann ........................L28
Mayo, Billie .................................... A04
McBride, Donna ...........................B05
McCalla, Jeff ..................................D20
McColl, Lisa ....................................RT2
McCormick-Lee, Karlene ............ I02
McDermott, John........................ H02
McDonald, Ann ............................B01
McGibbon, Beth ..................... PC203
McGibney, Nina .......................... M28
McGrath, Karen............................ C23
McIver-Brown, Robin..................RT1
McLean, Isabel ..............................L28
McLurkin-Hasani, Kandice........F09
McReynolds, Cheli ..................... M09
Mckanders, Carolyn .............. PC102
Meek, Scott ....................................K06
Melville, Becky ..............................F22
Mendes, Ernie ......................... PC104
.FOEF['FMJDJB .............................F16
Merrifield, Norman......................K03
Merrill, Cynthia .............................E11
Michael, Linda............................. M45
Mickelson, Diane ....................... M28
Mikles, Chris..........................E13, L14
Miller, Holly .................................. M19
Miller, Jan.............................. L12, RT1
Mink, Andy .....................................L28
Mirk, Paula......................................L30
Mitchell, Laura .............................. J26
Mitchell, Wendy............................K08
.J[FMM)BZFT ............. D03, J01, M08
Moir, Ellen .....................................TL03
Monet, Julie ...................................RT1
Montgomery, Wytonia...............E07
Montoya, Jill ..................................RT1
Moore, Betsy..................................RT1
Moore, Leonard ........................... H01
Morel, Nina...................................... I10
Moreland, Matt ............................ C22
.PSHBO&MJ[BCFUI ...................... C25
Morgan, Mindy ............................ C16
Morganti-Fisher, Terry .............. M26
.PSSJT-J[ ..................................... M10
Morrow, Todd .............................. M39
Motley, Paula .................................F25
.PU[LVT5$ ..................................E14
Mowery-Halbrook, Leanne ...... J23
Mueller, Peggy ..............................L20
Muhammad, Anthony ......... PC212
Mulhall, Lisa ................................. M11
Mullen, Michelle........................... J11
Mulvey, Beth .......................M34, RT2
Mun Wah, Lee ...............................L19
Munger, Linda ......................... PC303
Murphy, Michael ........................... I04
Murphy, Rob .................................D09
Nadeau, Eva .................................. C21
Nakaoka, Barbara....................... M09
Napolitano, Leonard................. M13
Navar, Arturo ................................ C09
Neall, Michael............................... C20
Nelson, Theresa .................M34, RT2
Neumeyer, Deb ............................F20
Newman, Carla ............................D19
Newman, Eleanor ....................... C11
Newsom, Brian .............................F05
Newton, Roberta ....................... M33
Nicely, Tanna .................................F15
Nichols, Get....................................K10
Noon, Scott .................................... J08
Novak, Jodie ................................ M28
/VO[JBUB.BSJB ............................L05
Nussbaum-Beach, Sheryl ........... I06
O’Dowd, Angela ........................... J10
O’Loughlin, Judith ......................D15
Oakeley, Cecilia ............................L01
Oh-Bilodeau, Marsha.................D19
Olson, Mark ...................................D05
Olson-Stewart, Kelly ...................E06
Otten, Laura.................................. C14
Padilla, Patty ................................. C08
Paine, Debbie ................................K02
Palmer, Jamie ................................K05
Pardeck, Vickie ..............................B03
Parkhurst, Lynne ......................... C18
Parrett, William ............................. J09
Parrish, Patricia ........................... M30
Partrick, Jennifer ..........................RT2
Patterson, Connie .......................D21
Patterson, Patrick ........................ H01
Patterson, Susan ..........................RT2
Pauling, Kelly ................................. J31
Payne, Brandon ............................RT2
Peaks, Janet .................................. C18
Pearce, Ann .................................... J12
1FSF[-BVSB.................................... J13
Pernick, Ira...................................... J21
Pernin, Patricia ..............................L04
Pete, Brian .................................... M15
Peterman, Robin ..........................K10
Petersen, Shawna ...................... M12
Petti, Amy .......................................L09
Phelps, Kay ..................................... J26
Phillips, Scott ................................D12
Phillips, Tu.......................................L25
Picado, Lila ................................... M09
1J[[VUP+FOJDF ..............................L26
Pollock, Jane ..................................K01
Pond, Amy ...................................... J17
Premo, Ann ....................................K05
Prescott, Cherie .......................... M04
Price, Deidra ..................................RT1
Psencik, Kay ........................ L15, M03
Purcell, Kerry ................................ C08
Purvis, Kelly ..................................... I12
Pye, Joseph ..................................... I12
Quate, Stevi .................................. H02
2VF[BEB&EXJO ........................... J16
Quinn, Joanne ..............................E18
Ramers, Lauren ............................. J11
Ramos, Jennifer ...........................D04
Rashid, Jan ................................... M17
3BXMJOHT-J[ .................................. J23
Recht, Donna.................................E14
Redfield, Karen .............................RT1
Reed, Deborah ............................. A02
Reeder, Gail ....................................L13
Regan, Laura..................................K08
Reid, Steven ................................. M05
Reilly, Marceta ...............................L32
Reiss, Karla......................................L24
Resnick, Danni ..............................F01
Revuluri, Sendhil .......................... J05
Richardson, Patricia ..................... I12
Rickabaugh, Jim ...........................E09
Ricketts, Vicki................................. J16
Riedl, Lucinda.............................. M29
Riel, Lori...........................................E03
Riggins, Marilyn............................F16
Robb, Jane......................................F10
Robbins, Pam ................................B04
Roberts, Twianie...........................L23
Robertson, Lisa ............................. J13
Robinson, Pamela ....................... C15
Robinson, Todd............................D21
Roby, Gay ........................................F25
Rochlin, Martin ........................... M37
3PESJRVF[4BOESB ........................ I03
Ronneberg, Jeff ............................E02
Rose, Jennifer .............................. M10
Rose, Jill ...........................................F26
Rose, Joel ......................................D22
3PTFOLSBO[1BUUJ .........................RT1
Ross, John..................................... M27
Roth, Jay........................................... I09
Roussin, James .............................L31
Rudolph, Lucinda ........................F21
Ryan Miller, Lesley ......................D08
Ryan, Bob........................................ J20
Safer, Arthur......................... RT1, RT2
4BODIF[/PSNB ...........................F10
Sattes, Beth .....................PC214, C04
Sauer, Wendy.................................K07
Saumell, Debbie ........................... J13
Saunders, William .................. PC209
4DBSCSPVHI+BDRVF ..................... I10
Scherman, Kristin.........................F22
4DIJBWJOP/BSWBF[#FUI ..........D16
Schiola, Steven ............................ A07
Schlemann, Katherine ............... J17
Schmid, Ann Marie .................... M16
Schmitt-Carey, Mary Anne .....D22
Schoeller, Dot.............................. M04
Schreck, Mary Kim .......................E10
4DIXBS[&SJD ...............................D22
Sciolis, Catherine ....................... M39
Scott, Susan .................................. A05
Seay, Lynn.......................................B01
Seebaum, Matthew ....................F15
Shelton, Kenneth ................... PC109
Shelton, Tammy...........................D14
Shelton-Lowe, Lana ....................F15
Shuster, Frances ........................... J32
Simmons, Rita ............................... J20
Simonson, Kari..............................F22
Sims, Paul.............................. RT1, RT2
Sindelar, Nancy........................... M23
Singleton, Glenn .................... PC302
Sinisi, Randy................................... J17
Skinner, Colleen ...........................RT2
Smith-Anderson, Sheila ...... PC216
Smith, Cynthia ..............................E11
Smith, Federa ................................K10
Smith, Laurie ................................ C14
Smith, Melissa .............................. C16
Smith, Pam .....................................F28
Smith, Shana ................................D17
Snook, Hilary .................................B01
Sommers, Bill.................................E02
Sovde, Doug ..................................L02
Sparks, Betty Sue .........................F15
Spear, Vicky ....................................RT2
Spencer, Laura ..............................RT2
Spiro, Jody ........ PC107, PC216, F27
Stabiner, Alice ...............................L05
Staehr-Fenner, Diane................... I02
Starr, Josh ..................................... M20
4UB["SEFUI .................................. G06
Steele, David..................................F01
Stephenson, Susan .................... G06
Stirling, Terry .................................RT1
Stout, Robin .................................. G08
Stover, Robin ................................ C21
Stuart, Vanessa ............................ H03
Supancic, Lisa................................ J23
Sweeney, Diane .......................... M35
Swisher, Karen............................. M22
4XJ[F.JLF ....................................RT1
Sykut, Linda ...................................K05
Tamburro, Jillian.......................... C08
Tanaban, Akane...........................D17
Tate, Marcia ..........................E17, G09
Tavormina, Mary Jo ..................... J05
Taylor, Christie ..................... J25, L25
Taylor-Presley, Peggy..................L16
Teele, Sue........................................RT1
Terri, Jenkins ................................... I05
Thessin, Rebecca........................ M20
Thomas, Brent ..............................D21
Thompson, Cathy ........................E05
Tiara, Grayson ............................. M32
Toldson, Ivory.......................... PC207
Tonsmeire, Kelly ...........................K04
Topps, Jo ........................................ C09
Tovar, Janette ................................L16
Trevino, Raul ..................................E07
Trisler, Brooke................................RT2
Troen, Vivian ................................. G07
Tucker, Deborah ...........................F07
Tucker, Kathy ............................... M10
Turner, Carrie ............................... M34
Turner, Kimberly...........................F12
Turner, Leigh................................... I05
Turner, Scott .................................. J23
Umoja, Aminata .......................... G05
Van Soelen, Thomas .................. H06
Vella, Barbara ................................B01
Waddell, Lanette .......................... J19
Walker, Kristin ............................. M01
8BMRVJ"ÓEB.................................TL09
Walsh, Jackie ..................PC214, C04
Walts, Kathleen .................... J25, L25
Wargacki, Melinda ..................... M22
Warren, Brenda ............................ C23
Warren, Susan .............J22, L13, RT1
Weber, Judy ...................................RT2
Welch, Margaret .......................... C08
Wellman, Bruce ........................... C01
Wells, Michelle ............................. C18
West, Brenda .................................K10
West, DeNelle ................................F12
West, Lucy ...................... PC206, D09
Westbrook, Jody ..........................L03
Wheatley, Claudia.......................D13
White, Amy...................................... I13
White, Yvette .................................L27
Whitehair, Ann ............................ M22
Wiebe, Ruth ................................. M12
Wiedel, Pat ................................... M03
Wilder, Sue .................................... A08
Wilderman, Mark .........................B03
Wiley, Brandon..............................F03
Wilhite, Robert .................... RT1, RT2
Williams Barron, Courtney ...E04, RT2
Williams, Diana ................... C24, L32
Williams, Ellen .............................. A09
Williams, Jennifer .........................K08
Williams, Kenneth........................ J03
Wilson, Anna ................................. J19
Wilson, Jeraldine .........................D19
Winlock, Steve ........................ PC215
Winney, Kelly .................................F12
Winter, Jim .....................................L29
8JTFNBO-J[.................................QA1
Wolfe, Pat .................................. PC101
Wolpert-Gawron, Heather ... PC202
Wood, Jody ....................................RT2
Wood, Lynda .................................L23
Woodard, Nicole ..........................RT2
Yates, Brian ................................... M16
Yates, Lisa ..................................... M16
Zambetti, Ellen ............................. J19
Zelman, Susan .............................. J24
Zoller, Kendall .............................. C03
105
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