Conference Program

Transcription

Conference Program

2016
LEARNING
FORWARD
ANNUAL CONFERENCE
#learnfwd16
CONFERENCE PROGRAM
CONNECTING
LANDSCAPES
for LEARNING
VANCOUVER
Register by October 1 and Save $50 US
on a 3-, 4-, or 5-day registration
December 3-7, 2016
VANCOUVER CONVENTION CENTRE
www.learningforward.org/conference
Join us in Vancouver, BC
CONNECTING
LANDSCAPES
for LEARNING
VANCOUVER
Connecting Landscapes
for Learning
On behalf of the Learning Forward Board of Trustees and staff,
we invite you to join us in Vancouver, British Columbia for our
2016 Annual Conference. This year’s conference features a
fantastic program that will have an impact on educators and
students every day. Our sincere thanks go to the Vancouver
Host Committee and the Conference Advisory Committee for
challenging us to expand our vision and consider new strategies
for advancing our impact and our learning.
Once we return to our own professional settings, we can work
within our spheres of influence to create the connections
necessary to educate others who affect educational practice
and student learning. As we share the examples, skills,
knowledge, and insights we gained, we become advocates
for all that effective professional learning can accomplish.
Learning Forward’s 2016 Annual Conference will empower you
to take part in improving the lives of students and educators
and transforming our schools into powerful places where all
educators and students learn.
Join us in Vancouver, BC, and make the connection for learning.
John Eyolfson
Learning Forward
President
Stephanie Hirsh
Learning Forward
Executive Director
2016 LEARNING FORWARD BOARD OF TRUSTEES
John Eyolfson
President
Cherry Creek
School District
Centennial, CO
2
Scott Laurence
President-elect
Carmel Unified
School District
Carmel, CA
Deborah Renee
Jackson
Past president
Fairfax County
Public Schools
Falls Church, VA
Steve Cardwell
University of
British Columbia
Vancouver, BC
Alan Ingram
Education
Consultant
Midwest City, OK
Learning Forward 2016 Annual Conference | Register Online Today
Janet Samuels
Norristown
School District
Norristown, PA
E. Leigh Wall
Santa Fe
Independent
School District
Santa Fe, TX
Olivia Zepeda
Gadsden
Elementary
School District
#32
San Luis, AZ
VANCOUVER
HOST COMMITTEE
MEMBERS
We invite you to
join us in Vancouver,
on the beautiful west coast of Canada, to be part of Connecting
Landscapes for Learning. Participants arrive at the conference
from many different places in North America and from around the
world. As educators, we have a direct impact on student success,
especially on long-term life outcomes. And when we are able to
participate in effective professional learning, we are more likely to
strengthen that impact on student outcomes. Those attending the
conference are fortunate to be able to come together for five days
to share and enrich their professional learning toolkits. I know we
all feel honored to take part in this work.
Learning Forward has assembled an outstanding program with
thought leaders who will challenge your thinking, keynotes that
will inspire your visions, and concurrent sessions that will give you
a hands-on approach to professional learning. From an exhibit hall
showcasing the latest in print and online technology to the student
performances and evening activities, the 2016 Annual Conference
will engage you in a very full learning experience!
Vancouver has much to offer you personally and professionally!
While you are here, take some time to explore this wonderful
city. With ski areas as close as half an hour away, Vancouver and
its environs are an exciting place to wander and discover. Take a
gondola ride to enjoy a fabulous city view. Enjoy a carol ship ride in
a celebration of holiday lights and delight in the beautiful harbor.
Dine in restaurants featuring some of the best food in the world.
British Columbia has a rich Aboriginal heritage, and the conference
center is on the historic lands of the Musqueam people. Take time
to visit the Musqueam Cultural Pavilion, a short car-ride away.
The Host Committee has worked tirelessly to ensure that your
experience in Vancouver will be a rewarding one. We hope your
“take-aways” from the conference will be ones you will use when
in your own school, district, provincial, state, or national role to the
great benefit of students.
May you learn together with colleagues, meet new Learning
Forward members who will become a part of your professional
network, and enrich your learning experiences now and into
the future. This is the Host Committee’s wish for your Vancouver
Learning Forward 2016 Annual Conference experience!
Trudean
Andrews
Jenny
Garrels
Jessica
Antosz
Robyn
Gray
Heather
Baptie
Denise
Johnson
Woody
Bradford
David
Manuel
Maryann
Cardwell
Corinne
McCabe
Steve
Cardwell
Juleen
McElgunn
Lisa
Carson
Cheryl
Murtland
Satnam
Chahal
Karen
Steffensen
Sue
Elliott
Jennifer
Turner
Please join us!
Juleen McElgunn
Host Committee Chairperson
www.learningforward.org/conference | 800-727-7288
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THE LEARNING CONFERENCE
What Makes Learning Forward’s Annual Conference
THE Learning Conference?
Learning Forward’s Annual Conference is the best investment you can make
to promote professional learning that advances educator and student
performance. 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.
4Access new ideas.
4Gain new
knowledge.
4Learn from
thought leaders.
4Find resources.
4Make connections.
THE PROGRAM
THE ONSITE EXPERIENCE
WHO SHOULD ATTEND:
• Develop new knowledge and hone
existing skills.
• Engage in meaningful conversations
with thought leaders and colleagues.
• Acquire tools to apply immediately to
your work with teachers and students.
• Attend preconference sessions to
delve more deeply into priority areas.
• Hear from vendors in the Exhibit
Hall about the latest technology
tools available to facilitate
professional learning in the
Technology Showcase.
• Family-style sit-down meals
encourage conversation and
promote relationship building.
• Ticketed sessions mean your
presenter is expecting you and has
materials ready.
• Two-, three-, and five-hour sessions
to promote deeper learning.
• Exhibitors offer valuable products
and resources specific to
professional learning.
•
•
•
•
•
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•
Central office administrators
Superintendents
Policymakers and decision makers
Teacher leaders/Coaches
School-based teams
Principals/Assistant principals
Technical assistance providers
INDICES You can further identify your areas of interest and search by topic, audience type, or presenter name using the
indices in the back of this program or the search function in the My Conference tool at www.learningforward.org/conference.
Conference Areas of Focus
The conference has been planned
around 10 areas of focus which
provide a broader context for your
areas of interest:
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LEARNING COMMUNITIES
LEADERSHIP
RESOURCES
DATA
LEARNING DESIGNS
IMPLEMENTATION
STUDENT LEARNING
EMERGING ISSUES
EQUITY
TECHNOLOGY
#learnfwd16
“
“
I love the
energy! Bringing
professionals
together with a
focus on building
professional,
collaborative
practice provides
relevant content
and practices
to immediately
apply to my work.
”
“
— Pamela Yoder
Excellent
conference,
well planned,
great content.
Highly
recommend.
”
— Doris Messina
“MY FIRST
BUT NOT LAST
LEARNING
FORWARD. THE
ORGANIZATION
AND RANGE OF
SPEAKERS AND
TOPICS MADE
MY TRIP.”
Cathy BerlingerGustafson,
Facilitator,
Crystal Lake, IL
Rod Allen,
School District #79
(Cowichan Valley),
Duncan, BC
Sydnee Dickson,
Utah Department
of Education,
Salt Lake City, UT
Audrey Hobbs
Johnson,
Adviser,
North Vancouver, BC
Jim Iker,
BC Teachers’
Federation,
Vancouver, BC
Kit Krieger,
BC Principals’ and VicePrincipals’ Association,
Vancouver, BC
Juleen McElgunn,
BC School
Superintendents
Association,
Vancouver, BC
— Bev Freedman
This was an amazing time to be recharged,
inspired, and filled with new ideas.
Everything at the conference is geared to
maximizing networking opportunities and
creating a collaborative community. The
entire conference is a powerful professional
learning experience.
— Roberta Reed
CONFERENCE
ADVISORY
COMMITTEE
”
The Learning Conference
Mike Roberts,
BC School Trustees
Association,
Vancouver, BC
David Ross,
Partnership for 21st
Century Learning,
Napa, CA
Andrew Szczepaniak,
Primavera Online High
School,
Chandler, AZ
SPECIAL THANKS TO
Cindy Harrison
Back up concurrent
speaker
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CONFERENCE OVERVIEW
FRIDAY, DECEMBER 2, 2016
TUESDAY, DECEMBER 6, 2016
8:30 a.m. – 4 p.m.
Academy 2017 & 2018 Sessions
7:30 a.m. – 4:30 p.m.
5 p.m. – 7 p.m.
Registration
7:30 a.m. – 8:30 a.m.
Continental Breakfast in the Exhibit Hall
7:30 a.m. – 2:30 p.m.
Exhibit Hall
SATURDAY, DECEMBER 3, 2016
8 a.m. – 8:30 a.m.
Chat with Roy Henry Vickers
7:30 a.m. – 5 p.m.
Registration
9 a.m. – 12 p.m.
8:30 a.m. – 4 p.m.
Academy 2017 & 2018 Sessions
Thought Leader Lectures (TL06, TL07,
& TL08)
9 a.m. – 4 p.m.
Preconference Sessions
9 a.m. – 12 p.m.
Concurrent Sessions (Sets G & H)
12 p.m. – 1 p.m.
Preconference Lunch
10 a.m. – 12 p.m.
Concurrent Sessions (Set I)
12:15 p.m. – 1 p.m.
Lunch
1 p.m. – 2:15 p.m.
General Session
2:30 p.m. – 3:30 p.m.
Keynote Q&A (J01)
2:30 p.m. – 4:30 p.m.
Thought Leader Lectures (TL09 & TL10)
2:30 p.m. – 4:30 p.m.
Concurrent Sessions
(Set G continued & J)
2:30 p.m. – 4:30 p.m.
Technology Showcase (Set K)
5:30 p.m. – 6:30 p.m.
Business Meeting
SUNDAY, DECEMBER 4, 2016
7:30 a.m. – 6 p.m.
Registration
9 a.m. – 4 p.m.
Preconference Sessions
12 p.m. – 1 p.m.
Preconference Lunch
12 p.m. – 6 p.m.
Exhibit Hall Open
4:30 p.m. – 5:30 p.m.
Academy Graduation & Reception
6 p.m. – 8 p.m.
Welcome Reception
MONDAY, DECEMBER 5, 2016
7:30 a.m. – 5 p.m.
Registration
7:30 a.m. – 8:30 a.m.
Continental Breakfast in the Exhibit Hall
7:30 a.m. – 6 p.m.
Exhibit Hall
8 a.m. – 8:30 a.m.
Conference Preview and First Timer’s
Orientation
9 a.m. – 12 p.m.
Thought Leader Lectures
(TL01, TL02, TL03)
9 a.m. – 12 p.m.
Concurrent Sessions (Sets A & B)
10 a.m. – 12 p.m.
Concurrent Sessions (Set C)
12:15 p.m. – 1 p.m.
Lunch
1 p.m. – 2:15 p.m.
General Session
2:30 p.m. – 4:30 p.m.
Keynote Q&A (D01) and Thought
Leader Lectures (TL04 & TL05)
2:30 p.m. – 4:30 p.m.
Concurrent Sessions
(Set A continued & D)
4:30 p.m. – 6 p.m.
Exhibit Hall Reception
4:45 p.m. – 5:45 p.m.
Networking Meet Up Sessions (Set E)
4:45 p.m. – 5:45 p.m.
FastForward Sessions (Set F)
6 p.m. – 7 p.m.
State and Provincial Affiliate Receptions
Registration
WEDNESDAY, DECEMBER 7, 2016
7 a.m. – 3:15 p.m.
Registration
8 a.m. – 10 a.m.
Thought Leader Lectures (TL11 & TL12)
8 a.m. – 10 a.m.
Concurrent Sessions (Set L)
10:15 a.m. – 11 a.m.
Brunch
11 a.m. – 12 p.m.
General Session
12:15 p.m. – 3:15 p.m.
Summit Sessions (Set M)
3:15 p.m.
Conference Adjourns
“
The Learning Forward
conference is a phenomenal
experience. The quality of
the concurrent sessions, the
organizational quality, and
the opportunities for deep
learning are unequaled by
any other conference in the
country. The experience is
energizing, rewarding, and a
much-needed time to reflect
on our practice each year.
”
Stacy Winslow
2015 Annual Conference attendee
6
THANK YOU TO OUR SPONSORS
(as of July 1, 2016)
BRITISH COLUMBIA EDUCATION PARTNER GROUP
n BC Ministry of Education
n
BC Principals’ and Vice-Principals’
Association
n
BC School Superintendents Association
n
BC Association of School Business Officials
n
BC School Trustees Association
n BC Teachers Federation
n
Learning Forward BC
n
Federation of Independent School
Associations
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CONFERENCE FEATURES
GENERAL SESSIONS
WELCOME RECEPTION
General sessions begin after lunch on Monday and Tuesday
and after brunch on Wednesday. General sessions feature
Learning Forward leaders, special guests, and student
performances. Learning Forward has a long-held tradition
in which participants eat meals together in the spirit of
camaraderie and networking. We encourage you to come
to each general session and sit with different people each
time. Learning Forward allows 30 to 45 minutes for sitdown meal service.
SUNDAY | DECEMBER 4, 2016 | 6 P.M. - 8 P.M.
Kick off the conference with old friends and new colleagues!
All conference attendees are invited to mix and mingle
while munching on sweet and savory hors d’oeuvres. Come
enjoy the festive atmosphere as you cultivate relationships
during this informal networking event.
KEYNOTE SPEAKERS
MONDAY | DECEMBER 5, 2016 | 8 A.M. - 8:30 A.M.
New to Learning Forward, or a first-time attendee? This
session will discuss the conference’s format and help you
maximize your learning experience. From navigating your
daily schedule and conference app to locating the general
sessions, lunch, and keynotes, discover the many ways to
network and take advantage of all that Learning Forward
has to offer you.
Our general session keynote speakers will motivate, inform,
and engage you. Monday’s keynote features Michael Fullan
and Andy Hargreaves sharing new findings on the state of
professional learning in Canada. Tuesday’s keynote address
by Pasi Sahlberg will speak to reinventing innovation and
the lessons to be learned from successful systems. Close
out the conference on Wednesday with Avis Glaze, Milton
Chen, and Denise Augustine, who will challenge us to
ensure social justice and equity for all students.
MEALS AND RECEPTIONS
Individuals who register for a preconference program
will receive coffee and lunch on preconference days.
Individuals who register for the 3-, 4-, or 5-day conference
program may attend the Welcome Reception on Sunday
evening and the Exhibit Hall reception on Monday evening.
A continental breakfast is provided in the Exhibit Hall
Monday and Tuesday mornings from 7:30 a.m. to 8:30 a.m.
Lunch is served on Monday and Tuesday; brunch is served
on Wednesday before the general sessions. Conference
meals meet a variety of dietary needs and preferences.
Those with special needs should indicate their dietary
requirements on their registration forms.
THOUGHT LEADER LECTURES / Q&AS
Thought Leader (TL) lectures and panel discussions
feature selected leaders in professional learning, school
improvement, and other areas of interest. Lectures
and panel discussions are scheduled throughout the
conference on Monday, Tuesday, and Wednesday. Register
for TL01, TL02, etc., or select the Thought Leader track to
attend all lectures and panels. A Question and Answer
session follows each general session. Register for sessions
D01, J01, or M01 for a more in depth conversation with the
keynote speakers.
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CONFERENCE PREVIEW AND FIRST-TIMERS’
ORIENTATION
LEARNING FORWARD EXHIBIT HALL RECEPTION
MONDAY | DECEMBER 5, 2016 | 4:30 P.M. - 6 P.M.
All attendees are invited to the Exhibit Hall Reception.
Browse booths featuring the latest technology in the field
of professional learning, pick up souvenirs to take home,
and mingle over drinks and appetizers. Stop in the Exhibit
Hall classroom and watch FastForward, Pecha-Kucha style
presentations. Don’t miss this fun event promoting the best
educational organizations and companies.
CHAT WITH ROY HENRY VICKERS
TUESDAY | DECEMBER 6, 2016 | 8 A.M. - 8:30 A.M.
Join Canadian artist Roy Henry Vickers in conversation.
Vickers is a recognized leader in the First Nations community
and has received many awards and honors for his art and
community involvement. Thanks to his harmonious fusion
of traditional and contemporary, old and new, and personal
and universal, Learning Forward is proud to feature his
work throughout this printed program as we connect
landscapes for learning in the natural beauty of Canada.
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
EARN CONTINUING EDUCATION UNITS
FOR THE CONFERENCE
MOBILE APP
Saint Mary’s College of California offers you the
opportunity to earn Continuing Education Units (CEUs) for
attending Learning Forward’s 2016 Annual Conference. The
Continuing Education Unit is a nationally recognized unit
designed to provide a record of an individual’s continuing
education or professional growth accomplishments. Ten
hours of instruction equals one CEU. The cost for up to one
CEU is $50.00.
To register:
• Pick up a CEU registration form or download a packet
from the conference website www.learningforward.org/
conference.
• Fill out the registration form and log sheet.
• Send a check for $50 per unit to Saint Mary’s College.
• Within two weeks after receipt of your forms and
payment, you will receive a certificate verifying the units
you have earned.
For more information, please contact Jeannie Harberson,
Program Assistant at jhh3@stmarys-ca.edu.
Learning Forward’s
conference mobile app
provides easy-to-use,
interactive tools to enhance
your conference experience.
1. Keep your conference
agenda with you in the
mobile app.
2. Receive alerts to stay
informed about
conference updates.
3. Follow and join on
conference chatter with
the built-in Twitter feed.
4. Connect with conference
exhibitors and vendors.
5. Search for local dining and
entertainment options.
Information about downloading the app
can be found at the conference website at
www.learningforward.org/conference.
Welcome to the
Exhibit Hall
Learning Forward’s Exhibit Hall features
vendors recruited to address issues
related to professional development and
school improvement. The Exhibit Hall also
features Learning Forward Bookstore’s new
publications, as well as books by conference
speakers and presenters.
Exhibit Hall Hours:
SUNDAY
MONDAY
TUESDAY
December 4
December 5
December 6
Exhibits Open
12 p.m. – 6 p.m.
Exhibits Open
7:30 a.m. – 6 p.m.
Exhibits Open
7:30 a.m. – 2:30 p.m.
Exhibit Hall
Reception
4:30 p.m. – 6 p.m.
EXHIBITORS
(as of July 1, 2016)
Amplify
Corwin
CPM Educational
Program
Crayola
Florida Institute of
Technology
Frontline
Hidow Inc.
IRIS Connect
Just ASK Publications
& Professional
Development
Kagan Publishing
& Professional
Development
Panorama Education
Performance Matters
Roy Henry Vickers
School Improvement
Network
Solution Tree
Teachers College
Press
VS America
CONFERENCE FEATURES
NETWORKING SESSIONS
MONDAY | DECEMBER 5, 2016 | 4:45 P.M. – 5:45 P.M.
Take advantage of networking opportunities to meet up with colleagues facing similar challenges in jobalike and special interest sessions. These facilitated discussion groups do not require tickets.
E01 Networking Meet-Up for Superintendents
Meet other superintendents of like mind and heart. Share
conference highlights, reflect on something you’ve heard
or learned that challenged your thinking, discuss common
themes among speakers, or talk about an idea you might
like to try implementing in your district.
E02 Networking and Sharing with Principals
and Assistant Principals
Consider the changing roles and expectations for principals
and assistant principals. Explore ways in which principals
and assistant principals can facilitate school improvement.
Join in a dialogue and share effective practices in this
networking session for principals and assistant principals.
E03 Networking for the Big 50
Join a discussion about the major issues facing the largest
school districts. Focus on the ways in which students learn
across content areas, examine the link between professional
learning and student achievement, or discuss the best
way to deploy resources. Consider how to increase public
awareness and understanding that adult learning leads to
student success.
E04 Networking Meet-Up for State or Provincial
Education Agencies
Engage in a networking session with your state or provincial
education agency colleagues and build on each other’s
expertise. Share successful strategies for implementing quality
professional learning aligned to educator evaluation systems,
the Common Core, and new assessments.
E05 Facilitated Study Group on Research
Dig in and analyze professional learning research studies
with fellow attendees in this networking meet up. Learn
to connect research and practice. See how to become
comfortable using data, research, and program evaluation
in daily decision-making. Network with other researchorientated attendees and continue this learning community
after the conference.
E06 Networking Session for Teacher Leaders
Meet with other teacher leaders and share something you’ve
learned at the conference that will impact your practice.
Consider teachers’ roles in schools and districts and how
best to advance teaching and learning. Share next steps you
will take when you return to your school or district.
FASTFORWARD
TECHNOLOGY SHOWCASE
SUMMIT SESSIONS
MONDAY | DECEMBER 5, 2016
4:45 P.M. – 5:45 P.M.
TUESDAY | DECEMBER 6, 2016
2:30 P.M - 4:30 P.M.
WEDNESDAY | DECEMBER 7, 2016
12:15 P.M. - 3:15 P.M.
Attend these fast-paced, concise
presentations, also variously known
as PechaKucha, Ignite, or Bytes. Each
presentation includes 20 slides at 20
seconds each. Stop in for some or all
of the presentations during the Exhibit
Hall Reception. A list of sessions
can be found on page 62 or on our
website. FastForward can be found in
the Technology Showcase classroom.
Tickets are not required to attend
these presentations.
Register for sessions in Set K and
experience vendor demonstrations in
the Exhibit Hall Technology Showcase.
Find cutting-edge solutions to
your greatest professional learning
challenges. Discover how to increase
the effectiveness of your professional
learning delivery systems. Explore
the latest in tools, resources, and
strategies to help develop and support
educators in implementation efforts.
Find a complete list on our website at
www.learningforward.org/conference
and a list as of June 3 on page 86.
Top off your learning on Wednesday
afternoon, with a Summit Session.
Summit sessions provide a three-hour,
in-depth look at topics ranging from
culturally responsive pedagogy to
leadership standards for principals and
vice principals.
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Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
REDESIGN PD TRACK
I
Explore REDESIGN PD in
sessions marked with this icon.
nnovative leaders and practitioners are reimagining
solutions to professional learning challenges. In these
sessions you will be inspired to think creatively about
how to address challenges within current systems such as
measuring the impact of professional learning on teacher
practice and student outcomes and increasing coherence
and relevance of professional development and abandon
initiatives that dilute or distract teachers’ focus. See how
learning systems empower educators to determine and
lead their own learning. The Redesign PD track offers the
opportunity to engage in meaningful collaboration, reflect, and
begin the process of tackling relevant problems of practice.
PC101 Evaluating Professional Development: Linking Our Learning
to Student Learning
PC106 Building an Effective Teacher Leadership Program
PC111 The Art and Science of Implementation
PC113 The State of Educator Professional Learning in Canada
PC201 Leadership to Maximize Coherence in Schools, Districts, and
Systems
PC204 The Feedback Process: The Power of Learner-Focused
Feedback
PC209 Spiral of Inquiry: For Equity and Quality
PC215 Transforming Professional Learning: A System’s Approach
TL04 – Supporting Effective Teaching at Scale: What Does It Take?
TL05 – Learning to Improve
TL06 – Great Leaders for Great Schools
TL09 – The Principal Supervisor: How to Balance the Roles of
Coach, Supervisor, and Central Office Leader
B17 – Innovating Professional Learning to Transform Student
Learning
B18 – They are Doing What? Scenario-Based Online Professional
Development
B20 – Learning Our Way to Excellence
C03 – The Staffroom-Classroom: Differentiating Professional
Learning for Teachers
C05 – Redesign PD: Innovative Process for Teacher Leadership
Through Professional Learning
C30 – Developing a Professional Learning Framework
D01 – The State of Professional Learning in Canada in Depth
D04 – Redesign PD Coaching: Ensuring Coherence and
Relevance in Professional Learning
D06 – Innovation in Teacher Development: Micro-credentials
and State and District Teaching Policy
D07 – Unlocking Resources to Accelerate Professional Learning
D08 – Getting Results: Leveraging Finances to Transform
Teaching and Learning
D11 – What’s on the Horizon for Professional Learning:
Examining Global Trends
D12 – The Tacoma Whole Child Initiative: A Roadmap for
Sustainable School and Community Transformation
D14 – Building Sustainable Professional Learning Teams Through
Schedule Redesign
D16 – Redesign PD: Enabling Growth in Teaching Practice
D18 – Redesign PD: Creating a Coherent System of Professional
Learning Using Formative Measures
D26 – From Policy to Practice: Leveraging Policy to Build
Professional Learning Systems That Get Results
D28 – Redesign PD: Measuring the Impact of Continuous Learning
D29 – Silos to Synergy: Create Comprehensive District
Professional Learning
D34 – Inquiring Professionals: Activating Learning and
Changing Lives
D39 – Disruptive Professional Development: Design, Develop,
Implement, and Innovate
I04 – myPD: The Art and Science of Personalized Professional
Development
I12 – Building Leadership Networks to Encourage Innovation
I14 – LEarning together to Advance our Practice: A SchoolBased Approach to Learning Communities
I21 – Using Data Displays to Engage and Empower Teachers
I22 – What’s New? What’s Next?
J02 – Resources to Support the Beyond PD Report
J07 – Redesigning Professional Development to Improve
Teaching and Learning
J09 – What Teachers Need to Make Professional Learning Work
J10 – It’s Intentional
J12 – Impossible Excellence: One District’s Journey
J15 – Redesign PD Coaching: Measuring the Impact of
J18 – Sowing the Seeds of Success: Growing Teacher Leaders
L01 – Redesign PD Community of Practice: Lessons from the Field
L11 – Getting Comfortable Being Uncomfortable: A Culture of
Equity
L24 – Redesign PD Coaching: Establishing Time for
REDESIGN IMPLEMENTATION AND
COACHING SUPPORT SESSIONS
Receive coaching to help implement your specific Redesign
PD efforts. Give yourself time to explore your goals and
dreams as you reimagine the possibilities. Consult with
a coach as you formulate a plan and consider possible
solutions using a variety of Redesign PD tools. Bring your
Redesign PD problem and sign up for a coaching session.
Each session focuses on a specific topic:
D04 – Redesign PD Coaching: Ensuring Coherence and
Relevance in Professional Learning
J15 – Redesign PD Coaching: Measuring the Impact of
L24 – Redesign PD Coaching: Establishing Time for
11
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12
STRATEGIC PARTNERS
Houston Endowment—a philanthropic foundation
Guided by the belief that every life has equal value, the Bill
established by Jesse H. and Mary Gibbs Jones in 1937—
& Melinda Gates Foundation works to help all people lead
improves life for the people of greater Houston through
healthy, productive lives. In developing countries, it focuses
its grants to nonprofit organizations and educational
on improving people’s health and giving them the chance
institutions. The foundation donates approximately $75
to lift themselves out of hunger and extreme poverty.
million each year to organizations that support and promote
In the United States, it seeks to ensure that all people—
arts and culture, education, the environment, health and
especially those with the fewest resources—have access to
human Services. Houston Endowment is supporting
the opportunities they need to succeed in school and life.
Learning Forward’s Galveston County Learning Leaders
Based in Seattle, Washington, the foundation is led by CEO
initiative to offer participating
Dr. Susan Desmond-Hellmann and
superintendents and their leadership
Co-chair William H. Gates Sr., under
teams learning and support to
the direction of Bill and Melinda
build strong systems of professional
Gates and Warren Buffett. The Bill &
LEARNING FORWARD
learning in their districts. For
Melinda Gates Foundation supports
more information about Houston
Learning Forward to amplify the
Endowment, visit
work of its grantees and partners that
Learning Forward would like
www.houstonendowment.org.
are creating effective innovations
to thank these organizations
in professional learning, along with
for their generous support
Redesign PD in its effort to redesign
in promoting professional
professional learning systems. For
learning to advance
more information about Bill & Melinda
Gates Foundation, visit
student achievement.
www.gatesfoundation.org.
PARTNERS
Get It Right: Common Sense on the Common Core
campaign from the Learning First Alliance (LFA) supports
efforts to share success stories and resources with educators,
parents, and community leaders across the country to help
them better understand and implement the Common
Core State Standards in their local schools. As part of the
Get It Right campaign, LFA is engaged in sharing the
lessons from several key states that began Common Core
implementation early. For more information, visit
www.learningfirst.org/get-it-right-campaign-guideseducators-examples-success#sthash.YQKq5XXG.dpuf.
Based in New York City, The
Wallace Foundation is a national
philanthropy that seeks to improve learning and enrichment
for disadvantaged children and foster the vitality of the arts
for everyone. The foundation has an unusual approach:
funding projects to test innovative ideas for solving
important social problems, conducting research to find out
what works and what doesn’t and to fill key knowledge gaps
– and then communicating the results to help others. The
Wallace Foundation supports Learning Forward to enhance
understanding of school and system leadership through the
dissemination of information and development of resources
for practitioners. For more information about The Wallace
Foundation, visit www.wallacefoundation.org.
13
2016 Learning Forward
Annual Conference
Booth 303
student
engagement
1
making the
standards
come alive
rigor
diverse
learners
common language
and concept system
instructional
Stop by Just ASK
Booth 303 to chat with us
about how we can
support your professional
learning initiatives
Just ASK Publications & Professional Development | www.justaskpublications.com | 800-940-5434
14
Scholastic_HalfPage_Ad_R2.pdf
1
7/1/16
1:38 PM
C
M
Y
CM
MY
CY
CMY
K
Congratulations, Carver Middle School
(Spartanburg, SC), the first school to earn the Learning School Designation.
Designation recognizes high-quality professional learning practices.
The Learning School Designation identifies a school as exemplifying effective professional learning in
action. Achieving the designation demonstrates the value a school places on professional learning that
increases teaching effectiveness and student achievement. Learning Forward’s partnership with AdvanceEd recognizes schools that engage in standards-based
professional learning. Learn more at www.learningforward.org/designation.
15
Guide Professional Learning with Analytics
The Performance Matters
platform, including
Truenorthlogic PD, links
educator and student data
and provides actionable
insights.
Visit booth #209 to learn more about
personalized professional learning management.
www.performancematters.com
877-204-2664
Great Things Happen When
PD Gets Personal
The research is irrefutable: when PD succeeds,
schools succeed. The problem is, not all PD is
created equal. In fact, some of the most common
forms of PD don’t work very well at all (we’re
looking at you “in-service” day).
But we know one thing that does work: PD that
meets teachers where they’re at and
provides educational experiences that honor
their individual needs and interests on the path
to mastery of skills and competencies.
You might call it making learning personal. In a
word, we call it Edivate.
Try Edivate Today - www.edivate.com
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KEYNOTE SPEAKERS:
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General Ad.indd 1
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17
10:23 AM
KEYNOTE SPEAKERS
MONDAY | DEC 5
TUESDAY | DEC 6
MICHAEL FULLAN AND ANDY HARGREAVES
PASI SAHLBERG
“The State of Educators’ Professional Learning
in Canada”
“Reinventing Innovation:
Leadership Lessons from
Successful Education
Systems”
MICHAEL FULLAN, OC, is the former
dean of the Ontario Institute for
Studies in Education at the University
of Toronto. Recognized as a world
authority on education reform, he
advises policymakers and education
leaders to help achieve the moral
purpose of all children learning. Fullan
received the Order of Canada in
December 2012. He is a prolific, award
winning author whose books have
been published in many languages.
His book Change Wars (Solution
Tree, 2009), co-edited with Andy
Hargreaves, was awarded the 2009
Book of the Year Award by Learning
Forward and Professional Capital:
Transforming Teaching in Every School
(Teachers College Press, 2012), also
with Andy Hargreaves, won the AACTE
2013 Book of the Year. Fullan’s latest
books are The Principal: Three Keys to
Maximizing Impact (Jossey-Bass, 2014)
and Coherence: The Right Drivers in
Action for Schools, Districts, and Systems
(Corwin, 2015), co-authored by Joanne
Quinn. He currently serves as an
advisor to the premier and minister of
education in Ontario.
18
ANDY HARGREAVES is the Thomas
More Brennan Chair in the Lynch
School of Education and Professor in
the Carroll School of Management at
Boston College, where he received
the 2015 Excellence in Teaching with
Technology Award. Previously, he was
the co-founder and director of the
International Centre for Educational
Change at the Ontario Institute for
Studies in Education at the University
of Toronto. Hargreaves has authored
or edited more than 30 books, several
of which have achieved outstanding
writing awards from the American
Educational Research Association, the
American Libraries Association, and
the American Association of Colleges
for Teacher Education. One of these,
Professional Capital: Transforming
Teaching in Every School (Teachers
College Press, 2012) with Michael
Fullan, has received three prizes
including the prestigious Grawemeyer
Award in Education for 2015.
PASI SAHLBERG is a Finnish educator,
author, and scholar. He has worked
as a school teacher, teacher educator,
researcher, and policy advisor in
Finland and has studied education
systems and reforms around the
world. His expertise includes school
improvement, international education
issues, classroom teaching and
learning, and school leadership. His
best-seller book, Finnish Lessons
2.0: What Can the World Learn from
Educational Change in Finland
(Teachers College Press, 2014, 2nd ed.),
won the 2013 Grawemeyer Award.
He is a former director general of the
Centre for International Mobility and
Cooperation at Finland’s Ministry of
Education and Culture in Helsinki
and currently a visiting professor
of practice at Harvard University’s
Graduate School of Education in
Cambridge, MA.
WEDNESDAY | DEC 7
MILTON CHEN
AVIS GLAZE
DENISE AUGUSTINE
“Innovative Learning:
“Poverty is Not Destiny:
The Path to Social Justice” Educators Make the
Difference”
MILTON CHEN is senior fellow and
executive director, emeritus at The
George Lucas Educational Foundation
(GLEF), a nonprofit operating
foundation in the San Francisco Bay
Area that produces the award-winning
Edutopia.org website on innovative
K-12 learning. He is also a member
of the National Park System Advisory
Board, appointed by Interior Secretary
Jewell to advance the agency’s work
in STEM and history/multicultural
education. His 2010 book, Education
Nation: Six Leading Edges of Innovation
in Our Schools (Jossey-Bass, 2012) was
named as one of the year’s 10 best
education books by the American
School Board Journal.
AVIS GLAZE was Ontario’s first chief
student achievement officer and
founding CEO of the Literacy and
Numeracy Secretariat, where she
played a pivotal role in improving
student achievement in Ontario. Glaze
also served as Ontario’s education
commissioner and senior adviser to
the minister of education. Currently,
Glaze is president of Edu-quest
International, offering a wide range
of educational services and speaking
engagements across the globe.
Back-Up Keynote: “Seven Success Factors for Improving Teaching”
JIM KNIGHT has spent more than two decades studying
professional learning, effective teaching, and instructional coaching.
He is the president of the Instructional Coaching Group and The
Impact Research Lab, and a research associate at the University of
Kansas Center for Research on Learning. Knight’s book Instructional
Coaching: A Partnership Approach to Improving Instruction (Corwin,
2007) popularized the idea of instructional coaching. He is also
the author of Focus on Teaching: Using Video for High-Impact Instruction (Corwin, 2014)
and Better Conversations: Coaching Ourselves to be More Credible, Caring, and Connected
(Corwin, 2016). Knight also writes the Radical Learners blog.
“Nu Sp’eq’um,
Our Children: Why
Recognizing, Nurturing,
and Celebrating
Each Child’s Gifts Is
Transforming Education”
DENISE AUGUSTINE (SWEE’ALT),
district principal of Aboriginal
education with the Cowichan Valley
School District #79 in Duncan, BC,
Canada, is a Coast Salish woman
with mixed ancestry. Eight years
ago, in response to a call from her
First Nation’s community and her
colleagues, she moved her work from
guiding the learning of 5-12 year
olds to working alongside teachers,
administrators, and support staff. She
provides leadership through side-byside coaching, participating in action
research, and facilitating experiential
workshops. Augustine carefully
weaves story and research together,
inviting us to open our hearts and
minds and imagine an education
system that values diversity and
inspires innovation.
19
THOUGHT LEADER LECTURES / PANELS
TL01 |
The State of Educator Professional
Learning in Canada
TL04 |
Supporting Effective Teaching at Scale:
What Does It Take?
MONDAY | DECEMBER 5, 2016 | 9 A.M. - 10 A.M.
MONDAY | DECEMBER 5, 2016 | 2:30 P.M. - 3:30 P.M.
AMY SLAMP is a senior program officer
on the College Ready Work team at
the Bill & Melinda Gates Foundation
where she works on investing in tools
and teaching strategies that support
teachers, schools, districts and states in
implementing the Common Core.
CAROL CAMPBELL is associate professor
of Leadership and Educational Change,
program coordinator for Educational
Leadership and Policy graduate courses,
and director of the Knowledge Network
for Applied Education Research (KNAER)
Secretariat at the Ontario Institute for
Studies in Education (OISE), University of Toronto.
TL02 |
Helping Students See the Differences
Between a Job or Career and Purpose
TL05 |
Learning to Improve
MONDAY | DECEMBER 5, 2016 | 3:30 P.M. - 4:30 P.M.
MONDAY | DECEMBER 5, 2016 | 10 A.M. - 11 A.M.
DAN PONTEFRACT is chief envisioner of
TELUS, a Canadian telecommunications
company, where he heads the
Transformation Office, a future-of-work
consulting group that helps organizations
enhance their corporate cultures and
collaboration practices.
ANTHONY BRYK is the ninth president
of the Carnegie Foundation for the
Advancement of Teaching, where
he is leading work on transforming
educational research and development
by more closely joining researchers and
practitioners to improve teaching and
learning.
TL03 |
Applying a Holistic Approach to Young Adult
Success to Schools
MONDAY | DECEMBER 5, 2016 | 11 A.M. - 12 P.M.
JENNY NAGAOKA is the deputy director
of the University of Chicago Consortium
on Chicago School Research, where she
has conducted research for the past 18
years.
LILA LEFF founded Umoja Student
Development Corporation in 1997 and
served as the organization’s CEO until
November 2010.
20
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
TL06 |
Great Leaders for Great Schools
TUESDAY | DECEMBER 6, 2016 | 9 A.M. - 10 A.M.
VIVIAN MIHALAKIS is a senior
program officer with the Bill & Melinda
Gates Foundation. Prior to joining the
foundation, Mihalakis led the English
language arts product and professional
development team at the Institute for
Learning at the University of Pittsburgh.
FELICIA CUMINGS SMITH is senior
program officer - College Ready at the Bill
& Melinda Gates Foundation. Cumings
Smith started her career as an elementary
and reading resource teacher in Jefferson
County (Kentucky) Public Schools where
she helped design and lead curriculum
work in literacy and formative assessment benchmarks.
TL07 |
A Changing Role for Principal Supervisors:
Supporting Principals as Instructional Leaders
TUESDAY | DECEMBER 6, 2016 | 10 A.M. - 11 A.M.
JENNIFER GRIPADO has worked for
Tulsa Public Schools for 23 years. Jennifer
currently is an Instructional Leadership
Director supporting 10 elementary
schools. She is also the Project Manager
for the School Leader Program Grant and
the Wallace Foundation Grant.
HARRY HUGHES is in his 18th year
serving in the District of Columbia Public
School System, currently in his fourth
year as an instructional superintendent.
In this role, Hughes leads a cluster of 12
elementary schools (seven of which will
begin implementing a new extended
school year model).
KATIE LARKIN is the principal of H.D.
Cooke Elementary School in Washington,
DC. This school year marks Larkin’s 17th
year as an educator in DC Public Schools
(DCPS). She spent 10 years as a classroom
teacher at Ross Elementary School before
becoming the school’s instructional
coach.
TL08 |
Effective K-12 Strategies: Leadership and
Learning in a Diverse World
TUESDAY | DECEMBER 6, 2016 | 11 A.M. - 12 P.M.
AVIS GLAZE was Ontario’s first chief
student achievement officer and
founding CEO of the Literacy and
Numeracy Secretariat, where she played
a pivotal role in improving student
achievement in Ontario.
CONFERENCE
ICONS
Special symbols provide
additional information for
conference attendees. These
sessions are marked with icons.
Most sessions are appropriate
for all attendees.
BASIC for participants with
limited background in the
content.
ADVANCED for attendees
who have knowledge of the
session content.
Sessions that have content
and skills for educators
serving TITLE 1 / economically
disadvantaged populations.
sessions marked with this
icon.
Common Core State
Standards will be found in
these sessions.
Sessions appropriate for
SUPERINTENDENTS are
flagged with this icon.
Sessions where participants
should BYOD—Bring your
own device. Gain a global perspective
in sessions marked with
this icon.
21
THOUGHT LEADER LECTURES / PANELS
TL09 |
The Principal Supervisor: How to Balance
the Roles of Coach, Supervisor, and
Central Office Leader
TL11 |
Understanding and Promoting Young
Children’s Health and Well-Being Using
Population Data
TUESDAY | DECEMBER 6, 2016 | 2:30 P.M. - 3:30 P.M.
WEDNESDAY | DECEMBER 7, 2016 | 8 A.M. - 9 A.M.
STEPHEN FINK is the executive director
of the University of Washington Center
for Educational Leadership (CEL), and
affiliate associate professor of educational
leadership and policy studies in the
University of Washington College of
Education.
KIMBERLY SCHONERT-REICHL is an
applied developmental psychologist
and a professor in human development,
learning, and culture in the Faculty of
Education at the University of British
Columbia (UBC).
MAX SILVERMAN is the associate
director of the Center for Educational
Leadership (CEL) at the University of
Washington. Silverman is a former
principal and central office leader who
leads CEL’s work focused on district
leadership.
PIPPA ROWCLIFFE has worked for the
Human Early Learning Partnership (HELP)
at University of British Columbia, first as
the executive director of the Council for
Early Child Development and then as the
knowledge translation director.
SUSANNE JERDE is the chief academic
officer of Highline Public Schools. She
began her teaching career in Highline
in 1984, and since then has served as an
elementary school principal, director of
Title 1/LAP/ELL, and executive director
supervising schools K-12.
TL12 |
Building Deep Professional Learning
Environments: What Educators Need to
Know
WEDNESDAY | DECEMBER 7, 2016 | 9 A.M. - 10 A.M.
TL10 |
Developing Great Teaching: Findings
from a Major International Review into
Effective Professional Development
RON CANUEL has been president
and CEO of the Canadian Education
Association since 2010, and has over
40 years of experience in the public
education sector.
TUESDAY | DECEMBER 6, 2016 | 3:30 P.M. - 4:30 P.M.
DAVID WESTON is the founder and chief
executive of the Teacher Development
Trust, and the chair of the United
Kingdom Department for Education’s
Teacher Development Expert Group.
He is a school governor and a former
secondary math and physics teacher.
Monarch
22
www.corwin.com
Visit the Learning Forward Bookstore,
located next to registration.
Find the latest resources and classic titles
to keep you at the forefront of the field.
Learning Forward members save 20%
on all bookstore purchases!
www.learningforward.org/bookstore
23
PRECONFERENCE SESSIONS
DECEMBER 3, 2016
SATURDAY
9 AM - 4 PM
PC101 |
Evaluating Professional
Development: Linking Our Learning
to Student Learning
Accountability in professional learning
means that educators take responsibility
to provide evidence that their professional
learning leads to better instructional
practice and improved learning for all
students. Explore methods for designing
evaluation that measures the effects of
professional learning on educator practice
and student learning. Learn how to identify
reliable indicators of student success and
educator practice, gather quantitative
and qualitative evidence of effects, and
present that evidence in meaningful and
convincing ways.
Participants will:
• Examine how to evaluate the results of
individual, school, and system
professional learning in terms of educator
practice and student performance.
• Acquire understanding of how to
use a variety of tools for measuring
the acquisition and implementation of
professional learning and short- and
long-term student outcomes.
• Differentiate between weak and strong
evidence of effects and learn how to use
evidence for accountability for quality
and effective professional learning.
Register by Oct. 1
and save $50!
24
when you register
for a 3-, 4-, or
5-day conference
attendance
Thomas Guskey, Lexington, KY,
guskey@uky.edu
Thomas Guskey is professor of educational
psychology in the College of Education at the
University of Kentucky, and is well known for
his work in professional development and
educational change. He was awarded Learning
Forward’s Contributions to the Field Award in
2009, and is the only person to have twice won
Learning Forward’s Book of the Year Award and
three times the Article of the Year Award. Guskey
served on the policy research team of the
National Commission on Teaching and America’s
Future, on the task force to develop the National
Standards for Professional Development, and
has been named a Fellow of the American
Educational Research Association, one of the
Association’s highest honors. He is the author or
editor of 20 books, including Reach the Highest
Standard in Professional Learning: Data with Pat
Roy and Valerie von Frank (Corwin / Learning
Forward, 2014). He also has been featured on
National Public Radio’ s “Morning Edition” and
“Talk of the Nation.”
Joellen Killion, Learning Forward, Lakeway, TX,
joellen.killion@learningforward.org
Joellen Killion is the former deputy executive
director of and currently senior advisor to
Learning Forward. Killion has extensive
experience in professional learning planning,
design, implementation, and evaluation at the
school and system levels. Her most recent books
include The Feedback Process: Transforming
Feedback for Professional Learning (Learning
Forward, 2015); Coaching Matters, co-authored
with Cindy Harrison, Chris Bryan, and Heather
Clifton (Learning Forward, 2012); and Becoming
a Learning School (NSDC, 2009), co-authored
with Patricia Roy. She has authored numerous
articles and books on professional learning and
writes the Research Review column for JSD.
She directed multiple association initiatives
including Results-Based Staff Development,
Demonstrating the Impact, the third edition
of the Standards for Professional Learning, the
development of the innovation configuration
maps, and Transforming Professional Learning
initiative.
Area of Focus: Implementation
PC102 |
Enhancing Literacy Learning
Through Collaboration, Formative
Assessment, and Powerful PD
How can we support educators in making
a difference for diverse learners while
promoting equity, supporting inclusion,
and achieving desired literacy outcomes?
See how change happens when educators
engage in collaborative inquiry, learn
about and from their students, renew their
practice, and bridge research and practice.
Examine qualities of communities of
practice that are generative, inquiry-driven,
in situ, and place-conscious. Explore the
role of a lead leaner and ways to support
learning in classrooms and within groups
of teachers at the school and district level.
Learn about professional development
approaches that embed learning within
classrooms exploring relationships
between formative assessment, theory,
practice, and context.
Participants will:
• Construct a vision of lead literacy learners
that fits within their context.
• Engage with underlying theoretical
principles and conditions of responsive
professional learning models.
• Consider how to generate situated
communities of practice for learning that
connect formative assessment, inclusive
education, literacy learning, and renewed
pedagogical practice.
Leyton Schnellert, Kelowna, BC, Canada,
leyton.schnellert@ubc.ca; @LeytonSchnell
Leyton Schnellert is a community-based
researcher who leads collaborative inquiry teams
throughout British Columbia and the Northwest
Territories. Schnellert has presented and
published his research in local, national,
DECEMBER 3, 2016
SATURDAY
9 AM - 4 PM
Anthony Muhammad,
New Frontier 21 Consulting, Novi, MI,
amuhammad@newfrontier21.com
Anthony Muhammad is the CEO of New
Frontier 21 Consulting, a company dedicated
to providing cutting-edge professional
development to schools all over the world.
For nearly 20 years he served as a middle
school teacher, assistant principal, middle
school principal, and high school principal.
During his tenure as a practitioner, he
earned several awards as a teacher and a
principal. Muhammad is the author of the
book, Overcoming the Achievement Gap Trap:
Liberating Mindsets to Effect Change (Solution
Tree, 2015).
MONDAY
TUESDAY
Area of Focus: Equity
WEDNESDAY
Ellie Drago-Severson, Teachers College,
Columbia University, New York, NY, dragoseverson@tc.edu
Ellie Drago-Severson has been a professor
at Teachers College, Columbia University
since 2005 and was on the faculty at Harvard
from 1997 - 2005. She has and currently
serves as teacher, program designer/director,
consultant, researcher, developmental coach,
and professional developer in K-12 schools
domestically and internationally. DragoSeverson is the author of seven books including
Tell Me So I Can Hear You: A Developmental
Approach to Feedback for Educators with Jessica
Blum-DeStefano (Harvard Education Press,
2016), Leading Adult Learning: Supporting Adult
Development in Our Schools (Corwin & Learning
Forward, 2009)), and Helping Educators Grow:
Strategies and Practices for Supporting Leadership
Development (Harvard Education Press, 2012).
Explore the connection
between personal and
institutional mindsets and
academic achievement
gaps. Recognize that our
thinking is the primary
culprit in the fight to overcome inequality
in student learning outcomes.
Participants will:
• Understand the true meaning and value
of school culture.
• Recognize the power of mindsets and
their influence on educator effectiveness.
• Shift from damaging mindsets
(superiority and inferiority) to high-level
efficacy mindset (liberation).
SUNDAY
Area of Focus: Learning Communities
Mounting reform
initiatives, growing
emphases on
collaboration, and the
promising connections
between adult and
student learning puts
feedback processes front and center
in education today. Understand adult
developmental theory and how it
supports adult growth and connects
to student achievement. Learn about
a new, developmental approach to
giving and receiving feedback that can
support individual and group growth and
reflection in schools and beyond. Finally,
build on that knowledge to develop
actions plans.
Participants will:
• Explore adult-developmental theory and
its application to supporting growth and
offering feedback with developmental
intentionality.
• Gain practical strategies for enacting a
developmental approach to feedback
so that others can best hear, take in,
learn from, and act upon your feedback.
• Consider takeaways for enhancing
collaborative cultures and exchanges
that support adult growth, build
capacity, and instructional improvement.
PC104 |
Overcoming the Achievement Gap
Trap: Liberating Mindsets to Effect
Change
SATURDAY
and international forums and co-authored 6
books for educators including Developing SelfRegulating Learners (Pearson, 2016) and Student
Diversity (Pembroke/Stenhouse, 2016, 3rd ed.).
Faye Brownlie, Vancouver, BC, Canada,
fayebrownlie@shaw.ca
Faye Brownlie is a sought after literacy, learning,
and assessment expert, locally, nationally,
and internationally. She was the lead voice in
reading in the 2012-15 BC Ministry of Education
initiative, Changing Results for Young Readers
(CR4YR). Brownlie is the author of the Early
Primary Reading Assessment (EPRA, in English
and FIEPRA, in French), and DART (grades
3-9), formative and summative, whole class,
performance-based reading assessments. She
has co-written many teacher resource books,
including It’s All About Thinking (Portage &
Main, 2011, 2nd ed.), Learning in Safe Schools,
(Pembroke/Stenhouse, 2011, 2nd ed.) and
Student Diversity, (Pembroke/Stenhouse, 2016,
3rd ed.).
Shelley Moore, Richmond School District,
Vancouver, BC, Canada,
shelleymoore79@gmail.com
Shelley Moore has worked in both elementary
and secondary schools supporting students
with and without special needs in inclusive
contexts in Alberta, New York, and British
Columbia. She is currently an inclusion
consultant in the Richmond School District, as
well as various other districts and community
organizations throughout British Columbia.
Moore has presented at numerous conferences
both nationally and internationally, and has
developed and offered sessional courses as an
instructor at Simon Fraser University, University
of British Columbia, and University of British
Columbia - Okanagan. Moore’s blog can be
found at www.blogsomemoore.wordpress.com.
Moore is the author of One Without the Other
(Portage & Main, 2016).
PC103 |
Tell Me So I Can Hear You: A
Developmental Approach to
Effective Feedback
Area of Focus: Learning Designs
25
DECEMBER 3, 2016
PC105 |
Supporting 21st-Century Thinking
Classrooms: Leading a Renovation,
Not a Revolution
There is
crushing
pressure on
teachers to
revise their
practices
in order to better prepare students for
a 21st-century world. Learn how to
help teachers enhance the amount and
quality of students’ thinking without
significantly disrupting existing teaching
practices. Understand how to create a
thinking classroom that is not the result
of any specific method, but builds on five
principles of teaching and learning that
can support and add value to any initiative
or strategy. Find out how to support
respectful, incremental, but transformative
change in your school or district.
Participants will:
• Understand the value of redirecting
professional learning efforts towards
helping teachers embed powerful
educational principles and less on
implementing prescribed practices.
• Engage in professional reflection and
consider what aspects of practice can be
affirmed, revised, or aspired to so as to
best ensure success for all students.
• Plan for leadership that can assist
teachers in putting quality thinking at the
core of their teaching practices.
“
Roland Case, The Critical Thinking Consortium,
Vancouver, BC, Canada, case@sfu.ca
Roland Case is executive director and co-founder
of The Critical Thinking Consortium, a nonprofit
association that has provided professional
learning support for over 150,000 educators.
Case was a professor of curriculum at Simon
Fraser University in Vancouver. He has edited or
authored over 100 published works. His most
recent book written with Garfield Gini-Newman
is Creating Thinking Classrooms: Leading
Educational Change for a 21st Century World
(The Critical Thinking Consortium (TC2), 2015).
In addition to his teaching career as school
teacher and as a university professor, Case has
worked with classroom teachers across Canada
and in the United States, England, Israel, Russia,
India, Finland, and Hong Kong to support the
infusion of critical thinking. Case is a recipient of
Confederation of University Faculty Associations’
Distinguished Academics Career Achievement
Award.
Garfield Gini-Newman,
University of Toronto, Toronto, ON, Canada,
gini.newman@utoronto.ca
Garfield Gini-Newman is an associate professor
at OISE/University of Toronto and a senior
national consultant with The Critical Thinking
Consortium. Garfield has also authored several
articles, chapters in books and seven textbooks,
and has taught in the faculties of education
at York University and the University of British
Columbia. His most recent book co-authored
with Roland Case, Creating Thinking Classrooms,
has received widespread praise from leading
educators across Canada and internationally.
Area of Focus: Student Learning
”
This is a wonderful conference filled with valuable
information, effective classroom strategies, amazing
educators, and fun-filled events.
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
SATURDAY
~Beth Thompson
26
SATURDAY
9 AM - 4 PM
PC106 |
Building an Effective Teacher
Leadership Program
Learn about
a variety of
approaches
to the
creation of
powerful
teacher
leader programs that make an impact
on student learning. Examine the
characteristics of effective teacher leader
programs along with the standards for
teacher leadership. Leave with a draft plan
and actionable next steps for creating or
refining a teacher leader program at the
school or district level.
Participants will:
• Identify possible roles and responsibilities
for teacher leaders along with the needed
support from site administrators.
• Compare the role of teacher leaders in
district/provincial initiatives.
• Study scenarios of teacher leadership at
the site level using various models.
• Gain skills needed to facilitate teams, and
create and implement a vision for teacher
leadership.
Cindy Harrison,
Instructional Improvement Group,
Broomfield, CO, harrison.cindy@gmail.com
Cindy Harrison has worked in education
for more than 30 years as a teacher, district
staff development director, and middle
school principal. She works with districts and
schools in the areas of instructional coaching,
organizational change initiatives, professional
learning communities, staff development,
leadership teams, and facilitation. She coauthored the books Taking the Lead: New Roles for
Teachers and School-Based Coaches (NSDC, 2006)
and Coaching Matters (Learning Forward, 2012).
Justin Darnell, Denver Public Schools, Denver,
CO, justin_darnell@dpsk12.org; @jdarnelldps
Justin Darnell leads the design and
implementation of a cohesive teacher leader
development system for Denver Public
Schools. His efforts ensure that the more than
1,200 teacher leaders in the district have the
comprehensive professional learning necessary
to make an impact on peers and students at
their schools. Darnell previously taught for six
years in Denver Public Schools; he made the
difficult decision to leave the classroom because
he wanted to extend his impact on students
by helping Denver Public Schools move from
pockets of excellence to systems of excellence.
Area of Focus: Leadership
DECEMBER 3, 2016
SATURDAY
9 AM - 4 PM
PC108 |
Teaching Students to Ask Their Own
Questions
WEDNESDAY
TUESDAY
Teachers are being evaluated on the quality
of student questioning and engagement
in their classrooms, yet, many say that
getting students to ask their own questions
can feel “like pulling teeth.” Develop your
ability to teach students how to produce
their own questions, improve them, and
strategize on how to use them. Transform
students into active, engaged learners,
who take ownership of their learning.
Develop expertise in using the Question
Formulation Technique (QFT), a resource
embraced by teachers around the world, to
design effective lessons and units that help
students ask better questions and become
more self-directed, independent learners.
Participants will:
• Experience a deep immersion into the
QFT process.
• Explore many examples of how the
QFT develops divergent, convergent,
and metacognitive thinking abilities
across all ages, subject levels, and student
populations.
Dan Rothstein, The Right Question Institute,
Cambridge, MA, dan@rightquestion.org
Dan Rothstein is co-director of The Right
Question Institute (RQI). He is co-author with Luz
Santana of Make Just One Change: Teach Students
to Ask Their Own Questions (Harvard Education
Press, 2011), which first introduced the Question
Formulation Technique to educators. Rothstein
is the co-author of a new book on the Right
Question School-Family Partnership Strategy
(ASCD, 2016). His work has appeared in a wide
range of publications and has been featured on
National Public Radio.
Meredith Fenton, West Vancouver School
District, West Vancouver, BC, Canada,
mfenton@wvschools.ca
Meredith Fenton has recently returned to the
West Vancouver School District after a four
year secondment at the University of British
Columbia, working with teacher candidates on
the faculty of education. As an adjunct teaching
professor, faculty advisor, and coordinator for
the International Baccalaureate cohort, she was
involved in the implementation of Canada’s first
IB educator program at a university level. Fenton
facilitated and inspired learning in inquiry and
assessment and incorporated visible thinking
routines into her teaching such as the Question
Formulation Technique.
Darren Elves, New Westminster School District,
Burnaby, BC, Canada, delves@sd40.bc.ca
Darren Elves is a primary teacher and vice
principal with the New Westminster School
District in Vancouver, BC, Canada. Elves has used
the QFT extensively and has seen first-hand its
impact on student engagement to empower all
learners within the learning process.
MONDAY
Thomas Van Soelen, Van Soelen & Associates,
Lawrenceville, GA, tmvansoelen@gmail.com
After a decade of central office leadership
in Georgia, Thomas Van Soelen became
the president of Van Soelen & Associates, a
professional development and coaching firm.
His consulting work, specializing in learning
communities, leadership development, and
teacher evaluation, brings him to multiple states
and countries. Numerous print publications and
a book about teacher evaluation, Crafting the
Feedback Teachers Need and Deserve: A Guide for
Leaders (Routledge, 2016), offer a glimpse into
his experiences.
• Prepare to use the QFT immediately
in the classroom and to coach more
teachers on how to implement a
transformative, evidence-based, and
easy-to-implement strategy that results
in greater student engagement and
deeper learning.
• Consider how the QFT strategies can be
used in professional development.
• Leave prepared to provide support to
integrate the QFT into practice.
SUNDAY
Using
protocols
in schools
isn’t a new
concept,
but it has
become more commonplace in the past
few years. Unfortunately, many users
of protocols have been “protocoled” in
a district or school gathering and the
residual effect isn’t positive or productive.
Experience well-facilitated protocols and
leave with the necessary skills to match the
purpose with the protocol to better serve
the group’s needs.
Participants will:
• Identify root causes of ineffective
protocol use.
• Develop high-quality facilitation
strategies.
• Become “purpose first, protocol second”
educators.
• Revise agendas for higher engagement
and productivity.
Jacqueline Kennedy,
Arlington Independent School District,
Arlington, TX, jkenned2@aisd.net
Jacqueline Kennedy is executive director
of teaching and learning for the Arlington
Independent School District (Texas). During
her 22 years in the education profession, she
has served as a teacher, school counselor,
assessment coordinator, and district professional
learning director. In addition, Kennedy was
formerly the associate director of strategic
initiatives for Learning Forward and now
serves Learning Forward as a senior consultant
and Academy coach. She is also a co-author
with Shirley Hord, Joellen Killion, Pat Roy, and
Stephanie Hirsh of the Standards for Professional
Learning: Innovation Configurations Maps, Volume
1 (Learning Forward, 2009).
SATURDAY
PC107 |
We Used a Protocol...But It Didn’t
Work
27
DECEMBER 3, 2016
PC109 |
Culturally Responsive Pedagogy:
Transform Practice to Support First
Nation, Inuit, & Métis Students
The history of education for First Nation,
Inuit, and Métis students is filled with many
examples of inequity and systemic racism.
Research shows that First Nation, Inuit, and
Métis students are more likely to fail or
drop out of school than any other cultural
group. Shifting this outcome requires
divisions to look inward and work to
enhance their cross cultural competencies.
As school divisions lead this effort to shift
paradigms about education for First Nation,
Inuit, and Métis students, focusing on
teacher practice and building relationships
are foundational for success. Participants
will be taken on a journey through history
that surfaces the current state of First
Nation, Inuit, and Métis education and
highlights how transforming pedagogy
can enhance learning for First Nation, Inuit,
and Métis students.
Participants will:
• Consider the economic, demographic,
moral and historical imperatives for
affecting change.
• Explore a holistic approach to instruction
to support First Nation, Inuit, and Métis
learners.
• Examine strategies for authentic inclusion
of First Nation, Inuit, and Métis content
and ways of knowing in curriculum.
• Reflect on current state of education for
First Nation, Inuit, and Métis students and
how to affect change to support learning.
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
SATURDAY
Darryl Isbister, Saskatoon Public Schools,
Saskatoon, SK, Canada, isbisterd@spsd.sk.ca;
@Darryl_Isbister
Darryl Isbister is a Métis man whose family
comes from the Kinistino area of this land
we now call Saskatchewan. Isbister has been
working in education for 18 years and has spent
time as a secondary social science teacher,
learning leader, education consultant, and
most recently Coordinator for First Nation,
Inuit, and Métis Education with Saskatoon
Public Schools. He has a passion for culturally
competent education and strives to achieve
this through authentic inclusion of First Nation,
Inuit, and Métis ways of knowing and doing
in curriculum. Isbister received his Master of
Education degree in 2008 from the University
of Saskatchewan in curriculum studies and is
a treaty catalyst teacher facilitator whose work
has been recognized by the Office of the Treaty
Commissioner.
Amy Basaraba, Saskatoon Public Schools,
Saskatoon, SK, Canada, basarabaa@spsd.sk.ca
Amy Basaraba is a Michif woman whose
Métis lineage originates in the Red River
Settlement, Manitoba, and extends to Batoche,
Saskatchewan. She has a master’s degree
in curriculum studies with a focus on early
childhood education from the University of
Saskatchewan. Basaraba is published in Portals
of Promise: Transforming Beliefs and Practices
through a Curriculum of Parents (Sense, 2013),
where she focused on the instrumental role
Indigenous families have as educators of all-teachers, students, families, and community.
Currently, she is the elementary educational
consultant for First Nation, Inuit, and Métis
(FNIM) education with Saskatoon Public Schools
where their current focus is honoring FNIM
worldviews, ways of knowing, and ways of doing
through authentic inclusion, alongside the
current curriculum for prekindergarten-Grade 8
teachers and students.
Marnie Ross, Saskatoon Public Schools,
Saskatoon, SK, Canada, rossm@spsd.sk.ca
Marnie Ross is the secondary educational
consultant for the First Nation, Inuit, and Métis
Education Unit for Saskatoon Public Schools. She
is from the Northern Saskatchewan communities
of Red Earth Cree Nation and Timber Bay Métis
Community. She has served as a secondary
educator on the Thunderchild First Nation
and as a middle years teacher and secondary
teacher for Saskatoon Public Schools for the
past 11 years. Ross has a passion for indigenous
education as well as indigenous sport
development. She embodies a Northern Cree
worldview that honors a holistic approach to
education and she strives to apply this approach
in all her work in education and community
development.
28
SATURDAY
9 AM - 4 PM
PC110 |
The Impact Coaching Cycle
For more than a decade,
Jim Knight and his
research colleagues in
Kansas have been working
to identify best practices
for instructional coaching.
Hear about the results of their findings in
the impact cycle, a simple and powerful
way coaches can help teachers improve
teaching to improve student learning.
Participants will:
• Learn how to implement the “identify,
learn, and improve” components of the
impact cycle.
• Receive free tools to use while coaching.
• See videos illustrating the entire cycle
for Jim Knight’s The Impact Cycle (Corwin,
2016).
Jim Knight, Instructional Coaching Group,
North Loup, NE, jim@instructionalcoaching.com
Jim Knight has spent more than two decades
studying professional learning, effective
teaching, and instructional coaching. He is the
president of the Instructional Coaching Group
and The Impact Research Lab, and a research
associate at the University of Kansas Center for
Research on Learning. Knight’s book Instructional
Coaching: A Partnership Approach to Improving
Instruction (Corwin, 2007) popularized the idea
of instructional coaching. He is also the author
of Focus on Teaching: Using Video for HighImpact Instruction (Corwin, 2014) and Better
Conversations: Coaching Ourselves to be More
Credible, Caring, and Connected (Corwin, 2016).
Knight also writes the Radical Learners blog.
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
DECEMBER 3, 2016
SATURDAY
9 AM - 4 PM
29
WEDNESDAY
School
leaders
play an
important
role in the
development of structures and processes that
support effective professional learning.
Immerse yourself in examining a set
of tools and processes that will help
principals and district leaders create
specific professional learning outcomes
based on the needs in their schools,
advance communications with teachers
about professional learning, and ensure
intentional changes in teacher practice and
TUESDAY
PC112 |
The Principal’s Role in the
Implementation of Teacher
Anneke Markholt, University of Washington,
Seattle, WA, markholt@uw.edu
Anneke Markholt is an associate director
with the University of Washington Center for
Educational Leadership (CEL), and affiliate
faculty of educational leadership and policy
studies in the University of Washington College
of Education. Markholt designs and directs the
Center’s partnerships focused on developing
teaching effectiveness and instructional
leadership. Prior to her work with CEL, Markholt
spent five years as an associate researcher for
the Center for the Study of Teaching and Policy
at the University of Washington. She began her
career as an English-as-a-Second-Language
specialist for Tacoma Public Schools where she
taught for 10 years. Markholt is the co-author
with Stephen Fink of Leading for Instructional
Improvement: How Successful Leaders Develop
Teaching and Learning Expertise (Jossey-Bass,
2011).
Joanna Michelson, University of Washington,
Seattle, WA, jlm32@uw.edu;
@JoannaMichelson
Joanna Michelson is a project director at the
Center for Educational Leadership. She manages
CEL’s content area professional development
and coach learning lines of services. She also
provides direct support to teachers, coaches, and
school and district leaders in secondary literacy
instruction and coaching. Before moving to a
full-time position at CEL, Michelson worked as a
middle school language arts teacher, secondary
literacy coach, and as a consultant for CEL.
MONDAY
Val Olekshy, Edmonton, AB, Canada,
volekshy@gmail.com
Val Olekshy is known for her creative,
collaborative, and dedicated efforts to improve
teacher practice. Olekshy is currently consulting
with school districts to support implementation
of various initiatives. She spent 12 years as the
executive director of the Edmonton Regional
Learning Consortium designing and delivering
professional learning opportunities for school
districts. Previously, she worked in curriculum
development with Alberta Education and
instruction for secondary teachers at the
University of Alberta.
student learning. Analyze case studies and
reflect on your own data.
Participants will:
• Determine the professional learning
needs at a school.
• Examine existing structures for
professional learning and leverage them
for the greatest effect.
• See how to support professional learning
as it unfolds across the school year.
• Understand their role during and after
professional learning sessions.
Participants should bring existing
professional development plans and goals
and a school schedule/calendar that includes
collaboration time.
SUNDAY
Students cannot benefit from the
interventions they do not receive.
See how planning for successful
implementation requires an understanding
of the characteristics of successful
implementation, coherence among plans
and priorities, and the intentional efforts by
education stakeholders to collaboratively
address the essential conditions. Develop
an implementation plan that makes more
efficient and effective use of time, human,
and financial resources to ensure that
students receive the interventions needed
to support their learning.
Participants will:
• Leave with an awareness and
understanding of the importance of
implementation through an overview of
emerging literature and research.
• Examine case studies where tools and
measures were developed and used to
determine impact.
• Create an implementation plan, or
reflect on an existing plan, infusing it
with Learning Forward’s Standards for
Professional Learning as well as research
and best practices.
Leslee Jodry, Grande Yellowhead Public
School Division, Edson, Alberta, Canada,
Lesljodr@gypsd.ca
Leslee Jodry is currently an Assistant
Superintendent with Northern Gateway Public
Schools having previously been the Learning
Services leader with Grande Yellowhead Public
School Division. Leslee’s career has resulted in
support for student learning for 30+ years as
a teacher, school and district leader. She has a
Masters in Educational Leadership and School
Improvement with an undergrad focused on
Special Education. Leslee believes all children
can learn, think, and solve problems, and it is our
role as educators to provide engaging learning
experiences which meet the needs of a diversity
of learners and learning styles. Nancy Freedman, Grande Yellowhead Public
School Division, Edson, Alberta, Canada,
Nancfree@gypsd.ca
Nancy Freedman is the Supervisor Inclusive
Learning at Grande Yellowhead Public School
Division. Nancy models a passion and love
of learning that has been evident in her
strong role as a school principal. She has a
Masters in Educational Leadership and School
Improvement and a bachelor’s degree with a
specialization in Special Education. Her focus is
on ensuring that teachers are supported and
have the capacity to meet the diverse needs of
students in today’s classrooms.
SATURDAY
PC111 |
The Art and Science of
Implementation
DECEMBER 3, 2016
SATURDAY
9 AM - 4 PM
PC113 |
Learning in Canada
The
importance
of teachers’
knowledge,
skills, and
practices
has become
widely
recognized
in education
policy
debates
and practices internationally. Yet, in many
jurisdictions teachers do not readily have
access to the kinds of active learning
experiences that build professional capital
and hone their skills to better support the
diverse needs of their students. Explore
the current state of educator professional
learning across Canada. Contribute to the
evolving debate about what constitutes
quality professional learning. Focus
on opportunities and challenges for
teachers to experience meaningful and
impactful professional learning. Apply
these understandings to your own work
in classrooms, schools, and the wider
educational community.
TUESDAY
MONDAY
SUNDAY
SATURDAY
WEDNESDAY
CONFERENCE ICONS
30
Participants will:
• Identify key features of quality
• Reflect on their own professional learning
experiences and examine how well they
align with these key features.
• Engage with data from the study of
professional learning across Canada.
• Explore promising practices of
professional learning from around the
world.
• Develop an action plan for promoting the
tenets of quality professional learning in
their own contexts.
Carol Campbell, University of Toronto,
Ontario Institute for Studies in Education,
Toronto, ON, Canada,
carol.campbell@utoronto.ca; @CarolCampbell4
Carol Campbell is associate professor of
Leadership and Educational Change, program
coordinator for Educational Leadership and
Policy graduate courses, and director of the
Knowledge Network for Applied Education
Research (KNAER) Secretariat at the Ontario
Institute for Studies in Education (OISE),
University of Toronto. She is an appointed
education advisor to the Premier and the
Minister of Education in Ontario, and a member
of the Premier’s Expert Panel on the Highly
Skilled Workforce. Campbell is the principal
investigator leading a research study on the
state of educator professional learning in Canada
funded by Learning Forward.
Brenton Faubert, University of Western Ontario,
London, ON, Canada, bfaubert@uwo.ca
Brenton Faubert is an assistant professor in the
Faculty of Education at the University of Western
Ontario. He began his career as a classroom
teacher and later worked in various education
research and policy roles at the state (ministry),
pan-Canadian (Council of Ministers of Education,
Canada), and international levels (Organisation
for Economic Cooperation and Development).
Faubert conducts most of his research in
the context of K-12 education in Canada in
the overlapping areas of education finance,
leadership and administration, governance, and
policy.
Pamela Osmond-Johnson, University
of Regina, Regina, SK, Canada,
pamela.osmond-johnson@uregina.ca
Pamela Osmond-Johnson is an assistant
professor of educational administration with
the Faculty of Education at the University
of Regina. She recently completed her
doctorate in Educational Administration from
the Ontario Institute for Studies in Education
at the University of Toronto, with a focus on
educational policy. Her research includes work
around teacher and school leadership, teacher
professionalism, teacher federations, and
teacher professional learning. Prior to beginning
her doctorate, Osmond-Johnson was a high
school science teacher and vice-principal in
Newfoundland.
Ken Zeichner, University of Washington,
Seattle, WA, kenzeich@uw.edu
Ken Zeichner is the Boeing Professor of Teacher
Education at the University of Washington,
Seattle. Before moving to the University of
Washington in 2009, Zeichner was at the
University of Wisconsin-Madison for 34 years.
He is an elected member of the National
Academy of Education, a Fellow in the American
Educational Research Association (AERA), and a
former vice president of AERA. His publications
include Teacher Education and the Struggle for
Social Justice (Routledge, 2009). His current work
focuses on teacher education and professional
learning, teacher education policy, and engaging
local communities in teacher education.
Area of Focus: Emerging Issues
Special symbols provide additional information for conference attendees. These
sessions are marked with icons. Most sessions are appropriate for all attendees.
BASIC for participants with limited
background in the content.
Explore REDESIGN PD in sessions
marked with this icon.
Sessions where participants should
BYOD—Bring your own device. ADVANCED for attendees who have
knowledge of the session content.
Common Core State Standards will
be found in these sessions.
Gain a global perspective in sessions
Sessions that have content and skills for
educators serving TITLE 1 /economically
SUPERINTENDENTS are flagged with
this icon.
DECEMBER 4, 2016
SUNDAY
9 AM - 4 PM
PC201 |
Leadership to Maximize Coherence
in Schools, Districts, and Systems
Leaders
who are
successful
in times of
complexity
develop
coherence in their organizations. Explore
a coherence framework that provides the
pathway to build the capacity of your team
to deepen student learning. Consider the
right drivers for leading coherent change:
focusing direction that gets you into the
game; cultivating collaborative cultures
that provide the pathway for change;
deepening learning as the core strategy for
impacting student learning; and securing
accountability that is essential to measure
growth and be accountable to yourselves
and the public. Examine strategies that will
propel change and leave with powerful
tools to focus goals, foster intrinsic
motivation, unleash and leverage capacity
building, and inspire collective action to
accelerate success in your school or district.
Participants will:
• Examine a coherence framework.
• Gain strategies to focus direction and use
change processes.
• Build precision in cultivating collaborative
cultures that use the group to change the
group.
• Assess the conditions that foster deep
learning and explore leading edge
approaches to transform the learning
process.
• Explore how to secure accountability.
• Leave with a framework and strategies to
design a plan to build coherence in their
school, district, or organization.
Michael Fullan, Toronto, ON, Canada,
mfullan@me.com
Michael Fullan is professor emeritus at the
Ontario Institute for Studies in Education,
University of Toronto. He served as special
adviser in education to Ontario Premier Dalton
McGuinty from 2003 to 2013, and now serves as
one of four advisers to Premier Kathleen Wynne.
He has been awarded honorary doctorates
from the University of Edinburgh, University
of Leicester, Nipissing University, Duquesne
University, and the Hong Kong Institute of
Education. Fullan has won numerous awards
for his more than 30 books, including the 2015
Grawemeyer prize with Andy Hargreaves for
Professional Capital: Transforming Teaching in
Every School (Teachers College Press, 2012). He is
the author with Joanne Quinn of Coherence: The
Right Drivers in Action for Schools, Districts, and
Systems (Corwin, 2015).
Joanne Quinn, Toronto, ON, Canada,
joanne.quinn@rogers.com
Joanne Quinn is an international consultant
focusing on whole system change, capacity
building, leadership, and professional learning.
Quinn leads whole system change projects for
states and districts, consults with governments,
foundations and education systems, and is
co-founder and director of New Pedagogies for
Deep Learning: A Global Partnership, (NPDL).
Quinn’s previous positions as superintendent
of the Halton District School Board, director
of continuing education at the University of
Toronto, and advisor to the Ontario Ministry
of Education give her a unique perspective on
large-scale change. Quinn is past president of
Learning Forward and founding president of the
Ontario affiliate. Her recent book, co-authored
with Michael Fullan, is Coherence: The Right
Drivers in Action for Schools, Districts, and Systems
(Corwin, 2015).
PC202 |
Starting a Movement: From
Compliance to Commitment
The most common
challenge for schools is
how to transition from a
culture of compliance to
a culture of commitment,
or how to move from
`doing’ to `becoming’ or from `my kids’
to `our kids.’ Examine how to create a
culture of collective responsibility as the
foundation for the shared mission of
your school. Learn to engage in the four
stages of authentic alignment and identify
the fundamental purpose and vision
needed to create schools with the moral
imperative of collective commitment
while systematically integrating these
commitments into existing structures.
Participants will:
• Analyze the purpose of the work that is
foundational to their classroom.
• Frame a collective commitment
statement to share with colleagues.
• Examine teaching strategies to ensure
alignment with purpose.
• Understand the four phases of the
authentic alignment process.
Tom Hierck, Gibsons, BC, Canada,
thierck@gmail.com
Since 1983 Tom Hierck’s career has spanned all
grade levels and many roles in public education.
He is a best-selling author with 12 books and
currently working on three others. Hierck’s
experiences as a teacher, administrator, district
leader, department of education project leader,
and executive director provide a unique context
for his education philosophy.
31
DECEMBER 4, 2016
PC203 |
Facilitation Skills for Group
Effectiveness
Increase your effectiveness as a facilitator.
Learn ways to scaffold conversations
in small or large groups, in dialogue
or discussion. Discover five standards
that improve meeting success. Extend
personal skills for managing group energy,
focus, and information flow. Apply new
understandings to increase effectiveness
when collaborating for purposes of
studying student work, examining data,
planning, or decision making.
Participants will:
• Increase flexibility, confidence, and
authenticity as a facilitator.
• Use new structures that promote success
in decision-making meetings.
• Access new ways to develop group
productivity.
• Use conversation structures that increase
understanding and shared meaning
among group members.
• Convert negative energy into positive
energy.
TUESDAY
MONDAY
SUNDAY
SATURDAY
Carolyn McKanders, Thinking Collaborative,
Missouri City, TX, carolyn.mckanders@gmail.com
Carolyn McKanders is director of organizational
culture for Thinking Collaborative, the home
of the Adaptive Schools Foundation Seminar
and the Cognitive Coaching seminar. As an
educational consultant, McKanders specializes
in individual, group and organization
development. McKanders’ background includes
28 years in Detroit Public Schools as a teacher,
counselor, and staff-development specialist.
Presently, she presents seminars internationally
on developing adaptive schools, Cognitive
Coaching, enhancing presentation effectiveness,
and facilitation skills.
Michael Dolcemascolo,
Thinking Collaborative, Skaneateles, NY,
michaeldolcemascolo@gmail.com
Michael Dolcemascolo is an executive codirector of Thinking Collaborative, the home
of the Adaptive Schools Foundation Seminar
and the Cognitive Coaching seminar. An
independent consultant, Dolcemascolo regularly
presents workshops to educators on Cognitive
Coaching, developing collaborative groups,
learning styles, facilitation, and presentation
skills. Dolcemascolo is the co-author, with Robert
Garmston, of The Focusing Four: A Consensus
Seeking Activity DVD Viewers Guide (Center for
Adaptive Schools, 2009) and Dialogue DVD
Viewers Guide (Center for Adaptive Schools,
2009).
PC204 |
The Feedback Process: The Power of
Learner-Focused Feedback
WEDNESDAY
Feedback is a core part of a
continuous improvement
process for educators. The
usefulness of feedback
among educators
depends on its quality,
the context in which it is provided, and
the frame of mind of those engaged in the
process. Examine the attributes of effective
feedback as well as the various types,
purposes, and sources of feedback among
teachers. Learn how to create a culture
in which educators routinely exchange
feedback, engage in interactions, and
assess the effectiveness of feedback. Gain
a deeper understanding of the feedback
process and how to employ it to promote
increased educator effectiveness.
32
SUNDAY
9 AM - 4 PM
Participants will:
• Identify the attributes of effective
feedback in order to assess current
feedback practices.
• Develop an understanding of multiple
types, purposes, and sources of feedback.
• Apply skills for facilitating feedback
interactions and strategies for assessing
effectiveness.
• Expand their application of feedback to
promote continuous improvement.
• Analyze their current context to assess its
receptiveness to feedback and
willingness to take the next steps for
expanding a collaborative culture
in which feedback is routine practice.
Joellen Killion is the former deputy executive
director of and currently senior advisor to
Learning Forward. Killion has extensive
experience in professional learning planning,
design, implementation, and evaluation at the
school and system levels. Her most recent books
include The Feedback Process: Transforming
Feedback for Professional Learning (Learning
Forward, 2015); Coaching Matters, co-authored
with Cindy Harrison, Chris Bryan, and Heather
Clifton (Learning Forward, 2012); and Becoming
a Learning School (NSDC, 2009), co-authored
with Patricia Roy. She has authored numerous
articles and books on professional learning and
writes the Research Review column for JSD.
She directed multiple association initiatives
including Results-Based Staff Development,
Demonstrating the Impact, the third edition
of the Standards for Professional Learning, the
development of the innovation configuration
maps, and Transforming Professional Learning
initiative.
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
DECEMBER 4, 2016
SUNDAY
9 AM - 4 PM
WEDNESDAY
~Shana Olson
Gayle Gregory, Gayle Gregory Consulting,
Burlington, ON, Canada, gregorygayle@
netscape.net
Gayle Gregory is first and foremost a teacher,
having experienced teaching and learning in
elementary, middle, and secondary schools,
community colleges, and universities. She has
had extensive districtwide experience as a
curriculum consultant and staff development
coordinator. Gregory was principal/course
director at York University for the faculty of
education, teaching in the teacher education
program. She is the author of numerous books
related to educational neuroscience and
differentiated instruction, assessment, and
curriculum.
TUESDAY
”
I walked away from this conference with fresh
ideas and excitement to do more in my building!
Walk into any classroom,
and within a few seconds
you’ll have a sense of
whether the atmosphere
is one of stagnation
and passivity or one
of motivation and engagement where
students are learning. What is it that
separates the latter from the former?
Explore the conditions necessary to foster
an environment of active, visible learning
in a brain-compatible climate. Examine
what effective teachers should know and
do to activate student learning and reach
targeted standards. Leave with practical
strategies to implement immediately
that activate student thinking and target
learning intentions through differentiation
and the use of collaboration, formative
assessment, and feedback.
Participants will:
• Discover what effective teachers should
know and do to activate student learning
and reach targeted standards using
theories such as Growth Mindsets and
Panksepp’s SEEKING system.
• Examine what “instructionally intelligent”
teachers have in their repertoires that
makes an impact on student success.
• Leave with strategies to implement
immediately that activate student
thinking and target learning intentions.
MONDAY
“
Area of Focus: Data
PC206 |
Teacher as Activator of Learning
SUNDAY
Your school
is perfectly
designed to
produce the
results you
are getting
now. If you want to envision a different
future, you must measure and change the
processes that are producing these results.
Change undesirable results by seeing
the whole story. Engage your staff with
multiple measures of data to discover what
is working and what is not working. Inform
a new vision of what your future can be.
Participants will:
• Understand the types of data that
must be used in continuous school
improvement.
• Experience how to engage staff in
analyzing comprehensive data analysis
for student learning.
• Learn how to look across multiple
measures of data to determine what has
to change to get different results.
• Use the problem-solving cycle to access
contributing causes of undesirable
results.
• Explore how to create a shared vision and
plan that will positively transform
leading, teaching, and learning
schoolwide or districtwide.
Victoria Bernhardt, Education for the Future,
Chico, CA, vbernhardt@csuchico.edu
Victoria Bernhardt is executive director of
the Education for the Future Initiative, whose
mission is to build the capacity of learning
organizations at all levels to gather, analyze, and
use data to continuously improve learning for
all students. She is also a professor (currently
on leave) in the College of Communication and
Education, at California State University, Chico.
Bernhardt is the author of 20 widely recognized
data analysis and school improvement books,
including best-seller, Data Analysis for Continuous
School Improvement (Routledge, 2013, 3rd ed.).
Bradley Geise, Education for the Future
Initiative, Chico, CA, bgeise@csuchico.edu
Bradley Geise has been with Education for the
Future, a not-for-profit initiative located on the
California State University, Chico campus, for
more than 20 years. Geise provides schools and
districts with consultation services, workshops,
and facilitated data institutes that are focused on
using data for continuous school improvement.
He manages broad contract data services with
an emphasis on ensuring data integrity. With
Victoria Bernhardt, Geise co-authored the book,
From Questions to Actions: Using Questionnaire
Data for Continuous School Improvement
(Routledge, 2009). Geise has also authored
several applications that are designed to help
facilitate data collection and use throughout
school districts.
SATURDAY
PC205 |
Engaging Educators with Data to
Create the Future of Your School
33
DECEMBER 4, 2016
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
SATURDAY
PC207 |
“Sit and Get” Won’t Grow Dendrites:
20 Instructional Strategies That
Engage the Adult Brain
Visualize the worst
presentation that you
have ever been a part
of as an adult learner.
Now visualize the best
one. No doubt there is
a considerable difference between the
two professional learning opportunities.
Learn the answers to three basic questions:
What are 20 strategies that I can use to
make my professional learning experience
unforgettable? What are techniques that
result in sustained adult behavior change?
What are 10 things that keep adults living
well beyond the age of 80?
Participants will:
• Explore six precepts of adult learning
theory.
• Experience five strategies that make
learning memorable.
• Generate 10 characteristics of a braincompatible speech, workshop, or course.
• Develop a professional learning lesson
plan that will result in behavior change.
• Ensure that teachers and administrators
get the message through strategies such
as action research, study groups, and
peer coaching.
Marcia Tate, Developing Minds, Conyers, GA,
marciata@bellsouth.net
Marcia Tate is an educational consultant who has
presented at state, national, and international
conferences. Previously, she was executive
director of professional development for the
DeKalb County School System in Decatur,
GA. During her 30-year career with the
district, she was a classroom teacher, reading
specialist, language arts coordinator, and staff
development director. She is the author of
Worksheets Don’t Grow Dendrites: 20 Instructional
Strategies That Engage the Brain, (Corwin Press,
2010, 2nd ed.), Preparing Children for Success
in School and Life: 20 Ways to Increase Your
Child’s Brain Power (Corwin Press, 2011), Science
Worksheets Don’t Grow Dendrites: 20 Instructional
Strategies That Engage the Brain (Corwin Press,
2010), and Sit and Get Won’t Grow Dendrites: 20
Professional Learning Strategies That Engage the
Adult Brain (Corwin Press, 2004).
PC208 |
Building Your Hard Conversations
Skill Set for Being More Effective in
Challenging Situations
Increase your effectiveness
to collaborate more
successfully during
moments of conflict in
team, department, or staff
meetings. Understand
how to supervise and coach with more
confidence when challenging moments
arise.
Participants will:
• Discuss the difference between
a clarifying conversation and an
accountability conversation.
• Learn to bring flexibility of perspective to
a challenging discussion involving
gender, generational, or cultural
differences.
• Increase their understanding of what else
might be happening in organizational
and personal contexts when hard
conversations are taking place.
• Review the brain research about adult
learning that supports a more effective
hard conversation outcome.
• Increase their ability to respond to
conflict-escalator comments.
• See how to manage personal reactions
when receiving difficult feedback.
Jennifer Abrams, Palo Alto, CA, jennifer@
jenniferabrams.com; @jenniferabrams
Jennifer Abrams is an independent consultant
who specializes in new employee support,
effective collaboration in a multigenerational
workplace, and having hard conversations. Her
publications include Having Hard Conversations
(Corwin, 2009) and The Multigenerational
Workplace: Communicate, Collaborate & Create
Community (Corwin, 2013). Abrams has a new
book titled, Hard Conversations Unpacked: The
Whos, the Whens, and the What-ifs (Corwin,
2016). Her blog, “Voice Lessons,” is at www.
jenniferabrams.com.
34
SUNDAY
9 AM - 4 PM
PC209 |
Spiral of Inquiry: For Equity and
Quality
Find out
how the
spiral of
inquiry, an
approach
based on
powerful professional learning research,
can change the lives of learners. Learn
how schools can take an inquiry-oriented,
evidence-based approach to teaching
and learning that results in high-quality
learning for all students. Become familiar
with the six stages of the spiral: scanning,
focusing, developing a hunch, new
professional learning, taking action, and
checking. Answer the questions: What
is going on for our learners? How do we
know? and Why does this matter?
Participants will:
• Understand the spiral of inquiry
framework.
• See how to develop a sense of collective
professional agency within their schools.
• Explore tools, research evidence, and
case studies within the spirals of inquiry
framework.
• Develop strategies for shifting thinking
and practice.
Linda Kaser, Halbert and Kaser Leadership
Consultants, Vancouver, BC, Canada, linda.
kaser@gmail.com
Linda Kaser teaches leadership studies at
Vancouver Island University and the University
of British Columbia in British Columbia, Canada.
She is co-leader with Judy Halbert of Networks
of Inquiry and Innovation and the Aboriginal
Enhancement Schools Network in British
Columbia and serves as one of the Canadian
representatives to the OECD international
research program on Innovative Learning
Environments. Kaser is co-author of A Framework
for Transforming Learning in Schools: Innovation
and the Spiral of Inquiry (The Centre for Strategic
Education, 2014), Spirals of Inquiry: For Equity and
Quality (BCPVPA, 2013), and Leadership Mindsets:
Innovation and Learning in the Transformation of
Schools (Routledge, 2009).
DECEMBER 4, 2016
SUNDAY
9 AM - 4 PM
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
WEDNESDAY
School
leaders
matter.
Next to the
classroom
teacher,
the principal has the greatest impact
on student achievement. Gain a deeper
understanding of the relationships among
the ways that principals work with others
in their schools, the expectations they have
of students and staff, and their views of
themselves as leaders of teaching, learning,
and professional learning. See how all of
those factors make a tremendous impact
on principal success with all students.
Participants will:
• Determine the significant role principals
play in high-performing learning
communities.
• Explore effective learning designs
principals can use to engage learning
communities in the essential work of
teaching and learning.
• Examine a system for analyzing lessons,
giving teachers precise feedback, and
coaching effectively.
• Analyze a system of reflective practice
for principals to increase their own
effectiveness.
• Examine protocols and processes that
engage principals in their own learning
journey.
TUESDAY
See how assessment for
learning strategies can be
woven into daily teaching
activities. Examine
research findings in goal
orientation to understand
how formative assessment practices can
improve student motivation, ownership of
learning, and achievement. Learn strategies
to deliver feedback efficiently and
effectively, prepare students to self-assess
accurately, and to set goals likely to lead to
further learning.
Participants will:
• Develop understanding of the
connections among formative
assessment practices, student motivation,
and student achievement.
• Explore concrete examples of classroom
applications of the Seven Strategies of
Assessment for Learning.
• Be prepared to plan for continued
learning and implementation.
Participants should purchase and bring a
copy of Seven Strategies of Assessment for
Learning (Pearson, 2015, 2nd ed.).
PC211 |
Becoming Learning Principals
Kay Psencik, Learning Forward, Cypress, TX,
kay.psenick@learningforward.org
Kay Psencik is a senior consultant for the
Learning Forward. She has been an educator
for more than 45 years. Psencik served in Texas
public schools as a teacher and administrator
until her retirement in 1999 from Austin
Independent School District where she was as
deputy superintendent. Since her retirement,
she has assisted school districts and other
educational organizations across the nation
in efforts to transform their organizations by
facilitating and coaching principals to lead
high-performing schools. Psencik’s other area of
expertise is leadership development.
Eric Brooks, Arizona Department of Education,
Phoenix, AZ, eric.brooks@azed.gov
Eric Brooks is director of professional learning
with the Arizona Department of Education,
where he has worked since 2008. Throughout
his tenure he has played an integral role in the
Professional Development Leadership Academy,
in providing technical support to the 15 county
educational service agencies, and in working
with schools and districts around their work with
the Standards Assessment Inventory (SAI). In
his current work he directs his unit’s energy and
focus around creating and facilitating an agencywide interactive learning course, expanding the
agency’s work with local education agencies in
sustaining instructional rounds networks, and
supporting members of the Highly Effective
Teachers and Leaders Division as they work
toward ensuring equitable distribution of
effective educators.
MONDAY
PC210 |
Seven Strategies of Assessment for
Learning
Area of Focus: Data
• Apply what they learn to an issue
to their schools or an innovation they
wish to implement to increase principal
effectiveness in their districts.
SUNDAY
Jan Chappuis, Port Townsend, WA,
janchappuis90@gmail.com
Jan Chappuis has been an elementary and
secondary teacher as well as a curriculum
developer in English language arts, mathematics,
social studies, and world languages. For the past
25 years, she has written books and developed
workshops focused on classroom assessment
literacy. Chappuis is the author of Seven
Strategies of Assessment for Learning, (Pearson,
2015, 2nd ed.) and co-author with Rick Stiggins,
Judith Arter, and Steve Chappuis of Classroom
Assessment for Student Learning: Doing It RightUsing It Well (Pearson, 2012, 2nd ed.).
SATURDAY
Judy Halbert, Halbert and Kaser Leadership
Consultants, Vancouver, BC, Canada, judy.
halbert@gmail.com
Judy Halbert teaches leadership studies at
Vancouver Island University and the University
of British Columbia in British Columbia, Canada.
She is co-leader with Linda Kaser of Networks
of Inquiry and Innovation and the Aboriginal
Enhancement Schools Network in British
Columbia and serves as one of the Canadian
representatives to the OECD international
research program on Innovative Learning
Environments. Halbert is is co-author of A
Framework for Transforming Learning in Schools:
Innovation and the Spiral of Inquiry (The Centre
for Strategic Education, 2014), Spirals of Inquiry:
For Equity and Quality (BCPVPA, 2013), and
Leadership Mindsets: Innovation and Learning in
the Transformation of Schools (Routledge, 2009).
35
DECEMBER 4, 2016
TUESDAY
MONDAY
SUNDAY
SATURDAY
PC212 |
Visible Learningplus Professional
Development
Experience an in-depth,
school change model
of professional learning
and examine effective
instructional practices
in order to determine
impact on student achievement and
learning. Consider the effects of the
practices of teachers and leaders that will
enable schools to make substantial gains
in student achievement. See how to plan
and present meaningful instruction to
students of all levels. Leave with tools that
you can use to ensure you are making the
maximum impact on student learning.
Participants will:
• Examine the core concepts of Visible
Learning and using data to understand
impact.
• Explore some of the world’s leading
international research on how to make
substantial gains on student
achievement.
• Develop a plan that outlines next steps
and action items to begin using the
Visible Learning research in your daily
practice.
Ainsley Rose, West Kelowna, BC, Canada,
ainsleybr@gmail.com
Ainsley Rose has been in education for over 40
years in many roles including a former director
of education and curriculum for the Western
Quebec School Board in Gatineau, Quebec, a
high school and elementary school principal,
teacher, and graduate-level education professor.
Throughout his career as an education leader,
Rose has incorporated his expertise within a
wide range of principles, practices, and concepts,
all of which have significantly improved
schools. Rose is the recipient of the Outstanding
Achievement Award from the Association of
Administrators of English Schools of Quebec.
WEDNESDAY
36
PC213 |
Developing Communities of
Thought: Enhancing Social Capital
A robust
body of
research
clearly
indicates
that
individual teaching excellence is
insufficient to produce critical gains for
learners across a school. Teachers working
in isolation lack the collective resources
for spreading good ideas and refining
patterns of practice within their buildings
and across their districts. Examine five
key questions addressing learning
communities that are rich in social capital.
See how high-performing teams build the
capacity to co-create, refine, and reflect on
their ways of working and the outcomes
those ways achieve. Explore practical
strategies for supporting interdependent
thinking, productive problem solving,
and methods for creating schools where
all learners flourish. Leave with new ideas
and processes for developing powerful
communities of thought in your schools.
Participants will:
• Develop knowledge and skills for
enhancing social capital in their work
settings.
• Learn practical strategies for developing
communities of thought.
• Expand a repertoire of tools for
facilitating and structuring more effective
collaborative groups.
Laura Lipton, MiraVia, Sherman, CT,
lelipton@miravia.com
Laura Lipton is co-director of MiraVia, a training
and publishing firm. Lipton is an international
consultant whose writing, research, and
seminars focus on effective and innovative
instructional practices and on building
professional and organizational capacities for
enhanced learning. Her workshops and seminars
provide strategies, practical resources, and
innovative ideas for educators grappling with
critical professional issues. Lipton has experience
as a K-12 teacher, staff developer, and curriculum
specialist. She is author and co-author of
numerous publications related to organizational
and professional development, learning-focused
schools, and literacy development.
SUNDAY
9 AM - 4 PM
Bruce Wellman, MiraVia, Guilford, VT,
bwellman@miravia.com
Bruce Wellman is co-director of MiraVia. He
consults with school systems, professional
groups, and organizations throughout the U.S.
and Canada, presenting workshops and courses
for teachers and administrators on the patterns
and practices of learning-focused classrooms,
learning-focused conversations for supervisors
and mentors, presentation skills, and facilitating
and developing collaborative groups. MiraVia’s
publications translate theory into accessible and
practical applications. Wellman is the author
and co-author of numerous publications related
to organization and professional development,
mentoring, quality teaching, and improving
professional cultures. Wellman is an awardwinning author whose work has been honored
by the Education Writers Association and
was the recipient of Learning Forward’s Staff
Development Book of the Year in 1999 for The
Adaptive School: A Sourcebook for Developing
Collaborative Groups (Christopher-Gordon
Publishers, 2008, 2nd ed.) with Robert Garmston.
Back to the Mountains
DECEMBER 4, 2016
SUNDAY
9 AM - 4 PM
PC215 |
Transforming Professional
Learning: A System’s Approach
Jane Chadsey, Educurious, Seattle, WA,
jchadsey@educurious.org
Jane Chadsey is vice president of Educurious,
a non-profit dedicated to creating solutions to
today’s most perplexing education challenges.
At Educurious, Chadsey has designed a
professional learning system for teachers using
a blended learning model of face-to-face and
virtual learning experiences that supports
teachers in problem-based, blended learning
instruction. Before joining Educurious, she was
the director of curriculum and instruction at
the Renton School District where she led a staff
of 20 instructional coaches and supervised the
curriculum, professional development, and
instruction for a 14,000-student K-12 district.
Christine Corbley, Federal Way Public Schools,
Federal Way, WA, ccorbley@fwps.org
Christine Corbley is the principal of the
Truman Campus and Internet Academy with
Federal Way Public Schools. She is president
of Learning Forward Washington and is
member of the board of directors for Learning
Forward Foundation. She has held numerous
roles including teacher, instructional coach,
consultant, district administrator, building
administrator and college instructor. She
has been a member of the National Staff
Development Council, now Learning Forward,
since 1998 and was a founding member of
Learning Forward WA.
MONDAY
TUESDAY
WEDNESDAY
Have you
asked
yourself
how you
can possibly
move yet
another initiative to full implementation?
Hear how that challenge was taken up in
Washington State with the development
of a statewide system of professional
learning in partnership with the state
agency, educational service districts
(ESDs), and school districts. Find out
how to leverage Learning Forward’s
Standards for Professional Learning, tools,
and processes to develop a professional
learning system that can hold the launch
and successful implementation of any
initiative that comes your way. Leave with
a roadmap and the tools needed to build
a system of professional learning that
supports teachers and leaders to reach the
aspirational goals for learning.
Participants will:
• Gain an understanding of the key
elements of a professional learning
system.
• Experience the tools and processes
Learning Forward has in place to support
your work.
• Learn from the implementation successes
and challenges of Washington State’s
on-going transformation of professional
learning.
• Develop your own roadmap to transform
professional learning in your province,
state, region, district, or school.
SUNDAY
Collaborative inquiry
holds the potential to
transform learning,
leading, and teaching.
It is an instrumental
approach to developing
teacher leadership and professional
capital, increasing efficacy, and shifting
attributions regarding causes for student
success or failure. Examine the conditions
needed to bring about a wider and deeper
adoption of collaborative inquiry in schools
and school districts. Understand what
collaborative inquiry is and what it is not
and discuss six linchpins necessary to
bring collaborative inquiry to scale. Explore
ways to provoke educators’ thinking so
they have a clear understanding of how
their actions make an impact on student
outcomes.
Participants will:
• Be able to name the stages of
collaborative inquiry and describe key
aspects of each stage.
• Differentiate between technical and
adaptive challenges.
• Know how to enable conditions
necessary for collaborative learning.
• Consider various trajectories of
collaborative inquiry teams and develop
questions to strengthen the collection
and analysis of evidence.
• Explore ways to help teams reconcile
discrepancies between espoused
theories and theories-in-use.
• Leave with the ability to support teams
through the stages of collaborative
inquiry, while they ensure the work is
purposeful, productive, and impactful.
Jenni Donohoo, Ministry of Education,
Toronto, ON, Canada, jenni.donohoo@
learningforwardontario.ca; @jenni_donohoo.
Jenni Donohoo is a provincial literacy lead for the
GAINS Literacy Initiative in Ontario (Curriculum
and Assessment Policy Branch, Ministry of
Education). She is the past president of Learning
Forward Ontario and is currently the editor of
Learning Forward Ontario’s quarterly newsletter.
Donohoo has published a best-selling book
entitled Collaborative Inquiry for Educators: A
Facilitator’s Guide to School Improvement (Corwin,
2013) and a new book entitled The Transformative
Power of Collaborative Inquiry (Corwin, 2016) with
Moses Velasco.
SATURDAY
PC214 |
Collaborative Inquiry: Transforming
Professional Learning in Schools
Mayfly
37
DECEMBER 4, 2016
PC216 |
Innovation, Transformation, and
the Future of Learning in British
Columbia
On the world stage, British Columbia’s
report card shows high achievement in
education and skills. See how a focus on
skills, competencies, and mindsets can
better equip today’s learners for a world
where they will have to create jobs, train,
and retrain multiple times, and make
difficult ethical decisions. Explore the cycle
of implementation and its relationship
to social license in the change process.
Engage in an evolving dialogue to
understand how educators may draw on
literacy and numeracy foundations, then
apply rich content combined with core
competencies of thinking, communication,
and personal and social development to
create an innovative mindset for learning
and teaching.
Participants will:
• Identify key features of British Columbia’s
current education content and context.
• Develop an understanding of the core
competencies and the strategies that
support the change provincially,
in districts and schools.
• Explore the K-12 innovation strategies
in developing and sustaining strong
professional learning individually and
across roles.
• Engage in a dialogue on how to create
collaborative implementation supports
that requires and builds trust.
Rod Allen, Cowichan Valley School District
#79, Duncan, BC, Canada, rallen@sd79.bc.ca
Rod Allen is superintendent Cowichan Valley
School District #79 on Vancouver Island, BC. He
formerly held the position of assistant deputy
minister, superintendent of learning in the BC
Ministry of Education. Allen’s work in bringing
partners on board for system change in BC
provided the momentum for change over the
past five years.
Jim Iker, BC Teachers’ Federation, Vancouver,
BC, Canada, jiker@bctf.ca
Jim Iker was president of the British Columbia
Teachers’ Federation until June 2016. He works
closely with the Ministry of Education to ensure
that teacher engagement and partnership
in provincial curriculum development and
implementation continues to grow.
Leyton Schnellert, Kelowna, BC, Canada,
leyton.schnellert@ubc.ca; @LeytonSchnell
Leyton Schnellert is a community-based
researcher who leads collaborative inquiry
teams throughout British Columbia and the
Northwest Territories. Schnellert has presented
and published his research in local, national,
and international forums and co-authored six
books for educators including Developing SelfRegulating Learners (Pearson, 2016) and Student
Diversity (Pembroke/Stenhouse, 2016, 3rd ed.).
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
SATURDAY
38
SUNDAY
9 AM - 4 PM
CONFERENCE
ICONS
for all attendees.
content.
session content.
icon.
Common Core State
these sessions.
SUPERINTENDENTS are
this icon.
Skeena Moon
DECEMBER 5, 2016
MONDAY
9 AM - 12 PM
2:30 PM - 4:30 PM
CONCURRENT SESSIONS | SET A
Sue Elliott, Learning Forward BC, Sechelt, BC,
Canada, srichards.elliott@gmail.com
Nancy Hinds, Vancouver, BC, Canada,
hindsightco@shaw.ca
Jim Knight, Instructional Improvement
Group, North Loup, NE,
jim@instructionalcoaching.com
Hear about Changing Results for Young
Readers, a collaborative inquiry project
that one provincial department of
education initiated in 2012 to increase
the number of children who are engaged,
successful readers. See how teachers in 57
participating school districts met regularly
to explore inquiry questions during a
three-year period. Gain an overview of
the Changing Results for Young Readers
Initiative, including the goals, framework,
data sources, and impact on student
learning.
Caryn Wells, Oakland University, Grosse Pointe
Woods, MI, cmwells2@oakland.edu
A04 |
Walkers Learning: Linking Data,
Practice, and Impact
Develop a deep understanding of the
learning walk model of professional
learning. Practice a data collection process
and the accompanying collaborative peer
feedback dialogue. Explore a process that
is more than a traditional learning walk
or instructional rounds and that engages
educators with student learning in a
continuous model of improvement. Leave
with an action plan for your site and access
to resources for use before and after this
session.
Maureen Dockendorf, British Columbia
Ministry of Education, Victoria, BC, Canada,
maureen.dockendorf@gov.bc.ca
Sharon Jeroski, Horizon Research and
Evaluation, Vancouver, BC, Canada,
sjeroski@shaw.ca
Barb Carriere, School District #6 (Rocky
Mountain), Invermere, BC, Canada, barb.
carriere@sd6.bc.ca
Vivian Collyer, Sooke School District, Victoria,
BC, Canada, vcollyer@sd62.bc.ca
Joanne Holme, Surrey School District #36,
Surrey, BC, Canada, holme_j@surreyschools.ca
Randy Cranston, Kaleden, BC, Canada,
randycranston@shaw.ca
Karen Beattie, Volusia County Schools, New
Smyrna Beach, FL, klbeatti@volusia.k12.fl.us
Rachel Hazel, Volusia County Schools, Port
Orange, FL, rbhazel@volusia.k12.fl.us
Julie Smith, Pacific City, OR, drjuliesmith@
embarqmail.com
TUESDAY
Much of our joy and sorrow in life, and our
success and failure at work, are the direct
result of our relationships. Our relationships
flourish or fail depending on how well we
communicate. Learn how to listen and
communicate with empathy, find common
bonds, and build emotional connections.
Develop the beliefs and habits that lead to
better conversations and more life-giving
conversations.
Learn how to respond to teacher and
parent questions about mindfulness in
the classroom, and how to be the resource
for teachers who want to be trained in
teaching mindfulness. Mindfulness is
a practice that serves administrators,
teachers, and students. See how to teach
about mindful leadership for school
leaders. Leave with answers to questions
about leading new efforts like mindfulness
in the classroom.
MONDAY
A02 |
Better Conversations: The Beliefs
and Habits That Help Anyone
Dramatically Improve as a
Communicator
A05 |
Changing Results for Young
Readers Initiative
SUNDAY
What is fundamental to quality professional
learning? Engaging adult learners?
Implementing Learning Forward’s
Standards for Professional Learning?
Designing high-impact learning events?
Facilitating powerful learning strategies
such as inquiry, focused conversations or
protocols? Create your own answers to
these questions in an interactive session,
using practical techniques and structures.
Walk away ready to tackle your next
professional learning session with clarity
and a dynamic tool kit. This session is
repeated as G01.
A03 |
Mindfulness and Stress Reduction
for School Leaders
SATURDAY
A01 |
Fundamentals of Professional
Learning
CONTINUES
WEDNESDAY
4 Frogs
39
DECEMBER 5, 2016
MONDAY
SUNDAY
SATURDAY
THOUGHT LEADER LECTURES
TL01 |
Learning in Canada
9 a.m. - 10 a.m.
Hear about the
findings from a new
research study, funded
by Learning Forward,
on the current
state of educators’
professional learning
in Canada. This study
is the first of its kind to conduct in-depth
research within and across Canada on
professional learning, recognizing also
the diversity of contexts, needs, and
priorities across provinces and territories.
Review current North American and
international research and learn about 10
research-informed principles for effective
professional learning. Discover how school
and system leadership, policies, and
conditions enable effective professional
learning, and consider the barriers to be
overcome. Examine the implications for
the development of professional capital to
enhance educators’ and students’ learning
and to further advance and improve the
state of professional learning.
WEDNESDAY
TUESDAY
Carol Campbell, University of Toronto, Ontario
Institute for Studies in Education, Toronto, ON,
Canada, carol.campbell@utoronto.ca;
@CarolCampbell4
Carol Campbell is associate professor
of Leadership and Educational Change,
program coordinator for Educational
Leadership and Policy graduate courses,
and director of the Knowledge Network
for Applied Education Research (KNAER)
Secretariat at the Ontario Institute for
Studies in Education (OISE), University of
Toronto. She is an appointed education
advisor to the Premier and the Minister
of Education in Ontario, and a member of
the Premier’s Expert Panel on the Highly
Skilled Workforce. Campbell is the principal
investigator leading a research study on
the state of educator professional learning
in Canada funded by Learning Forward.
40
MONDAY
9 AM - 12 PM
TL02 |
TL03 |
Helping Students See the
Applying a Holistic Approach to
Differences Between a Job or Career Young Adult Success to Schools
11 a.m. - 12 p.m.
and Purpose
10 a.m. - 11 a.m.
Students may not
know it yet, but
having a sense of
purpose has become
table stakes for many
employees at work.
Equally important,
today’s organizations
are being pressured to begin exhibiting
purpose in their operating practices.
Explore the interconnections among the
three distinct definitions of--personal,
role and organization--and find out how
to create a balanced state of purpose or
“sweet spot.” See how the alignment of
purpose among self, role, and organization
benefits employers as well as educators.
Help students appreciate the alignment of
personal, organizational, and role purpose
and understand how important finding the
sweet spot is to an engaging and fulfilling
lifetime of work.
Dan Pontefract, TELUS, Victoria, BC, Canada,
dp@danpontefract.com
Dan Pontefract is chief envisioner of TELUS,
a Canadian telecommunications company,
where he heads the Transformation
Office, a future-of-work consulting group
that helps organizations enhance their
corporate cultures and collaboration
practices. Pontefract is a passionate leader
in the leadership and social collaboration
technology spaces and is uniquely skilled
to ensure an organization can move from
traditional cultures to healthier ways of
working. A speaker and author, Pontefract
has presented at multiple TED events, and
also writes for Forbes, Harvard Business
Review, and The Huffington Post. He is
the author of The Purpose Effect: Building
Meaning in Yourself, Your Role and Your
Organization (Elevate, 2016).
Hear about a framework from the
University of Chicago Consortium on
School Research that describes how
cognitive and noncognitive factors
work together to affect student success
throughout childhood, adolescence,
and adulthood. Consider the role that
experiences and relationships play in
helping young people develop the key
factors to young adult success: agency,
integrated identity, and competencies.
Learn how Umoja Student Development
Corporation works to create the necessary
conditions in schools for all students to
achieve academically, and ultimately meet
the challenges of adulthood and become
thriving, contributing members of their
communities.
Jenny Nagaoka, University of Chicago,
Chicago, IL, jkn@uchicago.edu
Jenny Nagaoka is
the deputy director
of the University of
Chicago Consortium
on Chicago School
Research. Her
research interests
focus on policy
and practice in urban education reform.
She has co-authored numerous journal
articles and reports, including studies of
college readiness, noncognitive factors,
the transition from high school to
postsecondary education, and Chicago’s
initiative to end social promotion.
Lila Leff, Umoja Student Development
Corporation, Chicago, IL,
lleff@umojacorporation.org
Lila Leff founded
Umoja Student
Development
Corporation in 1997
and served as the
organization’s CEO
until November
2010. Leff continues
to support Umoja as well as a variety of
other organizations where she provides
educational, youth development and
strategic planning support as a consultant.
DECEMBER 5, 2016
MONDAY
9 AM - 12 PM
CONCURRENT SESSIONS | SET B
This session is for former and current
Academy members only. Hear from Joellen
Killion on how feedback is a core part of
a continuous improvement process for
educators. Learn to identify the attributes
of effective feedback in order to assess
feedback practices. Consider the conditions
needed for feedback to be effective in
promoting change. Leave being able to
apply feedback to promote continuous
improvement.
For information about this session,
contact Kristin Buehrig at kristin.buehrig@
learningforward.org.
See how to combine professional learning
communities with instructional and
peer coaching to make an impact on
student achievement. Identify strategies
and practice facilitation skills for the key
leadership roles of coach, administrator,
and teacher leader. Engage teachers with
questioning, paraphrasing, and providing
feedback to create teacher critical thinking
and teacher learning. Gain a structure
for facilitating professional learning
community conversations that connect
teacher actions to student actions and
learning outcomes. Identify, observe, and
practice specific verbal skills.
What happens in the classroom and the
school that gets low-performing, lowconfidence students to believe, “Smart is
something they can get,” and act on that?
Learn how to choose language, develop
classroom structures, and use effective
instructional strategies to motivate all
students and communicate credibly that
effective effort is the basis of student
success. Explore classroom routines and
structures that generate student agency
and ownership of learning. See how to
collect data and give feedback on the
communication of high-expectation
messages.
Steve Barkley, PLS 3rd Learning, Allentown,
PA, lmalanowski@pls3rdlearning.com
Jon Saphier, Research for Better Teaching,
Acton, MA, saphier@rbteach.com
B04 |
Leading the Way to More Effective
Grading and Reporting for ALL
Learners
B06 |
Teacher Inquiry for Professional
Learning and Quality Teaching
B02 |
Using Professional Learning
Systems to Transform
Underperforming Schools
Lisa Andrew, Partners in School
Innovation, San Francisco, CA,
landrew@partnersinschools.org
Viviana Cabrales Garcia, Partners
in School Innovation, San Francisco, CA,
vgarcia@partnersinschools.org
Changing how we grade and report
student learning requires that we
challenge some of education’s longestheld traditions. Learn how effective leaders
successfully implement more effective
grading and reporting policies and
practices by stressing the importance of
fairness and honesty in grading. Explore a
variety of ways to report student learning
progress to parents and families, make
appropriate adaptations for exceptional
learners and English language learner
students, and implement procedures
for new reporting structures, including
standards-based grading.
Tom Guskey, Lexington, KY, guskey@uky.edu
Learn how teachers are taking charge of
their professional learning through inquiry.
Explore a model of inquiry that has been
successful in putting teachers in the driver’s
seat of their own learning. Experience
some of the activities that facilitators use
to guide teachers through the process and
engages teachers in reflective questioning
and collaborative conversations aimed at
improving individual classroom practice.
Paddy McCallum, British Columbia Teachers’
Federation, Vancouver, BC, Canada,
pmccallum@sd46.bc.ca
Amanda Wardrop, British Columbia
Teachers’ Federation, Vancouver, BC, Canada,
wardropamanda@gmail.com
TUESDAY
Learn how to establish robust professional
learning systems that build teacher and
administrator capacity to improve student
achievement in underperforming urban
districts and schools. Explore researchbased transformation rubrics developed
to assess the strengths and challenges
of districts and schools. Learn how to
develop, establish, and monitor gradelevel professional learning communities,
instructional leadership teams, coaching,
and continuous-improvement cycles at the
district and site levels.
MONDAY
B05 |
Bringing the Growth Mindset Alive
in Daily Practice
SUNDAY
B03 |
Connecting Professional
Development, PLCs, and Coaching
SATURDAY
B01 |
Learning Forward Forum for
Academy Graduates
Area of Focus: Data
WEDNESDAY
41
DECEMBER 5, 2016
SUNDAY
SATURDAY
B07 |
Visible Principals: An Evaluation
Framework for Excellence
Learn first-hand about a principal
evaluation model based on Visible
Learning and the research of John Hattie.
Discover the importance of Knowing
Thy Impact and the power of effective
feedback. Leave with a framework and
evaluation cycle, which is aligned to the
Every Student Succeeds Act (ESSA) and will
help principals improve their leadership
skills.
Rob Hess, Lebanon Community School District,
Lebanon, OR, rob.hess@lebanon.k12.or.us
Tonya Cairo, Lebanon Community Schools,
Lebanon, OR, tonya.cairo@lebanon.k12.or.us
TUESDAY
MONDAY
B08 |
Learners at the Center: Model for
Curriculum Design
The research is clear on the powerful
impact of teacher collaboration on
student learning. Explore the tools and
habits of mind that are central to shaping
learning experiences that accommodate
all learners. Unpack a working model of
student-centered, competency-driven, and
concept-based curriculum design. Explore
the possibilities of collaborative teacher
inquiry in shaping and reshaping practices
that deepens student learning.
Angela Kailley, Surrey School District #36,
Surrey, BC, Canada, kailley_a@surreyschools.ca
Shainaz Nanji, Surrey School District #36,
Surrey, BC, Canada, nanji_s@surreyschools.ca
Iain Fisher, Surrey School District #36, Surrey,
BC, Canada, fisher_i@surreyschools.ca
WEDNESDAY
B09 |
Building Principal and Coach
Partnerships to Maximixe Impact
Examine the essential characteristics of
effective building-level coaching programs
with a focus on the administrator and
coach relationship. Walk away with
examples and tools for working together.
Learn about effective ways to evaluate
and provide feedback about coaching and
the coaching program. Reflect on your
own program to identify how you might
strengthen it and coaches’ work to ensure
maximum impact on learning.
Chris Bryan, Westminster, CO,
bryan.chris48@gmail.com
Sharron Helmke, Clear Creek
Independent School District, League City, TX,
shelmke@ccisd.net
Laurie Stenehjem, Education Standards and
Practices Board, Bismarck, ND, lstenehj@nd.gov
Jim Stenehjem, North Dakota Lead Center,
Bismarck, ND, jim.stenehjem@ndlead.org
B10 |
Ignite School Improvement
with the Standards Assessment
Inventory
The Standards for Professional Learning
define the conditions, attributes, and
content of professional learning that
improves teaching and student learning.
This session introduces you to tools that
measure professional learning in your
school or system against the Standards
and help you plan, implement, and
evaluate professional learning that
increases student achievement. See how
the Standards Assessment Inventory (SAI)
can help you plan professional learning
and engage stakeholders in your system
in conversation about the Standards.
Learn how the SAI can ignite authentic,
job-embedded professional learning for all
educators in your school or system.
Steve Preston, Learning Forward, Decatur, GA,
steve.preston@learningforward.org
42
MONDAY
9 AM - 12 PM
B11 |
Measuring Programs and Processes
School processes define what learning
organizations, and those who work in
them, do to help students learn: what
they teach, how they teach, and how
they assess students, as well as how the
learning organization learns. Experience
methods to ensure school processes are
implemented with integrity and fidelity.
Create a flowchart of a process or program
and analyze the impact of one of your
school processes.
Victoria Bernhardt, Education for the Future,
Chico, CA, vbernhardt@csuchico.edu
Bradley Geise, Education for the Future, Chico,
CA, bgeise@csuchico.edu
Area of Focus: Data
B12 |
Making Learning Visible:
Transforming Learning Through
Assessment
Find out how the largest school district
in British Columbia is changing the
educational landscape by reimagining
assessment and potentially eliminating
letter grades. See how to capitalize on the
professionalism of teachers and the digital
tools of a new era to make learning visible
in an unprecedented partnership that
has won recognition and news coverage.
Learn how the use of digital portfolios has
provided parents with a 24/7 window into
their children’s learning.
Jordan Tinney, Surrey School District #36,
Surrey, BC, Canada, tinney_j@surreyschools.ca
Robyn Thiessen, Surrey School District #36,
Surrey, BC, Canada,
thiessen_robyn@surreyschools.ca
Karen Fadum, Surrey School District #36,
Surrey, BC, fadum_karen@surreyschools.ca
DECEMBER 5, 2016
MONDAY
9 AM - 12 PM
Ann Delehant, Learning Forward, Webster, NY,
adelehant@gmail.com
B14 |
Visioning Into Action
B16 |
Quality Collaboration and
Community Building for Student
Success
Explore how meaningful conversations
infused with data about student progress
and learning gaps can forge positive
collaborative, collegial relationships
that increase staff capacity to address
students’ learning needs. Discover how
structured, learning-focused feedback
can provide transformational results.
Examine processes to maximize supportive
learning environments for teachers that
accelerate their abilities to solve problems,
share promising practices, and increase
instructional repertoires of differentiated
solutions that reach every learner.
Jamie Robinson, Central Okanagan
School District #23, Kelowna, BC, Canada,
jamie.robinson@sd23.bc.ca
Keely Flannigan, Central Okanagan
keely.flannigan@sd23.bc.ca
Carolyn Durley, Central Okanagan
carolyn.durley@sd23.bc.ca
Sarah Watson, Central Okanagan
sarah.watson@sd23.bc.ca
Marnie Birkeland, Central Okanagan
marnie.birkeland@sd23.bc.ca
Lindsey Schroeder, Central Okanagan
lindsey.shroeder@sd23.bc.ca
Shelley Dickie, Central Okanagan
shelley.dickie@sd23.bc.ca
TUESDAY
Dianne Turner, Delta School District, Delta, BC,
Canada, dturner@deltasd.bc.ca
Nancy Gordon, Delta School District, Delta, BC,
Canada, ngordon@deltasd.bc.ca
Neil Stephenson, Delta School District, Delta,
BC, Canada, nstephenson@deltasd.bc.ca
Diane Graves, Delta School District, Delta, BC,
Canada, dgraves@deltasd.bc.ca
Tashi Kirincic, Delta School District, Delta, BC,
Canada, tkirincic@deltasd.bc.ca
John Krownapple, Howard County
Public School System, Ellicott City, MD,
john_krownapple@hcpss.org
Construct a systemwide, responsive
professional learning model that fosters
innovations in teacher practice and
transformations in student learning. Gain
practical understandings from evidencebased examples that show how to engage
teachers, principals, instructional coaches,
and students in an iterative cycle of deep
learning to transform classroom practice.
Connect with professional learning
structures and opportunities in your
school or district and begin to articulate a
responsive plan for innovating professional
learning in their own context.
MONDAY
Learn how one district’s visioning
process created an inspiring roadmap for
transformation across the system. Explore
various ways to achieve your bold vision
using school-based learning teams, district
networks, and professional inquiry as
vehicles to move forward the teaching
practices and school cultures of an entire
district. Undertake an introductory
examination of the notion of adaptive
expertise and its role in developing
systemwide, distributed leadership that is
leading to innovative classroom practices.
Refine your facilitation skills and
techniques to help fellow educators
journey toward excellence with equity
in education. See how to navigate, as a
culturally proficient facilitator, through the
inevitable sticky situations involving race,
class, and culture. Use a facilitation rubric,
analyze cases, and develop expertise
to effectively facilitate group discourse
about issues of equity, inclusion, and
cultural competence. Learn to identify a
range of facilitator behaviors and beliefs
from culturally destructive to culturally
proficient.
B17 |
Innovating Professional Learning to
Transform Student Learning
SUNDAY
No matter what relationship you consider,
1-1, small team, or larger group, trust is
an essential element of that relationship.
Consider the synergy of four drivers--trust,
collaboration, leadership, and professional
learning. Discuss ways to build high-trust,
listening, and learning structures at all
levels of your system. Assess the current
state of the teams you work with and
develop a plan to support and advance
more collaborative work.
B15 |
Toolkit for a Culturally Proficient
Facilitator
SATURDAY
B13 |
Trust: An Essential Element
Gayle Gregory, Gayle Gregory Consulting,
Burlington, ON, Canada,
gregorygayle@netscape.net
Pam Robbins, Leadership and Learning,
Staunton, VA, pamrobbins1016@gmail.com
WEDNESDAY
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
43
DECEMBER 5, 2016
SUNDAY
SATURDAY
B18 |
They Are Doing What? ScenarioBased Online Professional
Development
Discover best practices for effective
professional learning in the online
environment. Evaluate the effectiveness
of traditional professional development
versus learner-centered design. See how to
create real-world, scenario-based activities
that allow the learner to control their own
learning in ways that result in improved
teacher practice.
Elvira Salazar, Houston Independent School
District, Houston, TX, esalaza8@houstonisd.org
Alyssa Gomez, Houston Independent School
District, Houston, TX, agomez@houstonisd.org
Heidi Rocha, Houston Independent School
District, Houston, TX, hrocha@houstonisd.org
TUESDAY
MONDAY
B19 |
Self-Directed Evaluation
Conversations
School districts are developing new
professional performance review protocols
for use in the teacher evaluation process.
Understand how communication between
the evaluator and teacher determines
whether the evaluation supports growth
and learning. Acquire the skill set needed
to conduct an evaluation process that
supports professional learning and
promotes self-directedness in those being
evaluated. Gain increased confidence in
using evaluation as an opportunity to
support growth.
Doreen Merola, Thinking Collaborative,
Solvay, NY, doreen.merola@gmail.com
Carol Brooks Simoneau, Thinking
Collaborative, KS, carolsimoneau@gmail.com
Area of Focus: Data
B20 |
Learning Our Way to Excellence
What do supervisors of principals need to
know and be able to do to develop and
lead learning-focused communities of
practice for principals? Explore strategies
for senior district leaders that build
principal instructional leadership capacity
and their knowledge and skills through
innovative, differentiated professional
learning experiences. Gain knowledge of
effective learning structures and coaching
strategies that build upon principals’
strengths.
Donna Micheaux, Educational Consulting LLC,
Pittsburgh, PA, dwmicheaux@comcast.net
Jennifer Parvin, Parvin & Associates, Dallas, TX
jlparvin12@gmail.com
B21 |
Positioning Teachers as Inquirers
and Possibilizers
Engage in conversations related to equityoriented professional development,
teaching, and learning. Construct
models of professional learning that
seek the potential in diverse learners
through inquiry. Adopt transformational
approaches to curriculum that invite
professional learning which values local
knowledge and increases pathways
for all learners. Generate professional
development initiatives that connect social
justice perspectives, teacher inquiry, and
collaborative teaching.
Leyton Schnellert, University of British
Columbia Okanagan, Kelowna, BC, Canada,
leyton.schnellert@ubc.ca
Donna Kozak, Central Okanagan School
District #23, Kelowna, BC, Canada,
donna.kozak@sd23.bc.ca
Shelley Moore, Richmond School District #38,
Richmond, BC, Canada, smoore@sd38.bc.ca
MONDAY
9 AM - 12 PM
B22 |
Synergy or Resistance? Scaling
Teacher Inquiry for Impact
Explore tensions between teacher
leadership and systems leadership when
scaling data-driven teacher inquiry to
elevate student achievement. Learn
and share strategies to create synergy
at the intersection of teacher choice
and systemwide planning to realize the
promise of personalized, job-embedded
professional learning. Plan action steps;
after this session participate in a virtual
network via free online networks to fuel
continuous learning and innovation for
impact.
Tonya Ward Singer, Santa Rosa, CA,
mail@tonyasinger.com; @TonyaWardSinger
Terri Fradette, Greater Saskatoon
Catholic Schools, Saskatoon, SK, Canada,
tfradette@gscs.sk.ca
Maureen Torrez, Albuquerque Public Schools,
Albuquerque, NM, torrez_ma@apd.edu
Adrianne Robinson Sublet, Shelby
County Schools, Memphis, TN,
adrianne.sublett@gmail.com
B23 |
Dedicated Exhibit Hall Time:
Resources for Success
Time has been reserved in this session to
visit the Exhibit Hall. Engage in one-on-one
conversations with exhibitors and vendors.
Spend time perusing and viewing the
exhibits or attend vendor demonstrations
in the Technology Showcase. Learn about
the latest technology tools that can be
used to suppqwort professional learning at
the school or district level.
Renee Taylor-Johnson, Learning Forward,
Oxford, OH, renee.taylor-johnson@
learningforward.org
Area of Focus: Resources
WEDNESDAY
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
44
DECEMBER 5, 2016
MONDAY
10 AM - 12 PM
CONCURRENT SESSIONS | SET C
C02 |
Action Research as Sustainable,
Job-Embedded Professional
Learning
Simone Senisin, Department of Education
& Training (DET), Birregurra, VIC, Australia,
senisin.simone.s@edumail.vic.gov.au
Denise Veltre, Department of Education &
Training (DET), Birregurra, VIC, Australia,
veltre.denise.c@edumail.vic.gov.au
C04 |
Teacher-Led Professional Learning
2.0
Empower teachers to own their
professional practice and professional
growth. Invigorate your professional
learning programs with the newest
creative and most innovative examples of
transformative teacher-led professional
learning experiences. Explore the models
from different schools and districts that
have successfully incorporated teacherled professional learning into professional
learning experiences. Draft a plan for
your school or district that integrates one
or more of these exciting professional
learning experiences.
Susan Race, EduPlanet21, Radnor, PA,
srace@eduplanet21.com
Marna Messer, Jefferson County Schools R-1,
Golden, CO, mmesser@jeffco.k12.co.us
Katie Lannan, Jefferson County Schools R-1,
Golden, CO, klannan@jeffco.k12.co.us
Mary Beth Bazzanella, Jefferson County
Schools R-1, Golden, CO,
mbazzane@jeffco.k12.co.us
C06 |
At-Risk to At-Promise: Shifting
Mindsets
Empowering students to see themselves
as learners can be a daunting task. Shifting
mindsets of teachers can be even bigger
task. See how one school staff rallied
together using a data-driven approach to
intervene when students were struggling
and, as a result, improved reading
achievement, changed attitudes, and
shifted mindsets. Identify untapped human
resources within your school so that the
best equipped person is providing the
right intervention to the students.
Lisa Kean, Chilliwack School District #33,
Chilliwack, BC, Canada, lisa_kean@sd33.bc.ca
45
WEDNESDAY
Lisa Amerson, North Carolina Department
of Public Instruction, Raleigh, NC,
lisa.amerson@dpi.nc.gov
Mandy Taylor, North Carolina Department
of Public Instruction, Raleigh, NC,
mandy.taylor@dpi.nc.gov
Geetanjali Soni, North Carolina Department of
Public Instruction, Raleigh, NC,
geetanjali.soni@dpi.nc.gov
Learn how one innovative Professional
Development (iPD) district cultivated
teacher motivation and leadership through
a unique and personalized approach
to professional learning. Develop an
understanding of the power of teacher
voice and choice within a framework
that begins with teachers’ personalized
professional learning needs followed by
alignment of district resources. Explore
and learn how to apply a systemic process
for engaging and supporting teachers in
school-based, teacher-driven, ongoing
professional learning. Design personalized
plans for a district or school-level process
that is supported by a teacher-led
professional learning structure.
TUESDAY
Action research allows teachers to direct
their own individualized professional
learning experience and increase student
achievement. Learn how a statewide
action research project was implemented
with more than 200 teachers and discuss
the successes and challenges. Explore the
components, resources and final products
to evaluate use in your own classroom,
school, district, or state. Discuss and
create an implementation plan for action
research.
Learn how to construct rigorous and
focused conversations with teachers
which foster a culture of trust and build
adaptive expertise. Create conditions
for a reflexive and flexible professional
learning environment where teachers
collaborate in developing content- and
noncontent-based pedagogies, to ensure
continual improvement in both classroom
and leadership capacities. Explore ways
to collect multiple sources of evidence of
student learning, measuring the impact of
individual and teams of teachers.
MONDAY
Dan Rothstein, The Right Question Institute,
Cambridge, MA, dan@rightquestion.org
C05 |
Redesign PD: Innovative Process
for Teacher Leadership Through
SUNDAY
School leaders and teachers may have
difficulty finding and committing
additional time and resources to engage
parents who, for a wide range of reasons,
rarely come to school or have little
involvement in their children’s education.
Learn to use a simple, easy-to-implement
strategy for building strong school-family
partnerships that will benefit all students.
Explore how to create a partnership that
becomes more productive as parents
develop key question-asking and decisionmaking skills to support their children’s
education, monitor their progress,
advocate for them, and partner with
educators. Experience an evidence-based
strategy that helps parents learn these key
skills and, as a result, become constructive
partners with educators in their children’s
schools.
C03 |
The Staffroom-Classroom:
Differentiating Professional
Learning for Teachers
SATURDAY
C01 |
Making it Easier to Build Strong
School-Family Partnerships
DECEMBER 5, 2016
SUNDAY
SATURDAY
C07 |
Making Time for Formative
Assessment
Most educators understand that formative
assessment practices will help students
learn, but many have difficulty finding
the time to implement them. Underlying
this difficulty is often a fundamental
misconception about the conditions
required for learning to take place. Examine
the beliefs about learning and assessment
that create barriers to effective formative
assessment at the system and the
classroom levels. Discuss ways to remove
the barriers.
Jan Chappuis, Port Townsend, WA,
janchappuis90@gmail.com
Learn how curriculum, instruction,
and technology can all be integrated
seamlessly to enhance student learning
and engagement. See how one school
district married all three so that teachers
would have an easier time seeing the
connection and supporting students in the
creation of student products. Hear about
new technology tools available to use with
teachers and students.
Leslie Ceballos, Allen Independent School
District, Allen, TX, leslie_ceballos@allenisd.org
Larry Labue, Allen Independent School
District, Allen, TX, larry_labue@allenisd.org
Kim White, Allen Independent School District,
Allen, TX, kim_white@allenisd.org
Area of Focus: Technology
C11 |
Leveraging Social and Emotional
Learning for Effective Engagement
Learn how teachers and school
administrators worked for a two-year
period to build structures, processes,
and understanding of collaborative
professional learning. See which facilitation
strategies were utilized to help an inquiry
group draw on the literature base to evolve
its thinking about collaborative learning.
Access graphic organizers, participants’
video reports, literature reading lists, and
other materials used by facilitators. See
how the school district and the teachers’
union collaborated to support teacher and
school administrator professional learning.
How do we imbue our schools with joy
and lively engagement? Delve into the
CASEL’s five social emotional learning (SEL)
competencies that are the foundation of
teachable-learnable skills with an explicit
equity lens. Deepen your understanding
of SEL as a catalyst for effective, engaging
pedagogy that strengthens students’
connections to school while improving
academic achievement. Engage in practical
strategies for integrating SEL into daily
classroom and schoolwide practices.
Debbie Korn, British Columbia Teachers’
dkorn@sd20.bc.ca
Keri Russell, School District #20 (KootenayColumbia), Castlegar, BC, Canada,
krussell@sd20.bc.ca
Ann McKay Bryson, CASEL, Anchorage, AK,
annmckaybryson@gmail.com
Deidre Farmbry, CASEL, Philadelphia, PA,
dfarmbry@comcast.net
Mary Hurley, Oakland Unified School District,
Oakland, CA, mary.hurley@ousd.org
C12 |
C10 |
Transformational Leadership
Teaching Between Desks for Deeper Framework: Principal Actions That
Improve Schools
Learning
Teachers around the world spend hours of
class time each week roving between desks
during student activities, group projects,
pair work, or individual practice. In Japan,
educators have a specific term, kikan shido,
for describing the teaching that takes
place during these critical “between-thedesk” opportunities. Explore research and
video examples from Japan and the U.S.
and discover the power of kikan shido for
facilitating deeper learning using a process
of monitoring student activity, guiding
student activity, organizing materials and
physical set-up, and engaging in social talk.
46
10 AM - 12 PM
C09 |
Building Collaboration for
Brad Ermeling, Shanghai, China,
brad.ermeling@gmail.com
Genevieve Graff-Ermeling, Shanghai, China,
genevieve.ermeling@gmail.com
WEDNESDAY
TUESDAY
MONDAY
C08 |
Traveling the Technology Trail
MONDAY
Learn to use a research-based framework
of school leader practices that outlines
steps principals have taken to improve
student learning. Hear real-life stories of
principals using the framework in their
schools, the challenges they faced and how
they overcame them, and how the school
benefited from using the framework.
Develop actionable skills for diagnosing
school practices and identifying key areas
for improvement.
Jaime Aquino, New Leaders, New York, NY,
jaquino@newleaders.org
DECEMBER 5, 2016
MONDAY
10 AM - 12 PM
Learn how a leadership program in
British Columbia enhances leadership
and management skills through shared
learning. Experience a program that
allows the participants to gain skills
and strategies to build purposeful
relationships, leadership skills, and capacity
to competently shape the future of public
education in British Columbia. See how
mentorship and facilitation are used to
broaden the program and ensure an
exchange of knowledge and experience.
Understand the strategies of collaborative
learning, how to utilize global research
to inform practice, and how to build a
network to support your work.
Joan Axford, BC Association of School
Business Officials, Vancouver, BC, Canada,
executivedirector@bcasbo.ca
David Green, School District #35 Langley,
Vancouver, BC, Canada, dgreen@sd35.bc.ca
Cathy Elliott, Novus Entertainment, Vancouver,
BC, Canada, cathy@novuscom.net
Laura Lipton, MiraVia, Charlotte, VT,
lelipton@miravia.com
Bruce Wellman, MiraVia, Guilford, VT,
bwellman@miravia.com
C17 |
Supporting Principals: Creating an
LGBTQ Inclusive School Culture
Learn how to support educators in
fostering safe, inclusive, and accepting
schools. See how to lead challenging
conversations with educators, parents,
students, and the community as you
engage in shifting mindsets and attitudes.
Explore a model that provides professional
learning and capacity building regarding
equity leadership and understanding of
specific needs of students who identify as
LGBTQ. Network with other leaders in a safe
environment and challenge your own ideas
and perceptions.
Kim Christianson, Association des directions
et directions adjointes des ecoles francoontariennes (adfo), Ottawa, ON, Canada,
kim@adfo.org
Jan Murphy, Catholic Principals’ Council
Ontario, Toronto, ON, Canada,
jmurphy@cpco.on.ca
Jill Ott, Ontario Principals’ Council, Toronto,
ON, Canada, jillott.4opc@gmail.com
WEDNESDAY
Experience strategies to amplify
teacher voice by bringing to life the
principles of self-worth, engagement,
and purpose. From the journey of one
school representing a worldwide learning
community, learn about the powerful
impact teacher voice can have on school
culture, teacher effectiveness, and student
motivation to learn. Determine action steps
to encourage and heed teacher voice in
your efforts to help teachers and students
reach their potential. Determine personal
next steps for taking action to engage
C15 |
Leadership Series for Business
Leaders
TUESDAY
C14 |
Turn Up the Volume on Teacher
Voice
Explore the important relationship
between mentor teachers and the novices
they support. Experience a three-phase
model of learning, and gain practical tools,
specific templates, and technical tips to
help others in increasing the effectiveness
of their practice. See how to apply verbal
and nonverbal skills across a continuum of
interactions to support teacher learning.
Develop methods for providing feedback
to improve instructional decision making.
MONDAY
Christina Byers, Baltimore County Public
Schools, Towson, MD, cbyers@bcps.org
Ryan Imbriale, Baltimore County Public
Schools, Towson, MD, rimbriale@bcps.org
Stefani Pautz, Baltimore County Public
Schools, Towson, MD, spautz@bcps.org
David Robb, Baltimore County Public Schools,
Towson, MD, drobb@bcps.org
Jeanne Imbriale, Baltimore County Public
Schools, Baltimore, MD, jimbriale@bcps.org
Lisa Lande, Teacher Voice & Aspirations
International Center, Dunedin, FL,
lisalande@tvaic.org
Shay Davis, North Star Charter School, Eagle,
ID, sdavis@northstarcharter.org
Melissa Anderson, North Star Charter School,
Boise, ID, mandersen@northstarcharter.org
SUNDAY
Come and see how a large urban school
district is transitioning traditional
classrooms into learner-centered
environments. Learn how district leaders
co-created and utilized a professional
learning tool to bring about secondorder change in 160+ schools. Examine
how administrators and teacher leaders
facilitated the phases of transition
to transform teaching and learning.
Discover how school-based professional
development teachers now provide
targeted coaching and job-embedded
professional development for all teachers.
Explore the phases of transition that
individuals experience when going
through second-order change.
teachers as critical partners in continuous
improvement efforts aimed at helping all
teachers and students achieve.
C16 |
Coaching, Collaborating,
Consulting, and Calibrating
Professional Excellence
SATURDAY
C13 |
Coaching Through Second-Order
Change
47
DECEMBER 5, 2016
TUESDAY
MONDAY
SUNDAY
SATURDAY
C18 |
C20 |
TeachBC: Supporting Teacher
Canada’s Untold History of Indian
Learning Through Resource Sharing Residential Schools
Learn how the British Columbia Teachers’
Federation supports teacher learning
through “TeachBC,” a resource sharing
website that focuses on teacher needs
in a time of changing curriculum and
dwindling district resources. Discuss how
an online sharing site can provide teachers
with the venue to find and adapt new
methods and materials. See how a resource
sharing site can be developed from the
ground up, from concept to reality.
Karen Rojem, British Columbia Teachers’
krojem@bctf.ca
Mike Silverton, British Columbia Teachers’
msilverton@cuebc.ca
Learn about Project of Heart, a studentdirected, inquiry-based project to develop
an understanding of the true history and
legacy of the Canadian Indian Residential
School system. Explore the British
Columbia Teachers’ Federation’s recently
released resource/e-book Project of Heart:
Illuminating the Hidden History of Indian
Residential Schools in BC. Examine the
importance of the Truth and Reconciliation
Commission’s Final Report and calls to
action. Begin an inquiry into the legacy of
Canada’s Indian Residential School system
through Project of Heart.
Gail Stromquist, British Columbia Teachers’
gstromquist@bctf.ca
C19 |
EQ not just IQ: Developing
Emotionally Intelligent School
Leaders
C21 |
Teacher Leadership: Building
Capacity and Sustainability in
Schools
Emotional intelligence is as complicated
as it is organic, in that its foundation rests
on an individual’s awareness of self and
how emotions drive their ability to relate
with others. With this comes the question,
what makes a successful school leader?
Learn about the components of emotional
intelligence and its crucial connection
to your effectiveness as a school leader.
Reflect on leadership requirements
that mobilize authentic commitment
and explore strategies to increase your
emotional intelligence and support your
work in achieving the goals of your school.
Rowena Mak, Ramona Unified School District,
Ramona, CA, rowenamak0512@outlook.com
WEDNESDAY
Understand the principal tenets of
distributed and adaptive leadership theory
as applied to teacher leaders through textbased protocols and professional dialogue.
Explore practical professional learning
structures and strategies for developing
knowledge, skills, and behaviors of teacher
leaders at the school and organizational
level. Reflect on problems of practice
that challenge implementation of a
teacher leadership model in schools.
Apply an action planning process that
includes diagnosing organizational needs,
readiness, opportunities, and challenges.
Michael Greenfield, Harrison Central School
District, Harrison, NY,
greenfieldm@harrisoncsd.org
Valerie Hymes, Harrison Central School
District, Harrison, NY,
hymesv@harrisoncsd.org
MONDAY
10 AM - 12 PM
C22 |
Every Student a Reader: Endless
Possibilities
Learn how to implement schoolwide
changes to effectively target students’
literacy needs in a diverse and changing
demographic. See how school teams
can collect and analyze specific data to
implement an informed literacy approach
based on students’ needs and skill levels,
thereby creating an environment where
every student is empowered to read.
Engage teams in responding to data
to plan targeted instruction and utilize
ongoing assessment for continuous
improvement and increased K-7 student
achievement.
Tara Zielinski, West Vancouver School
tzielinski@wvschools.ca
Mary Parackal, West Vancouver School
mparackal@wvschools.ca
Suzanne Mcdonald, West Vancouver School
smcdonald@wvschools.ca
C23 |
Designing Responsive and
Sustainable Mentorship in British
Columbia
The New Teacher Mentoring Project is a
provincial initiative designed to develop
a more cohesive, research-based, and
sustainable system of support for BC
teachers new to the profession. Hear
about the partnership formed between
the British Columbia Teachers’ Federation,
the University of British Columbia, and
The British Columbia Superintendents’
Association and explore the successes
and challenges of responsively designing
quality mentoring programs within such
diverse urban and rural contexts. See
how to strengthen collaborative practice
and innovation through peer mentoring
and find ways to integrate technology to
enable and enhance mentorship work.
Alison Davies, British Columbia Teachers’
adavies@bctf.ca
Devon Stokes-Bennett, Sooke School District,
Victoria, BC, Canada, dstokesbennett@sd62.bc.ca
48
DECEMBER 5, 2016
MONDAY
10 AM - 12 PM
Area of Focus: Data
Marcy Yoshida, Office of Superintendent of
Public Instruction, Olympia, WA,
marcy.yoshida@k12.wa.us
Gail Jessett, Office of Superintendent
of Public Instruction, Olympia, WA,
gail.jessett@k12.wa.us
C26 |
Translating Professional Learning
Communities Practices: Inquiries
into ELL Instructional Strategies
Explore a video-enhanced, blended
professional learning community (PLC)
model in which teachers focus on the
implementation of five dimensions of
English language learner instructional
strategies and the use of academic
discussion, conversations, and vocabulary
usage. Examine an inquiry cycle that allows
for individualization and job-embedded
professional learning. Design a learning
plan sequence using content-sharing tools
that facilitate inquiry and are based on PLC
frameworks.
C28 |
Student-Led Learning Walk
Learn how to engage in a simple,
innovative, collaborative community-based
leadership practice that places learning
on a visible continuum and student voice
at the core. Gain the leadership, ideas,
inquiry, creativity, and rekindle a passion
for learning that drives a student-led
Learning Walk. Leverage technology to
enhance professional leadership learning
and student achievement.
Mirella Rossi, Toronto Catholic District
School Board, Ajax, ON, Canada,
mirella.rossi@tcdsb.org
TUESDAY
Jodi Hufendick, Yakima School District, Yakima,
WA, hufendick.jodi@yakimaschools.org
Megan Anderson-Reilly, Yakima School
District, Yakima, WA,
andersonreilly.megan@yakimaschools.org
Christina Carlson, Yakima School District,
Yakima, WA,
carlson.christina@yakimaschools.org
Paul Teske, Teaching Channel, Oakland, CA,
pteske@teachingchannel.org
WEDNESDAY
Dragonfly
Carol Martin, Sylacauga City Schools,
Sylacauga, AL, martinc@sylacauga.k12.al.us
Julie Green, Sylacauga City schools, Sylacauga,
AL, greenj@sylacauga.k12.al.us
Shelley Bailey, Sylacauga City Schools,
Sylacauga, AL, baileys@sylacauga.k12.al.us
Jennifer Donohoo, Amherstburg, ON, Canada,
jenni.donohoo@publicboard.ca
Courtney Monnette, Sylacauga City Schools,
Sylacauga, AL, monnettec@sylacauga.k12.al.us
Learn how effective induction for novice
teachers is an issue of equity for students.
Explore ways to provide rich learning
opportunities for new educators that help
to close their learning gaps, so that they
can close their students’ learning gaps.
Examine standards for comprehensive
induction, assess your own induction
system, identify areas of opportunity for
improving equity of access for students,
and consider ways to overcome barriers
to this work. Engage key stakeholders in
analyzing induction work to identify areas
of strength and growth.
MONDAY
Kerri Steel, School District #69 Qualicum,
Parksville, BC, Canada, ksteel@sd69.bc.ca
Jolin Meier, School District #69 Qualicum,
Qualicum, BC, Canada, jolson@sd69.bc.ca
Janis Proctor, School District #69
Qualicum, Qualicum Beach, BC, Canada,
jproctor@sd69.bc.ca
Julie Whynacht, School District #69
Qualicum, Qualicum Beach, BC, Canada,
jwhynacht@sd69.bc.ca
Learn how a variety of data sources can
be organized and combined to improve
instruction and performance. Hear how
to gather, analyze, and communicate data
quarterly. Examine data tools and unique
processes for consistent, authentic use
of a wealth of data. Understand ways
to measure results in the classroom by
efficiently using data to find and address
specific needs.
C27 |
Equity for Students: Effective
Support for New Teachers
SUNDAY
Develop a framework for inquiry that
encourages classroom and support
teachers to collaborate in meeting the
needs of the most complex learners in their
classrooms. Explore how this inquiry leads
to improved outcomes for all learners and
is extended to professional learning for the
school as a whole. Examine ways in which
the renewed BC curriculum, with a focus on
core competencies and big ideas, can be
used to support teachers in establishing a
deepened and more effective instructional
framework for their classrooms. Learn
about free digital tools that allow for
differentiated and inclusive classroom
practice.
C25 |
Who’s Driving the Data?
SATURDAY
C24 |
Improving Student Outcomes
Through Case Study Inquiry
49
DECEMBER 5, 2016
MONDAY
SUNDAY
SATURDAY
C29 |
External Partnerships That Work
Ignite thinking about professional learning
plans that include external partners while
staying aligned to the Learning Forward
Standards for Professional Learning.
Develop expectations for partners, who
support school and districts, to realize
changes in instruction and student
achievement. Explain how various
learning designs in a partnership-learning
plan contribute to implementation
sustainability. Witness first-hand how
a comprehensive learning plan for K-2
literacy is building common language and
expectations across a district.
James Cannon, Scholastic Education, Chicago,
IL, jcannon@scholastic.com
Michelle Carr, Sanger Unified School District,
Sanger, CA, michelle_carr@sanger.k12.ca.us
Elizabeth Reyes-Ragsdale, Sanger
Unified School District, Fresno, CA,
elizabeth_reyes-ragsdale@sanger.k12.ca.us
C30 |
Developing a Professional Learning
Framework
Learn how to envision and create a
professional learning framework founded
on the idea of sustainable professional
learning, including self-paced digital
learning and job-embedded professional
learning. See how to create an organization
designed to promote continuous,
ongoing, and connected adult learning
focused on increasing student learning.
Draft a professional learning framework,
revise your current professional learning
framework, or create a plan for professional
learning framework redesign.
Melissa Hampton, Naperville Community
Unit School District 203, Naperville, IL,
mhampton@naperville203.org
Cindy Harrison, Broomfield, CO,
harrison.cindy@gmail.com
MONDAY
10 AM - 12 PM
CONFERENCE
ICONS
for all attendees.
content.
session content.
icon.
Common Core State
these sessions.
SUPERINTENDENTS are
own device. WEDNESDAY
TUESDAY
Gain a global perspective
this icon.
Spirit Bear
50
DECEMBER 5, 2016
MONDAY
2:30 PM -4:30 PM
Amy Slamp, Bill & Melinda Gates Foundation,
Washington, DC, liz.schuldt@gatesfoundation.org
Anthony Bryk is the ninth president of the
Carnegie Foundation for the Advancement
of Teaching, where he is leading work on
transforming educational research and
development by more closely joining
researchers and practitioners to improve
teaching and learning. Formerly, he held
the Spencer Chair in Organizational
Studies in the School of Education and the
Graduate School of Business at Stanford
University from 2004 until assuming
Carnegie’s presidency in September 2008.
Bryk is a member of the National Academy
of Education and was appointed by
President Obama to the National Board for
Education Sciences in 2010.
TUESDAY
“
Anthony Bryk, Carnegie Foundation for the
Advancement of Teaching, San Francisco, CA,
tolbert@carnegiefoundation.org
MONDAY
Amy Slamp is a senior program officer on
the College Ready Work team at the Bill
& Melinda Gates Foundation where she
works on investing in tools and teaching
strategies that support teachers, schools,
districts and states in implementing
the Common Core. Since beginning her
career in education as a teacher in the
1980s, Slamp has amassed considerable
experience within public school systems
at the state and district levels. Prior to
joining the foundation, Slamp served as
the superintendent of the Elizabethtown
Area School District in Elizabethtown,
Pennsylvania, where she worked for five
years.
3:30 p.m. - 4:30 p.m.
A chasm is growing
between our rapidly
rising aspirations
for our educational
systems and
what schools can
routinely accomplish.
Education needs
an improvement paradigm--one that
recognizes the complexity of the work
of education and the wide variability
in outcomes that our systems currently
produce. Hear how a new paradigm
joins the discipline of improvement
science with the power of structured
networked communities to accelerate
learning to improve. See how networked
improvement communities (NICs) combine
analytic thinking and systematic methods
to develop and test changes that can
achieve better outcomes more reliably
by drawing together the expertise of
practitioners, researchers, designers,
technologists, and many others.
SUNDAY
2:30 p.m. - 3:30 p.m.
Effective teaching
does not reside in
the hands of teachers
alone, instead,
effective teaching
is the result of a
robust instructional
improvement system
that embraces systemwide routines,
structures, and resources that enable
effective teaching for all students. Learn
about five essential and interrelated
elements of instructional support systems
and the implications for educators across
a system. Hear stories from districts doing
the work and the results they are seeing to
date.
TL05 |
Learning to Improve
SATURDAY
TL04 |
Supporting Effective Teaching at
Scale: What Does It Take?
This conference never disappoints! It feeds my
brain with new ideas and strategies that are
applicable immediately. It feeds my soul with
inspiration, a sense of community, and great
food/venue! I always leave feeling recharged!
~Melanie Gonzales
WEDNESDAY
”
51
DECEMBER 5, 2016
MONDAY
SUNDAY
SATURDAY
CONCURRENT SESSIONS | SET D
D01 |
The State of Professional Learning
in Canada In Depth
Continue the conversation with the team
responsible for The State of Professional
Learning in Canada research study
funded by Learning Forward. Extend
your understanding beyond the keynote
by Michael Fullan and Andy Hargreaves
and the thought leader lecture by Carol
Campbell. Hear how education decision
makers may develop the human, social,
and decisional professional capital
to enable authentic and effective
professionally led collaborative learning
to benefit educators and students within
Canada and internationally. Engage
in discussion and create action plans
to develop professional learning that
advances your knowledge, skills, and
practices, and that aligns with Learning
Forward’s Standards for Professional
Learning.
Michael Fullan, Toronto, ON, Canada,
mfullan@me.com
Andy Hargreaves, Brookline, MA,
andrew.hargreaves@bc.edu
Carol Campbell, University of Toronto, Toronto,
ON, Canada, carol.campbell@utoronto.ca
TUESDAY
D02 |
The Mystery of Influence: Helping
Others Excel
Influence is about relationships. See how
influence and relationships are inextricably
linked and foundational for a leader to be
successful. Examine strategies that will help
educators to become people of influence.
Ainsley Rose, Thistle Educational
Development, West Kelowna, BC, Canada,
ainsleybr@gmail.com
WEDNESDAY
D03 |
A Guide to Support
Implementation: Essential
Conditions
Students cannot benefit from the
interventions they do not receive. How can
we ensure that our efforts are supporting
teacher capacity and that we will know
we have created impact for students?
Explore Alberta’s Guide to Support
Implementation: Essential Conditions
(www.essentialconditions.ca) which
focuses on planning for implementation.
Gain an overview of emerging research,
Alberta case studies, and strategies to use
in your work. Create an implementation
plan that infuses Learning Forward
Standards for Professional Learning as well
as research and practice from the work in
Alberta.
Val Olekshy, Edmonton, AB, Canada,
volekshy@gmail.com
Thérèse deChamplain-Good, Edmonton
Regional Learning Consortium, Edmonton, AB,
Canada, therese@erlc.ca
Leslee Jodry, Grand Yellowhead Public
School Division, Edson, AB, Canada,
lesljodr@gypsd.ca
D04 |
Redesign PD Coaching: Ensuring
Coherence and Relevance in
Ensuring that teachers experience
professional learning as useful, timely, and
relevant to their classroom practice, and
abandon those initiatives that distract or
dilute teachers’ focus requires increasing
the coherence and relevance of PD. Consult
with members from the Redesign PD
Community of Practice who have been
working on this specific problem. Bring
your coherence and relevance problem
and give yourself time to explore possible
goals as you reimagine the possibilities.
Nick Morgan, Learning Forward, Newton, MA,
nick.morgan@learningforward.org
MONDAY
2:30 PM -4:30 PM
D05 |
Writing for Publication
Share your challenges, perspectives,
and successes through writing and gain
valuable skills in advocating for education
and promoting professional growth.
Explore five key questions to ask when
preparing to tell your story, collect tips on
how to identify potential topics and find
your voice for publication. Get an overview
of Learning Forward’s guidelines for
accepting manuscripts, as well as strategies
for shaping your voice for a wide range of
new media outlets.
Tracy Crow, Learning Forward, Columbus, OH,
tracy.crow@learningforward.org
Eric Celeste, Learning Forward, Dallas, TX,
eric.celeste@learningforward.org
D06 |
Innovation in Teacher
Development: Micro-credentials
and State and District Teaching
Policy
Explore research behind the growing
movement for using micro-credentials
and the Digital Promise eco-system,
as a potential solution to strengthen
professional development. See how the
state of Tennessee is leveraging these new
tools to cultivate and spread teaching
expertise. Learn about the historical
context in Tennessee for transforming
teacher licensing and professional
development as well as examine the
state’s current 3-year plan for embedding
micro-credential work into existing policy
structures. Examine some current microcredentials and assess how they can
be used in your own context while also
identifying both supports and gaps in your
own state or district policies.
Barnett Berry, Center for Teaching Quality,
Carrboro, NC, bberry@teachingquality.org
Kathleen Airhart, Tennessee Department
of Education, Nashville, TN, kathleen.
airhart@tn.gov
Karen Cator, Digital Promise, Redwood City,
CA, karen@digitalpromise.org
52
DECEMBER 5, 2016
MONDAY
2:30 PM -4:30 PM
Is your budget helping you do everything
you can to support the professional
learning of your teachers? Join McKinsey’s
education practice to understand a proven
approach to make your budget an enabler
of teacher and student growth, not a
barrier.
D08 |
Getting Results: Leveraging
Finances to Transform Teaching and
Learning
D10 |
Capacity-Building Professional
Learning in Quebec’s Cree Nation
Ron Canuel, Canadian Education Association,
Toronto, ON, Canada, mcooke@cea-ace.ca
Serge Béliveau, Cree School Board, Mistissini,
QB, Canada, sbeliveau@cscree.qc.ca
D12 |
The Tacoma Whole Child Initiative:
A Roadmap for Sustainable School
and Community Transformation
Explore a comprehensive approach that
weaves different types of evidence-based
practices together and creates a supportive
structure for consistency and predictability
for children, no matter which environment
they are in. Discover a set of supports that
promotes academic and social emotional
learning skills by utilizing effective
strategies from cradle to career. Hear
about The Whole Child Initiative (TWCI),
a supportive structure for consistency
and predictability and the Youth Program
Quality for out-of-school providers and
how it builds upon the structures in the
TWCI.
Kathi Littmann, The Greater Tacoma
Community Foundation, Tacoma, WA,
klittmann@gtcf.org
Carla Santorno, Tacoma Public Schools,
Tacoma, WA, csantor@tacoma.k12.wa.us
Gregory Benner, University of Washington
Tacoma, Tacoma, WA, gbenner@uw.edu;
@GregoryJBenner
Tafona Ervin, Foundation for Tacoma Students,
tervin@graduatetacoma.org
Josh Garcia, Tacoma Public Schools, Tacoma,
WA, jgarcia@tacoma.k12.wa.us
53
WEDNESDAY
Gain insights and lessons learned from
the first-year implementation of a unique
capacity-building professional learning
model for indigenous on-reserve schools.
Identify ways to integrate a culture of
change and adaptation to the individual
strengths and challenges of each child in
lower socioeconomic schools. Explore a
process that embeds professional learning
into schools while providing school
districts with the tools to maintain and
grow cumulative professional learning
knowledge for the long-term. Build
strategies that develop long-term capacity
among employees to design effective
interventionist strategies rather than
developmental pedagogical orientations
to better leverage current human, financial,
pedagogical, and capital resources.
Al Bertani, Innovation Unit, Chicago, IL,
albertbertani@gmail.com
TUESDAY
Andrea Guogas, Lake County Schools, Tavares,
FL, guogasa@lake.k12.fl.us
Melissa DeJarlais, Lake County Schools,
Tavares, FL, dejarlaism@lake.k12.fl.us
Kathleen Halbig, Lake County Schools,
Tavares, FL, halbigk@lake.k12.fl.us
Rachel Ralph, The University of British
Columbia, Vancouver, BC, Canada,
rachel.ralph@alumni.ubc.ca
Paula MacDowell, The University of British
Columbia, Vancouver, BC, Canada,
paula.macdowell@ubc.ca
Examine the findings from an international
horizon scan on professional learning
trends conducted by the Innovation Unit
(IU) for the Australian Institute for Teaching
and School Leadership (AITSL). Engage
with the framework detailing differentiated
features of professional learning, crosssector case studies of professional learning
in action, illustrative video materials, and
identified global trends in professional
learning.
MONDAY
Explore the true meaning of the term,
“strategic finance plan,” and see how Lake
County Schools implemented their threeyear plan. Hear how successful initiatives
were expanded and new initiatives were
introduced in the current plan. Learn
how this plan led to instructional reform
through a two-pronged approach:
implementing a districtwide approach to
personalized learning for students and a
talent development pipeline to recruit and
retain high-quality instructional staff and
leaders.
Gain an introduction to a variety of maker
education activities for K-12 classrooms
and creative pedagogical approaches
for integrating applied design, skills, and
technology into your current teaching
practices. Explore what design and
technology curricula are capable of, why
they matter, how they contribute to
makerspaces, and innovative strategies for
assessment. Become versed in a variety of
makerspace concepts, including how to
turn your current space into a makerspace.
D11 |
What’s on the Horizon for
Professional Learning: Examining
Emerging Global Trends
SUNDAY
Jake Bryant, McKinsey & Company, Boston,
MA, jake_bryant@mckinsey.com
Jimmy Sarakatsannis, McKinsey & Company,
Washington, DC,
jimmy_sarakatsannis@mckinsey.com
D09 |
Design and Technology Curriculum:
Integration, Implementation, and
Assessment
SATURDAY
D07 |
Unlocking Resources to Accelerate
DECEMBER 5, 2016
SUNDAY
SATURDAY
D13 |
D17 |
D15 |
Transforming Professional Learning Developing Principal Supervisors to The Data Diet
in an Age of Innovation
Learn how balanced assessment is a
Lead for Equity
Learn how to leverage professional
learning designs to motivate and empower
districts and schools. See how events like
TEDx, Ignite Nights, EdCamps, Twitter chats,
and Walk-and-Talks can transform a culture.
Celebrate and honor the failures that allow
us to learn and grow and discover how
personalized experiences like Student-fora-Day, the One Word Challenge, and more
can cultivate innovation and strengthen a
learning network. Walk away with a host of
ideas and strategies to foster a culture of
innovation.
Sean Nosek, West Vancouver School District,
West Vancouver, BC, Canada, snosek@
wvschools.ca
Craig Cantlie, West Vancouver School District,
West Vancouver, BC, Canada, ccantlie@
wvschools.ca
TUESDAY
MONDAY
WEDNESDAY
MONDAY
2:30 PM -4:30 PM
D14 |
Building Sustainable Professional
Learning Teams Through Schedule
Redesign
Hear how educators can restructure
time during the school week and
align instructional practices that will
stimulate instruction and teamwork. See
how one district built interschool and
district capacity, communication, and
collaboration at the junior-high level
and re-envisioned time to allow teachers
a full day of professional learning each
week. Share real-world strategies used for
scheduling to benefit student outcomes
and support teachers’ professional learning.
Leave with resources to assist leaders in
working through the change process.
Shaun Moseman, Tulsa Public Schools, Tulsa,
OK, mosemsh@tulsaschools.org
Nikki Dennis, Tulsa Public Schools, Tulsa, OK,
dennini@tulsaschools.org
Teresa Pena, Tulsa Public Schools, Tulsa, OK,
penate@tulsaschools.org
Mark Cole, Tulsa Public Schools, Tulsa, OK,
colema2@tulsaschools.org
Share in lessons learned from research
and practice for building high-capacity
principals to become equity-focused
principal supervisors with key instructional
leadership competencies. Learn how a
large Florida district’s one-year central
office residency supports high-capacity
principals in developing knowledge and
skills to become principal supervisors.
Apply a case study of this district to
deepen understanding of how to develop
and support equity-centered principal
supervisors who support principals’
instructional leadership.
Julia Kassissieh, University of Washington,
Seattle, WA, kassj@uw.edu
Veda Hudge, Broward County Public Schools,
Pompano Beach, FL,
veda.hudge@browardschools.com
D16 |
Redesign PD: Enabling Growth in
Teaching Practice
Pittsburgh Public Schools (PPS), as part of
the Redesign PD Community of Practice,
has aligned district-led teacher and school
leader professional learning to enable
growth in teaching practice and relevant,
rigorous student learning experiences in
all classrooms. Hear from district leaders as
they share the processes, strategies, and
lesson learned. See how to define clear
content priorities, establish a coherent
and aligned professional learning system
to grow instructional and leadership
practice for all educators, and implement
systemwide criteria and standards for
Allyce Pinchback, Pittsburgh Public Schools,
Pittsburgh, PA, apinchback1@pgboe.net
Allison McCarthy, Pittsburgh Public Schools,
Pittsburgh, PA, amccarthy1@pghboe.net
Alison Huguley, Pittsburgh Public Schools,
Pittsburgh, PA, ahuguley1@pghboe.net
54
foundation for standards-based instruction.
Investigate how formative instructional
teaching can ensure academic success for
all students. Develop focused, accountable
support teams to plan quality instruction
while strategically gathering evidence of
impact. See how to engage data teams by
arming them with tools and resources to
facilitate strategic school and instructional
planning.
Heavenly Montgomery, Fulton County
Board of Education, Atlanta, GA,
montgomeryh@fultonschools.org
Carla Austin, Fulton County Board of
Education, Atlanta, GA,
austinc1@fultonschools.org
Nikki Porter, Fulton County Board of
Education, Atlanta, GA,
portern@fultonschools.org
Area of Focus: Data
D18 |
Redesign PD: Creating a Coherent
System of Professional Learning
Using Formative Measures
Learn how two large urban school
districts are measuring the impact of
their professional learning efforts to
create more coherent systems for their
educators. Engage in dialogue about
using measurement in more formative
ways to learn and inform adjustments,
not just determine return on investment.
Explore the tools and processes they’ve
developed and learn from their challenges
to influence next steps in your district.
Theress Pidick, Denver Public Schools, Denver,
CO, theress_pdick@dpsk12.org
Marna Messer, Jefferson County Schools R-1,
Golden, CO, mmesser@jeffco.k12.co.us
Carrie Maffoni, Jefferson County Schools R-1,
Golden, CO, cmaffoni@jeffco.k12.co.us
Katie Lannan, Jefferson County Schools R-1,
Golden, CO, klannan@jeffco.k12.co.us
Brooks Rosenquist, Denver Public Schools,
Denver, CO, brooks_rosenquist@dpsk12.org
Gabe DeMola, Denver Public Schools, Denver,
CO, gabriel_demola@dpsk12.org
DECEMBER 5, 2016
MONDAY
2:30 PM -4:30 PM
Use ethnodrama to learn how to create
proactive antidiscrimination/sexual
orientation policies that create safe spaces
for your LGBTQ students, staff, and parents
in your school and district. Learn about
global and local LGBTQ policies. Develop
an understanding of LGBTQ terms. Review
and discuss a variety of district policies
already in place. Leave with a clearer
understanding of antidiscrimination/sexual
orientation policymaking and how you can
make schools safer for students, staff, and
parents.
Find out how to support educators in
creating learning opportunities, which
are based on strategies and philosophies
used in Singapore, to set students up for
success as mathematical thinkers and
problem solvers. Gain resources and
actively engage in experiences aligned
with the mathematical practices that build
foundational number sense, questioning
and defending, and modeling. Collaborate
and share ideas with fellow participants
on implementation and application that
address all levels of learners and increase
student achievement.
Christine Perkins, School District #58
(Nicola-Similkameen), Merritt, BC, Canada,
cperkins@sd58.bc.ca
Terri Seay, Gwinnett County Public Schools,
Suwanee, GA, terri_seay@gwinnett.k12.ga.us
Theresa Anderson, Waukegan Public Schools,
Waukegan, IL, tanderson@wps60.org
D22 |
Differentiating the Flipped
Classroom Using Digital Tools
Flipped instruction can engage students
in more flexible learning experiences, but
flipping also presents challenges. See how
to ensure active engagement and address
diverse learning needs at home and at
school. Learn how to choose appropriate
tools and strategies to build community,
formatively assess, and differentiate
instruction in the flipped environment.
Identify points in the curriculum when it
makes the most sense to “flip” instruction
and use differentiated instruction. Leave
being able to select the appropriate
digital tool for a high-quality instructional
purpose.
Eric Carbaugh, James Madison University,
Harrisonburg, VA, carbauem@jmu.edu
Kristina Doubet, James Madison University,
Harrisonburg, VA, doubetkj@jmu.edu
D24 |
Promoting Self-Regulation Skills to
Decrease and Manage Anxiety
Anxiety and self-regulation are both
complex topics that don’t involve quick
fixes. Recognize that self-regulation is a
lifelong skill of understanding how our
brains and bodies work and employing
strategies that change how the brain reacts
to body cues. See how to develop internal
resources that not only have an impact
on learning but also affect overall health
and wellness. Engage in approaches that
help enhance learning environments in
becoming more mental-wellness aware.
Ian Landy, School District 83
(North Okanagan Shuswap), Sorrento, BC,
Canada, ilandy@sd83.bc.ca
Laura Paiement, School District 83 (North
Okanagan Shuswap), Salmon Arm, BC,
Canada, lpaiement@sd83.bc.ca
WEDNESDAY
Andrea Shunk, Oregon Education Association,
Portland, OR, andrea.shunk@oregoned.org
Erin Whitlock, Oregon Education Association,
Portland, OR, erin.whitlock@oregoned.org
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
TUESDAY
Review recent research that reveals
components of effective leadership from
the lens of the follower. Examine the
unique role followers play in leadership to
deepen understanding of the significant
influence followers have on leader
effectiveness. Learn to cultivate the
right environment to produce strong
followership leading to higher staff
engagement, retention, and student
achievement. Assess current school and/
or district context to identify schools/
departments experiencing transition and
develop action plan(s) utilizing a followerfocused leadership approach.
Learn how to bring together education
partners to unlock the collaborative
power of multi-agency professional
learning communities focused on
quality classroom assessment. Discover a
process for engaging teachers, principals,
educator unions, and other partners in
a network working toward a common
professional learning goal over time. Bridge
organizational divides to give all members
of the professional learning community
equitable voice and buy-in for collaborative
learning. See how to build a cross-school
and district collaborative effort to lead,
ultimately, to more meaningful student
learning.
MONDAY
D20 |
Follower’s Influence: How Staff
Shape Leadership Effectiveness
Jamie Takamura, Central District, Honolulu, HI,
jamie_takamura@notes.k12.hi.us
Macey Uehara, Hawaii Department of
Education, Honolulu, HI,
macey_uehara@notes.k12.hi.us
D23 |
Collaborative Approach to
Assessment Literacy: A Networked
Professional Learning Community
SUNDAY
D21 |
Foundations in Mathematics
SATURDAY
D19 |
Do We Really Need to Discuss This?
55
DECEMBER 5, 2016
SUNDAY
SATURDAY
D25 |
Supporting Beginning Teachers
Give new teachers the time and
professional guidance they need to
become expert teachers. Investigate key
research findings on high teacher turnover
rates, and examine the four types of
support--physical, emotional, instructional,
and institutional--that are crucial during
a teacher’s first year in the classroom.
Discover essential strategies for K-12
mentors, coaches, and school leaders to
develop an effective mentoring program
schoolwide. Learn how to ascertain which
teachers have the skills and experience
to be effective mentors and how these
mentors can form prosperous relationships
with their mentees.
Tina Boogren, Marzano Research, Denver, CO,
tinaboogren@live.com
TUESDAY
MONDAY
D26 |
From Policy to Practice: Leveraging
Policy to Build Professional
Learning Systems That Get Results
There is consensus that we need to expect
more from the investment in professional
learning, and there is a strong body of
evidence about what to work toward to
get results. Policy can play an important
role in creating the conditions for highquality professional learning systems,
particularly in light of the Every Student
Succeeds Act (ESSA). Learn how leading
states and districts are leveraging policy to
cultivate a culture of continuous learning
and establish learning systems that are
uncompromising in their focus on effective
teaching and improved student learning.
D27 |
Redefining Student Success:
Sharing Their Stories
Learn how to foster an inclusive and
engaging school culture that supports
and celebrates the diversity of all learners.
Identify key stakeholders in a school
community that can contribute to a
student’s social, emotional, and academic
success. Explore strategies to engage and
empower disconnected or marginalized
students. Identify strategies to facilitate
relationships and connections with
disengaged learners.
Sarah Garr, Richmond School District #38,
Richmond, BC, Canada, sgarr@sd38.bc.ca
D28 |
Redesign PD: Measuring the Impact
of Continuous Learning
As part of the efforts to redesign their
professional learning system, the New
York City Department of Education is
adopting cycles of learning as its unifying
approach to improvement. Learn how the
department is measuring the impact of
its professional learning related to cycles
of learning. Take away a collection of tools
that will allow you to apply this learning to
your own context.
Julie Leopold, New York City Department
of Education, New York, NY,
jleopold2@schools.nyc.gov
Area of Focus: Data
Jess Wood, Ed Counsel, Washington, DC,
jess.wood@educationcounsel.com
MONDAY
2:30 PM -4:30 PM
D29 |
Silos to Synergy: Create
Comprehensive District Professional
Learning
Learn how an urban district transformed
fragmented and contradictory staff
development silos into systemwide
comprehensive professional learning
for teachers, education support
professionals, administrators, and central
office personnel. Engage in strategic
conversation and knowledge sharing as
a tool for ensuring stakeholder buy-in
and sustained commitment. Experience
how collaboration across departments,
alignment of resources, and a focus
on results leads to elevated practice
for all employees. Examine a yearlong
comprehensive professional learning
calendar. Explore a variety of funding
options and implications.
Salwa Zaki, Washoe County School District,
Reno, NV, szaki@washoeschools.net
D30 |
Professional Learning for
Immersion and Second Language
Educators
Explore how one school district in British
Columbia has implemented specific
supports and professional learning
opportunities to build the instructional,
linguistic, and cultural capacities of
teachers. Discover why this immersion
program is one of the most widely
researched and successful second
language programs in the world. Review
the key research findings on student
outcomes and effective instructional
methodologies. Develop an understanding
of promising practices for enhancing
educator effectiveness in second language
contexts.
WEDNESDAY
Joanne Robertson, North Vancouver School
District #44, North Vancouver, BC, Canada,
jrobertson@sd44.ca
Laura Stewart, North Vancouver School
lstewart@sd44.ca
Cathy Piteux, North Vancouver School
cpiteux@sd44.ca
56
DECEMBER 5, 2016
MONDAY
2:30 PM -4:30 PM
Learn about the power of leveraging
student voice for improved engagement
and learning. Consider the sources of
information that guide instructional
decision making and how students’
voices can add meaning and depth to this
process. Discover commercially produced
survey tools and classroom-based methods
of soliciting input from students. Learn
ways to collect student input and increase
student investment in all aspects of
classroom and school functioning.
Strong, successful teacher induction
programs are a crucial component of any
initiative aimed at improving teaching
and student learning. Induction program
leaders and teams are tasked with
delivering this success. In this session
we will discuss key components of the
New Teacher Center induction model.
We will engage participants in protocols
to examine, analyze, and assess their
local induction practices. Strategies for
identifying and collecting data about
program impact on teacher retention and
effectiveness will also be explored.
Suzanne Newell, Grapevine-Colleyville
Independent School District, Grapevine, TX,
suzanne.newell@gcisd.net
Alida Privett, Central Okanagan School
District #23, West Kelowna, BC, Canada,
alida.privett@sd23.bc.ca
Tara Scott, Central Okanagan School
District #23, West Kelowna, BC, Canada,
tara.scott@sd23.bc.ca
D34 |
Inquiring Professionals: Activating
Learning and Changing Lives
Discover how 15 inquiry- and growthminded British Columbia public school
districts have come together to investigate
the following question: In what ways do
district strategic initiatives in inquirybased learning act as catalysts for
moving learning forward and enhancing
student success? Engage in exploration
of professional practices, structures, and
supports that inspire collaborative inquiry
as the basis for growth that leads to
greater equity and student achievement.
Explore how to characterize and describe
professional learning impacts and how
these might be assessed to demonstrate
their relationship to improved student
outcomes.
D35 |
Professional Development Models
for Today’s Leaders
Explore the critical leadership skills
principals need to lead today’s schools as
they make the digital learning transition.
Examine strategies and activities that can
be used to guide leaders through this
process. Investigate models for delivering
professional development for leaders
including face-to-face, blended, and
online approaches. Reflect on facilitation
strategies and models that you can use.
Nancy Mangum, The Friday Institute for
Educational Innovation, Raleigh, NC,
nkmangum@ncsu.edu
Mary Ann Wolf, The Friday Institute for
mawolf@ncsu.edu
WEDNESDAY
Catherine McGregor, University of Victoria,
Victoria, BC, Canada, cmcgreg@uvic.ca
Scott Benwell, School District #85 Vancouver
Island North, Port McNeill, BC, Canada,
sbenwell@sd85.bc.ca
Linda Kaser, Kaser & Halbert Consulting,
Vancouver, BC, Canada, linda.kaser@gmail.com
Judy Halbert, Kaser & Halbert Consulting,
Vancouver, BC, Canada, judy.halbert@gmail.com
TUESDAY
Share one school’s collaborative journey
into Learning in Depth (LiD). Align
principles of LiD with British Columbia’s
redesigned curriculum, personalized
learning, and pure inquiry. Observe
evidence of competencies as students
develop expertise, discover how all
knowledge is connected, and build a
culture of thinking. Explore Kieran Egan’s
theory of Learning in Depth. Reflect on the
school’s ongoing implementation journey
including roadblocks, next steps, and longterm goals.
MONDAY
D32 |
Learning in Depth: Students as
Expert Learners
Cindy Brunswick, Chicago New Teacher Center,
Chicago, IL, cbrunswick@newteachercenter.org
Jodi Peters, New Teacher Center, Santa Cruz,
CA, jpeters@newteachercenter.org
Katherine McIntosh, Coast Mountain
School District, Terrace, BC, Canada,
katherine.mcintosh@cmsd.bc.ca
Sherry Elwood, Richmond School District #38,
Richmond, BC, Canada, sherry.elwood@sd71.bc.ca
Lynn Tomlinson, West Vancouver School
ltomlinson@sd45.bc.ca
Terry Taylor, School District 10 Arrow Lakes,
Nakusp, BC, Canada, ttaylor@sd10.bc.ca
Deb Koehn, Nechako School District,
Vanderhoof, BC, Canada,
deborahkoehn@gmail.com
Lynn Archer, Richmond School District,
Richmond, BC, Canada larcher@sd38.bc.ca
Jane MacMillan, Richmond School District,
Richmond, BC, Canada, jmacmillan@sd38.bc.ca
Karen Nelson, Fraser Cascade School District,
Hope, BC, Canada, karen.nelson@sd78.bc.ca
Alison Webber, Fraser Cascade School District,
Hope BC, Canada, Alison.webber@sd78.bc.ca
Nancy Gordon, Delta School District, Delta BC,
Canada, ngordon@deltasd.bc.ca
Diane Turner, Delta School District, Delta, BC,
Canada, dturner@deltasd.bc.ca
Gerald Fussell, Como Valley School District,
Courtenay, BC, Canada, gerald.fussell@sd71.bc.ca
SUNDAY
D33 |
Attaining New Heights in Teacher
Induction
SATURDAY
D31 |
Student Voice: Leverage Through
Listening
57
DECEMBER 5, 2016
SUNDAY
SATURDAY
D36 |
Transformations in Practice for
Deep Learning
D38 |
Creating Professional Learning for
Paraprofessionals
Learn how to transform your district or
school towards a practice of deep learning
where the teacher is a co-learner and
lessons are leveraged by technology.
Discuss with others what the challenges
and benefits are for students, teachers,
and parents as the voice of all stakeholders
plays a role in lesson planning. See how
we started with six schools to embark on
learning journey with New Pedagogies for
Deep Learning.
Share one district’s journey in
implementing Learning Forward’s
Standards for Professional Learning with
its paraprofessionals. Hear about the
collaboration with its classified employee
association to create a systemic approach
to provide professional development
and an incentive program to increase
compensation. Apply what was developed
to create a professional learning design for
paraprofessional or classified staff in your
district.
Sandy Owens, Ottawa-Carleton District
School Board, Ottawa, ON, Canada,
sandy.owens@ocdsb.ca
Michael Partridge, Ottawa-Carleton
District School Board, Ottawa, ON, Canada,
michael.partridge@ocdsb.ca
WEDNESDAY
TUESDAY
MONDAY
D37 |
Lessons Learned: Implementing
Intervention Programs in High
School
Study the change theory used to transform
remediation and enrichment. Learn how
a high school created, implemented,
and prepared the staff and community
for an intervention program intended to
remediate and enrich student learning.
Explore the data used in the Response
to Instruction and Intervention (RtII)
process, as well as the processes to gain
understanding of student achievement
data, to make informed decisions.
Experience the process, struggles,
solutions, successes, and failures as you
plan or revise your own high school’s
program to enhance student achievement
and growth.
Andrew Maoury, Boyertown Area
School District, Boyertown, PA,
amaoury@boyertownasd.org
Tim Ames, Medical Lake Schools, Medical
Lake, WA, tames@mlsd.org
Ann Everett, Medical Lake Schools, Medical
Lake, WA, aeverett@mlsd.org
Kim Headrick, Medical Lake Schools, Medical
Lake, WA, kheadrick@mlsd.org
D39 |
Disruptive Professional
Development: Design, Develop,
Implement, and Innovate
As more and more schools explore blended
learning for their students, there is an
increasing need to incorporate and provide
blended learning models into professional
learning. More than just providing videos,
effective blended learning takes intentional
design and thoughtful implementation.
Explore critical aspects of blended learning
and build a plan to disrupt existing
professional development models with
hybrid approaches. Use a discovery-driven
process to design and implement blended
learning into your own professional
development structures (or even innovate
from scratch).
Kellie Ady, Cherry Creek School District,
Centennial, CO, kady@cherrycreekschools.org
Nanci Meza, Cherry Creek School District,
Centennial, CO, nmeza@cherrycreekschools.org
Kris Edwards, Cherry Creek School District,
Centennial, CO,
kedwards25@cherrycreekschools.org
58
MONDAY
2:30 PM -4:30 PM
D40 |
Professional Learning Support
Teams
Consider how focus, collaborative inquiry,
and instructional leadership can enable
high-quality professional learning. Examine
some of the common challenges facing
professional learning and the critical
supports for success, including the
competencies required of both school-site
leaders and the district professionals with
whom they work. Identify next steps for
strengthening school-site professional
learning in their own schools or districts.
Carmen Concepcion, Miami-Dade
County Public Schools, Miami, FL,
carmenconcepcion@dadeschools.net
Milagros Gonzalez, Miami-Dade County
Public Schools, Miami, FL,
mgonzalez5@dadeschools.net
Janis Fackler, Miami-Dade County Public
Schools, Miami, FL, jfackler@dadeschools.net
Isela Rodriguez, Miami-Dade County Public
Schools, Miami, FL,
iselarodriguez@dadeschools.net
D41 |
Develop Inquiring Minds Through
STEM
Practice pedagogical strategies that
develop and enhance students’ skills
to construct significant and insightful
questions through STEM learning
experiences. Discuss the importance
of modeling strategies that explicitly
support teaching the development of skills
inherent in critical literacy, problem solving,
communication, creativity, critical thinking,
and collaboration. Reflect on how creating
a culture of questioning in classrooms
empowers students’ voices.
Marietta Bloch, Let’s Talk Science, London, ON,
Canada, mbloch@letstalkscience.ca
DECEMBER 5, 2016
MONDAY
2:30 PM -4:30 PM
Learn about the Standards for Professional
Learning and the principles from The
Learning Educator, which three Manitoba
schools employed as they implemented
data-driven decision making to improve
student learning. Discover roadblocks in
making the most effective use of time
and resources. Reflect upon the school
improvement plans developed in response
to the implementation of this process and
the resultant increased student learning.
Explore strategies to strengthen culture
and instruction as essential components
for school turnaround. Examine leadership
protocols to develop a sustainable system
for capacity building and differentiated
professional development. Discover
strategies associated with data-driven
instruction: culture/assessment/analysis/
action/reflection within a Plan-Do-CheckAct Continuous Improvement Cycle.
Donna Snyder, Arlington Public Schools,
Arlington, VA, donna.snyder@apsva.us
Joan Zaretsky, Education Solutions Manitoba,
Winnipeg, MB, Canada, jzaretsky@mbteach.org
Area of Focus: Data
D45 |
Developing and Supporting
Instructional Coaches
D43 |
Learning by Communicating
Learning
Kyle Timms, School District #71 Comox Valley,
Comox, BC, Canada, kyle.timms@sd71.bc.ca
Gerald Fussell, School District #71 Comox
Valley, Courtenay, BC, Canada,
gerald.fussell@sd71.bc.ca
Lambrina Kless, Teach Plus, Chicago, IL,
lkless@teachplus.org
Michael Savoy, Teach Plus, Chicago, IL,
msavoy@teachplus.org
Paige Nilson, Chicago Public Schools, Chicago,
IL, pcnilson@gmail.com
D47 |
Starting a Movement: To and
Through the BAR
Discover how to quiet the noise and
focus on research-based high-leverage
collective commitments that will help you
build a culture of learning for all. Learn
how to live your posters, and deliver on
the promise education can offer every
student with high levels of learning for all.
Forget the status quo and prepare for a
transformational experience. Walk away
with a practice-based blueprint for creating
a culture of learning for all.
Kenneth Williams, Unfold The Soul,
Sharpsburg, GA, unfoldthesoul@gmail.com
CONFERENCE ICONS
TUESDAY
Chris Bryan, Westminster, CO, bryan.
chris48@gmail.com
Heather Clifton, Denver, CO,
hlclifton@gmail.com
Tap the power of teacher leadership. Learn
how schools and districts can leverage a
teacher-led professional learning model to
improve instruction. Explore practices in
adult learning design and skillful facilitation
and the coaching needed to continuously
improve teacher learning. Connect this
collaborative and flexible program to your
own setting and walk away with a model to
influence the quality of instruction at your
schools.
MONDAY
Effective instructional coaching is the
most effective way to ensure that teacher
professional learning leads to improved
classroom practice. Gain an overview of
Learning Forward’s Coaches Academy,
exploring the multiple roles of coaches in
a system, as well as tools and strategies
for developing coaching skills related to
building relationships, leading professional
learning, and individual and team
coaching.
Investigate how schools and districts can
align curriculum, teaching, assessment, and
communication to increase learning. Assess
how the current reporting practices of
participants contribute to student learning.
Create an action plan for improving this
alignment in your school or district.
D46 |
Drizzle to Downpour: Expanding
Teacher-Led Learning Impact
SUNDAY
D44 |
School Improvement: Strategies
That Work
SATURDAY
D42 |
Your School Professional Learning
Process: Standards? Principles?
this icon.
WEDNESDAY
59
DECEMBER 5, 2016
SUNDAY
SATURDAY
D48 |
Women in Educational Leadership
and the Power of a Personal
Learning Network
Share a personal journey in leadership
and the circumstances that necessitated
the creation of a women-in-leadership
personal learning network (PLN) in my
district. Examine the structures for this type
of group and leave with a framework for
creating a similar PLN. Make connections
with other leaders in the session to create a
broader (perhaps even global) PLN.
Paula Gosal, Chilliwack School District,
Chilliwack, BC, Canada, paula_gosal@sd33.bc.ca
TUESDAY
MONDAY
D49 |
Increasing Achievement Through
Student Ownership of Learning
Learn to make the most of one of the most
overlooked assets in student learning-the students themselves. See learning
through the eyes of students and develop
a student-centered learning process that
will empower them to take ownership
of achievement. Realize how to equip
students with practices and strategies
that will allow them to know what they’re
learning, how they’re learning it, and when
they’ve achieved.
Joshua Sherod, Options For Youth and
Opportunities for Learning, Pasadena, CA,
jsherod@ofy.org
Jared Garcia, Options For Youth and
Opportunities for Learning, Pasadena, CA,
jgarcia@ofy.org
WEDNESDAY
D50 |
Welcoming Immigrant and Refugee
Families to the Community
unique needs of refugee and immigrant
families are being met in Surrey.
Jordan Tinney, Surrey School District #36,
Surrey, BC, Canada, tinney_j@surreyschools.ca
Caroline Lai, Surrey School District #36, Surrey,
BC, Canada, lai_c@surreyschools.ca
D51 |
Essential Practices for Standards
Implementation: Building District
Capacity
Learn how a very large Southern California
district, with support from Resourcing
Excellence in Education at University of
California Davis, uses the SOAR Teaching
Frames to establish a districtwide system of
professional growth. Discuss strategies for
building instructional capacity to support
coach and teacher enactment of the
SOAR Frames and Practices in elementary
and secondary schools in support of
student learning. Receive examples of
materials used during five-day professional
learning institutes. Understand and be
able to implement targeted core practices
that align with the research literature
on effective instruction to address the
Common Core ELA and Anchor Literacy
Standards and Integrated ELD.
Robert Pritchard, Sacramento State University,
Roseville, CA, pritchard@csus.edu
Susan O’Hara, University of California Davis,
Davis, CA, spohara@ucdavis.edu
Maricela Sanchez, Los Angeles Unified School
District, Los Angeles, CA, msanch27@lausd.net
Isabel Aquirre, Los Angeles Unified School
District, Los Angeles, CA, ixa8391@lausd.net
Kandice McLurkin-Hasani, Los Angeles
Unified School District, Los Angeles, CA,
kandice.mclurkin@lausd.net
D52 |
No Percents? Standards-Based
Reporting Instead
Discuss the value of letter grades and
percentages as compared to standardsbased assessment. Learn how to
implement a standards-based report card
in your secondary school while recognizing
the factors that promote educational
change to further engage students in
their learning. Review the steps taken by
one secondary school when it came to
implementing a new reporting system.
Jennifer Towers, West Vancouver School
jtowers@wvschools.ca
Jeannette Laursoo, West Vancouver School
jlaursoo@wvschools.ca
D53 |
used to support professional learning at
learningforward.org
Surrey School District has a longstanding
tradition of supporting immigrant
and refugee families. The district gives
immigrant children a nurturing and
supportive transition to life in the
community and schools through a central
welcome center that acts as a key resource
in collaboration with schools. See how the
60
MONDAY
2:30 PM -4:30 PM
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
DECEMBER 5, 2016
MONDAY
4:45 PM -5:45 PM
NETWORKING MEET UPS | SET E
E01 |
Networking Meet-Up for
Superintendents
Jeff Ronnenberg, Spring Lake Park Schools,
Minneapolis, MN, jronne@district16.org
Rod Allen, Cowichan Valley School District
#79, Duncan, BC, Canada, rallen@sd79.bc.ca
Join a discussion about the major issues
facing the largest school districts. Focus
on the ways in which students learn
across content areas, examine the link
between professional learning and student
achievement, or discuss the best way to
deploy resources. Consider how to increase
public awareness and understanding that
adult learning leads to student success.
Deborah Childs-Bowen, Learning Forward,
Decatur, GA, deborah.childs-bowen@
learningforward.org
E02 |
Networking and Sharing With
Principals and Assistant Principals
E04 |
Networking Meet-Up for State or
Provincial Education Agencies
Consider the changing roles and
expectations for principals and assistant
principals. Explore ways in which principals
and assistant principals can facilitate school
improvement. Join in a dialogue and share
effective practices in this networking
session for principals and assistant
principals.
“
Victoria Duff, Learning Forward, Toms River,
NJ, victoria.duff@learningforward.org
E06 |
Networking Session for Teacher
Leaders
Meet with other teacher leaders and
share something you’ve learned at the
conference that will impact your practice.
Consider teachers’ roles in schools and
districts and how best to advance teaching
and learning. Share any next steps you will
take when you return to your school or
district.
Jim Iker, BC Teachers’ Federation, Vancouver,
BC, Canada, jiker@bctf.ca
Jenny Garrels, BC Teachers’ Federation,
Vancouver, BC, Canada, jgarrels@bctf.ca
TUESDAY
Tara Zielinski, West Vancouver School District,
West Vancouver, BC, Canada, tzielinski@
wvschools.ca
Eric Brooks, Arizona Department of Education,
Phoenix, AZ, eric.brooks@azed.gov
Engage in a networking session with
your state or provincial education agency
colleagues and build on each other’s
expertise. Share successful strategies for
implementing quality professional learning
aligned to educator evaluation systems, the
Common Core, and new assessments.
MONDAY
Dig in and analyze professional learning
research studies with fellow attendees in
this networking meet up. Learn to connect
research and practice. See how to become
comfortable using data, research, and
program evaluation in daily decisionmaking. Network with other researchorientated attendees and continue this
learning community after the conference.
SUNDAY
Meet other superintendents of like mind
and heart. Share conference highlights,
reflect on something you’ve heard or
learned that challenged your thinking,
discuss common themes among speakers,
or talk about an idea you might like to try
implementing in your district.
E05 |
Facilitated Study Group on Research
E03 |
Networking for the Big 50
SATURDAY
Take advantage of these networking opportunities to meet up with colleagues facing
similar challenges in these facilitated job-alike and special interest sessions.
~Angela Mooney
”
WEDNESDAY
I was a newbie and loved this conference. I can honestly say, it was the best
conference I’ve ever attended. I’ve been in education for 30 years and have
attended many, many workshops/conferences. I believe that the information
given was relative and truly applicable. I was challenged emotionally, as well as
academically. I now need to reflect and apply. All of which can and will be done.
61
DECEMBER 5, 2016
SUNDAY
SATURDAY
F AST F ORWARD SESSIONS | SET F
Attend these fast-paced, concise presentations. Each presentation includes 20 slides
presented in 20 seconds each.
F01 |
Literacy for All Students: A Blended
Approach
F03 |
Developing and Supporting Online
Professional Learning Facilitators
Take a visual tour of an innovative blended
approach to literacy instruction with four
pillars that support all learners: a strong
research base, horizontal and vertical
articulation of standards-based outcomes,
differentiated learning, and technological
enhancement. Consider how to apply
tenets of edCount’s innovative literacy
approach to your own practice.
Examine what is needed to support and
develop the work of online professional
learning facilitators. Identify the desired
qualities of a facilitator and explore the
intersection of knowledge of best practices
in professional learning, strong subject
content knowledge, and knowledge
of best uses of technology. See how
to develop the essential skill sets for
successful online professional learning
facilitation.
Elizabeth Greninger, edCount, Washington,
DC, egreninger@edcount.com
Erin Buchanan, edCount, Washington, DC,
ebuchanan@edcount.com
MONDAY
TUESDAY
MONDAY
4:45 PM -5:45 PM
Pamela Moore, Mobile County Public School
System, Mobile, AL, prmoore@mcpss.com
F02 |
Using Moodle in a Blended
Classroom
F04 |
Measuring Professional
Development in Magnet Schools
Use Moodle in a face-to-face classroom
setting to help improve student
achievement while providing an easy
way to incorporate balanced assessment
practices. Learn how Moodle allows
students to improve their technology
skills by having electronic assignments.
Incorporate elements of Game Theory to
help encourage and engage learners.
Learn about the work conducted in a
large school district that studied the link
between the use of Learning Forward’s
Standards for Professional Learning and
student achievement. Find out which
standards were rated highest and which
were rated lowest in New York City
Department of Education magnet schools.
Dive deeper into specific questions from
the SAI2 that were most important for
future practice and future implications.
Jeff Campbell, Chilliwack School
District #33, Chilliwack, BC, Canada,
jeff_campbell@sd33.bc.ca
Nicolas Cracco, New York City Department
nicolascracco@gmail.com
Rosalba Del Vecchio, St. John’s University,
Jamaica, NY, delveccr@stjohns.edu
WEDNESDAY
Area of Focus: Data
62
F05 |
Learning Experiences of NonMathematics Subject Specialist
Teachers
Teachers assigned to teach secondary
mathematics out-of-field are likely
to engage in professional learning to
improve understanding of the subject
matter. Discover the professional learning
experiences of non-mathematics subject
specialist teachers who teach secondary
mathematics in BC schools and what
professional activities these teachers
participate in to strengthen their content
knowledge.
Christine Younghusband, Simon Fraser
University, Burnaby, BC, Canada, ach10@sfu.ca
F06 |
Professional Learning Systems: A
Key to Transforming Schools
Learn the importance of sound
professional learning systems in
transforming underperforming urban
schools. Listen to advice on what to do-and
not to do-when establishing sustainable
professional learning systems in such
schools. See how to help your lowestperforming schools get on track, and
come away with tips on how to accelerate
improvement in your schools.
Derek Mitchell, Partners in School Innovation,
San Francisco, CA,
dmitchell@partnersinschools.org
CONNECTING
LANDSCAPES
for LEARNING
VANCOUVER
F AST F ORWARD SESSIONS | SET F
F07 |
Tools for Building Strong TeacherStudent Relationships
Identify key aspects of positive teacherstudent relationships based on new
research. Explore how teacher-student
relationships can inform professional
development, which is related to school
climate and student engagement, and
equip teachers to build strong relationships
with students. Gain free resources for
measuring and improving teacher-student
relationships in elementary, middle, and
high school settings.
Elizabeth Breese, Panorama Education,
Boston, MA, lbreese@panoramaed.com
F08 |
Aboriginal Infusion at Gibson
Elementary School
Journey into British Columbia’s Aboriginal
Education Enhancement Agreement.
Experience the process an elementary
school undertook to nurture a climate
where staff and students open their hearts
and minds to our Coast Salish Heritage.
Observe how storytelling and art were able
to unlock a deeper understanding and
appreciation of the histories and cultures
of Aboriginal communities in British
Columbia.
Linda Klassen, Delta School District, Delta, BC,
Canada, lklassen@deltasd.bc.ca
F09 |
Global Citizens and Environmental
Stewards: An Educator Perspective
Explore global learning through one
educator’s experiences as a National
Geographic Grosvenor Fellow in
Antarctica. Learn about the concept of
geo-education and the role it plays in
fostering a generation of environmental
stewards and global citizens. See how
these experiences have influenced this
educator’s professional practice.
Jennifer Long, Chilliwack School District #33,
Chilliwack, BC, Canada, jennbos7@gmail.com
F10 |
School Trustee Information Sources
and Research Use
One way to improve policy and practice in
British Columbia is to help policymakers
and practitioners focus on high-quality
research and information. Examine the selfreported information-seeking activities and
networks of BC school trustees in an effort
to strengthen the transmission of research.
Establish which particular information
sources are used based on varying school
district variables.
Christine Younghusband, Simon Fraser
University, Burnaby, BC, Canada, ach10@sfu.ca
Daniel Laitsch, Simon Fraser University,
Burnaby, BC, Canada, dlaitsch@sfu.ca
4 ways to register:
Registrations will be accepted
online, by mail, fax, or scan. All
registrations require payment for
processing.
Paper registration forms are
available at www.learningforward.
org/conference. Avoid a US$25
handling fee by registering online.
ONLINE
www.learningforward.org
MAIL
Learning Forward Conference
Registration • 504 S. Locust Street,
Oxford, OH 45056
FAX
513-523-0638
SCAN
office@learningforward.org
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
Make plans to attend!
DEC. 3-7, 2016
VANCOUVER
63
DECEMBER 6, 2016
TUESDAY
SUNDAY
SATURDAY
CONCURRENT SESSIONS | SET G
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? Focus on each
of these questions and create your own
answers. Learn multiple strategies and
techniques for advancing successful
professional development. This session is a
repeat of A01.
Ann Delehant, Learning Forward, Webster, NY,
adelehant@gmail.com
Denny Berry, University of Virginia,
Charlottesville, VA, dberry@virginia.edu
TUESDAY
MONDAY
G02 |
Hacking Leadership: A Disturbing
Guide
May you always be courageous, stand
upright, and be strong in leading the
disturbances necessary to change the
system you work in. Gain a foundation in
communicative intelligence and adaptivity
so that people and the organization can
grow. Explore ways to effectively disturb
the system you work in while surviving the
turmoil by understanding that each of us is
the nexus of leadership and change. Apply
a process for creating innovations in your
school or district.
Antonia Issa Lahera, California State
University - Dominguez Hills, Carson, CA,
aissalahera@gmail.com
Kendall Zoller, Sierra Training Associates,
Foresthill, CA, kvzollerci@gmail.com
G03 |
Formative Assessment in a BrainCompatible Classroom: How Do We
Really Know They’re Learning?
Whether they are called multiple
intelligences or gifts, students come to
class with many different ways of knowing.
Gain strategies that help move you from
deciding what you want students to know
and be able to do to knowing when they
have mastered essential learning. Consider
both traditional and more authentic forms
of assessing a student’s way of knowing;
leave with product ideas and strategies for
assessing student learning.
9 AM - 12 PM
2:30 PM - 4:30 PM
CONTINUES
G05 |
Achieving Racial Equity: The Fierce
Urgency of Now
Engage educators in the deep work of
personal, professional, and systemic
transformation. Acquire proven practices
for enhancing cultural competence and
culturally responsive teaching. Learn how
to create and sustain a systemic approach
to racial equity. Examine the deeper causes
of race-based educational disparities.
Gary Howard, Gary Howard Equity Institutes,
Seattle, WA, garyrhoward@earthlink.net
Marcia Tate, Developing Minds, Conyers, GA,
marciata@bellsouth.net
Area of Focus: Data
G04 |
Coaching Teams to Use Formative
Assessments for Results
Learn how to coach teacher teams to
unlock the power of classroom formative
assessment to motivate students and
increase achievement. Experience a
process for engaging teacher teams
in developing frequent formative
assessments and analyzing results.
Guide teams in using tools to respond to
formative data with timely and targeted
action that moves student learning
forward. Facilitate teams in learning about
and applying a formative assessment
driven-instructional cycle and a variety of
formative assessment practices.
Nancy Love, Research for Better Teaching,
Acton, MA, love@rbteach.com
Robin Whitacre, Idaho Springs, CO,
whitacre@rbteach.com
Nina Smith, Santa Fe, NM, smith@rbteach.com
Area of Focus: Data
CONFERENCE
ICONS
for all attendees.
content.
session content.
icon.
Common Core State
these sessions.
WEDNESDAY
SUPERINTENDENTS are
this icon.
64
DECEMBER 6, 2016
TUESDAY
9 AM - 12 PM
9 a.m. - 10 a.m.
Explore what it takes to grow and support
outstanding teacher leaders, school
administrators, and instructional leadership
teams. Dig into challenges that arise when
schools and districts work to distribute
instructional leadership across schools.
Felicia Cumings Smith, Bill & Melinda
Gates Foundation, Frankfort, KY,
felicia.smith@gatesfoundation.org
Jennifer has worked
for Tulsa Public
Schools for 23 years.
Jennifer currently
is an Instructional
Leadership Director
supporting 10
elementary schools.
She is also the Project Manager for the
School Leader Program Grant and the
Wallace Foundation Grant.
Harry Hughes, District of Columbia Public
Schools, Washington, DC, harry.hughes@dc.gov
Harry Hughes is
in his 18th year
serving in the
District of Columbia
Public School
System, currently
in his fourth year
as an instructional
superintendent. In this role, Hughes leads
a cluster of 12 elementary schools and is
responsible for coaching, supporting, and
evaluating principals.
Katie Larkin is the
principal of H.D. Cooke
Elementary School in
Washington, DC. She
spent 10 years as a
classroom teacher at
Ross Elementary
Avis Glaze, Edu-quest International, Delta, BC,
Canada, edu-quest@avisglaze.ca
Avis Glaze was
Ontario’s first chief
student achievement
officer and founding
CEO of the Literacy
and Numeracy
Secretariat, where she
played a pivotal role in
improving student achievement in Ontario.
Glaze also served as Ontario’s education
commissioner and senior adviser to the
minister of education. Currently, Glaze
is president of Edu-quest International,
offering a wide range of educational
services and speaking engagements across
the globe.
65
WEDNESDAY
Katie Larkin, District of Columbia Public
Schools, Washington, DC, katie.larkin@dc.gov
11 a.m. - 12 p.m.
Learn about K-12 strategies that work and
reaffirm your commitment to continuous
improvement in leadership and learning.
Explore trends that will affect education
and society in the 21st century. Review
research-informed, high-impact, K-12
approaches to close achievement
gaps, improve student learning and
achievement, and improve graduation
outcomes. See how to realize the promise
of diversity by emphasizing excellence,
equity, and inclusivity. Explore the role
of holistic education and develop an
understanding of how to help students
become globally conscious solution
finders.
TUESDAY
Felicia Cumings
Smith is senior
program officer –
College Ready at
the Bill & Melinda
Gates Foundation.
Cumings Smith
started her career
as an elementary and reading resource
teacher in Jefferson County (Kentucky)
Public Schools where she helped design
and lead curriculum work in literacy and
formative assessment benchmarks. She
was associate commissioner of education
and chief academic officer from 2009 to
2014, where she led the work of three
branches of the Kentucky Department of
Education.
Jennifer Gripado, Tulsa Public Schools, Tulsa,
OK, gripaje@tulsaschools.org
TL08 |
Effective K-12 Strategies:
Leadership and Learning in a
Diverse World
MONDAY
Vivian Mihalakis is a
senior program officer
with the Bill & Melinda
Gates Foundation.
Prior to joining the
foundation, Mihalakis
led the English
language arts product
and professional development team at
the Institute for Learning at the University
of Pittsburgh. She has partnered with
educators in public school districts from
coast to coast to provide professional
learning for teachers, coaches, and
administrators, and to design English
language arts curriculum and performance
assessments for K-12 classrooms.
10 a.m. - 11 a.m.
In the United States, the Model Principal
Supervisor Professional Standards were
released in 2015, recommending a shift
in the role of principal supervisor from
overseeing compliance to sharpening
principals’ instructional leadership
capabilities. Learn more about these
standards and hear from principals and
principal supervisors in two US districts
- Tulsa, Oklahoma and Washington, DC,
putting their recommendations to the
test as part of The Wallace Foundation’s
Principal Supervisor Initiative.
School before becoming the school’s
instructional coach. In 2012, she became
the assistant principal at Hearst Elementary
School.
SUNDAY
Vivian Mihalakis, Bill & Melinda Gates
Foundation, Washington, DC,
vivian.mihalakis@gatesfoundation.org
TL07 |
A Changing Role for Principal
Supervisors: Supporting Principals
as Instructional Leaders
SATURDAY
TL06 |
Great Leaders for Great Schools
DECEMBER 6, 2016
MONDAY
SUNDAY
SATURDAY
CONCURRENT SESSIONS | SET H
H01 |
H03 |
Learning Forward’s Affiliate Leaders Purpose, Process, Payoff: Shared
Join other affiliate leaders and interact
Leadership
with Learning Forward’s Board of Trustees
and senior staff members. Gather new
information and share ideas with your
fellow affiliate leaders. Lead your affiliate
in advancing the Learning Forward vision,
mission, and strategic priorities in your
state or province.
Dale Hair, Learning Forward, Kennesaw, GA,
dale.hair@learningforward.org
H02 |
Creating the Engaged Classroom in
Secondary Schools
Explore a framework for strengthening
conditions for learning and discuss and
experience a targeted set of research-based
instructional practices for reaching and
engaging adolescent learners in secondary
classrooms. Explore the question, “What
are the teacher mindsets and practices
that build engaging and well-managed
classrooms and to ensure every student
succeeds academically in school?” Embed
targeted academic learning supports and
interventions into daily practice. Increase
personal interest and engagement through
student voice, choice, and differentiated
assignments and products.
Larissa McCoy Mitti, School District of
Hillsborough County, Tampa, FL,
larissa.mccoymitti@sdhc.k12.fl.us
Robyn Sullivan, School District of Hillsborough
County, Tampa, FL, robyn.sullivan@sdhc.k12.fl.us
Francesca Sciullo, School District of
francesca.sciullo@sdhc.k12.fl.us
Elizabeth Morgan, School District of
elizabetha.morgan@sdhc.k12.fl.us
H04 |
The Powerful Task: Instructional
Planning for Cognitive Engagement
Reflect on lesson planning and task design
using tools developed in schools across
North America. Explore high-impact tasks
and analyze the components of rigor to
find what engages students and allows
learners to make meaning in all content
areas. Use a rubric to hone current practice
into stronger, learner-focused tasks, and
build powerful formative assessment
from the standards. See how to plan more
engaging and powerful lessons.
John Antonetti, Colleagues on Call, Benton,
AR, anton24_7@msn.com
Colleen Hawkins, Compton Unified
School District, Compton, CA,
chawkins@compton.k12.ca.us
WEDNESDAY
TUESDAY
Michele Tissiere, Engaging Students,
Cambridge, MA, dwolk@esrnational.org
See how one high school used a
professional learning community
(PLC) process, built on the foundation
of standards-based instruction and
developed through shared leadership,
for lesson planning, open classrooms
for observation, and looking at student
work. Engage in teacher-created cycles
of continuous improvement. Determine
the impact of Standards Study Learning
Walks on student achievement and
create goals to develop a plan for future
implementation of shared leadership
opportunities.
66
TUESDAY
9 AM - 12 PM
H05 |
The CRAFT of Thoughtful
Leadership
Learn what high-achieving schools
do regularly that makes them more
successful than average or low-achieving
schools. See how building your school’s
capacities to Collaborate, Reflect, Adapt,
and Focus (CRAFT) leads to thoughtful
teaching, learning, and leadership for
all. Explore each capacity in CRAFT and
learn how schools are currently building
these capacities to create and sustain
improvement. Acquire a set of ready-to-use
leadership tools for collecting meaningful
data about teaching and learning
throughout your school.
Harvey Silver, Silver Strong & Associates,
Franklin Lakes, NJ,
hsilver@thoughtfulclassroom.com
H06 |
Around About: Impacting Student
Achievement and Systemic
Collaboration
Create collaborative professional learning
networks that reflect diversity and the
needs and interests of students with
heightened engagement to improve
student achievement. Align and
maintain momentum to propel student
achievement forward while honoring the
learning and achievements of all educators.
Learn how to build capacity and teacher
efficacy through instructional rounds and
superintendent support.
Pam Bondett, Peel District School
Board, Mississauga, ON, Canada,
pamela.bondett@peelsb.com
Nikki Hutchison, Peel District School
nikki.hutchison@peelsb.com
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
DECEMBER 6, 2016
TUESDAY
9 AM - 12 PM
Margie Johnson, Metro Nashville Public
Schools, Nashville, TN,
margie.johnson@mnps.org
Shelly Dunaway, Metro Nashville Public
shelly.dunaway@mnps.org
Erin Anderson, Metro Nashville Public Schools,
Nashville, TN, erin.anderson@mnps.org
Craig Hammond, Metro Nashville Public
craig.hammond@mnps.org
Whitney Akin, Metro Nashville Public Schools,
Nashville, TN, whitney.akin@mnps.org
Mary Laurens Seely, Metro Nashville Public
Schools , Nashville, TN, mary.seely@mnps.org
Stephanie Wilkerson, Magnolia
Consulting, Charlottesville, VA,
info@magnoliaconsulting.org
Tracy Stegall, Boulder Valley Schools,
Broomfield, CO, tracy.stegall@bvsd.org
Bethy Leonardi, University of Colorado
at Boulder, Boulder, CO,
aqueerendeavor@colorado.edu
Sara Staley, University of Colorado at Boulder,
Boulder, CO, aqueerendeavor@colorado.edu
Jennifer Barr, Boulder Valley Schools, Boulder,
CO, jennifer.barr@bvsd.org
Odette Edbrooke, Boulder Valley Schools,
Boulder, CO, odette.edbrooke@bvsd.org
Phil Katsampes, Boulder Valley Schools,
Boulder, CO, phil.katsampes@bvsd.org
Emily Clay, Boulder Valley Schools, Boulder,
CO, emily.clay@bvsd.org
WEDNESDAY
Examine the role of achievement vs.
learning-goal research in motivating
students to become mastery-based
learners. Learn techniques for identifying
the symptoms of a fixed mindset. Practice
ways to engage teachers in using essential
questions to help students access and
cultivate learning goals. Examine and
adapt goal orientation survey tools used to
identify goal priorities.
Hear about a partnership between a very
large urban district and the Regional
Educational Laboratory Appalachia that
resulted in a three-year journey building
middle school educators’ capacities to
engage in collaborative inquiry to raise
student achievement. Gain practical tips
for developing a collaborative culture at
the district, school, and classroom levels.
Explore how to translate collaborative
inquiry from research at the national
level to the district, school, and classroom
levels. Participate in an ongoing
virtual community of practice around
collaborative inquiry and share support
and resources beyond the conference
setting.
TUESDAY
H08 |
Motivating Learning Through
Growth Mindset and Essential
Questions
H09 |
Leveraging Collaboration for
Supporting Student Achievement
Learn about a district’s partnership with
A Queer Endeavor, a university-based
center housed in a school of education
that moves topics of gender and sexual
diversity beyond the antibullying narrative
toward policy, practice, and professional
learning. See how to proactively affirm
gender and sexual diversity and ensure
a safe, welcoming environment for all.
Explore your background knowledge,
examine biases, and create a plan for
engaging learners and families in your own
setting.
MONDAY
Ruth Schoenbach, WestEd, San Francisco, CA,
rschoen@wested.org
Becky Graf, Charlotte-Mecklenberg Schools,
Charlotte, NC, rebecca.graf@cms.k12.nc.us
Shelley Warkentin, Manitoba Province
Education and Advanced Learning
Division, Winnipeg, MB, Canada,
shelley.warkentin@gov.mb.ca
SUNDAY
Hear about lessons learned from the
implementation of transformative
professional development built on
multitiered systems of comprehensive
and flexible support for educators. Gain
experiential and theoretical understanding
of the Reading Apprenticeship Framework
and its professional development model-an internationally-recognized and
evidence-based approach to increasing
secondary and postsecondary student
engagement and achievement in content
literacy across the disciplines. Make
connections between the principles and
specific strategies used in two large school
systems to engage teachers, coaches, and
principals in this new approach and your
own context.
Jason Rann, New York City Department of
Education, New York, NY, jrann@schools.nyc.gov
Jackie Grasso, New York City Department
jgrasso3@schools.nyc.gov
H10 |
#aqueerendeavor: Affirming
Family, Gender, Sexual Diversity
Districtwide
SATURDAY
H07 |
Building System Capacity to
Transform Content Literacy
Learning
Pierre Orbe, New York City Department
porbe@schools.nyc.gov
Jelly
67
DECEMBER 6, 2016
MONDAY
SUNDAY
SATURDAY
H11 |
Connected Action Road Map:
Strengthening Educator Practice
Through PLCs
Learn about a school improvement process
using collaborative teams to drive ongoing
improvements in educator practice and
student learning. See how the Connected
Action Roadmap (CAR), endorsed by New
Jersey Department of Education and New
Jersey’s leading educational organizations,
provides a systemic approach for
transforming practice and school culture.
Consider how to examine formative and
summative assessment data in a way that
organically promotes effective instructional
decision making while meeting the needs
of diverse learners. Articulate priority areas
for improving professional learning aligned
to the Standards for Professional Learning
by engaging in a self-assessment of current
collaborative practices.
Victoria Duff, New Jersey Principals and
Supervisors Association, Monroe Township,
NJ, victoria.duff@learningforward.org
Patricia Wright, New Jersey Principals and
NJ, pwright@njpsa.org
Donna McInerney, New Jersey Principals and
NJ, dmcinerney@njpsa.org
WEDNESDAY
TUESDAY
H12 |
How Principals Develop Teacher
Practice: External Expertise,
Teacher Leaders, and Sponsorship
Examine how principals can leverage the
role of teacher leaders, assistant principals,
and external professional learning
resources to develop teacher practice.
Explore an urban middle school case study,
and examine a principal’s experience
working with the math department. Gain
tools to support the framing of professional
learning sessions, participation in the
sessions, and follow-up including teacher
goal-setting, classroom observation, and
principal feedback.
Anneke Markholt, University of Washington,
Seattle, WA, markholt@uw.edu
Joanna Michelson, University of Washington,
Seattle, WA, jlm32@uw.edu
68
TUESDAY
9 AM - 12 PM
H13 |
Cultivating A Learning Culture
Through Content Coaching
H15 |
Improving Skills and Practices of
Teacher Evaluators
Learn strategies for developing coaching
approaches that engage educators in
mindful inquiry and conversation to breed
innovation and collective genius. Learn to
interweave proven practices (e.g. content
coaching, lesson study, and communities
of practice) that result in profound
learning for coaches, school leaders, and
measurable improvements in student
learning. Rethink coaching initiatives and
retool coaches and principals to have
lasting, positive, and systemic impact
on school culture and student learning.
Use inclusive processes that give voice
and choice to teachers, principals, and
coaches in the design and implementation
of effective professional development
formats and forums.
See how a high school faculty increased
teacher evaluator efficacy by learning
new techniques for documenting
instructional practices. Examine varying
types of documentation practices that
bring different strengths to the teacher
evaluation process. Train your teacher
evaluators in a fun, engaging, experience
that develops their instructional eye
toward improved instruction for your
students. Learn and practice a variety of
new styles of evidence documentation and
discuss the circumstances in which teacher
evaluators can use them effectively.
Lucy West, Metamorphosis Teaching
Learning Communities, New York, NY,
lucy@lucywestpd.com
Julie Everly, Monroe Public Schools, Monroe,
MI, everly@monroe.k12.mi.us
Holly Wallace, Monroe Public Schools, Monroe,
MI, wallace@monroe.k12.mi.us
H14 |
Impact of Data on Collaboration
and Student Achievement
Learn how data can be used as a basis
for building collaborative, embedded
professional learning communities that
focus on improving instructional practices
that increase student achievement.
Experience the application of technology
to collect and use data to create change
and promote positive school culture and
professional collegiality. See how teachers
can use data as a focus for building
best practices around student-centered
learning. See how to create a team to
support strong leadership within a school.
Courteney Lizotte, Yellowknife Education
District #1, Yellowknife, NT, Canada,
courteney.lizotte@yk1.nt.ca
Brenda Johnson, Yellowknife Education
District #1, Yellowknife, NT, Canada,
brenda.johnson@yk1.nt.ca
Area of Focus: Data
Ben Collins, Maine Township District 207, Park
Ridge, IL, bcollins@maine207.org
Jill Geocaris, Maine Township District 207, Park
Ridge, IL, jgeocaris@maine207.org
Susan Savage, Maine Township District 207,
Park Ridge, IL, ssavage@maine207.org
H16 |
Leading a School’s Literacy
Classroom Visit Model
Learn how to lead and look for key
elements of effective literacy instruction as
a team of teacher leaders and the principal
walk through classrooms. Experience a
process of engaging a leadership team
to review the data from the visits to
determine strengths and needs. Determine
the next steps of action in professional
learning as a result of the classroom visit.
Receive resources to start collecting data in
your school or district.
Sandi Novak, Burnsville-Eagan-Savage,
Lakeville, MN, snovak9133@aol.com
Bonnie Houck, Victoria, MN,
houckreadz@houcked.com
Dawn Wiegand, Mounds View Schools, New
Brighton, MN,
dawn.wiegand@moundsviewschools.org
DECEMBER 6, 2016
TUESDAY
9 AM - 12 PM
Written feedback is a powerful force.
See how the choices observers make
prompt the readers of the feedback, the
teachers, to deeply consider the feedback
or discount it. Explore a high-quality
Innovation Configuration map that was
co-developed by teachers and leaders
after five years of study in an urban district.
Experience how opportunities were
created for observers to garner feedback
on their feedback.
Shift from management by power to
management by influence where every
educator uses effective nonverbal
communication. Develop a clear
understanding of the levels of observation
and when to focus on which level.
Understand how nonverbal aspects of
communication make up as much as 80%
of a coach’s communication. Recognize
that how we sound, our body posture, and
breathing effects how teachers respond to
coaches. Break the habit of automatic eye
contact and know when and how to make
eye contact vs. looking at an observation
form.
Thomas Van Soelen, Van Soelen & Associates,
Lawrenceville, GA,
thomas@vansoelenassociates.com
Deborah Childs-Bowen, Creative
Mind Enterprise, Atlanta, GA,
deborah@creativemindenterprise.com
Ann Cunningham-Morris, Mableton, GA,
acunning.faculty@ascd.org
Phyllis Pajardo, City of Fairfax Schools,
Fairfax, VA, phyllis.pajardo@fairfaxva.gov
H20 |
From Professional Development
to Professional Learning:
Collaboration Transforms Planning
Explore a mid-sized school district’s journey
from traditional professional development
to a true professional learning model
using strategic relationships, alignment,
and collaborative opportunities. Identify
characteristics and components of a
professional learning plan that engages
educators in active, personalized, jobembedded, ongoing learning based
on student needs. Understand how a
technology-based design tool can support
refining or creating components of an
educator-driven planning process.
learningforward.org
“
This was the first time
that I have ever been to
the Learning Forward
Conference. I really
enjoyed every single day
of the conference. My
sessions were awesome
and I got many good
ideas that I can bring
back to my district.
~Jennifer Ullrich
”
WEDNESDAY
Marguerite Dimgba, Greece Central School
District, Rochester, NY,
marguerite.dimgba@greececsd.org
Juliet Correll, Frontline Technologies, Malvern,
PA, jcorrell@frontlinetechnologies.com
H21 |
TUESDAY
Learn about the roles and criteria for
principal leaders to ensure effective
teaching and learning at high levels
for all students. Utilize self-reflection
to guide principals’ engagement with
leadership development strategies and
practices. Explore strategies and tools
for transforming instructional leadership
as well as district professional learning
programs for multiple leadership roles.
Design learning plans aligned with key
leadership roles for district or individual
leadership development.
MONDAY
H18 |
Transforming Leadership Learning
and Development Through
Reflective Practice
Krista Grinder-Dettloff, Vancouver School
District, Vancouver, WA,
krista@michaelgrinder.com
Michael Grinder, Michael Grinder and
Associates, Battle Ground, WA,
mga@michaelgrinder.com
Rachel Babbs, Salem-Keizer Public Schools,
Salem, OR, babbs_rachel@salkeiz.k12.or.us
Sheila Robinson, Greece Central School
District, North Greece, NY,
sheila.robinson@greececsd.org
Holly Stettner, Greece Central School District,
Rochester, NY, holly.stettner@greececsd.org
SUNDAY
H19 |
The Nonverbals of Observing and
Giving Feedback
SATURDAY
H17 |
Garnering Feedback on Your
Feedback
69
DECEMBER 6, 2016
SUNDAY
SATURDAY
CONCURRENT SESSIONS | SET I
I01 |
Visible Learning in Literacy
How can teachers maximize their efforts
to improve students’ literacy? See how
to use the effect size research from John
Hattie to focus specific literacy instructional
routines that build student surface, deep,
and transfer knowledge. Get help in
determining impact using effect sizes.
Identify influences within a teacher’s
control that positively and negatively affect
students’ literacy development. Analyze
student learning using effect sizes on preand postassessment tools.
Doug Fisher, Health Sciences High and Middle
College, San Diego, CA, dfisher@mail.sdsu.edu
Nancy Frey, Health Sciences High and Middle
College, San Diego, CA, nfrey@mail.sdsu.edu
TUESDAY
MONDAY
I02 |
Transforming Teaching and
Learning With Technology
Learn how teaching and assessment
methods transform as a result of using
technology, such as Google Classroom and
FreshGrade. Experience different apps and
digital assessment methods to introduce
implementation approaches into your own
teaching practice. Observe student work
samples and useful apps in conjunction
with various subject areas and explore
digital portfolios as a multimodal platform
to showcase students’ learning. Design
assessment methods that allow students to
show their thinking and learning in a range
of modes from writing to audio samples,
videos, and photographs. Participants
should bring an iPad or other personal
device.
WEDNESDAY
Alexis Birner, Crofton House School,
alexis@peartree.school
Stella Araujo, Vancouver, BC, Canada,
saraujo@croftonhouse.ca
I03 |
Plot Your Course to Sustainable
Teacher Leadership
Design and plot your course for developing
sustainable teacher leadership in your
school or district to support student
learning. Put students at the forefront
of your vision and practice. Explore
the path one district navigated in their
journey to empower teacher leaders to
collaboratively take ownership of their
school improvement goals. Create an
action plan tailored to the needs of your
school or district.
Michele Schmidt Moore, Loudoun
County Public Schools, Ashburn, VA,
michele.schmidtmoore@lcps.org
David Arbogast, Loudoun County Public
Schools, Ashburn, VA, david.arbogast@lcps.org
Sonja Polcen, Loudoun County Public Schools,
Ashburn, VA, sonja.polcen@lcps.org
Jennifer Miller, Loudoun County Public
Schools, Ashburn, VA, jennifer.l.miller@lcps.org
I04 |
myPD: The Art and Science
of Personalized Professional
Development
How do we leverage 21st-century
technologies to create personalized and
respectful professional development
with an eye toward measuring impact
and ensuring coherence? Find out how
a team from a large urban school district
in Southern California uses the myPD
professional development management
system to meet the challenge. This
community of practice uses myPD to
match teacher needs and wants to
coherent, relevant professional learning;
then, equips teachers with the tools to
measure the impact of that professional
learning on teacher practice. Develop a
vision in practice and begin to plan your
next steps to actualizing this vision in your
own district.
Nader Twal, Long Beach Unified School
District, Long Beach, CA, ntwal@lbschools.net
Amy Pendray, Long Beach Unified School
District, Long Beach, CA,
apendray@lbschools.net
70
TUESDAY
10 AM - 12 PM
Jennifer Crockett, Long Beach Unified School
jcrockett@lbschools.net
Enrico Biscocho, Long Beach Unified School
ebiscocho@lbschools.net
Leonardo Ramos, Long Beach Unified School
District, Long Beach, CA, lramos@lbschools.net
Area of Focus: Data
I05 |
Teachers’ Learning and Leadership:
Of, By, For Teachers
Learn, discuss, and share promising
practices and experiences for developing
teachers’ peer-led professional learning.
Explore approaches for developing
teachers’ informal and formal leadership
of professional knowledge and practices
to support teaching and learning. Gain
insights from evidence of practices
to support knowledge development,
mobilization, and application for
individuals, groups, and networks of
educators. Access the latest research
on successful strategies for teacher
professional learning, leadership, and
professional knowledge exchange.
Ann Lieberman, Stanford University, Stanford,
CA, annl1@stanford.edu
Anna Yashkina, University of Toronto, Toronto,
ON, Canada, anna.yashkina@utoronto.ca
DECEMBER 6, 2016
TUESDAY
10 AM - 12 PM
State education agencies influence the
success of districts and schools. When
they become learning organizations, they
reinforce the significance of continuous
improvement. Learn how staff members
in a reform-minded state department
of education leveraged engagement in
the Transforming Professional Learning
initiative to establish a bold plan
and strategies for their own ongoing
Discover how lab classroom coaching
cohorts were developed and implemented
in a large school district for STEM
integration in science and math 6-12,
scalable to any content area. Participate
in a model STEM lesson, and interact
with strategies to re-envision STEM
implementation. Spark and develop ideas
for professional learning through the
structure of this model, its effectiveness in
improving instruction, and how it builds
capacity in teacher leaders. Engage in a
model STEM lesson to experience a teacher
workshop and give participants authentic
ways to integrate STEM by using NGSS
science and engineering practices and the
Common Core State Standards of Math
Practice.
Karen Kidwell, Frankfort, KY,
karen.kidwell@education.ky.gov
I09 |
Project Momentum: A Focused
and Differentiated Model of
Districtwide School Improvement
Explore a district-level school improvement
model and the impact of a strategic
focus. Examine the project’s tight focus,
strategic deployment of resources, and
strategies for removing barriers to student
achievement, all in a differentiated
framework. Learn about the tools used for
school improvement at school and district
levels. Hear about specific strategies used
for school turnaround and how they were
implemented in a large suburban district.
I11 |
Changing Culture and Practice:
Collaborative Feedback Loops for
Leaders
Unpack current enablers and barriers to
system or school improvement. Explore an
existing model for collaborative reviews
using inquiry as a process to guide change
that is top-down by the system and
bottom-up by the schools. Examine the
international and Canadian research on
instructional leadership for system and
school improvement including feedback to
monitor implementation of initiatives, limit
variability, and increased coherent and
effective practices.
Beverley Freedman, University of Toronto,
Vaughan, ON, Canada,
bevfreedman@rogers.com
Mike Borgfjord, Seine River School Division,
Lorette, MB, Canada, mborgfjord@srsd.ca
Mark Greenfelder, Fairfax County Public Schools,
Falls Church, VA, mggreenfelde@fcps.edu
Brendan Menuey, Fairfax County Public
Schools, Falls Church, VA, bpmenuey@fcps.edu
Steve Lockard, Fairfax County Public Schools,
Falls Church, VA, salockard@fcps.edu
Terry Dade, Fairfax County Public Schools,
Falls Church, VA, tjdade@fcps.edu
WEDNESDAY
Jevelyn Bonner-Reed, CharlotteMecklenburg Schools, Huntersville, NC,
jevelynd.bonner-reed@cms.k12.nc.us
Michele Mason, CharlotteMecklenburg Schools, Huntersville, NC,
micheles.mason@cms.k12.nc.us
Jill Near, Charlotte-Mecklenburg Schools,
Huntersville, NC, jill.near@cms.k12.nc.us
John Legrand, CharlotteMecklenburg Schools, Huntersville, NC,
john.legrand@cms.k12.nc.us
Stephen Esposito, CharlotteMecklenburg Schools, Huntersville, NC,
stephen.esposito@cms.k12.nc.us
Catherine Guimaraes, Teaching Channel,
Oakland, CA, cguimaraes@teachingchannel.org
Jennifer Tiggs, Henry Ford Academy, Detroit,
MI, jtiggs@hfaes.org
Liz Bastian, Henry Ford Academy, Detroit, MI,
lbastian@hfascs.org
TUESDAY
Learn how a data system supports building
the capacity of school leaders. See how
a large district created a Leader Tracking
System (LTS) to track human resources
and student achievement data to inform
evaluation, recruitment, and professional
development strategies. Understand
the components of a district principal
pipeline strategy. Generate ideas on how
creating an LTS may enhance leadership
development strategies in your own and
other districts.
Denise Goldin-Dubois, Cherry Creek School
District, Centennial, CO,
dgoldin-dubois2@cherrycreekschools.org
Sherri Dennstedt, Cherry Creek School District,
Centennial, CO,
sdennstedt@cherrycreekschools.org
Learn about a charter school model for
developing a coaching cycle to support
teacher development through reflective
video practice. Gain knowledge about
the extent to which video, a shared piece
of evidence, can drive critical changes in
teacher practice. Understand how video
can be used to motivate and inspire
change in teacher implementation of
restorative practices.
MONDAY
I07 |
Leader Tracking System: Tool for
Principal Pipeline Strategy
I10 |
Coaching Through Video to
Motivate Changes in Practice
SUNDAY
I08 |
Getting Smarter Together:
Integrating STEM in the Classroom
SATURDAY
I06 |
State Agencies as Learning
Organizations
71
DECEMBER 6, 2016
MONDAY
SUNDAY
SATURDAY
I12 |
Building Leadership Networks to
Encourage Innovation
Learn about a leadership network that
shares learning across diverse districts
to spread and scale innovative practices
which support teacher professional
learning and school or district leadership
capacity. Discover how to create a
sustainable structure that fosters
professional learning for district leaders
and leads to impressive gains for students.
Identify common problems of practice that
may exist across districts, as well pathways
to address those issues in a collaborative
and effective manner.
Sharon Roberts, Tennessee SCORE, Nashville,
TN, sharon@tnscore.org
Lyle Ailshie, Kingsport City Schools, Kingsport,
TN, lsildhir@k12k.com
Neel Durbin, Dyersburg City Schools,
Dyersburg, TN, ndurbin@k12tn.net
Courtney Seiler, Tennessee SCORE, Nashville,
TN, courtney@tnscore.org
Lily Newman, TNTP, South Hadley, MA,
lily.newman@tntp.org
WEDNESDAY
TUESDAY
I13 |
Text Complexity: A Key Measuring
Stick in Assessment
Learn about the critical components
of sound assessment design and the
role that text complexity plays within it.
Analyze multiple data sets to determine
how to use evidence of student learning
against multiple levels of text to identify
instructional opportunities that meet the
needs of learners from a district, building,
classroom, or at the individual student
level. Identify action steps to support
using new knowledge to drive data-driven
discussions centered on student learning
against targeted objectives.
Karen Flories, Valley View School District 365U,
Romeoville, IL, karenflories@gmail.com
I14 |
LEarning Together to Advance our
Practice: A School-Based Approach
to Learning Communities
Hear about a new school-based approach
to professional learning, LEarning together
to Advance our Practice (LEAP), used by
District of Columbia Public Schools (DCPS).
See how LEAP creates content-specific,
school-based learning communities that
engage in a cycle of planning, content
knowledge development, formative
observations, and student work analysis
- all tied to the DCPS curriculum and
facilitated by a content-specific leader.
Learn about the LEAP program and what
DCPS did to launch the initiative, and how
the work is going.
Scott Thompson, District of Columbia Public
Schools, Washington, DC,
scott.thompson@dc.gov
Paige Hoffman, District of Columbia Public
Schools, paige.hoffman@dc.gov
I15 |
Principals Collaborating to Deepen
Understanding of High-Quality
Instruction
See how to engage in a process that
ensures equitable evaluation of teacher
effectiveness through an interrater
reliability system. Understand how
developing a common rubric vocabulary
and maximizing external resources
including the utilization of a calibration
and certification engine (CCE) results in
districtwide rater agreement. Examine how
principals, by engaging as instructional
leaders in purposeful professional learning
and collaboration, assist teachers in
improving classroom instruction to result
in greater student growth.
Todd Cummings, Fort Wayne Community
Schools, Fort Wayne, IN,
c.todd.cummings@fwcs.k12.in.us
Kay Psencik, Learning Forward, Cyprus, TX,
kay.psencik@learningforward.org
K.C. MacQueen, Empirical Education, Palo Alto,
CA, kmacqueen@empiricaleducation.com
72
TUESDAY
10 AM - 12 PM
I16 |
State Policy Matters: Principals
Advance Teaching and Learning
Explore the unique role of state agencies in
identifying and training aspiring principals
while supporting on-the-job principals.
Expand understanding of state policy
levers to cultivate and support excellent
principals, with special emphasis on
supporting principals’ growth with aligned
professional development. Leave energized
after learning how one state achieved
success using an aligned, integrated
learning supports model as the catalyst for
principal development.
Rhonda Waltman, Scholastic Education, New
York, NY, rwaltman@scholastic.com
Linda Felton-Smith, Alabama State
Department of Education, Montgomery, AL,
lfelton-smith@alsde.edu
Merrianne Dyer, Scholastic Education,
Gainesville, GA, dyer2@bellsouth.net
I17 |
Principal Evaluations: From a Oncea-Year Event to an Ongoing Cycle of
Growth
Find out about the Association of
Washington School Principals’ AWSP
Leadership Framework and the Framework
Users Guide, used by more than 95%
of school districts in the state, and the
sweeping changes in the mindset and
attitude toward principal evaluation.
Explore effective tools to move principals
and principal evaluators from a oncea-year evaluation event to a system of
self-evaluation, goal setting, ongoing
conversations and observations, which are
truly helping principals to grow and go
deeper in their practice. Walk away with
tools, tangibles, and planning strategies
and begin working toward a cycle of
continuous growth.
Ron Sisson, Association of Washington School
Principals, Olympia, WA, ron@awsp.org
Scott Seaman, Association of Washington
School Principals, Olympia, WA, scott@awsp.org
DECEMBER 6, 2016
TUESDAY
10 AM - 12 PM
Joshua Starr, PDK International, Arlington, VA,
jstarr@pdkintl.org
I19 |
Novice Teacher Support:
Instruction-Focused Professional
Learning
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
I21 |
Using Data Displays to Engage and
Empower Teachers
Examine effective data displays which
have led to teacher change in instructional
practice. Create data displays based
on classroom observation linked to an
instructional framework created for
teachers in preK-12 classrooms. Discuss
how teacher-driven, individualized
professional learning can result in teacher
reflection and change in instructional
practice.
Jamey Burns, University of Florida, Neptune
Beach, FL, jameyb@coe.ufl.edu
Lauren Gibbs, University of Florida,
Jacksonville, FL, ljb3@coe.ufl.edu
Valeria Brown, Seminole County Public
Schools, Sanford, FL,
valeria_brown@scps.k12.fl.us
Mary Kay Rodgers, University of Florida,
Scottsdale, AZ, mkrodgers@coe.ufl.edu
Area of Focus: Data
“
Learning Forward is
amazing…. I have
made a commitment
to attend every
year, even if I have
to personally pay
for it. The learning
is THAT valuable to
me. Thank you for
making it fantastic
every single year.
~Chad Dumas
”
WEDNESDAY
Jill Gildea, Fremont School District 79,
Mundelein, IL, drjillgildea@gmail.com
Elizabeth Freeman, Fremont School District
79, Mundelein, IL, efreeman@fsd79.org
Aislynn Gildea, Crystal Lake Community
District 155, Crystal Lake, IL,
drjillgildea@gmail.com
TUESDAY
Elita Driskill, Education Service Center Region
11, White Settlement, TX, edriskill@esc11.net
Linda Parker, Eagle Mountain-Saginaw
Independent School District, Fort Worth, TX,
lparker@ems-isd.net
Karen Ray, Eagle Mountain-Saginaw
kray@ems-isd.net
Justin Matthews, Eagle Mountain-Saginaw
jmatthews@ems-isd.net
Dara Barlin, DARE Consulting, Los Angeles, CA,
dgbarlin@gmail.com
Judi Fenton, New York City Department of
Education, New York, NY, jfenton2@schools.
nyc.gov
Get answers to two key questions for
today’s professional development leaders...
What’s new? What’s next? Examine eight
innovative education trends that will make
a positive impact on your work. Identify
key trends that will influence educational
professional learning and educator
engagement for the next five years. Inspire
a student-centered and future-focused
vision of professional learning that can be
integrated into your own district. Design
an active learning ecosystem graphic and
become more knowledgeable about what
is new and what is next through the lens of
research, best practice, and current issues.
MONDAY
How do campus and district leaders
develop an intentional implementation
plan for growing novice teachers and their
mentors? Examine induction vs. mentoring
and experience a new-teacher learning
walk. Reflect on systems elements and
professional learning needed to build and
sustain a collaborative induction system
for continuous improvement. Discover
a protocol to develop the instructional
prowess of novice teachers and their
mentors.
Teachers intend to implement what
they’ve learned from their professional
development, but sometimes things get
in the way--lack of time, lack of follow-up
support, and often fear of trying something
different. Find out about a new tool codesigned by practitioners in a very large
urban district that provides mentors and
coaches a simple way to help new teachers
apply in their own classroom what they
learned in professional development.
I22 |
What’s New? What’s Next?
SUNDAY
The annual PDK poll is the longest running
measure of the American publics’ attitudes
towards public education and has shaped
the views of leaders, policymakers, and the
media toward public education. Review
the results and findings of the most recent
PDK poll. Engage with others in discussing
its implications for your own leadership.
Create a plan for addressing the publics’
interests in their own communities.
I20 |
Help Your Teachers Apply
Learning From Their Professional
Development
SATURDAY
I18 |
What the Public Wants From Our
Schools
73
DECEMBER 6, 2016
I23 |
Transforming Teacher Leadership:
Developing Mentors as Teacher
Leaders
Learn how a district intentionally designs
opportunities to nurture school-based
mentors as teacher leaders. Investigate a
replicable, sustainable model that develops
teachers as school-based mentors and
district leaders who co-learn and coach to
implement researched-based instructional,
assessment, and equity strategies. Examine
how a district supports teacher leaders to
strengthen novice teacher efficacy through
differentiated professional learning,
collaborative inquiry, gradual release, and
actionable goal-setting that facilitates
leadership and affects student success.
Allison Cunningham, Peel District School
allison.cunningham@peelsb.com
Suzanne Molitor, Ontario College of Teachers,
Toronto, ON, Canada, smolitor@oct.ca
Dina Burkett, Peel District School Board,
Mississauga, ON, Canada,
dina.burkett@peelsb.com
Cheryl Dell, Peel District School Board,
cheryl.dell@peelsb.com
Maria Luisa Lebar, Peel District School Board,
marialuisa.lebar@peelsb.com
Anna Presta, Peel District School Board,
anna.presta@peelsb.com
I24 |
Supporting Teachers: Increasing
Instructional Effectiveness for
Student Learning
Successfully shift teacher evaluation
from inspection to a growth model and
focus your teacher feedback on student
learning. Refine your ability, or build
capacity in others, to truly measure
teacher “effectiveness” during classroom
observations. Learn how to mindfully
collect evidence and critically analyze a
teacher’s impact on engagement and
understanding. Develop action steps
based on an analysis rooted in evidence
and change outcomes to make an impact
directly on student learning.
Amy Tepper, ReVision Learning Partnership,
Sarasota, FL, atepper@revisionlearning.com
Jordan Grossman, Canton Public Schools,
Canton, CT, jgrossman@cantonschools.org
Natalie Simpson, West Hartford Public
Schools, West Hartford, CT,
natalie_simpson@whps.org
Patrick Flynn, ReVision Learning Partnership,
Colchester, CT, pflynn@revisionlearning.com
I25 |
Leading Implementation of Careerand College-Readiness Standards
Identify principal practices that lead to
effective implementation of career- and
college-readiness standards by supporting
teacher learning. Engage with tools and
other artifacts that principals and teachers
use in their school to provide feedback
and practice-centered instructional
support. Experience specific professional
development leadership practices, such
as distributing leadership and designing
systems for professional development,
that directly support teacher work in the
classroom.
Brad Cawn, New Leaders, New York, NY,
bcawn@newleaders.org
Cheryl Borden, New Leaders, New York, NY,
cborden@newleaders.org
Jill Grossman, New Leaders, New York, NY,
jgrossman@newleaders.org
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
SATURDAY
74
TUESDAY
10 AM - 12 PM
I26 |
Using Our Strengths to Lead:
Empowering Teacher Leadership
Learn about an initiative where teachers
engage in leadership training to expand
their sphere of influence beyond the
classroom. See how building individual
capacity has empowered instructional K-12
staff to begin to influence systemic change.
Hear from district administrators and
teachers how to replicate this professional
learning community model in your
schools or district. Engage in conversations
designed to overcome limiting perceptions
about teachers’ roles in schools and
districts.
Julie Glazer, Summit Public Schools, Summit,
NJ, jglazer@summit.k12.nj.us
Lauren Banker, Summit Public Schools,
Summit, NJ, lbanker@summit.k12.nj.us
Ron Poles, Summit Public Schools, Summit, NJ,
rpoles@summit.k12.nj.us
Dana Folk, Summit Public Schools, Summit,
NJ, dfolk@summit.k12.nj.us
Trudy Cohen, Summit Public Schools, Summit,
NJ, tcohen@summit.k12.nj.us
I27 |
Supporting New Teachers and
Mentors
Find out how to ensure that all students
are engaged, inspired, and empowered to
learn by providing an equal focus on your
new teacher hires and their mentors. Learn
how to analyze your induction program
and create a sustainable professional
learning infrastructure tailored to newteacher and mentor needs. See how a
comprehensive induction and mentoring
program that meets professional learning
standards accelerates inductee professional
knowledge and builds their skill capacity.
Svetlana Sutic, Deerfield District 109,
Libertyville, IL, svetlanasutic@gmail.com
Kristen Paul, Deerfield District 109, Deerfield,
IL, kpaul@dps109.org
Rachel Fillippi, Deerfield District 109,
Deerfield, IL, rfillippi@dps109.org
DECEMBER 6, 2016
TUESDAY
10 AM - 12 PM
Learn how to develop and use common
language to clearly articulate desired
outcomes. Experience six strategies for
change and how they are enacted in
practice. Create a road map to reach
intended outcomes. Identify facilitation
strategies that promote changing mindsets
about using outcomes first.
I29 |
Using Tripod Student Surveys to
Enhance Professional Learning
Corrie Ziegler, Edmonton Regional Learning
Consortium, Edmonton, AB, Canada,
corrie.ziegler@erlc.ca
Laurie Kardynal-Bahri, Elk Island Catholic
Schools, Sherwood Park, AB, Canada,
laurieb@eics.ab.ca
Shawn Clark, Saluda County Schools, Saluda,
SC, sclark@saludaschools.org
Abbey Duggins, Saluda County Schools,
Saluda, SC, aduggins@saludaschools.org
I31 |
A System’s Approach to Supporting
Aboriginal Education
Explore ways a system can weave together
supports to create a culturally safe
organization. Reflect on your own biases
and move from bystander to ally. See
how to design staff professional learning
that addresses cultural safety. Walk away
with the understanding and tools to work
towards a culturally safe organization.
Understand and build assessments to
measure cultural safety with in your
organization.
Shelly Niemi, School District #57 (Prince
George), Prince George, BC, Canada,
sniemi@sd57.bc.ca
Jennifer Parisian, School District #57
(Prince George), Prince George, BC, Canada,
jparisian@sd57.bc.ca
”
WEDNESDAY
“
Feedback can be used to support and
encourage professional growth and
learning. Discover how instructional
leaders provide the tools and structures
necessary to create professional learning
experiences that focus on the use of
quality feedback. Investigate professional
learning opportunities and artifacts such as
protocols, videos, and assessments. Explore
tech tools to streamline the feedback
process. Walk away with professional
development engagements you can fold
into your already established professional
development plan.
TUESDAY
Rob Ramsdell, Tripod Education Partners,
Cambridge, MA, rob@tripoded.com
Alka Pateriya, Tripod Education Partners,
Cambridge, MA, alka@tripoded.com
Learn how a community of practice offers
a robust professional learning strategy for
leaders by serving as a vehicle for authentic
communication, mentoring, coaching, and
self-reflection. Experience and examine
protocols, strategies, and processes that
one school used in its community of
practice that engaged and inspired its
participants. Review the impact of this
strategy on leaders, school staffs, and
student learning.
MONDAY
Harness the power of student voice
through the Tripod 7Cs framework of
effective teaching and explore how to use
Tripod student surveys as a way to enhance
feedback available to teachers. Dig into the
research findings associated with the use
of Tripod surveys across the United States
and learn how results are correlated to
important outcomes. Gain knowledge and
strategies that can be leveraged by school
and district teams promoting continuous
improvement to enhance teaching practice
and student outcomes.
I32 |
Quality Feedback: Non-Negotiable
for Today’s Leader
SUNDAY
Janice Bradley, Utah Education Policy Center,
Salt Lake City, UT, janice.bradley@utah.edu
Amy Colton, Learning Forward, Ann Arbor, MI,
acolton2@gmail.com
Ed Tobia, Austin, TX, edftobia@gmail.com
I30 |
Creating and Sustaining a
Community of Practice for Leaders
SATURDAY
I28 |
Key to Successful Implementation:
Focus on Outcomes First
I had a great experience at this conference and
walked away with strategies to use right away.
~Sheila Smith
75
DECEMBER 6, 2016
TUESDAY
MONDAY
SUNDAY
SATURDAY
TL09 |
The Principal Supervisor: How
to Balance the Roles of Coach,
Supervisor, and Central Office
Leader
Max Silverman, University of Washington,
Seattle, WA, silvermx@u.washington.edu
Max Silverman is the
associate director of the
Center for Educational
Leadership (CEL) at the
University of Washington.
Silverman is a former
principal and central
office leader who leads
CEL’s work focused on
district leadership. In this role, Silverman has
worked closely with the Bill & Melinda Gates
Foundation and a number of districts including
Seattle, Shelby County (TN), and Minneapolis.
Susanne Jerde, Highline Public Schools,
Burien, WA,
susanne.jerde@highlineschools.org
Susanne Jerde is the
chief academic officer of
Highline Public Schools.
She began her teaching
career in Highline in
1984, and since then has
served as an elementary
school principal, director
of Title 1/LAP/ELL, and
executive director supervising schools K-12.
Jerde holds a superintendent’s certificate from
Seattle University, a master’s from Seattle Pacific
University, and a bachelors in elementary
education from Central Washington University.
2:30 p.m. - 3:30 p.m.
School districts across the country are
quickly revising the role of principal
supervisor to reflect recent research
indicating a need for a stronger focus on
improving principal performance. Hear
what the University of Washington Center
for Educational Leadership is learning
about this role and also hear from a central
office leader about this effort in her district.
Develop a deeper understanding of how to
balance the roles of coach and supervisor,
how to address issues of principal
supervisor span of control, and ways that
principal supervisors can be vital central
office leaders.
Stephen Fink, University of Washington,
Seattle, WA, finks@uw.edu; @StephenFinkAtUW
Stephen Fink is the
executive director of the
University of Washington
Center for Educational
Leadership (CEL),
and affiliate associate
professor of educational
leadership and policy
studies in the University
of Washington College of Education. He has
worked extensively with school and district
leaders on improving the quality of instructional
leadership. Prior to coming to the University of
Washington, he spent 12 years as an assistant
superintendent in the Edmonds School District,
and was a principal and special education
teacher in Idaho and Los Angeles. Fink is the
co-author with Anneke Markholt of Leading
for Instructional Improvement: How Successful
Leaders Develop Teaching and Learning Expertise
(Jossey-Bass, 2011).
WEDNESDAY
CONFERENCE ICONS
76
TUESDAY
2:30 PM - 4:30 PM
TL10 |
Developing Great Teaching:
Findings from a Major International
Review into Effective Professional
Development
3:30 p.m. - 4:30 p.m.
What are the
ingredients of
effective teacher
learning, and how
do you create these
conditions? Drawing
on the findings from
a major international
review, hear about the core ideas illustrated
using practical examples of exceptional
practice from his organization’s network
of United Kingdom and international
schools drawn from recent work with the
UK government using the Standard for
Teachers’ PD.
David Weston, Teacher Development Trust,
London, England,
david.weston@tdtrust.org; @informed_edu
David Weston is the founder and chief executive
of the Teacher Development Trust, and the
chair of the United Kingdom Department for
Education’s Teacher Development Expert Group.
He is a school governor and a former secondary
math and physics teacher. Weston speaks and
writes frequently for education sector and
national media and has had a number of radio
and TV appearances on the subject of teaching,
teacher development, and LGBT issues.
this icon.
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
CONCURRENT SESSIONS | SET J
Keynote speaker Pasi Sahlberg will answer
your questions in this special session after
his keynote address on Tuesday afternoon.
Pasi Sahlberg, Helsinki, Finland,
pasi.sahlberg@helsinki.fi
Hear how the most-improved district
in its state enacted a clearly articulated
process for supporting instructional
coaches. Through this ongoing process,
instructional coaches use a coaching cycle
to ensure shifts in educator practice. The
presenters will share how the district’s
instructional coaches are engaged in a
cycle of continuous improvement and
work in study teams to practice the skills
they are using with others, reflect on the
quality of the work, and assess the impact
of coaching. Engage in protocols and
learning designs used with coaches and
reflect on the possible implications for
your district. Establish a plan of action for
incorporating ideas from the session into
your own district support for instructional
coaches.
Micromessages are small, subtle,
unconscious messages we send while
communicating with others, whether by
voice, tone, or action. These messages
may be positive or negative, stem
from our implicit biases, and affect
relationships. Discuss the various types
of micromessages, how micromessages
impact students, how to encourage
persistence through the use of microaffirmations, and how to inoculate students
from internalizing micro-inequities that,
over time, affect their potential.
Kay Psencik, Learning Forward, Cypress, TX,
kay.psencik@outlook.com
Ramona Coleman, Fort Wayne
Community Schools, Fort Wayne, IN,
ramona.coleman@fwcs.k12.in.us
Valerie Mitrani, Learning Forward, Miami, FL,
valerie.mitrani@learningforward.org
J04 |
Next-Generation Accountability:
Beyond Test Scores
J06 |
21st-Century Professional Learning:
Blended Learning for Educators
Examine the iNACOL Blended Learning
Teacher Competency Framework and
California Quality Professional Learning
Standards and see how these standards
were applied by one district to create new
blended models for professional learning.
Consider what your school or district can
do to build similar experiences.
Emily Garrison, Palo Alto Unified School
District, Palo Alto, CA, egarrison@pausd.org
Kelly Bikle, Palo Alto Unified School District,
Palo Alto, CA, kbikle@pausd.org
Kathleen Laurence, Palo Alto Unified School
District, Palo Alto, CA, klaurence@pausd.org
TUESDAY
Transform your accountability system
from test scores into a learning system.
Synthesize research on high-leverage
strategies and apply best practices
in accountability to your school and
educational system. Energize your staff
with accountability indicators that are
collaborative, meaningful, and impactful.
Advocate for constructive accountability
systems to your communities and
stakeholders.
Meagan Pollock, National Alliance for
Partnerships in Equity, Gap, PA,
mpollock@napequity.org
Register by Oct. 1
and save $50!
WEDNESDAY
Douglas Reeves, Creative Leadership
Solutions, Boston, MA,
dreeves@changeleaders.com
Area of Focus: Data
when you register
for a 3-, 4-, or
5-day conference
attendance
MONDAY
Explore the tools included in Learning
Forward’s facilitator guide designed for
teachers, teacher leaders, principals, and
central office staff. See how to analyze and
use the findings from Beyond PD: Teacher
Professional Learning in High-Performing
Systems to strengthen professional
learning at the school and system levels.
Find tools, which are organized into an
easy-to-use guide and may be used for
multiple purposes by a range of educators.
J05 |
Mighty Micromessages for Student
Success
SUNDAY
J02 |
Resources to Support the Beyond
PD Report
J03 |
When Coaches Learn, Teachers
Learn
SATURDAY
J01 |
Tuesday Keynote Q&A With Pasi
Sahlberg
77
DECEMBER 6, 2016
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
SATURDAY
J07 |
Redesigning Professional
Development to Improve Teaching
and Learning
Learn how one school district is
redesigning professional learning systems
to improve the conditions for teaching
and learning using Learning Forward’s
Standards for Professional Learning.
Discover the lesson study cycle and how
it is a catalyst for transforming teacher
reflection during teacher collaborative
learning time. See how to guide teacher
teams within the framework of a
professional learning system designed
to foster teacher growth. Engage in
collaborative discussions that foster
professional learning system changes.
Andrea Pyatt, Lake County Schools, Tavares,
FL, pyatta@lake.k12.fl.us
Amy Cockcroft, Lake County Schools, Tavares,
FL, cockcrofta@lake.k12.fl.us
Seth Edwards, Lake County Schools, Tavares,
FL, edwardss@lake.k12.fl.us
J08 |
Targeted, Small-Group Instruction
in Secondary Classrooms
Join a team of school-based and
district-level educators and delve into
innovative designs for targeted, smallgroup instruction at the secondary level.
Distinguish between targeted, small-group
instruction and collaborative-learning
structures. Engage in authentic smallgroup structures and discussion to uncover
a responsive instructional pathway that
encompasses standards, purposeful
planning, and strategic formative
assessments to enhance teacher practice
and student learning.
Maggie Cummins, Baltimore County Public
Schools, Baltimore, MD, mcummins3@bcps.org
Christine Roberts, Baltimore County Public
Schools, Baltimore, MD, croberts6@bcps.org
Mary Boswell-McComas, Baltimore
County Public Schools, Baltimore, MD,
mboswellmccomas@bcps.org
Niamh McQuillan, Baltimore County Public
Schools, Windsor Mill, MD, nmcquillan@bcps.org
J09 |
What Teachers Need to Make
Professional Learning Work
J11 |
Professional Learning Practices and
Resources from 15 States
Teams from the Agents for Learning
Competition will offer their insights and
share their vision for the best uses of Title
II and other federal funds under the Every
Student Succeeds Act (ESSA). Building on
the whitepaper co-published by Learning
Forward and the National Commission on
Teaching & America’s Future on teacher
agency, hear finalist teams’ analysis of
teachers’ primary professional learning
needs and their theory of action to
leverage that learning to advance teaching
and learning. Leave with recommendations
for states, districts, and schools to consider
as guides to their Consolidated State Plans
and/or state and district Title II plans, a
requirement of ESSA.
Co-sponsors for the competition include
America Achieves, AFT, Center for American
Progress, Corwin, CCSSO, Educators 4
Excellence, Hope Street Group, NEA, National
Board for Professional Teaching Standards,
National Network of State Teachers of the
Year, Scholastic, and Teach Plus.
Hear about new research on the efforts in
15 states to foster effective professional
learning for all educators on state collegeand career-readiness standards. Improve
leadership in your own state by identifying
approaches, learning designs, and
resources from states with the strongest
efforts. Discuss innovative initiatives
with leaders from one of those states.
Get help tackling the nuts and bolts of
implementing results-based professional
learning reform in your state.
J10 |
It’s Intentional
Discover how to move from being a school
with professional development sessions to
a professional learning school. Experience
and leave with practical methods for
transforming leadership, culture, systems,
and instruction. See how one school made
the journey in becoming the first school
to earn the Learning School Designation
from Learning Forward and AdvancEd,
which recognizes exemplary effective
professional learning in action.
Jill Brock, Spartanburg School District Seven,
Spartansburg, SC, jbrock@spart7.org
Lisa Foster, Spartanburg School District Seven,
Spartansburg, SC, ldfoster@spart7.org
78
TUESDAY
2:30 PM -4:30 PM
Kimberly Anderson, Southern Regional
Education Board (SREB), Atlanta, GA,
kim.anderson@sreb.org
Janice Poda, Learning Forward, Columbia, SC,
janice.poda@learningforward.org
Mary Elizabeth Mira, Southern Regional
Education Board (SREB), Atlanta, GA,
maryelizabeth.mira@sreb.org
Tamika Ball, Southern Regional Education
Board (SREB), Atlanta, GA,
tamika.ball@sreb.org
Trent Danowski, West Virginia Department of
Education, Charleston, WV,
tdanowski@k12.wv.us
Christina Bailey, West Virginia Department of
Education, Charleston, WV,
crbailey@k12.wv.us
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
Jennifer Abrams, Jennifer Abrams Consulting,
Palo Alto, CA, jennifer@jenniferabrams.com
J15 |
Redesign PD Coaching: Measuring
the Impact of Professional Learning
Strengthening the measurement of
the impact of professional learning on
teacher practice and making decisions
based on these measures is necessary for
a comprehensive professional learning
system. Consult with members of the
Redesign PD Community of Practice
who have been working on this specific
problem. Bring your measuring impact
problem and give yourself time to explore
possible goals as you reimagine the
possibilities.
Learn how education stakeholders-teacher preparation institutions, teacher
and principal associations, and parents-formed a New Jersey alliance to promote a
teacher learning and support continuum
that incorporates teacher preparation,
mentoring and induction, professional
learning, and teacher leadership. Discover
how to grab the reform agenda by
connecting continuous teacher learning
to educator effectiveness and student
success. Gain ideas from the coalition
about how to unite to influence state
policymakers and legislative action.
Martha DeBlieu, New Jersey Education
Association, Trenton, NJ, mdeblieu@njea.org
Marie Blistan, New Jersey Education
Association, Trenton, NJ, mblistan@njea.org
Sharon Sherman, New Jersey Association of
Colleges for Teacher Education, Lawrenceville,
NJ, ssherman@rider.edu
Eileen Spedding, New Jersey Association of
Colleges for Teacher Education, Pennington,
NJ, eileenspedd@verizon.net
Patricia Wright, New Jersey Principals and
NJ, pwright@njpsa.org
WEDNESDAY
An educator’s work is emotionally and
psychologically demanding. One’s ability to
be both intrapersonally and interpersonally
intelligent is essential for meeting the
challenges of the day-to-day work in a
school. Develop your self-awareness and
interpersonal skill set so you are even
better able to deal with the complex needs
of your school system. Determine what
emotional intelligence looks like in practice
and what leadership research says about its
importance.
J16 |
Taking Back the Profession
TUESDAY
J13 |
Leading Effectively: What Does It
Take?
Anne Conzemius, SMART Learning Systems,
Fitchburg, WI,
aconzemius@smartlearningsystems.com
Demond Means, Mequon-Thiensville School
District, Mequon, WI, dmeans@mtsd.k12.wi.us
Matthew Joynt, Mequon-Thiensville School
District, Mequon, WI, mjoynt@mtsd.k12.wi.us
MONDAY
Chad Dumas, Hastings Public Schools,
Hastings, NE, chad.dumas@hpstigers.org
Craig Kautz, Hastings Public Schools, Hastings,
NE, craig.kautz@hpstigers.org
Montessa Muñoz, Hastings Public Schools,
Hastings, NE, montessa.munoz@hpstigers.org
Lawrence Tunks, Hastings Public Schools,
Hastings, NE, lawrence.tunks@hpstigers.org
Jason Cafferty, Hastings Public Schools,
Hastings, NE, jason.cafferty@hpstigers.org
David Essink, Hastings Public Schools,
Hastings, NE, david.essink@hpstigers.org
Amy Kelly, Hastings Public Schools, Hastings,
NE, amy.kelly@hpstigers.org
Learn how central office leaders from
a high-performing district framed
professional learning as a journey toward
a larger vision of social justice where
success for all means all students, staff,
and community partners. Hear how the
superintendent’s administrative team
invested a year of study to learn how to
train and coach school-based, district and
community partnership teams to use a
student-focused school improvement
process based on Learning Forward’s
Standards for Professional Learning. Leave
with strategies for building commitment
and capacity for deep organizational
transformation within the context of the
ever-changing education and economic
landscapes.
Amy Pendray, Long Beach Unified School
apendray@lbschools.net
Jennifer Crockett, Long Beach Unified School
District, Long Beach, jcrockett@lbschools.net
Leonardo Ramos, Long Beach Unified School
District, Long Beach, CA, lramos@lbschools.net
SUNDAY
Examine processes and practices used
by a financially and demographically
challenged district with eight schools--half
of which have earned ongoing national
recognition as models of excellence from
two different organizations. Engage in
protocols used by teachers and principals
to examine student learning. Reflect
on how you can apply these processes,
practices, and protocols to also achieve
“impossible” excellence through the
application of the principles of professional
learning communities.
SATURDAY
J12 |
J14 |
Impossible Excellence: One District’s Anything’s Possible When All Really
Journey
Means All
Michelle King, Learning Forward, Dallas, TX,
michelle.king@learningforward.org
Helen Coley, Prince George’s County Public
Schools, Capitol Heights, MD, hcoley@pgcps.org
Denise Greene, Prince George’s County
Public Schools, Capitol Heights, MD,
denise.greene@pgcps.org
79
DECEMBER 6, 2016
SUNDAY
SATURDAY
J17 |
Taking Classroom Tech to the Next
Level: Projects and Ideas
Using technology to complete projects
requires a huge time commitment. Explore
how to design projects that meet learning
outcomes in several curricular areas.
Consider various applications of hardware:
iPads/iPods, digital cameras, Smart Boards,
computers and software, such as Comic
Life, iMovie, iTunes, and various apps.
Discuss implementation strategies and a
reimagined teacher and tech relationship.
Leave with a larger exposure to a wider
range of tools and share implementation
strategies.
Felisha Martin, EverFi, Toronto, ON, Canada,
felisha@everfi.com
Kris Sward, Chilliwack School District #33,
Chilliwack, BC, Canada, kris_sward@sd33.bc.ca
Scott Gregory, Chilliwack School District #33,
Chilliwack, BC, Canada, scott_gregory@sd33.bc.ca
WEDNESDAY
TUESDAY
MONDAY
J18 |
Sowing the Seeds of Success:
Growing Teacher Leaders
Experience the process of growing
teacher leaders from “seed” to “harvest”
by utilizing best practices of professional
learning and identifying opportunities
for teacher leaders to engage in the
professional learning process. Strategize
ways to grow teacher leaders’ tools through
personalizing professional learning best
practices to be applied systemwide in
order to have initiatives and high-quality
learning.
Lydia Conway, Fulton County Schools, Sandy
Springs, GA, conwayl@fultonschools.org
Trisha Myers, Fulton County Schools, Sandy
Springs, GA, myerst1@fultonschools.org
Lisa Steele, Fulton County Schools, Sandy
Springs, GA, steele@fultonschools.org
Audra Tompkins, Fulton County Schools, Sandy
Springs, GA, wheelerau@fultonschools.org
Latrina Cockrell, Fulton County Schools, Sandy
Springs, GA, cockrelll@fultonschools.org
Natasha Harp, Fulton County Schools, Sandy
Springs, GA, harpn@fultonschools.org
J19 |
Motivating the Reluctant Learner
Experience brain-friendly instruction and
leave with strategies proven to enhance
achievement at any grade level, in any
lesson. Explore instructional strategies that
nourish the brain, focus attention, and
accelerate review and mastery of content.
Learn how to create greater engagement
and deeper understanding of content,
how to build motivation in the classroom,
and how to promote higher-level thinking
with any curriculum. Learn and process
structures to boost higher-level thinking
and communication skills.
Jacqueline Minor, Kagan Publishing and
Professional Development, San Clemente, CA,
jackie@kaganonline.com
J20 |
Coaching for Equity: One
Instructional Team’s Journey
Review the historical context of inequities
within American public education and
specifically within an urban public school
district. Learn how an instructional
coaching team committed to and began
implementing a coaching-for-equity
framework within an urban school district.
Understand the stages in the development
of coaching for equity, moving coaches
from self-awareness to action that
challenges mindsets and behaviors that
perpetuate the myth of an achievement
gap rather than the reality of an
opportunity gap. Develop an action plan
to begin your journey within classrooms,
schools and district offices.
Lori Adams Chabay, District of Columbia Public
Schools, Washington, DC, lori.chabay@dc.gov
Katina Kearney-Edwards, District of Columbia
Public Schools, Washington, DC,
katina.kearney@dc.gov
Sheila Williams, District of Columbia Public Schools,
Washington, DC, sheila.williams@dc.gov
Jennifer Morse, District of Columbia Public Schools,
Washington, DC, jennifer.morse@dc.gov
Florence Kreisman, District of Columbia Public
Schools, Washington, DC,
florence.kreisman@dc.gov
Tsitsi Sithole, District of Columbia Public
Schools, Washington, DC, tsitsi.sithole@dc.gov
80
TUESDAY
2:30 PM -4:30 PM
J21 |
Developing Confidence and
Competence Through Personalized
Learn about a large urban district’s
movement towards a competency-based
professional learning system. Examine
structures that have been developed to
help teachers understand their strengths,
determine personal learning goals, and
define clear measures of success linked
to student outcomes. Explore systems
for supporting site-based personalized
learning connected to the district’s vision
including micro-credentialing and teacher
development pathways that prioritizes
competence related to student outcomes
over seat time.
Katie Martin, University of San Diego, San
Diego, CA, martin@sandiego.edu
Annie Wolfe, Houston Independent School
District, Houston, TX, awolfe@houstonisd.org
Terrence Sanders, Houston Independent
School District, Houston, TX,
tsanders@houstonisd.org
“
Learning Forward’s
annual conference
stands alone
at the top of
educational venues
for professional
learning. The
conference mirrors
the mission and
standards of the
organization maintaining an
atmosphere of
community around
professional growth
and camaraderie.
”
~Anne Conzemius
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
Learn how instructional coaches leverage
specific assessment coaching moves
to engage teachers in rich reflective
conversations and practices related to
assessment, evaluation, and reporting.
Participate in elements of the Iterative
Assessment Coaching Cycle to understand
the routines and protocols coaches
can use to support teachers with the
implementation of purposeful and aligned
assessment. Witness how stakeholders
respond to assessment coaching moves
and the positive impact on student
achievement.
Meaningful writing does not always
originate on paper. Discover an actionresearch predictor of student success
in composition. Learn creative ways to
tap into hidden potential and provide
authentic experiences for the young
authors in your classes. Plan effective ways
to provide your students with authentic,
real-world experiences that use writing to
make a positive difference in their schools
and communities. Facilitate data-driven
lessons and projects for writing students
within and beyond the classroom.
J23 |
Keeping Social and Emotional
Learning at the Center
J25 |
Collaboration Through Professional
Learning to Support Language
Learners
See how engaging content teachers in
professional learning communities can
provide practical tools for the instruction
of English language learners. Explore how
to build capacity and support collaborative
professional learning focused on language
instruction and assessment through
a blended learning course. Consider a
design for teams of educators and focus on
exploring cultural practices, implementing
strategies to differentiate instruction,
and integrating language standards for
planning and instruction.
Jennifer Aleckson, WIDA, Madison, WI,
jaleckson@wisc.edu
Jonathan Gibson, Nevada Department of
Education, Carson City, NV, jgibson@doe.nv.gov
Kulwadee Axtell, Nevada State Department of
Education, Carson City, NV, kaxtell@doe.nv.gov
Kristen Walter, Crayola, Arlington Heights, IL,
kwalter@crayola.com
J27 |
Change Professional Practice to
Improve Student Learning
Learn how to use a dynamic professional
learning design to change professional
practice and significantly increase student
learning and achievement. Discover how
district educators are dramatically reenvisioning their approach to professional
development. Explore this design in
multiple content areas through the lens
of the Common Core State Standards
for opinion writing. Understand how
this powerful design embodies Learning
Forward’s Standards for Professional
Learning.
Linda Vanderford, Clackamas Education
Service District, Clackamas, OR,
lvanderford@clackesd.k12.or.us
Barb Soisson, West Linn-Wilsonville School
District, Tualatin, OR, soissonb@wlwv.k12.or.us
Carol Middleton, Clackamas Education Service
District, Clackamas, OR,
cmiddleton@clackesd.k12.or.us
81
WEDNESDAY
Nick Yoder, American Institutes for Research,
Chicago, IL, nyoder@air.org
Michael McGarrah, American Institutes
for Research, Washington, DC,
mmcgarrah@air.org
TUESDAY
Recognize that the success of students
extends beyond academic achievement to
include school climate and student social
and emotional growth, among others
factors. Understand a framework that
connects social emotional learning (SEL),
school climate, and academic learning.
Gain specific strategies to integrate SEL into
daily instruction and identify data sources
to assess SEL and school climate.
Lea Ann Atherton, McCracken County Schools,
Paducah, KY,
leaann.atherton@mccracken.kyschools.us
Use art to draw families into school and
inspire a school culture where creative
experiences deepen your understanding of
and opportunities for family engagement.
Ensure educational equity through creative
parent communication by expanding
opportunities for students to reach full
academic potential while creating a culture
where every child can succeed. Learn how
to engage families in your professional
learning communities. Use an interactive
project for understanding how art can
be a tool to empower all stakeholders
to communicate with each other in
meaningful ways and as a way for students
and parents to learn to use their voices in
an educational setting.
MONDAY
Kristen Clarke, Peel District School Board,
kristen.clarke@peelsb.com
Tina Grandy, Peel District School Board,
tina.grandy@peelsb.com
Karen Cox, Peel District School Board,
karen.cox@peelsb.com
Mirjan Krstovic, Peel District School Board,
mirjan.krstovic@peelsb.com
J26 |
Using Art to Draw Families Into
School
SUNDAY
J24 |
Changing the World One Writer at
a Time
SATURDAY
J22 |
Assessment Coaching Moves:
Partnering for Assessment Literacy
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
SUNDAY
SATURDAY
J28 |
Problem-Based, Blended Learning:
Design for Success
Discover how you can establish the
conditions where teachers can implement
powerful, 21st-century learning in their
classrooms as represented by rigorous
problem-based, blended, and personalized
learning. Understand the characteristics of
these approaches and learn how districts
and schools are designing systems for
successful implementation. Leave with the
resources you need to develop individual,
school, team, and school system capacities
for innovation.
Jane Chadsey, Educurious, Seattle, WA,
jchadsey@educurious.org
Ellen Dorr, Renton School District, Renton, WA,
ellen.dorr@rentonschools.us
TUESDAY
MONDAY
J29 |
Leaders: Discover, Communicate,
and Sustain Your School Identity
Learn how to use a genealogist’s
tools and processes to discover your
school’s historical identity in order to
foster community consensus around
a compelling vision and purpose.
Understand how and why you should
shape and communicate the essence
of your story to important stakeholders.
Examine strategies and practices for hiring,
developing, and retaining teachers and
administrators who understand and are
committed to sustaining your school
identity as documented in your story.
Barbara Dill-Varga, Maine Township High
School District 207, Park Ridge, IL,
bdillvarga@maine207.org
J30 |
Let’s Play Chess, Not Checkers
The rate of change is faster than our ability
to adapt to technology, increased social
demands, and emotional issues. Most of
us are playing checkers with very limited
moves and limited strategy when we need
to play chess, with multiple pieces, multiple
moves, and more creative solutions. See
how to determine what to keep from our
past and what to adapt and use creatively
for new solutions.
Discuss early lessons learned in designing
and implementing a hybrid Literacy
Design Collaborative (LDC) professional
learning model in New York and Louisiana
through a federal Investing in Innovation
(i3) grant. Learn how teachers, coaches,
and school leaders utilized a network of
online and in-person supports to build
teacher competencies in implementing
rigorous standards and using data to
identify leading indicators to gauge
implementation strength.
J31 |
Student Learning Objectives: One
Measure of Teacher Effectiveness
Megan Jensen, Literacy Design Collaborative,
New York, NY, megan@ldc.org
Sarah Arroyo, Los Angeles Unified School
District, Los Angeles, CA, sxa3440@lausd.net
Tracie Bryant, Los Angeles Unified School
District, Los Angeles, CA, tholden@lausd.net
Betty Burks, Adkins, TX, bettyburks@gmail.com
William Sommers, Austin, TX,
sommersb4@gmail.com
Learn how an urban school district has
implemented and customized the use of
student learning objectives (SLOs) as one
measure of the new Professional Pathways
for Teachers (PPfT) appraisal system.
Experience a process that helps teachers
with collecting and analyzing data,
determining areas of high needs, setting
an objective, and measuring the student
growth. See how to set up systems that
will help you implement SLOs at your own
campus or district.
Joann Taylor, Austin Independent School
District, Austin, TX, joann.taylor@austinisd.org
Robert Chavez, Austin Independent School
District, Austin, TX, robert.chavez@austinisd.org
Omar Castillo, Austin Independent School
District, Austin, TX, omar.castillo@austinisd.org
Area of Focus: Data
WEDNESDAY
J32 |
Implementing the Literacy Design
Collaborative Through a Hybrid
Professional Learning Model
J33 |
Leadership Talent Assessment
Learn how school districts can recruit,
develop, and retain visionary principals
who will continue to drive teaching and
learning improvement. Dive into the
new research-based Principal Talent
Management Framework for school
superintendents and district leadership
teams created by the George W. Bush
Institute and American Institutes for
Research. Self-assess your own district
policies and practices pertaining to
supporting and growing your own
principal talent. Design action plans to
begin improving a targeted policy or
practice areas for improvement.
Eva Chiang, George W. Bush Institute, Dallas,
TX, echiang@bushcenter.org
Matthew Clifford, American Institutes for
Research, Washington, DC, mclifford@air.org
Register by Oct. 1
and save $50!
82
when you register
for a 3-, 4-, or
5-day conference
attendance
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
J35 |
Propel: Launching Students
Forward
J37 |
Inclusion and Differentiation
Engage in strategies that help with
inclusion and promote a culture for a
positive learning environment. Share the
differences between accommodation,
modifications, and interventions. Apply
co-teaching strategies and models to
help differentiate lessons in the classroom
as well as create a positive learning
environment. Learn to work cohesively
with co-teaching partners and gain a better
understanding of each other’s personalities
and behavior tolerances.
Gage Kashigi, Central District, Honolulu, HI,
gage_kashigi@notes.k12.hi.us
Patti Yoneshige, Hawaii Department of
Education, Honolulu, HI,
patti_yoneshige@notes.k12.hi.us
J39 |
Enhancing Teacher Efficacy:
Building Sustainable Learning
Networks
Learn to implement successful professional
learning focused on teacher efficacy,
culturally responsive pedagogy, and
researched instructional practices using
technology to encourage and sustain
teacher engagement and growth.
Focus on the structure and results of an
implemented Teacher Efficacy Academies.
See how to enhance the effectiveness and
efficacy of classroom teachers serving
underprepared and underserved students
in literacy and STEM (science, technology,
engineering, and math).
Mary Little, University of Central Florida,
Orlando, FL, mlittleucf@aol.com
Johni Cruse Craig, Delta Research and
Educational Foundation, Washington, DC,
jccraig@deltafoundation.net
Chelonnda Seroyer, Seroyer Consulting,
Trenton, NJ, cseroyer@chelonndaseroyer.com
Martha Lue Stewart, University of Central
Florida, Orlando, FL, martha.lue@ucf.edu
WEDNESDAY
Ralph Wagner, Louis Riel School Division,
Winnipeg, MB, Canada, ralph.wagner@lrsd.net
Irene Nordheim, Louis Riel School Division,
Winnipeg, MB, Canada, irene.nordheim@lrsd.net
Patrick Hansen, Louis Riel School Division,
Winnipeg, MB, Canada, patrick.hansen@lrsd.net
Matt Patrician, Louis Riel School Division,
Winnipeg, MB, Canada, matt.patrician@lrsd.net
Kevin Reimer, School District #71 Comox Valley,
Courtenay, BC, Canada, kreimer@sd71.bc.ca
Geoff Manning, School District #71 Comox
Valley, Courtenay, BC, Canada,
geoff.manning@sd71.bc.ca
TUESDAY
Learn how a focus on project-based
learning, using the Propel model, can
enhance teacher collaboration, practice,
learning, and engagement for students.
Become knowledgeable about strategies
for building capacity within student and
teacher teams. Explore a professional
development model that allows teachers
to engage in an internal division or district
exchange, explore and develop new
skills and ideas, and then return to more
traditional settings to begin integrating
those ideas.
Yvonne Ribas, Center for Collaborative
Education, Los Angeles, CA, yribas@ccebos.org
Maria Chan, Center for Collaborative
Education, Los Angeles, CA, mchan@ccebos.org
Hear about a districtwide professional
learning community (PLC) model that
provides time and space for collaborative
teams to work together to effectively
address student needs. Explore the
norms of collaboration that guide the
collegial, data-driven conversations
that are the center of improved student
learning. Consider an approach to PLC
implementation that keeps schools
and teams on track and focused on the
most important issues. See how the
requirements of the local teachers’ contract
were met while creating administrator led
PLC time within the school district.
MONDAY
Jill Meciej, Consortium for Educational Change,
Glendale Heights, IL, jill.meciej@cecillinois.org
Jerry O’Shea, Marquardt School District 15,
Glendale Heights, IL, joshea@d15.us
Carol Van Gorp, Marquardt School District 15,
Glendale Heights, IL, cvangorp@d15.us
Jennifer Leaderman, Marquardt School District
15, Glendale Heights, IL, jleaderman@d15.us
Meredith Haugen, Marquardt School District
15, Glendale Heights, IL, mhaugen@d15.us
Use screening and growth-minded
evaluation tools coupled with lessons
learned in an urban teacher residency
program in Los Angeles to support new
teachers so they thrive from preservice,
job placement, and in their first two
years of teaching. Based on the strengths
and needs of your school site or district,
design differentiated support to develop
equity-minded teachers. Become versed in
researched-based tools to uncover teacher
disposition that is “best fit” for urban school
settings.
SUNDAY
Explore a model of collaborative and
reflective communities of practice
that are focused on improving student
learning through standards-based goal
setting. Investigate how a school district
trains and supports gradelevel and
department communities of practice to
explore, monitor, and adjust curriculum,
instruction, and assessment to improve
student learning. Learn how a goal-setting
process can be utilized for the purpose of
measuring student growth as a component
of a teacher evaluation and measurement
model.
J36 |
J38 |
Novice Teacher Retention
Professional Learning Communities
Measurement Beyond Service Years for 21st-Century Learning
SATURDAY
J34 |
Standards-Based Goal Setting
Through Collaborative Teaming
83
DECEMBER 6, 2016
SUNDAY
SATURDAY
J40 |
Building School-Community
Partnership: The EQUAL Experience
EQUAL, an equine-assisted learning
program, uses equine activities to explicitly
teach social and emotional skills to
secondary students. Learn how a school
worked together with EQUAL to support
the social and emotional development of
its students at-risk for learning difficulties.
Explore the professional learning and
collaborative strategies used to strengthen
the school-community partnership and
the impact of the partnership on students’
social and emotional development.
Ailsa Goh, National Institute of Education,
Singapore, ailsa.goh@nie.edu.sg
Carol Tan, National Institute of Education,
Singapore, carol.tan@nie.edu.sg
Cher Chong Tan, Ministry of Education,
Singapore, tan_cher_chong@moe.gov.sg
WEDNESDAY
TUESDAY
MONDAY
J41 |
Creating Shared Visions of
Excellence Through Studio Days
Hear how a school district implemented
studio days for all middle school English
language arts, math, and science teachers.
Discover a model of excellence that gives
teachers and administrators opportunities
to reflect on their own practice. See how
studio days include collaborative teacher
planning, observation of an expert teacher,
debriefing, and reflection on observed
instruction. Learn about three different
intentional structures for studio days and
leave being able to design effective and
impactful studio days for your own system.
Monica Chandler, Renton School District,
Renton, WA, monica.chandler@rentonschools.us
Genevieve Ramsey, Renton School District,
Renton, WA,
genevieve.ramsey@rentonschools.us
Kimberly Booker, Renton School District,
Renton, WA, kimberly.booker@rentonschools.us
Kelly Jones, Renton School District, Renton,
WA, kelly.jones@rentonschools.us
Megan Heineman, Renton School District,
Renton, WA, megan.heineman@rentonschools.us
J42 |
Creating a Gender-Inclusive School
Culture
See how educators are learning about
antihomophobia education and using it
in their schools and classrooms. Explore
how teachers in British Columbia are
making their schools and classrooms safe
for all students, including LGBTQ students.
Acquire strategies to prevent and address
homophobia, transphobia, and create
gender-inclusive schools and classrooms.
Heather Kelley, British Columbia Teachers’
hokelley@gmail.com
David Butler, British Columbia Teachers’
davidfromcanada@yahoo.com
J43 |
Systems Coaching: Building and
Sustaining Effective District
Practices
Review the research base regarding
organizational change and systems
coaching and discuss implications for
school districts. Observe, discuss, and
evaluate strategies for identifying district
priorities and developing standards of
practice. Identify appropriate data sets for
district priorities and participate in datadriven dialogue connecting leadership
practices with identified outcomes.
Reflect on your own school or district
strengths and needs in the area of systems
development and district team building to
develop a plan for strengthening school
and district leadership.
Tina Mondale, Jackson County School District 9,
Eagle Point, OR, mondalet@eaglepnt.k12.or.us
Cynda Rickert, Jackson County School District
9, Eagle Point, OR, rickertc@eaglepnt.k12.or.us
Tiffanie Lambert, Jackson County School District
9, Eagle Point, OR, lambertt@eaglepnt.k12.or.us
Jen Mason, Jackson County School District 9,
Eagle Point, OR, masonj@eaglepnt.k12.or.us
J44 |
Aboriginal Education:
Understanding the Past to Move
Forward
Gain a stronger understanding of why First
People Principles of Learning should be
embedded in a meaningful and relevant
way into school curricula. Increase your
confidence to allow the various entry
points of Aboriginal education to be valued
and respected. Leave understanding of
how Aboriginal education impacts all
learners and society.
Brad Baker, North Vancouver School District #44,
North Vancouver, BC, Canada, bbaker@sd44.ca
Stephanie Maki, North Vancouver School
smaki@sd44.ca
J45 |
How Learning Forward Foundation
Can Help Enhance Leadership
Enhancing leadership is the Learning
Forward Foundation’s focus by
underwriting individuals, teams, and
affiliates through grants and scholarships
focused on change and improving
practice. Become aware of the types of
grants and scholarships from the Learning
Forward Foundation and their purposes.
Get guidelines and tips on funding
opportunities and the way a proposal
is scored for acceptance. Leave with an
understanding of the expectations for
evaluation of proposals for grants and
scholarships.
Jo Wood, Saint Louis University, St. Louis, MO,
jwood23@slu.edu
Victoria Duff, Learning Forward, Toms River,
NJ, victoria.duff@learningforward.com
84
TUESDAY
2:30 PM -4:30 PM
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
J51 |
Leadknowledgy: Implementing the
Magnificent Seven
A growing body of research finds that
student feedback on teacher performance
can provide valid and reliable ratings
of instructional quality. Student survey
responses hold potential as a source of
guidance for teacher development. Test the
potential for student survey reports to help
teachers improve areas of focus identified by
their students and gain strategies for using
student survey data to improve practice.
Students are key stakeholders in their
education, and therefore, deserve to
have a voice in how that education is
shaped. See examples of meaningful
student voice in classrooms, schools, and
districts across Canada. Walk away with
tools and strategies you can implement
at all levels to increase student voice and
engagement. Understand how to go about
starting a district students’ council, and
then eventually, a student trustee position.
Leave with examples of constitutions and
regulations that govern student trustees
across the country.
Leadknowlogy...practice the practical and
crucial understanding of how technology is
essential to the education sector, question
your own competency levels, and learn
different strategies and resources to
support your campus needs. Examine how
to leverage platforms that exist and use
open source applications. Analyze purpose
and relevance of digital practice and tools
and build personal efficacy around seven
priorities for future-ready leaders. See how
technology helps you support feedback,
capture and store data and evidence,
create communities of learners. Explore
how you can surmount the obstacles of
distance and inequality.
Ryan Balch, My Student Survey, Nashville, TN,
ryanbalch@mystudentsurvey.com
Laura Stiver-Walsh, Metro Nashville Public Schools,
Nashville, TN, laura.stiver-walsh@mnps.org
Area of Focus: Data
J47 |
A Book Talk: Leading Change
Jody Bergman, Roanoke, TX,
jodymwestbrook@yahoo.com
Terry Morganti-Fisher, Learning Forward,
Austin, TX, tamf5683@gmail.com
Acquire a foundational and evidenceinformed understanding of how teacherdirected professional learning designs,
enabled by technology, facilitate provincial
and state collective professional growth for
the broader benefit of students. Experience
how TeachOntario, an innovative online
platform for sharing, collaboration and
knowledge exchange, nurtures teacher
professional learning, fosters teacher
leadership, and demonstrates how more
than 3500 educators can make their
thinking and learning visible in a digital
medium.
Karen Grose, TVO, Toronto, ON, Canada,
kgrose@tvo.org
Katina Papulkas, TVO, Toronto, ON, Canada,
kpapulkas@tvo.org
J52 |
learningforward.org
WEDNESDAY
Learn quick and easy strategies for
determining the progress in your plans
to make an impact on adult learning
and school improvement. Discern the
difference between assessment of school
progress and evaluation of school progress.
Leave with a battery of tools that will help
determine where you are in your school
improvement efforts while allowing for
any mid-course adjustments to ensure the
destination.
J50 |
My Learning, My Way: Igniting
Teacher Leadership
TUESDAY
J48 |
Are We There Yet? Figuring Out if
We’re Making Progress Toward the
Destination
Valerie Wainright, Houston Independent
vwainrig@houstonisd.org
Queinnise Miller, Houston Independent
qmiller@houstonisd.org
MONDAY
Learn the eight steps to successful change
as described by John Kotter. Experience
the process for identifying components in
each of the steps. Use a change project to
experience the eight steps to successful
change. Participants do not need to have
read the book to attend this session.
Nick Milum, Student Voice Initiative Canada,
Montreal, QC, Canada, nick@studentvoicei.org
Rohan Nuttall, University of British Columbia,
Vancouver, BC, Canada, rohan.nuttall@ubc.ca
SUNDAY
J49 |
Meaningful Student Voice in the
Classroom, School, and District
SATURDAY
J46 |
Identifying Areas of Focus Using
Student Survey Data
Michael Murphy, Richardson, TX,
mmurphy170@gmail.com
85
DECEMBER 6, 2016
TUESDAY
2:30 PM -4:30 PM
SATURDAY
TECHNOLOGY SHOWCASE SESSIONS | SET K
Register for these sessions and experience technology presentations and
demonstrations in the exhibit hall. Find cutting-edge solutions to your greatest
professional learning challenges in either a classroom setting or in informal roundtable
conversations. Explore the latest in tools, resources, and strategies to help develop and
support educators in implementation efforts. Discover how to increase the effectiveness
of your professional learning delivery systems.
K01.1 |
MONDAY
SUNDAY
2:30 p.m. - 3 p.m.
K01.2 |
K02.1 |
2:30 p.m. - 3 p.m.
3 p.m. - 3:30 p.m.
More on Using Moodle in a Blended Mastering the Dance: Exploring
Classroom
Literacy Coaching Conversations
Using Moodle in a blended classroom has
the potential for positive impact when
used in classrooms and can produce
improvements in student achievement.
Gain an introduction to the blended
learning environment and the possibilities
that arise from teaching and learning
in such a setting. Explore examples of
how Moodle can help create balanced
assessments and improve students’
technology skills. See how elements of
Game Theory can be interwoven with
Moodle to engage and motivate learning.
Jeff Campbell, Chilliwack School
District #33, Chilliwack, BC, Canada,
jeff_campbell@sd33.bc.ca
Literacy coaches need to pay careful
attention to conversational and coaching
moves while conferring individually with
teachers. Hear how coaches can hone
their dialogue skills so that they are talking
with teachers in ways that help them feel
empowered to move to the next stages
of reflection and planning. See how to
create a note-taking guide for literacy
professionals to use as they watch videos
of their own coaching conversations and
notice specific pieces on which to improve,
one at a time.
Bethanie Pletcher, Texas A&M University at
Corpus Christi, Corpus Christi, TX,
bethanie.pletcher@tamucc.edu
K01.3 |
2:30 p.m. - 3 p.m.
TUESDAY
Measuring the Quality of
WEDNESDAY
Learning Forward’s Standards Assessment
Inventory (SAI) is a valid and reliable tool
that measures alignment of a school’s
professional learning practices to the
Standards for Professional Learning. Learn
how this 50-item survey provides you with
valuable data on teachers’ perceptions
of professional learning; highlights the
successes and challenges your system
faces with professional learning practices
and implementation; and helps you
identify actions that increase the impact of
Tom Manning, Learning Forward, Dallas, TX,
tom.manning@learningforward.org
86
Practice What You Preach: Using
Technology to Engage All Learners
Engaging adult learners is essential
for creating high-quality professional
development and today’s technology gives
us some exciting options for doing this.
Experience several tools that can be used
to engage your audience, get formative
feedback, and encourage collaboration
among participants. Leave with several
technology tools that can be used during
your next workshop that will help you
model promising practices for today’s
classrooms.
Nancy Mangum, The Friday Institute for
nkmangum@ncsu.edu
Mary Ann Wolf, The Friday Institute for Educational
Innovation, Raleigh, NC, mawolf@ncsu.edu
Lauren Acree, The Friday Institute for
lkmilam@ncsu.edu
K02.2 |
3 p.m. - 3:30 p.m.
TECHNOLOGY SHOWCASE SESSIONS | SET K
K03.1 |
3:30 p.m. - 4 p.m.
Five Ways Micro-credentials Can
Transform Professional Learning
Gain a foundational understanding of
micro-credentials and the theoretical
framework for using micro-credentials to
support professional learning. Explore five
ways that micro-credentials can transform
professional learning for teachers. Evaluate
how micro-credentials address or fail
to address common challenges with
professional learning and consider policy
enablers and barriers for local agencies
as they consider implementing microcredentials.
Lauren Acree, The Friday Institute for
lkmilam@ncsu.edu
Mary Ann Wolf, The Friday Institute for
mawolf@ncsu.edu
K03.2 |
CONNECTING
LANDSCAPES
for LEARNING
VANCOUVER
3:30 p.m. - 4 p.m.
Taking Your Professional Learning
Community to the Next Level
Gain a simple process for facilitating
professional learning communities (PLCs)
that engage each teacher’s intellectual
curiosity; build a trusting, positive team
culture; and focus on concrete action steps
to improve student learning. Walk away
with tools that will enable you to begin
implementing highly effective PLCs as soon
as you return to your school.
Monica Martinez, ConsultEd Strategists,
Tiburon, CA, mmartinez@mmconnected.com
Dara Barlin, DARE Consulting, Los Angeles, CA,
dgbarlin@gmail.com
4 ways to register:
processing.
ONLINE
K04.1 |
4 p.m. - 4:30 p.m.
MAIL
Oxford, OH 45056
FAX
513-523-0638
SCAN
DEC. 3-7, 2016
VANCOUVER
87
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
TL11 |
Understanding and Promoting
Young Children’s Health and WellBeing Using Population Data
8 a.m. - 9 a.m.
What are the ways in which we can
promote children’s social and emotional
competence and well-being--protective
factors that have been identified to
promote resiliency, positive mental health,
and school success? Understand the
factors that forecast children’s success
in school and in life and hear about
ways to guide children in desirable
directions. Gain an overview of how
the Human Early Learning Partnership
(HELP) is working to understand how to
help propel children away from risk and
vulnerability and toward resiliency and
well-being. See how population-level data
relates to children’s social, emotional, and
cognitive competence to context (e.g.
neighborhood, socioeconomic status) and
can influence systemwide decision making
about programs and services in schools
and communities.
“
TUESDAY
MONDAY
SUNDAY
SATURDAY
Kimberly Schonert-Reichl, University of
British Columbia, Vancouver, BC, Canada,
kimberly.schonert-reichl@ubc.ca
Kimberly SchonertReichl is an applied
developmental
psychologist and a
professor in the Human
Development, Learning,
and Culture in the
Faculty of Education at
the University of British
Columbia (UBC). She is also the director of the
Human Early Learning Partnership (HELP), an
interdisciplinary research unit in the School of
Population and Public Health in the Faculty of
Medicine at UBC. Prior to her graduate work,
Schonert-Reichl worked as middle school
teacher and then as a teacher at an alternative
high school for at-risk adolescents.
Pippa Rowcliffe, University of British Columbia,
Vancouver, BC, Canada, pippa.rowcliffe@ubc.ca
Pippa Rowcliffe
has worked for the
Human Early Learning
Partnership (HELP) at
University of British
Columbia, first as the
executive director of
the Council for Early
Child Development and
then as the knowledge translation director.
In July 2014, Rowcliffe assumed the position
of interim deputy director of HELP. She has a
particular interest in health equity and the social
determinants of health, and also in the fields of
community systems change and evaluation.
WEDNESDAY
Without a doubt, this is the best professional
conference for central office and school-based
supervisors and administrators. The level of
presenter quality and expertise, coupled with
the content of the sessions, is second to no
other organizational conference. Visionary and
thought-provoking, Learning Forward truly leads
by example and embodies how professional
learning should be delivered to professionals.
~Susan Brown
88
”
TL12 |
Building Deep Professional
Learning Environments: What
Educators Need to Know
9 a.m. - 10 a.m.
Evidence has been
mounting for
years that many
of the challenges
experienced
by secondary
students such as
disengagement,
dissatisfaction, and dropping out are
significantly linked to their learning
environments and a teaching gap: the
difference between what we know to
be effective teaching and the quality
of teaching that students are often
experiencing. Hear about a provocative
set of new evidence-based school
improvement strategies that are being
applied with success to build deep learning
for students, teachers, and principals.
Explore action research initiatives that
serve as powerful levers for achieving the
changes that we aim to see in schools and
school communities.
Ron Canuel, Canadian Education Association,
Toronto, ON, Canada, mcooke@cea-ace.ca
Ron Canuel has been president and CEO of the
Canadian Education Association since 2010,
and has over 40 years of experience in the
public education sector. As the former director
general of the Eastern Townships School Board
in Quebec, Canuel was the principal architect
of one of the first Canadian districtwide 1:1
laptop programs for students and teachers, and
has received numerous awards in recognition
of this groundbreaking initiative. He has been
a frequent presenter, panelist, and lecturer
at national and international conferences on
student and teacher engagement, change
management, innovation in education,
leadership, and classroom technology
integration. Canuel is currently leading the
delivery of a unique professional development
program that supports Indigenous and nonIndigenous educators and their communities to
drive change in their schools.
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
CONCURRENT SESSIONS | SET L
Learn about a networked community that
shares learning across diverse districts
and CMOs to improve the design and
implementation of PD, such that teachers
measurably improve their practice and
thereby accelerate student growth.
Understand the critical components
of a strong community of practice and
the steps to creating a collaborative
learning community. Discover how
to create a sustainable structure that
fosters professional learning and leads to
continuous improvement and changes
in teacher practice. Identify common
problems of practice that may exist across
districts, as well pathways to address those
issues in a collaborative and effective
manner.
Examine how a high school implemented
an equitable, data-driven student
scheduling system with rigorous academic
pathways to increase rigor for all students.
Explore how improved academic progress
resulted from developing a challenging
and equitable Advanced Placement (AP)
program, redesigning middle school
courses, implementing new innovative
electives designed to re-engage reluctant
learners, and instituting a new extra-help
class. Leave understanding how teacher
teams moved student learning forward
with strategies for equitable student
placement in rigorous courses.
L02 |
International Teacher
Professionalism and Standards for
Learn how to develop and implement
individualized teacher learning plans
aligned with their identified growth
needs to improve instructional practices
and student achievement. Experience a
systematic process that allows teachers
and administrators to collaboratively
integrate Learning Forward’s Standards for
Professional Learning in the individualized
learning plan. Discover how popular
technology tools can be used to support
the development and implementation of
teachers’ individualized learning plans.
Susan Jones, Tennessee State Department of
Education, Nashville, TN, susan.jones@tn.gov
Amy McWhirter, Cheatham County School
District, Pleasant View, TN,
amy.mcwhirter@ccstn.org
Bethanne Augsbach, Monroe Township
School District, Morganville, NJ,
baugsbac@monroe.k12.nj.us
Area of Focus: Data
L06 |
Learning and Leading Through
Professional Learning Plans
Hear how two school districts, one urban
and one rural, strengthened professional
learning communities through professional
learning plans. Learn how they utilized a
cycle of professional inquiry to engage
educators around these fundamental
questions: What do I need to know and be
able to do to support student learning?
What can I do to help students learn best?
What can we, as colleagues committed
to these students, do together? See
how these districts influenced teacher
effectiveness by engaging learning teams
in ongoing cycle of improvement, analysis,
and reflection.
Kathy Wiebke, Arizona K12 Center, Phoenix,
AZ, kwiebke@azk12.org
Daniela Robles, Balsz Elementary School
District, Phoenix, AZ, drobles@balsz.org
Christie Olsen, Lake Havasu Unified School
District, Lake Havasu City, AZ,
colsen@havasu.k12.az.us
Register by Oct. 1
and save $50!
WEDNESDAY
Deborah Boyd, Lipscomb University, Nashville,
TN, deborah.boyd@lipscomb.edu
L04 |
Individualized Learning Plans:
District- and School-Level
Approaches
Ann Pearce, Santa Fe Trail BOCES, Littleton, CO,
dr.annpearce@gmail.com
Jenny Edwards, Fielding Graduate University,
Santa Barbara, CA, jedwards@fielding.edu
when you register
for a 3-, 4-, or
5-day conference
attendance
TUESDAY
In 2016, the Organization for Economic
Cooperation and Development
(OECD) released Supporting Teacher
Professionalism, a report on the Teaching
and Learning International Survey (TALIS).
Examine these findings through the
lens of Learning Forward’s Standards
for Professional Learning. Consider the
knowledge, skills, and practices that
teachers must have to be effective
educators and how teacher leaders
can apply international models in the
U.S. Review the TALIS results to analyze
and compare supports for teacher
professionalism, particularly as they relate
to high-performing countries.
Explore how you can measure the
impact of your professional development
initiatives on teacher beliefs, dispositions,
and practice. Learn how to develop
initiative outcomes and to identify
appropriate tools for measuring the
outcomes. Discover valid assessment
instruments that are available for low
or no cost. Leave with a draft plan for
documenting the effectiveness of your
professional learning efforts.
MONDAY
Michelle King, Learning Forward, Dallas, TX,
michelle.king@learningforward.org
Nick Morgan, Learning Forward, Newton, MA,
nick.morgan@learningforward.org
Tyrone Olverson, Finneytown Local Schools,
Reynoldsburg, OH, tyolverson@gmail.com
L05 |
Measuring Impact of Professional
Development on Teacher Growth
SUNDAY
L03 |
Scheduling for Academic Progress:
Data, Rigor, and Support
SATURDAY
L01 |
Redesign PD Community of
Practice: Lessons from the Field
89
DECEMBER 7, 2016
SUNDAY
SATURDAY
L07 |
Instructional Leadership: Engaging
Adult Learners
Learn how to drive your school and system
priorities forward with instructional
leadership that walks the talk. See how
to align with adult learners from all levels
of your school district and apply the
principles of assessment to your leadership
practice. Experience practical and informed
strategies, protocols, and processes that
can be used immediately.
Sandra Herbst, Connect2learning, Courtenay,
BC, Canada, sandra@connect2learning.com
Anne Davies, Connect2learning, Courtenay,
BC, Canada, anne@connect2learning.com
Brenda Augusta, Connect2learning,
Courtenay, BC, Canada, brenda@
connect2learning.com
TUESDAY
MONDAY
WEDNESDAY
Engage in dialogue about educational
equity using structured protocols
that let leaders and teachers deeply
examine beliefs and practices that
impact instructional practice. Review one
district’s approach to launching successful
professional learning initiatives that
challenge the notion of “one-size-fits-all”
to close disproportionate achievement
gaps and accelerate student learning. Gain
understanding and expertise in developing
culturally responsive instruction.
Scott Fowler, New York City Department of
Education, New York, NY, sfowler@nyc.rr.com
Donnett Langley-Samuels, New York City
Department of Education, New York, NY,
dlangleysamuels@schools.nyc.gov
Kati Pearson, Lake County Schools, Howey-inthe Hills, FL, pearsonk@lake.k12.fl.us
Kathy Perez, Saint Mary’s College of California,
Alameda, CA, kperez@stmarys-ca.edu
90
Explore options for expanding your school
or district’s ability to communicate with
staff, students, and parents quickly and
inexpensively by using e-blasts and social
media. Learn the tricks to using a template
to create professional looking e-blasts
and the pitfalls to avoid. Consider the
advantages and disadvantages of using
email services; the importance of copyright
and student release forms; and how to
use Twitter, Instagram, and Facebook
communities.
Explore creative strategies to activate
conditions for a culture of thinking and
curiosity. See how to ensure that all
students acquire key concepts and skills
through varied activities and assignments
that tap individual interest and motivation.
Discover brain-friendly techniques to
accelerate learning and student success.
Identify specific student, teacher, and
organizational behaviors that allow
creativity and innovation to thrive in the
classroom.
Linda Darcy, Newington Public Schools,
Newington, CT, ltdarcy@icloud.com
Melissa Delaney, Newington Public Schools,
Newington, CT, mdelaney@npsct.org
CONFERENCE ICONS
L11 |
Getting Comfortable Being
Uncomfortable: A Culture of Equity
L10 |
Igniting Creativity and Curiosity in
Your Diverse Classroom
Understand how to help students,
teachers, clerical staff, administrators, bus
drivers, and food services employees learn
how to de-stress during the day. See how
one district has integrated mindfulness
strategies into the daily life of the school
community and learn about the positive
impact it has had. Experience first-hand
several, easily accessible, mindfulness
techniques that can be used in a classroom
or an office. Create an action plan for
infusing mindfulness into your own district,
school, or classroom.
8 AM - 10 AM
L09 |
Updating and Expanding School
Communication Using Technology
L08 |
Mindful or Mind Full? One District’s
Journey
WEDNESDAY
L12 |
Implementing the Framework for
Teaching With Fidelity
Hear about one urban district’s journey
to connect the pieces of Charlotte
Danielson’s Framework for Teaching,
leadership, and learning communities to
design and implement instructional best
practices for all teachers. See how to start
or strengthen your school district’s current
implementation of continuous learning
for leaders. Explore concrete examples of
successfully implementing the Framework
for Teaching and identify potential pitfalls
to implementation.
Gregory Betts, Westside Community Schools,
Omaha, NE, betts.gregory@westside66.net
Susan Presler, Omaha, NE,
susanpresler57@gmail.com
this icon.
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
Matt Pavao, Burlingame School District,
Burlingame, CA, mpavao@burlingameschools.org
Rob Lobovsky, Peel District School Board,
robert.lobovsky@peelsb.com
Hilda Pierorazio, Peel District School Board,
hilda.pierorazio@peelsb.com
Cheryl Dell, Peel District School Board,
cheryl.dell@peelsb.com
L16 |
Coaching Through Teacher
Resistance
Learn how to coach or mentor resistant
coaches and mentees by applying
Robert Kegan’s ideas of constructivedevelopmental theory as synthesized by
Eleanor Drago-Severson in her work on
the different ways of knowing. Review
case studies and use role-playing to
become better at working with resistant
coachees. Develop applicable strategies for
working with resistant coachees. Explore
an analytical tool to approach resistant
coaches and mentees.
Alyson Dowda, Sullivan County Schools,
Kingsport, TN, alyson.dowda@sullivank12.net
L18 |
Handling Difficult Discussions With
Ease
Recognize different types of difficult
discussions that one might have as a
teacher leader, administrator, union
leader, or in a classroom setting. Learn
different strategies to approach potential
high-stakes conversations and situations.
Practice having these conversations with
fellow participants in a safe setting. Leave
with a greater understanding of yourself
and how you deal with difficult discussions.
Michele O’Neill, Connecticut Education
Association, Hartford, CT, micheleo@cea.org
Katherine Field, Connecticut Education
Association, Hartford, CT, katef@cea.org
TUESDAY
Learn how a district intentionally designs
opportunities to develop and nurture
aspiring teacher leaders and supports
them after they become vice principals
or principals. Investigate a replicable and
sustainable model that develops leaders
through coaching and mentoring to build
the technical and relational skills necessary
for school and district success. Examine
how a district uses a comprehensive
induction program for aspiring and newly
appointed school leaders.
Erin Dorso, Educational Service District 123,
Pasco, WA, edorso@esd123.org
personalized learning journey that began
by starting with the “Why?” in her own
classroom and spread throughout her
district. Feel inspired to bring innovation
to your students through Genius Hour,
Individualized Playlists, and the Question
Formulation Technique. Develop ideas for
spreading innovation in your school or
district.
MONDAY
L14 |
Developing Leadership: Aspiring
and Newly Appointed School
Administrators
Reflect on the power of inviting teachers
voices to the curriculum development
table and how classroom expertise can
inform curricular decisions. Gain practical
knowledge about how to facilitate a
team of teachers through the curriculum
design process, including analyzing
data, researching instructional practices,
working in a community of practice, and
mapping and aligning curriculum, both
vertically and horizontally. Become versed
in a process and set of materials to use for
a successful curriculum review and design
experience.
SUNDAY
Learn effective ways to communicate
ideas and create visual stories to launch
actions that will create change. See how to
enhance your everyday presentations and
become a world-class creator regardless
of your knowledge of technology.
Understand how to connect with your
audience and how to unclutter your
presentations to send a clear message.
Reflect on the ideas of communicators
such as Steve Jobs, Nancy Duarte, Kenneth
Blanchard, and Garr Reynolds.
L15 |
L17 |
Teachers as Curriculum Designers: A Calling All Innovative Educators
Discover an elementary teacher’s
Collaborative Process
SATURDAY
L13 |
Presentation Transformation
WEDNESDAY
John Boggs, Bloom Township District 206,
Chicago Heights, IL, jboggs@sd206.org
Ron Giglio, Bloom Township District 206,
Chicago Heights, IL, rgiglio@sd206.org
Joseph Malizia, Bloom Township District 206,
Chicago Heights, IL, jmalizia@sd206.org
Andrew O’Connell, Bloom Township District
206, Chicago Heights, IL, aoconnell@sd206.org
Rebecca O’Connell, Bloom Township District
206, Chicago Heights, IL, roconnell@sd206.org
91
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
SATURDAY
L19 |
Districtwide Program
Implementation: Proven Strategies
That Work
SUNDAY
Become knowledgeable about the leading
research and practical strategies that
will aid in building the district leadership
capacity necessary for successfully
implementing programming districtwide.
Gain knowledge about how to implement
programming that helps teachers
change their practice and enhance
student engagement. Design an effective
implementation strategy to strengthen
your district’s current work.
Lauren Segedin, Greater Essex County
District School Board, Windsor, ON, Canada,
lauren.segedin@publicboard.ca
L21 |
Seven Essential Factors to Engage
Teachers and Students
L23 |
GoPRO-fessional: Building
Collaboration in the 21st Century
Understand the essential factors in
engaging teachers and students to
outperform expectations: priorities,
inspiration, frequent observations, targeted
professional development, planning time,
access to materials, and ongoing coaching.
See how to create a framework to sustain a
high level of performance and yet also be
nimble enough to respond to the needs of
all community members.
Discover how a school with an awardwinning mentor program strengthened
adult learning and culture through the
introduction of virtual technology. Get
inspired by a 21st-century learning model
through experimentation with GoPro
cameras and team-based activities.
Walk away with a refreshed perspective
on adult learning and a personalized
action plan that you’ll be excited to
implement within your own professional
community. Improve student outcomes by
demonstrating how technology supports
Universal Design for Learning concepts
in both special and general education
classrooms. Gain effective, real-time
strategies to analyze lessons and student
reactions to them.
Erica Herro, Stevenson School, Carmel, CA,
eherro@stevensonschool.org
Molly Bozzo, Stevenson School, Carmel, CA,
mbozzo@stevensonschool.org
TUESDAY
MONDAY
L20 |
Video-Enabled Professional
Learning: Case Studies and Toolkit
Learn how educators across Washington
State are using video for self-reflection,
peer collaboration, coaching, and creation
of video libraries. Become familiar with
a comprehensive toolkit that provides
teachers, coaches, principals, and
administrators with the resources, tools,
research, and protocols necessary to
implement video-based professional
learning. Understand the importance of
high-quality feedback and how video can
be used as a powerful tool for improving
teaching quality.
Shawn Edmondson, Washington STEM,
Seattle, WA, shawn@washingtonstem.org
Amanda Fankhauser, Washington STEM,
Seattle, WA, amanda@washingtonstem.org
“
L22 |
Building a Culture of Efficacy
Through Impact Teams
Understand how a district learned to build
efficacy through a model teams approach.
Hear how five schools were challenged
to refocus their professional learning
communities to efficiently and effectively
build teacher efficacy through the
formative assessment process. Experience
how the teams developed collaborative
expertise to build collective efficacy by
focusing their meetings on what matters:
students at the center of the learning
process.
Regina Tottenham, New York City
Department of Education, Brooklyn, NY,
rtotten@schools.nyc.gov
Courtney Rattenbury, New York City
crattenbury@schools.nyc.gov
Elizabeth Sandoval, New York City
esandovallacy@schools.nyc.gov
Maura Flanagan, New York City
mflanagan2@schools.nyc.gov
Lillian Greco, New York City Department
of Education, Brooklyn, NY,
lgreco2@schools.nyc.gov
Chris Templeton, Reeds Spring School District,
Reeds Spring, MO, cvtempleton@gmail.com
Barb Pitchford, The Core Collaborative, Aspen,
CO, barbpitchford@gmail.com
WEDNESDAY
”
Learning Forward’s annual conference always challenges my work
and pushes me forward to implement new innovative programs. This
is my learning conference every year.
~Leanne Long
92
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
Finding time for job-embedded
professional learning is one of the most
frequently cited challenges. Consult with
coaches and leaders who have experience
with processes and tools to increase or
refine the use of educator collaboration.
Give yourself time to explore possible goals
as you reimagine the possibilities.
How can school leaders effectively
address racial equity to transform
teaching and learning environments and
student outcomes in the context of new
Professional Standards for Educational
Leaders? Explore how leaders can
implement coherent systems of curriculum,
instruction, assessment, and discipline
that build educator and student capacities
for racial equity. Discover resources
that are culturally relevant and student
centered. Examine your current capacity for
organizing schools or districts to transform
academic and social experiences for boys
and young men of color.
Explore what the inclusion of perspectives
and content through the lens of the First
Peoples Principles of Learning might mean
for the classroom and school. Examine
the principles in some detail and come
to understand how they can be used to
support learning that is personal, holistic,
embedded in relationship, authentic,
and relevant for all students. Learn about
additional resources that can help teachers
integrate First Peoples content and
perspectives into their classrooms.
Irma Zardoya, New York City Leadership
Academy, Long Island City, NY,
irma@nycleadershipacademy.org
L25 |
Elevate, Collaborate, and
Investigate
Experience how a large comprehensive
high school is using an impact team
model to refocus its professional learning
communities (PLC). See and learn about
the foundational components of the
impact team model, which is a studentcentered PLC designed to strengthen
student, team, and teacher efficacy by
scaling up expertise related to studentcentered assessment. Learn how school
administrators built leadership capacity
to facilitate effective teams committed to
creating assessment-capable learners.
Katherine Smith, Lyons Township High School
D204, LaGrange, IL, ksmith@lths.net
Brian Waterman, Lyons Township High School
D204, LaGrange, IL, bwaterman@lths.net
Paul Bloomberg, The Core Collaborative, San
Diego , CA, paul@thecorecollaborative.com
Learn how to engage leaders and
coaches in collaborative, job-embedded
professional learning to improve the
effectiveness of feedback conversations
with teachers. Experience a collaborative
process of short classroom visits, videorecorded coaching conversations,
and reflection to strengthen feedback
conversations that result in excellent
teaching and learning. Identify
opportunities for applying new learning
in your current capacity to foster effective
feedback conversation skills at your site.
Jennifer Shepard, Clay County School District,
Green Cove Springs, FL, jlshepard@oneclay.
net
Ryan Widdowson, Clay County School District,
Green Cove Springs, FL,
rewiddowson@oneclay.net
Emily Weiskopf, Clay County School District,
Green Cove Springs, FL,
edweiskopf@oneclay.net
Lydia Creel, Clay County School District, Green
Cove Springs, FL, lmcreel@oneclay.net
WEDNESDAY
Julie Van Caeyzeele, Louis Riel School
Division, Winnipeg, MB, Canada,
julie.vancaeyzeele@lrsd.net
Ange Neufeld, Louis Riel School Division,
Winnipeg, MB, Canada, ange.neufeld@lrsd.net
Kathy Klenk, Louis Riel School Division,
Winnipeg, MB, Canada, kathy.klenk@lrsd.net
Tannis Steiman, Louis Riel School Division,
Winnipeg, MB, Canada, tannis.steiman@lrsd.net
L27 |
Putting the Learning Back into
Professional Learning Communities
L29 |
Improving Feedback Conversations
Through Public Practice and
Collaboration
TUESDAY
Learn how to collaborate within school
teams to focus on a schoolwide inquiry
initiative about identity to motivate and
engage learners. Experience a process of
building capacity by creating proactive
learning partners among teacher teams,
students, and the community. Explore an
interdisciplinary inquiry framework that
incorporates deeper learning, learning
partnerships, leveraging digital technology,
and the learning environment. Examine
how different early and middle year gradelevel teams adapt, according to students’
ages and interests, inquiry-based learning
on a common theme.
Jo Chrona, First Nations Education Steering
Committee, West Vancouver, BC, Canada,
jchrona@fnesc.ca
MONDAY
Lisa Pryor, National Center on Time and Learning,
Boston, MA, lpryor@timeandlearning.org
Colleen Beaudoin, National Center on Time and
Learning, Boston, MA, cbeaudoin@mass2020.org
Laura Middleton, National Center on Time and
Learning, Boston, MA,
lmiddleton@timeandlearning.org
Seth Edwards, Lake County Schools, Howey-inthe-Hills, FL, edwardss1@lake.k12.fl.us
Jennifer Carr, Fresno Unified School District,
Fresno, CA, jennifer.carr@fresnounified.org
Heather Allen, Fresno Unified School District,
Fresno, CA, heather.allen@fresnounified.org
SUNDAY
L28 |
Transforming Education Through
First Peoples Principles of Learning
SATURDAY
L24 |
L26 |
Redesign PD Coaching: Establishing Practical Applications of Racial
Time for Professional Learning
Equity Standards and Tools
93
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
SUNDAY
SATURDAY
L30 |
Paving the Path to Productive
Teams and Workgroups
Do your meetings spiral out of control?
Do you wonder what skills are needed to
create a productive meeting in a school
or district setting? Pave your path with
greater confidence to address situations
that surface and pack a toolkit of strategies
to ensure your next meeting is a success.
See how to plan and facilitate an effective
meeting to build a cohesive team to reach
intended goals.
Gail Morgan, Council for Leaders in Alabama
Schools (CLAS), Montgomery, AL,
gail@clasleaders.org
WEDNESDAY
TUESDAY
MONDAY
L31 |
Redefining Special Education:
Changing the Landscape of Early
Intervention
Learn how a school district redefined
the landscape of early intervention.
Challenge traditional notions of school
readiness and special education through
the application of current cognitive and
developmental neuroscience. Recognize
core elements required to build a strategic
learning design for early learning and
early identification. Assess student data
to spark community engagement and
target early intervention systemically.
Investigate school district and community
structures that impede or enhance
building instructional capacity and related
understandings in the early years.
Sandra-Lynn Shortall, West Vancouver
School District, West Vancouver, BC, Canada,
sshortall@wvschools.ca
Maureen Lee, West Vancouver School District,
West Vancouver, BC, Canada,
mlee@wvschools.ca
David Platt, West Vancouver School District,
West Vancouver, BC, Canada,
dplatt@wvschools.ca
L32 |
Access for All Learners in All
Classrooms
See how a high school built its master
schedule to support co-teaching teams.
Analyze student data to determine
co-teaching sections and build a model
schedule to support the learning of
all students. Build parity among your
co-teaching teams to increase reflective
classroom practices for all learners. Utilize
paraprofessionals in the general education
classroom effectively.
Tara Keith, Palo Alto Unified School District,
Palo Alto, CA, tkeith@pausd.org
Denise Herrman, Palo Alto Unified School
District, Palo Alto, CA, dherrman@pausd.org
Teri Lee, Palo Alto Unified School District, Palo
Alto, CA, tlee@pausd.org
L33 |
Teachers at the Forefront of
Sustainable Systemic Change
Learn how to systematically establish,
analyze, and sustain a culture of learning,
which is the foundation for professional
learning communities. Engage in planning
and allocating resources to create powerful
teacher leadership teams that generate
effective staff development for teachers
and by teachers. Learn how to leverage
professional learning community data
to strategically influence the practices,
processes, and efficacy that lead to an
embedded culture of learning for all.
Anthony Brazouski, Whitnall School District,
Eagle, WI, abrazouski@gmail.com
Kristine Hipp, Cardinal Stritch University,
Milwaukee, WI, kahipp@stritch.edu
Register by Oct. 1
and save $50!
94
when you register
for a 3-, 4-, or
5-day conference
attendance
L34 |
Flipping EdTech Professional
Development: Going From
Techphobic to Techliterate
Supercharge your professional
development effectiveness by modeling
tech-enabled activities and resources
that support daily instructional and class
management challenges. Discover how
Google Apps for Education and 100s
of other free apps can be used to spark
innovation and uncover the tech genius
among even the most techphobic.
Learn how flipping your professional
development may not only move
teacher practice, but also make teacher
development into active and collaborative
parts of organizational culture. Receive
access to a collection of resources and
activities that can be easily customized for
immediate use.
Angelina Millare, Opportunities for Learning
Public Charter School, Pasadena, CA,
edtechfinder@gmail.com
Katy Allamong, Pathways In Education,
Pasadena, CA, kallamong@emsofl.com
L35 |
Innovative Tools for Professional
Growth
See how the peer collaboration cycle,
using individualized support through
coaching, mentoring, and professional
development for teachers, can guide
deliberate practice. Engage peers in
creating an action plan that facilitates
the successful implementation of peer
collaboration cycles. Understand how to
promote a growth mindset in professional
learning communities and recognize the
instructional professional as a lifelong
learner.
Jill Bartley, Miami Dade County Public Schools,
Miami, FL, jbartley@dadeschools.net
Jeannette Tejeda, Miami Dade County Public
Schools, Miami, FL, tejeda@dadeschools.net
Stephanie Rolle, Miami Dade County Public
Schools, Miami, FL, srolle@dadeschools.net
Kristin Trompeter, Miami Dade County Public
Schools, Miami, FL, ktrompeter@dadeschools.net
DECEMBER 7, 2016
WEDNESDAY
8 AM - 10 AM
We educators may feel overwhelmed
when, in addition to addressing overt
racism in our schools, we must tackle
unconscious racist feelings, known as
implicit bias. Consider solutions and
practices in which educators can engage,
including measuring and reducing implicit
bias. Gain research-based strategies to
counter stereotypes, build empathy, and
promote environments where students of
all backgrounds are welcomed, supported,
and academically successful. Leave with a
plan of action for reducing implicit bias by
building empathy, taking perspective, and
avoiding stereotypes.
SATURDAY
L37 |
Catalyst: A Docudrama on Student
Engagement and Transformation L36 |
Tackling Implicit Bias
SUNDAY
Experience Catalyst, a one-woman
docudrama from The Education Trust that
has sparked tough, honest conversations
in schools and districts across the country.
Take on tough questions of student
engagement, adult expectations, and
institutional power, examining the parallel
stories of two struggling students in two
very different schools. Leave reenergized,
reflective, and reminded of why you came
into this work in the first place.
Brooke Haycock, The Education Trust,
Washington, DC, bhaycock@edtrust.org
Frog Dance
Esther Cohn-Vargas, Not In Our Town,
El Sobrante, CA, cohnvargas@gmail.com
MONDAY
“
This conference continually challenges my thinking and truly makes me lean in
and reflect on the level of my own effectiveness and innovation as an educator.
If I’m not doing that...then how can I be a positive influence and improve the
schools for which I am tasked to improve? Thank you Learning Forward, for the
positive, internal cognitive dissonance your conference gave me this year!
”
TUESDAY
CONFERENCE ICONS
~Fran Miller
this icon.
WEDNESDAY
95
DECEMBER 7, 2016
SUNDAY
SATURDAY
SUMMIT SESSIONS | SET M
M01 |
A Conversation with Milton Chen,
Avis Glaze, and Denise Augustine
Keynote speakers Milton Chen, Avis Glaze,
and Denise Augustine will engage in a
moderated conversation on equity and
social justice as an educational imperative.
Sophie Loui (Invited), Global BC, Vancouver,
BC, Canada
Milton Chen, San Francisco, CA,
miltonchensf@gmail.com
Avis Glaze, Delta, BC, Canada,
edu-quest@avisglaze.ca
Denise Augustine, Cowichan Valley
School District, Duncan, BC, Canada,
daugustine@sd79.bc.ca
MONDAY
M02 |
Student Engagement in an Age of
Distraction
In this age of distraction, engagement
is often overlooked when planning for
student learning. Explore the relationship
between student engagement and
academic outcomes. Compare and contrast
the attributes of social, academic, and
intellectual engagement. Determine the
implications for policy and practice when
students are not engaged in their learning.
Examine the concept of flow and how to
deepen intellectual engagement.
TUESDAY
Steve Cardwell, University of British Columbia,
Delta, BC, Canada, steve.cardwell@ubc.ca
M03 |
Creating a Culturally Responsive
Learning Environment for All
Students
Understand how a culturally responsive
learning environment makes a positive
impact on student learning and
achievement. Articulate the meaning of
culturally responsive and be able to identify
the key aspects that are necessary to create
and sustain a culturally responsive learning
environment. Focus on connecting British
Columbia’s First Peoples Principles of
Learning and Aboriginal worldviews and
perspectives with the newly re-designed
British Columbia curriculum.
Perry Smith, Abbotsford School District #34,
Abbotsford, BC, Canada,
perry_smith@sd34.bc.ca
Shelly Niemi, School District #57 (Prince
George), Prince George, BC, Canada,
sniemi@sd57.bc.ca
M04 |
Finish the Dissertation
Taking inspiration from the dreadful
statistic that 69% of doctoral candidates
never finish, learn about a volunteer
group dedicated to providing one-toone assistance to doctoral candidates
at FinishTheDissertation.org. Hear from
dissertation advisors and chairpersons and
get support you need to finish working on
your doctoral degree.
Douglas Reeves, Creative Leadership
Solutions, Boston, MA,
dreeves@changeleaders.com
WEDNESDAY
12:15 PM -3:15 PM
M05 |
Sexual Orientation and Gender
Identity in Schools
Explore the compelling data about
students and staff who are struggling
with sexual orientation and gender
identity. Hear about one school district’s
experience and consider strategies that can
be implemented within districts, schools,
and classrooms to foster understanding.
Reflect on the structures currently in place
within your district, school, or classroom to
support LGBTQ youth. Develop a plan of
action using available resources.
Matt Carruthers, Delta School District, Delta,
BC, Canada, mcarruthers@deltasd.bc.ca
Maryann Cardwell, Delta School District, Delta,
BC, Canada, mcardwell@deltasd.bc.ca
M06 |
Increase Your Professional Learning
Community’s Impact on Student
Learning
Learn how to assess your school or district’s
current practices for collaboration and their
impact on teacher efficacy and student
learning. Use case studies to explore
transforming teacher teams into impact
teams that assess, learn, plan, and act
effectively together to improve teacher
practice and increase student learning.
Review templates, protocols, and tools to
transform your teams. Develop specific
action steps to implement this school year.
Karl Clauset, National Center for School Change,
Bellingham, WA, khclauset@comcast.net
Dave Nagel, NZJ Learning, Zionsville, IN,
davenagelvlplus@gmail.com
B.R. Jones, Jones County School District,
Ellisville, MS, drbrjones@gmail.com
WEDNESDAY
ARTWORK PROVIDED
BY LOCAL ARTIST
ROY HENRY VICKERS
96
DECEMBER 7, 2016
WEDNESDAY
12:15 PM -3:15 PM
M08 |
Building Sustainable District
Approaches to Communicate
Student Learning
Steve Andrews, Canadian Mental Health
Association, Abbotsford, BC, Canada,
bully_back_off@yahoo.com
Carol O’Donnell, Smithsonian Science
Education Center, Washington, DC,
odonnellc@si.edu
Amy D’Amico, Smithsonian Science Education
Center, Washington, DC, damicoa@si.edu
Katie Gainsback, Smithsonian Science
Education Center, Washington, DC,
gainsbackk@si.edu
M11 |
Leadership Standards for Principals
and Vice Principals
Gain an overview of the Leadership
Standards for Principals and Vice
Principals in British Columbia. Consider
the four domains under which they are
organized: Moral Stewardship, Instructional
Leadership, Relational Leadership, and
Organizational Leadership. Engage
in dialogue, participate in interactive
activities, and complete a self-assessment
tool that will guide the creation of
a personal action plan for further
Jessica Antosz, BC Principals’ and Vice
Principals’ Association, Vancouver, BC, Canada,
jessica@bcpvpa.bc.ca
Woody Bradford, BC Principals’ and Vice
Principals’ Association, Vancouver, BC, Canada,
woody@bcpvpa.bc.ca
97
WEDNESDAY
Doug Livingston, Gulf Island School
District #64, Salt Spring Island, BC, Canada,
dlivingston@sd64.bc.ca
Lisa Halstead, Gulf Island School District #64,
Salt Spring Island, BC, Canada,
lhalstead@sd64.bc.ca
Shelly Johnson, Gulf Island School District #64,
Salt Spring Island, BC, Canada,
sjohnson@sd64.bc.ca
Develop the skills necessary to
eliminate school bullying and create a
proactive strategy that works. See how
administrators and leaders can teach other
professionals, students, and parents how
to eliminate bullying behavior through
student skill development. Share strategies
for working with both those students
prone to bullying, and those prone to
being bullied. Learn about using adult and
child or youth scenarios to teach how to
deal with bullying from the viewpoints
of both the bullied and the bullying
youngsters.
TUESDAY
Communicate with students in a way that
encourages and sustains student curiosity
and motivation to learn and engages
students in setting learning goals and
assessing progress. Engage parents in
deeper conversations about what comes
next for their student. Inquire, collaborate,
and develop with teachers, innovative ways
to capture and share learning stories with
students and parents, including studentled conferences, student e-portfolios,
pedagogical narratives, co-created criteria,
and competency-based reporting.
M09 |
Bullying: Beyond Rescue and
Punish
MONDAY
Tanya Dailey, School District #42 Maple Ridge
& Pitt Meadows, Maple Ridge, BC, Canada,
tdailey@sd42.ca
Jovo Bikic, School District #42 Maple Ridge
& Pitt Meadows, Maple Ridge, BC, Canada,
jovo_bikic@sd42.ca
Jennifer Simon, School District #42 Maple
Ridge & Pitt Meadows, Maple Ridge, BC,
Canada, jennifer_simon@sd42.ca
Hear how the Smithsonian Science
Education Center (SSEC) assessed the
efficacy of its Leadership and Assistance for
Science Education Reform (LASER) model in
systemically transforming STEM education.
Find out how inquiry-based science
improves student achievement in science
as well as in reading and mathematics at
elementary and middle school levels. See
how inquiry-based science bolsters student
learning, especially among underserved
populations. Receive practical tips for
implementing elements of the LASER
model and learn the basics of developing
a strategic plan for transforming STEM
education. Learn how to create a shared
vision for instructional improvement and
build the infrastructure to sustain studentcentered learning and teaching.
SUNDAY
Have you wondered how to set up a
collaborative culture at your school? Are
you at the beginning of this journey, or well
into it and want to deepen and expand
it? Share in a unique, yet connected,
journey and learn the “why” (creating
motivation with needs), the “what” (your
unique school), the “how” (an organic yet
systemic approach), and the “next steps”
(reflecting on the process) toward creating
a collaborative culture. Share your own
experience and come away with strategies
and ideas.
Janet Hoag, Gulf Island School District #64, Salt
Spring Island, BC, Canada, jhoag@sd64.bc.ca
Jess Willows, Gulf Island School District #64, Salt
Spring Island, BC, Canada, jwillows@sd64.bc.ca
Susan Robinson, Gulf Island School
District #64, Salt Spring Island, BC, Canada,
srobinson@sd64.bc.ca
M10 |
Developing a Strategic Plan for
STEM Education Reform
SATURDAY
M07 |
School-Based Approaches to
Collaboration
DECEMBER 7, 2016
SUNDAY
SATURDAY
M12 |
Tying Together Professional
Learning Communities, Common
Assessments, and Interventions
Have you ever wondered how professional
learning communities, interventions, and
common formative assessments work
together to increase student learning?
Review John Hattie’s research that shows
Response to Intervention and common
formative assessment have a great
impact on student achievement. Gain an
understanding of how these practices fit
together. Develop a practical road map
for implementing these initiatives in your
schools or departments.
Rebecca Irwin Kennedy, Arlington County
Public Schools, Oakridge, VA,
rebecca.irwinkennedy@apsva.us
Lynne Wright, Arlington County Public
Schools, Arlington, VA, lynne.wright@apsva.us
MONDAY
M13 |
Aboriginal Education is for
Everyone, Every Day
TUESDAY
Learn the importance of teaching and
learning about Aboriginal people for
the betterment of all students. Engage
in learning about historical impacts,
Aboriginal ways of being, knowing,
and doing by incorporating Aboriginal
knowledge and pedagogy in the
classroom. Endeavor to become reflective
of Aboriginal people in your everyday
practice to make systemic change in
education for the improved success of
Aboriginal students.
M14 |
Math Task Force: A Forum for
Learning and Leading
Hear how one school district launched a
math task force to address their ongoing
concerns with student performance in
mathematics. Consider how the educators
used research as the lens through which
to review system practices, the learning
environment, curriculum, professional
learning, and resources, as well as
stakeholder perspectives, beliefs, and
practices. Learn how the the task force also
used intent, learning process, deliverables,
and monitoring processes to improve
teaching and learning practices.
Clara Howitt, Greater Essex County District
School Board, Windsor, ON, Canada,
clara.howitt@publicboard.ca
Fouada Hamzeh, Greater Essex County District
fouada.hamzeh@publicboard.ca
Brenda DelDuca, Greater Essex County District
brenda.delduca@publicboard.ca
Heidi Horn Olivito, Greater Essex County
District School Board, Windsor, ON, Canada,
heid.horn-olivito@publicboard.ca
Chris Knight, Greater Essex County District
chris.knight@publicboard.ca
Sharon Johnson, Greater Essex County District
sharon.johnson@publicboard.ca
Nick Arundine, Greater Essex County District
nick.arundine@publicboard.ca
Janet Hannigan, Greater Essex County District
janet.hannigan@publicboard.ca
Juanita Coltman, School District # 48
(Sea to Sky), Vancouver, BC, Canada,
juanita.coltman@gov.bc.ca
WEDNESDAY
WEDNESDAY
12:15 PM -3:15 PM
M15 |
Improving Outcomes for Aboriginal
Learners
Review ongoing and upcoming initiatives
for improving outcomes for Aboriginal
learners in British Columbia. Examine
key themes including local control,
parental responsibility, rights-based
approaches, evidence-based goal setting,
and accountability. Gain awareness and
understanding of key education policyand philosophy anchor documents such
as Indian Control of Indian Education,
Truth and Reconciliation Commission Final
Report, and United Nations Declaration on
the Rights of Indigenous Peoples.
Starleigh Grass, First Nations Education
Steering Committee, West Vancouver, BC,
Canada, starleighg@fnesc.ca
M16 |
Developing Your School’s
Professional Learning Capacity
Learn the key leadership practices
that fostered a culture of collective
responsibility for increasing educator
effectiveness and student learning results.
Discover essential language and strategies
that inspire ownership and commitment
to increase capacity for learning and
leading professional learning. See how
the Standards for Professional Learning
and the Innovation Configurations serve
as a leader’s guide to develop collective
responsibility for learning.
Steven Carney, Woodland Public Schools,
Woodland, WA, carneys@woodlandschools.org
Malinda Huddleston, Woodland Public
Schools, Woodland, WA,
huddlesm@woodlandschools.org
Register by Oct. 1
and save $50!
98
when you register
for a 3-, 4-, or
5-day conference
attendance
DECEMBER 7, 2016
WEDNESDAY
12:15 PM -3:15 PM
M18 |
Youth Equity Stewardship: Full
Partners in School Improvement
M20 |
Passion-Led Communities
Examine a passion-based professional
learning community (PLC) that was
organized by teachers from different
schools. Look at the power of PLCs that
extend over years and their evolution of
focus, relationship, and group structures
for collaboration and sharing. See how
members of this professional group used
their passion to refine teaching practice
and promote professional dialogue.
Consider optional ways of forming and
sustaining PLCs through the lens of
teacher-initiated inquiry beyond school
walls.
M22 |
Investing in Education to Transform
Community
Hear about The Cmolik Foundation’s
investments in British Columbia youth
by providing substantial scholarships
and mentoring for students during their
first five years of university or college.
Learn about field trips and summer
school programs funded and organized
by Cmolik that provide enrichment for
elementary students in an inner city
school. Consider the lessons learned from
Cmolik’s investments as a way to improve
education. Identify and develop a plan for
your own community needs.
Ellen Cmolik, The Cmolik Foundation, Langley,
BC, Canada, ellencmolik@gmail.com
Denise Colby, Toronto District School Board,
Toronto, ON, Canada, denise.colby@tdsb.on.ca
Diana Maliszewski, Toronto District School
Board, Toronto, ON, Canada,
diana.maliszewski@tdsb.on.ca
WEDNESDAY
Benjie Howard, New Wilderness Project,
Bellingham, WA, roughwater1@me.com
Wade Colwell-Sandoval, Counseling in
Schools, New York, NY, xochiyolotl@gmail.com
Beate Planche, Newmarket, ON, Canada,
bmplanche@gmail.com
Lyn Sharratt, University of Toronto, Toronto,
ON, Canada, lyn@lyn.sharratt.com
TUESDAY
Get ideas, tools, and strategies to support
the development of student stewards
of safe, respectful, inclusive, and soulful
learning environments. Come away with an
actionable process for building youth-adult
partnerships in support of school change
efforts. Gain a conceptual framework
for youth leadership and engagement
synchronized with the five phases of Gary
Howard’s Deep Equity process. Discover
arts-integrated tools and strategies to
engage historically marginalized youth.
Stacey Wakabayashi, BC Ministry of Education,
Prince George, BC, Canada,
swakabayashi@sd57.bc.ca
Jodee Sayle, BC Ministry of Education, Prince
George, BC, Canada, jsayle@sd57.bc.ca
Meredith Keery, BC Ministry of Education,
Prince George, BC, Canada, mkeery@sd57.bc.ca
Focus on building collective efficacy
among staff and gain practical steps
on how leaders and teachers, working
together can build strong learning cultures.
Examine strategies such as co-planning, coteaching, co-debriefing, and co-reflection
using an inquiry stance that has been
successfully used in improving professional
learning and student achievement. Learn
how building collective teacher efficacy
will minimize within school variance
between teachers.
MONDAY
Denise Johnson, Vancouver School Board,
deniselynnjohnson@icloud.com
Mary Filleul, Vancouver School Board,
Vancouver, BC, Canada, mfilleul@vsb.bc.ca
Magdalena Kassis, Vancouver School Board,
Vancouver, BC, Canada, mkassis@vsb.bc.ca
Learn how to support students who live
with Fetal Alcohol Spectrum Disorder.
Hear how a small provincial outreach
team utilizes an outreach service model,
technology, and action-research funds to
facilitate collaborative professional learning
across an entire province. Experience
the importance of understanding Fetal
Alcohol Spectrum Disorder and how that
understanding affects efforts to shift
educator practice.
M21 |
Leading Collaborative Learning:
What’s the Big Idea?
SUNDAY
Share in a yearlong inquiry-learning
journey to promote and support excellent
teaching within schools and across the K-12
system. Learn how a district committed
targeted professional development
funding and, with the involvement and
approval of multiple stakeholders, built
capacity using inquiry facilitation and
grassroots teacher participation. Become
knowledgeable about how this district was
able to work within its complex context of
continuous budget reductions, recurring
teacher job action, and professional
autonomy cultural practices to co-develop,
support, and sustain a teacher inquiry
professional learning model.
M19 |
Facilitating a Fetal Alcohol
Spectrum Disorder-Informed
Approach to Teaching
SATURDAY
M17 |
Enhancing Professional Learning
Through Collaborative Inquiry
99
STELLAR REPUTATION. DYNAMIC PROGRAMS.
Earn Continuing
Education Units
for the conference
Saint Mary’s College of California is pleased
to offer you the opportunity to earn Continuing
Education Units(CEUs) for attending the
Learning Forward 2016 Annual Conference.
The Continuing Education Unit is a nationally
recognized unit designed to provide a record
of an individual’s continuing education and/or
professional growth accomplishments.
Ten hours of instruction equals one CEU.
The cost for up to one CEU is $50.
Kalmanovitz School of Education offers you an
unparalleled learning experience with supportive guidance,
focusing on your individual needs.
Our leadership programs can help you take your career
to the next level:
TO REGISTER:
• Pick up a CEU registration packet at
• Master of Arts in Educational Administration
conference registration or download
• Master of Arts in Teaching Leadership
the packet from the mobile app or online
• Doctorate in Educational Leadership
at learningforwardconference.org/annual16.
• Fill out the registration form
• Send a check for $50 per unit to
For dates of upcoming
information sessions
stmarys-ca.edu/ksoe-events
Saint Mary’s College.
• Within two weeks after receipt of your
registration formand payment,you will receive
a certificate verifying the units you have earned.
For more information, please contact
CEU Coordinator at jhh3@stmarys-ca.edu.
100
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This time with the Academy has been the most valuable professional learning
experience of my 28-year career. To focus on the Standards for Professional Learning,
select a problem of practice, and work with colleagues at all levels of my organization
around a common problem has propelled our district forward in focus and alignment
of our professional learning goals to truly impact student achievement.
Joe McFarland – Academy Class of 2015
Learning Forward’s Academy is a 2 ½ -year blended
learning community, led by experts in the field.
Previous attendees
include…
directors,
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principals,
facilitators,
and other learning
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Connect with coaches and other practitioners to help you
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Now accepting individuals and teams:
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See you next year in…
ORL
OR
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LAN
AND
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NDO
DO!
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The 2017 Annual Conference in Orlando
Dec. 2-6, 2017
More than just the theme park capital of the world, Orlando also offers a
cosmopolitan side with world-renowned dining, shopping, arts, and culture.
Mark your calendars now to join us in Orlando, the city beautiful, for Learning
Forward’s Annual Conference in December 2017.
Accepting proposals: October 2016
102
Lead change
with your feet...
Walk-a-thon:
Tuesday, December 6, 2016
6:30 a.m. Meet | 7:00 a.m. Walk
$20 entry fee First 100 donors receive a free t-shirt
Register onsite at the Learning Forward
Foundation booth Sunday, Dec. 4,
Monday, Dec. 5
Fitbit Challenge:
Sunday - Wednesday
Pack your walking shoes
and Fitbits... participate
in Learning Forward
Foundation’s Walk-a-thon
and Fitbit Challenge to
maximize impact for
educators’ scholarships.
Learning
Forward’s
2017
Summer
Institute
$20 entry fee
Bring your Fitbit or receive a free
pedometer with your $20 entry fee;
enter your name in a drawing for gift
cards… winners announced Tuesday
afternoon.
Enter both events for only $30!
Join us in Denver
at the Denver Marriott
City Center
July 20 & 21, 2017
July 22 & 23, 2017
Intensive learning that digs deeper
into the topics that matter to you.
Strengthen your capacity to implement
effective professional learning that gets
results for teachers and students.
• Experience intensive learning.
• Collaborate with colleagues.
• Gain the latest knowledge and best practices.
For more information, please visit www.learningforward.org/institutes
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AFFILIATE CONTACT INFORMATION
Learning Forward affiliates provide educators with the opportunity to advance the vision and purpose of Learning
Forward at the local, state, and provincial levels. Affiliate contacts want to hear from individuals interested in getting involved with their work. Contact Frederick Brown at frederick.brown@learningforward.org if you’re interested
in facilitating a new affiliate within a state currently not served by a state chapter.
Learning Forward Alabama
Terri Boman
Email: tboman@bamaed.ua.edu
Website: www.learningforwardalabama.com
Learning Forward Alaska
Jennifer Harty
Email: jharty@uaa.alaska.edu
Learning Forward Arizona
Mori Creamer
Email: mori.creamer@primaveratech.org
Website: http://learningforwardaz.com/
Learning Forward Kentucky
Jana Beth Slibeck-Francis
Email: janabeth.francis@daviess.kyschools.us
Learning Forward Louisiana
Susan Aysenne
Email: saaysenne@gmail.com
Website: www.learningforwardla.org
Learning Forward Manitoba
Joan Zaretsky
Email: jzaret@mymts.net
Learning Forward New York
Margaret Jones-Carey
Email: bandm14075@verizon.net
Website: www.lfnys.org
Learning Forward North Dakota
Ryan Townsend
Email: ryan_townsend@bismarckschools.org
Learning Forward Ohio
Sherri Houghton
Email: learningforwardohio@gmail.com
Website: www.learningforwardohio.org
Learning Forward Arkansas
Marion Woods
Email: douglaswoods@sbcglobal.net
Learning Forward Maryland
Antoinette Kellaher
Email: askellaher@gmail.com
Website: http://learningforwardmaryland.org
Learning Forward British Columbia
Sue Elliott
Email: srichards.elliott@gmail.com
Website: http://learningforwardbc.ca
Learning Forward Michigan
Amy Colton
Email: learningforwardmichigan@gmail.com
Website: www.learningforwardmichigan.org
Learning Forward California
Scott Laurence
Email: klaurence@pausd.org
Learning Forward Minnesota
Ann Malwitz
Email: ann.malwitz@isd624.org
Website: http://learningforwardminnesota.org/
Learning Forward Pennsylvania
Marcy Hessinger
Email: mhessinger@verizon.net
Website: www.learningforwardpa.org
Learning Forward Mississippi
Sara Maghan
Email: smaghan@cableone.net
Learning Forward South Carolina
Jason Fulmer
Email: jfulmer@newteachercenter.org
Website: www.learningforwardsc.wordpress.com
Learning Forward Colorado
Veronica Anderson
Email: veronica.anderson
@learningforwardcolorado.org
Website: www.learningforwardcolorado.org
Florida Association for Staff Development
Carol Milton
Email: carol.milton@fdlrsgateway.com
Website: www.fasdonline.org
Learning Forward Georgia
Kathy O’Neill
Email: norahkoneill@gmail.com
Website: www.learningforwardga.org
Learning Forward Hawaii
Christine Udarbe
Email: cudarbe@hawaii.edu
Learning Forward Illinois
Karla McAdam
Email: jlmcadam3@comcast.net
Learning Forward India
Sandeep Dutt
Email: sd@ebd.in
Website: www.schooleducation.com
Learning Forward Missouri
Jody Wood
Email: jwood23@slu.edu
Website: www.learningforward-mo-msdc.org
Learning Forward Montana
Chris Olszewski
Email: chris_olszewski@gfps.k12.mt.us
Learning Forward Nebraska
Rhonda Jindra
Email: rjindra@esu1.org
Learning Forward Nevada
Nicolette Smith
Email: nsmith@washoeschools.net
Learning Forward New England
(CT, MA, ME, RI, VT)
Juliet Correll
Email: jcorrell@frontlinetechnologies.com
Website: www.learningforwardnewengland.org
Learning Forward Indiana
Janice Hopkins-Malchow
Email: jmalchow@sbcglobal.net
Learning Forward New Hampshire
Ethel Gaides
Email: egaides@hotmail.com
Website: www.learningforwardnh.org
Learning Forward Kansas
Dayna Richardson
Email: daynarichardson45@gmail.com
Website: www.learningforwardkansas.org
Learning Forward New Jersey
Rosemary Seitel
Email: rseitel@epsd.org
Website: www.njstaffdevelopment.org
104
Learning Forward Ontario
Chris Quinn
Email: cquinn@office.ldcsb.on.sb
Website: www.learningforwardontario.ca
Learning Forward Oregon
Sibyl Barnum
Email: sibyl.barnum@comcast.net
Learning Forward Tennessee
Gaye Hawks
Email: gayehawks.tnsdc@gmail.com
Website: www.learningforwardtennessee.org
Learning Forward Texas
Terri Iles
Email: edlearningforwardtexas@gmail.com
Website: www.learningforwardtexas.org
Learning Forward Utah
Kami Christensen
Email: kami.christensen@nebo.edu
Website: www.learningforwardutah.weebly.com
Learning Forward Virginia
Sue Sarber
Email: sue.sarber@apsva.us
Website: www.learningforwardvirginia.org
Learning Forward Washington
Jane Chadsey
Email: jchadsey@educurious.org
Website: www.learningforwardwashington.org
ABOUT LEARNING FORWARD
Our Vision: Excellent teaching and learning every day.
Our Mission: Learning Forward builds the capacity of leaders to establish and sustain highly effective
Learning Forward shows you how to plan, implement, and measure high-quality professional learning so
you and your team can achieve success with your system, your school, and your students.
We are the only professional association devoted exclusively to those who work in educator professional
development. We help our members leverage the power of professional learning to affect positive and
lasting change.
2016 LEARNING FORWARD STAFF
EXECUTIVE OFFICE | 17330 Preston Rd., Suite 106-D | Dallas, TX 75252 | 972-421-0900 | Fax: 972-421-0899
Stephanie Hirsh | Executive Director | stephanie.hirsh@learningforward.org
Frederick Brown | Deputy Executive Director | frederick.brown@learningforward.org
Anthony Armstrong | Associate Director of Marketing | anthony.armstrong@learningforward.org
Kristin Buehrig | Programs Associate | kristin.buehrig@learningforward.org
Christina Burns | Administrative Associate | christina.burns@learningforward.org
Eric Celeste | Associate Director of Publications | eric.celeste@learningforward.org
Anne Feaster-Smith | Accountant | anne.feaster-smith@learningforward.org
Carrie Freundlich | Associate Director of Conferences and Meetings | carrie.freundlich@learningforward.org
Sarah Johnson | Digital Media Manager | sarah.johnson@learningforward.org
Michelle King | Associate Director of Communities | michelle.king@learningforward.org
Michael Lanham | Chief Operating Officer | michael.lanham@learningforward.org
Tom Manning | Associate Director of Consulting and Networks | tom.manning@learningforward.org
Joel Reynolds | Executive Assistant to Stephanie Hirsh | Secretary to the Board of Trustees | joel.reynolds@learningforward.org
Matt Rodriguez | Senior Web Developer | matt.rodriguez@learningforward.org
BUSINESS OFFICE | 504 South Locust St. | Oxford, OH 45056 | 513-523-6029 | Fax: 513-523-0638
Christy Colclasure | Member Services Associate | christy.colclasure@learningforward.org
Niki Gamble | Networks and Products Associate | niki.gamble@learningforward.org
Nancy Sims | Member Support Associate | nancy.sims@learningforward.org
Renee Taylor-Johnson | Associate Director of Business Services | renee.taylor-johnson@learningforward.org
COMMUNICATIONS | 674 Overbrook Dr. | Columbus, OH 43214 | 614-263-0143
Tracy Crow | Director of Communications | tracy.crow@learningforward.org
105
REGISTRATION INFORMATION
To register for Learning
Forward’s 2016 Annual
Conference, please visit
REGISTRATION PROCEDURE
4 ways to register. Registrations will be accepted online, and by fax,
scan, or mail. Avoid a $25 handling fee and register online.
Fees for Saturday and Sunday include
lunch, materials, and program attendance.
Fees for Monday and Tuesday include
breakfast, lunch, general session program,
morning sessions, afternoon sessions,
and materials. Wednesday’s fee includes
brunch, general session program, morning
sessions, afternoon sessions, and materials.
Registrations include admission to the
Sunday Welcome Reception, Exhibit
Hall Reception, Affiliate Receptions, and
entrance to the Exhibit Hall.
Member Early
(includes discount
through 10-1-16)
METHOD OF PAYMENT
Visa, MasterCard, or Discover are accepted as well as payment
by check, or purchase order. Purchase orders must accompany
registration. Learning Forward will invoice your school or district on
the purchase order upon receipt. Payment of the invoice must be
received before the conference. For information on Canadian dollar
rates, visit www.learningforward.org/conference.
REGISTRATION DISCOUNTS AND RATES
Learning Forward members receive discounted registration. Join,
renew, or upgrade your membership with special conference rates
and attend the conference at the member rate.
If your registration is submitted or postmarked before October 2,
2016, you will receive an early discount of US$50 off a 3-, 4-, or 5-day
registration.
Nonmember Early
(includes discount
through 10-1-16)
Member
(No discount from 10-2-16
through 12-7-16)
Nonmember
(No discount from 10-2-16
through 12-7-16)
One-Day
US $220
US $289
US $220
US $289
Two-Day
US $396
US $465
US $396
US $465
Three-Day
US $522
US $591
US $572
US $641
Four-Day
US $673
US $767
US $723
US $817
Five-Day
US $824
US $943
US $874
US $993
TRAVEL
TIPS
106
PASSPORTS
Passports are required to enter
Canada and for re-entry into the
U.S. Check your passport expiration
date and begin renewing or
applying for your passport soon.
There may be a backlog this
year due to 10-year passport
renewals for passports issued in
2006 and 2007 when the Western
Hemisphere Travel Initiative went
into effect.
INTERNATIONAL MOBILE PHONE
ROAMING TRAVEL PLANS
USING YOUR CREDIT OR DEBIT
CARD
Check with your carrier for
wireless rates and plans that cover
international travel. You may incur
additional fees or have access to
purchase a simple international
access option.
Notify your cardholders in advance
to avoid payments being declined
due to concerns over fraud. Make
sure you update your contact
information and cell number with
your cardholder. Understand
which foreign transaction fees will
apply and how Canadian dollar
transactions will be converted.
CONNECTING
LANDSCAPES
for LEARNING
VANCOUVER
SESSION SELECTION
All conference sessions require pre-registration except the general
sessions. Ticketed sessions mean your presenter is expecting you and will
have adequate materials for session attendees. You avoid the cattle-call
experience, and since your seat is assured, there is no need to rush to your
session and wait in line.
To receive your first choice, consider selecting sessions at the time you
register. Sessions by popular presenters or on popular topics fill early. Search
online using the My Conference tool for session choices and availability.
Reserve your seat using the My Conference tool in the online registration
form and create your own personal conference agenda. You may change
your agenda through the website at any time for any open session.
MORNING
AFTERNOON
LATE AFTERNOON
MON
SET E – Networking
Meet Ups
SET F – FastForward
SET A
SETS B & C
TL01, TL02, & TL03
SET D
TL04 & TL05
SET G
SET J
SET K–Technology
Showcase
TL09 & TL10
MAIL
WED
SET L
TL11 & TL12
processing.
ONLINE
TUE
SETS H & I
TL06, TL07, & TL08
4 ways to register:
Oxford, OH 45056
SET M
Summit Sessions
TRANSPORTATION GUIDE
The Vancouver International Airport is a 25-minute taxi ride to the
Vancouver Convention Centre. Fares are zoned, and it is $35 CAD to
the convention center. The Canada Line Skytrain offers a 25-minute
trip from Vancouver International Airport to Waterfront Station with an
easy walk to conference hotels and the Vancouver Convention Centre.
VANCOUVER CONVENTION CENTRE PARKING
Parking for the East building is located at 999 Canada Place and is
managed by Vinci Park. Parking for the West building is located at 1055
Canada Place and is managed by Impark.
CLIMATE AND SURROUNDINGS
FAX
513-523-0638
SCAN
With the coastal mountain range, Pacific Ocean, temperate rainforest,
natural beauty, and year-round mild climate, it is no wonder that
Vancouver has been named the world’s most livable city eight times since
2002. After a long day of learning, you can relax and enjoy the downtown
waterfront, an inviting, vibrant community of restaurants, attractions,
and retail – including a float plane terminal conveniently located to
accommodate adventurous travelers!
DEC. 3-7, 2016
VANCOUVER
107
REGISTRATION INFORMATION
HOTELS
Links to room block rates are available at
VANCOUVER
CONVENTION
CENTRE
1 Pan Pacific ..........................................................................$199.00 CAD
2 The Fairmont Waterfront .......... $189.00 CAD Single/Double
3 The Fairmont Hotel Vancouver* $179.00 CAD Single/Double
4 The Fairmont Pacific Rim .......... $209.00 CAD Single/Double
5 Pinnacle Vancouver ...................... $149.00 CAD Single/Double
Harbourfront Hotel
6 Vancouver Marriott Pinnacle .. $149.00 CAD Single/Double
Downtown Hotel
* Learning Forward will provide shuttle service from the Fairmont
Hotel Vancouver to the Vancouver Convention Centre during all
conference hours and conference-related events from Friday,
December 2 through Wednesday, December 7, 2016.
CANCELLATION AND CHANGE POLICY
CONSENT TO USE OF PHOTOGRAPHIC IMAGES
Cancellations must be sent in writing to the Learning
Forward Business Office by Nov. 10, 2016 to receive a full
refund. A 50% refund will be given to written requests
received by Nov. 19, 2016. A processing fee of US$50 will
be deducted from all refunds. No refunds will be issued for
cancellations received after Nov. 19, 2016. Learning Forward
reserves the right to process refunds after the conference
concludes. To transfer registration, make changes to
payment method, or reduce or change days attending, email
office@learningforward.org or call 800-727-7288. A US$25
handling fee will be assessed.
Registration and attendance at, or participation in, Learning
Forward’s 2016 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.
GET YOUR
PASSPORTS
NOW!
03 DEC 16
E
“Show Your Badge” for discounts!
Convention delegates are
eligible to receive exclusive
discounts at these participating
member businesses. Please note
many offers require you to book
in person at Tourism Vancouver
Visitor Centres.
Attractions and
Sightseeing Tours
Shops, Spas,
Transportation
Restaurants and
Night Clubs
Capilano Suspension
Bridge Park
Deep Cove Canoe & Kayak
Harbour Air Seaplanes
Harbour Cruises & Events
Prince of Whales
BC Ferries
Coastal Peoples Fine Arts
Gallery
McArthurGlen Designer
Outlet Vancouver Airport
Star Limousine
Bridges Restaurant
The Liberty Distillery
The Roxy
Urban Sushi
The Vancouver Fish
Company Restaurant
For a complete list of attactions visit, www.tourismvancouver.com/meetings/plan/show-your-badge/
108
BRITISH COLUMBIA
ATTRACTIONS
VISIT THESE LOCAL LANDMARKS
SUGGESTED BY THE HOST COMMITTEE
STANLEY PARK
VANCOUVER
n
n
n
n
n
n
n
n
SCIENCE WORLD
n
n
n
CAPILANO
SUSPENSION
BRIDGE
n
Stop by the
Stanley Park
Vancouver
Science World
Tourism Kiosk
Vancouver Aquarium
for discounts!
Space Centre
Capilano Suspension Bridge
Van Dusen Gardens
UBC Museum of Anthropology
Musqueam Cultural Pavilion
Whistler Mountain
Grouse Mountain – The Peak of Vancouver
Harbour Centre
Shopping at Pacific Centre, Oakridge,
Robson Street, and the new Outlet Mall at
the airport.
VICTORIA
n
n
n
n
n
n
UBC MUSEUM OF ANTHROPOLOGY
BC Provincial Museum
Madame Tussauds
BC Legislature
Butchart Gardens
Butterfly Gardens
Whale and wildlife watching
http://www.tourismvancouver.com/
http://www.tourismvictoria.com/
ABOUT
THE
ARTIST:
ROY HENRY VICKERS
WHALE AND WILDLIFE WATCHING
Canadian artist Roy Henry Vickers is a recognized
leader in the First Nations community and has
received many awards and honors for his art and
community involvement. Thanks to his harmonious
fusion of traditional and contemporary, old and new,
and personal and universal, Learning Forward is
proud to feature his work in this program book and
throughout the conference, as we connect landscapes
for learning in the natural beauty of Canada.
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TOPIC INDEX
21st century learning
PC105, PC216, B14, C08, D08, D09,
D13, D32, D35, D41, D49, F09, I04,
J01, J04, J08, J19, J26, J28, J35, K01.1,
L10, L13, L17, L23, TL02, TL08
Addressing change and resistance
PC202, PC204, PC208, A01, B13, B22,
C03, C13, D02, D03, D10, D42, E06,
G02, I18, I28, J30, J47, L18, M06
Adult development and learning
PC103, PC207, A02, A03, B16, B18,
C02, C04, C14, C19, C20, D02, D05,
D46, E06, F04, G01, H07, I05, I22, I27,
J13, J41, L05, L07, L08, M11, M17
Allocating resources for professional
learning (time and dollars)
PC111, B23, C05, C07, C18, D07, D10,
D14, D29, D42, D50, D53, E01, E03,
H12, H21, I07, I09, I15, J02, J12, J38,
J45, J52, L03, L09, L20, L24, L32, L33,
M05, M17
Assessment and grading
PC101, PC102, PC210, B04, B11, B12,
C07, C25, D17, D43, D52, G03, H02,
H04, H11, I02, I13, I23, J04, J08, J22,
K02.1, L27, M08, M12, M21, TL03
Brain-based strategies
PC108, PC206, PC216, D24, G03,
H04, H08, J19, L10, TL03, TL11, TL12
Career pathways
D06, D48, E06, L14, M04
Coaching and school coaches
PC106, PC110, PC211, A02, B03, B08,
B09, B19, C16, D25, D45, G04, H13,
H19, I08, I10, I20, I21, I23, J03, J20,
J22, J43, K01.2, L16, L20, L21, L29
Collaborative inquiry
PC201, PC209, PC214, B06, B08, B14,
B17, B20, B21, B22, C09, C24, D23,
D28, D34, D36, D40, F08, H09, H11,
H13, I11, I12, I14, I22, I23, I30, J12,
L06, L15, L22, L25, L27, M06, M07,
M08, M10, M17, M19, M20, M21
College- and career-readiness
D21, D51, I08, I25, J11, J27, J32, TL02
Common Core/new student
performance standards
B07, D21, D51, I08, I25, J11, J27,
J32, L15
Continuous improvement
PC112, PC205, PC210, PC214, B02,
B10, B11, B19, C06, C12, C21, C22,
D03, D04, D06, D16, D18, D26, D28,
D29, D34, E01, E05, F04, F05, F06,
G04, H03, H07, H11, H14, H17, H18,
I04, I06, I11, I14, J03, J10, J11, J43,
J45, L06, L24, TL04, TL05, TL08
Culturally responsive pedagogy
PC109, B15, C20, C28, D19, D50, F08,
H10, I31, J05, J39, L11, L26, L28, L36,
L37, M01, M03, M13, TL08
110
(as of 7-1-16)
Culture and climate
PC104, PC109, PC202, PC203, PC216,
B13, C19, C20, D19, D21, D27, D44,
D47, D48, F07, G02, H06, H09, H10,
H13, H14, J10, J23, J26, J29, J30, J37,
J42, L08, L26, L28, L31, L33, L37,
M01, M05, M16, M18, TL02, TL12
Data-driven decision making
PC101, PC112, PC113, PC205, PC212,
PC214, PC216, A05, B05, B10, B11,
B16, B19, B22, C03, C06, C22, C25,
C27, D04, D08, D17, D18, D28, D33,
D37, D42, D44, E05, F07, F10, G03,
G04, H05, H11, H14, H16, I01, I04, I07,
I13, I18, I21, I29, J04, J08, J15, J23,
J24, J27, J31, J32, J38, J46, J51, K01.3,
K02.2, K04.1, L03, L05, L15, L22, L27,
L31, L32, L33, M12, M14, M21
Differentiated instruction
PC206, B16, C24, D21, D22, D32, F01,
I09, J08, J25, J37, L10, L17
Educator evaluation
PC204, B07, B19, D08, H15, H16, I07,
I15, I17, I24, J31, J46, TL09
Equity
PC104, B05, B08, B15, B21, C11, C17,
C20, C27, D19, D27, D50, F01, G05,
H06, H10, I23, I31, J05, J14, J20, J26,
J42, J44, L03, L11, L26, L36, L37, M01,
M03, M05, M09, M15, M18, TL08
Family and community engagement
PC109, B12, C01, C28, C29, D12, D19,
D50, E01, H10, I18, J14, J16, J26, J29,
L09, L31, L36, M09, M15, M22
Flipped learning
D22, F02, K01.1, L34
Global competence and awareness
PC113, PC216, C10, D11, F09, J01,
L02, TL08, TL10
Instructional leadership and
supervision
PC101, PC105, PC108, PC109, PC112,
PC205, PC211, PC212, A05, B04, B08,
B09, B11, C08, C12, C13, C25, D09,
D15, D16, D20, D22, D37, D40, D41,
D45, H04, H07, H12, H16, I11, I13,
I14, I15, I24, I25, I27, I32, J10, J19,
J24, J43, K01.2, L07, L12, L15, L21,
M03, M11, M13, TL03, TL04, TL06,
TL07, TL09, TL12
Integrating student or teacher voice
PC109, C05, C14, C28, D01, D05,
D20, D27, D31, D36, D49, E06, H02,
I22, I29, J09, J46, J49, J50, L07, L15,
M01, M02, M18, TL01
Leadership development and skills
PC103, PC106, PC107, PC111, PC201,
PC207, PC208, PC211, A01, A02,
A03, A04, B01, B03, B09, B13, B20,
B22, C05, C15, C17, C19, C21, C23,
D02, D05, D15, D19, D20, D35, D40,
D46, D48, E01, E02, E04, F10, G01,
G02, H01, H05, H18, H19, I03, I05,
I07, I16, I23, I26, J01, J04, J13, J18,
J30, J33, J47, J50, J51, K01.1, K03.2,
L01, L12, L14, L16, L18, L19, L26,
L29, L30, M11, M17, M20, M21, TL02,
TL06, TL07
Learning communities/teams
PC102, PC112, PC201, PC209, PC213,
PC214, A05, B02, B03, B06, B08, B13,
B16, B17, C03, C09, C15, C19, C26,
C30, D04, D14, D16, D17, D23, D30,
D40, D47, G04, H03, H05, H07, H11,
H13, H14, H20, I04, I12, I14, I26, I30,
J06, J07, J10, J12, J14, J15, J25, J34,
J35, J38, J39, J40, J41, K02.1, K03.2,
L01, L03, L06, L17, L22, L24, L27, L30,
L33, L35, M06, M07, M12, M14, M20,
M21, TL05
Lesson study
C10, H03, H13, J07
Linguistic diversity/English
language learners
C26, D30, D50, D51, J25, M01
Literacy
PC102, PC108, PC216, A05, C22, C29,
F01, H07, H16, I01, I13, J24, J32, J39,
K01.2
Measurement models (SLOs or
value-added)
J31, J34
Mentoring and induction
C16, C23, C27, D25, D33, I19, I20, I23,
I27, J16, J36
Models of professional learning
PC101, PC102, PC110, PC113, PC201,
PC209, PC211, PC213, PC215, A01,
B06, B14, B17, B18, C02, C04, C05,
C09, C10, C29, C30, D01, D06, D10,
D13, D23, D29, D38, D39, D45, D46,
F04, F05, F06, G01, G05, H03, H11,
H20, I03, I05, I08, I14, I19, I26, I30,
J02, J06, J07, J09, J10, J18, J21, J27,
J32, J36, J41, J50, K03.1, K03.2, L01,
L02, L04, L20, L23, L27, L35, M14,
M17, M19, TL01, TL05, TL10
Motivating/Engaging
disenfranchised learners
PC108, PC109, PC206, B05, C01, C08,
C11, C24, D12, D13, D27, D31, D49,
H02, H04, H08, J19, J40, J44, K01.1,
L11, L37, M01, M02, M08, M09, M13,
M19, TL03, TL11, TL12
Observation and feedback strategies
PC103, PC204, PC211, A04, B05, B09,
B19, C16, H07, H12, H15, H17, H19,
I10, I11, I17, I19, I21, I24, I25, I29, I32,
J12, J46, J51, L16, L20, L23, L29, TL09
Online or blended learning
B18, D39, F02, F03, I04, J06, J28, J32
Personal learning networks
C05, D13, D48, M20
Policy development and
advocacy efforts
PC113, D01, D05, D07, D19, D26,
E01, E02, E03, E04, E06, H01, I16, I18,
I22, J04, J09, J11, J16, J33, J49, M15,
M22, TL01
Presentation and facilitation skills
PC107, PC203, PC207, PC208, A01,
A02, B03, B15, C09, C16, D35, F03,
G01, G02, H19, J05, L13, L18, L30
Principal mentoring and/or
coaching
PC211, A03, B07, B20, E02, H18, I30,
L14, L25, TL07, TL09
Program evaluation
PC101, B09, B10, D04, D18, D26,
D33, D34, E05, H05, H20, I06, I28,
J15, J48, K01.3, K02.2, K04.1, L05
Project-based learning (PBL)
J28, J35
Response-to-Intervention
C06, D10, D37, J08, J37, L32, M12
Rural issues and settings
C23, H14, I31, L06, L37, TL03
School reform/improvement
process
PC111, PC215, B02, B10, C03, C29,
D16, D18, D26, D44, E01, E02, E04,
F04, F06, I06, I09, I12, I16, J14, J48,
L02, L03, L33, M16, TL04, TL05, TL06
Social and emotional learning (SEL)
C11, D12, D24, D27, F07, I29, J23, J29,
J40, J42, L36, M09, TL02, TL03, TL11
Social networking applications
D06, D13, J17, L09, L34
STEM: Science, technology,
engineering, and math
PC109, PC216, D21, D41, F05, H12,
I08, J17, J39, M10, M14
Teacher recruitment, support,
development, and retention
I29, J16, J21, J29, J36, L04, L21, TL06
Title I focus
PC104, PC206, B02, B05, C13, C28,
D10, D12, D18, D21, D47, D49, E03,
H02, H12, I09, J20, J26, J39, L11, L12,
L37, M10, M19
Urban issues and settings
PC206, B02, B05, C13, C23, C28, D12,
D15, D18, D21, D29, D49, D50, E03,
G05, H02, H12, H17, I15, J08, J20,
J21, J26, J32, J36, J39, J51, L09, L12,
L37, M10, M19, M22, TL03
Use of technology for
professional learning
PC110, B18, B23, C18, C23, C26, C30,
D06, D35, D39, D53, F03, H07, H20,
H21, I04, I10, I32, J06, J21, J32, J51,
J52, K02.1, K03.1, L04, L09, L13, L20,
L23, L29, L34, M19
Use of technology to enhance
student learning
B23, C08, C28, D09, D22, D36, D43,
D53, F02, H21, I02, J17, J52, K01.1
Walk-throughs/Instructional rounds
A04, C28, H06, H16, I19
AUDIENCE INDEX
SATURDAY/SUNDAY
Classified/Support Staff
PC113, PC204
District Office Personnel (Directors/
Consultants for Instruction,
Technology, Curriculum, Human
Resources, and Assessment)
PC103, PC106, PC110, PC111, PC113, PC201,
PC202, PC207, PC208, PC211, PC213, PC215
District-Level Staff Developers
PC102, PC103, PC104, PC106, PC107, PC109,
PC110, PC111, PC112, PC113, PC201, PC202,
PC203, PC205, PC207, PC208, PC209, PC211,
PC212, PC213, PC216
Policy Makers and Community
Stakeholders
PC103, PC113, PC202, PC211, PC215, PC216
Principals, Assistant Principals
PC101, PC102, PC103, PC104, PC105, PC106,
PC107, PC109, PC110, PC111, PC112, PC113,
PC201, PC202, PC203, PC204, PC205, PC206,
PC207, PC208, PC209, PC210, PC211, PC212,
PC213, PC214, PC215, PC216
School-Based Staff Developers/
PC101, PC102, PC103, PC104, PC105,
PC107, PC108, PC109, PC110, PC112,
PC113, PC201, PC202, PC203, PC204,
PC205, PC206, PC208, PC209, PC210,
PC212, PC213, PC214, PC215, PC216
Superintendents, Assistant
Superintendents
PC101, PC103, PC106, PC110, PC111,
PC112, PC113, PC201, PC204, PC207,
PC208, PC211, PC215, PC216
Teacher Leaders/Mentors/Team
Leaders
PC101, PC102, PC103, PC104, PC105,
PC107, PC108, PC109, PC110, PC113,
PC201, PC203, PC204, PC205, PC206,
PC209, PC210, PC212, PC213, PC214
Technical Assistance Providers
PC110, PC113, PC201, PC204, PC214
Title I School Staff
PC101, PC105, PC106, PC108, PC109,
PC110, PC113, PC206, PC210, PC212
Urban Educators
PC101, PC105, PC106, PC108, PC109,
PC110, PC113, PC201, PC206, PC210,
PC212, PC214
MONDAY
A01, A02, B01, B23, D01, D04, D05, D07,
D21, D38, D50, D53, E03, E05, TL01, TL02,
TL03, TL04, TL05
A01, A02, B01, B02, B04, B07, B09, B10,
B13, B15, B17, B18, B19, B23, C08, C12,
C13, C15, C17, C23, C25, C26, C27, C29,
C30, D01, D02, D03, D04, D05, D06, D07,
D08, D10, D12, D14, D15, D16, D18, D20,
D21, D22, D23, D26, D27, D28, D29, D30,
D31, D33, D34, D36, D37, D38, D41, D43,
D45, D50, D53, E03, E05, F01, F02, F03,
F04, F05, F10, TL01, TL02, TL03, TL04, TL05
A01, A02, A05, B01, B04, B06, B09, B10,
B11, B13, B14, B15, B17, B18, B19, B23,
C02, C04, C05, C07, C09, C11, C12, C13,
C14, C17, C21, C24, C26, C27, C29, C30,
D01, D02, D03, D04, D05, D06, D07, D10,
D11, D12, D13, D14, D15, D16, D17, D18,
D25, D26, D28, D29, D30, D31, D33, D35,
D37, D39, D40, D42, D44, D45, D46, D48,
D50, D51, D53, E03, E05, F03, F05, F06,
F07, TL01, TL02, TL03, TL04, TL05
Stakeholders
A01, A02, B01, B04, B19, B23, C01, C20,
C28, D01, D02, D04, D05, D06D07, D08,
D09, D10, D11, D12, D16, D18, D19, D26,
D50, D53, E03, E04, E05, F09, F10, TL01,
TL02, TL03, TL04, TL05
A01, A02, A03, A04, A05, B01, B02, B03,
B05, B06, B07, B08, B09, B10, B11, B12,
B13, B14, B15, B16, B17, B19, B22, B23,
C01, C03, C04, C05, C06, C07, C09, C10,
C11, C12, C13, C14, C16, C17, C19, C20,
C22, C24, C25, C28, C29, D01, D02, D04,
D05, D06, D07, D09, D10, D12, D13, D14,
D19, D20, D22, D24, D25, D26, D27, D28,
D30, D31, D32, D34, D35, D36, D37, D39,
D40, D42, D43, D44, D45, D46, D47, D48,
D49, D50, D51, D52, D53, E02, E03, E05,
F02, F04, F06, F07, F08, F09, TL01, TL02,
TL03, TL04, TL05
A01, A02, A03, A04, A05, B01, B02, B05,
B06, B07, B08, B09, B11, B12, B13, B14,
B15, B16, B17, B18, B19, B21, B22, B23,
C01, C02, C03, C04, C05, C06, C07, C08,
C09, C10, C11, C12, C14, C16, C19, C20,
C21, C24, C26, C30, D01, D02, D04, D05,
D06, D07, D09, D10, D12, D13, D17, D18,
D20, D21, D22, D23, D24, D25, D28, D30,
D31, D32, D33, D34, D37, D39, D40, D41,
D42, D43, D45, D46, D47, D48, D49, D50,
D51, D52, D53, E03, E05, F01, F02, F03,
F05, F08, TL01, TL02, TL03, TL04, TL05
Superintendents
A01, A02, A03, B01, B02, B04, B05, B07,
B08, B10, B12, B13, B14, B20, B21, B22,
B23, C01, C05, C11, C12, C13, C15, C17,
C19, C21, C23, C27, C28, C29. D01, D03,
D04, D05, D06, D07, D08, D10, D11, D12,
D15, D16, D18, D19, D20, D23, D26, D28,
D29, D31, D33, D34, D35, D36, D38, D43,
D44, D48, D50, D53, E01, E03, E04, E05,
F06, F09, F10, TL01, TL02, TL03, TL04, TL05
Teacher Leaders/Mentors/Team Leaders
A01, A02, A03, A04, A05, B01, B03, B05,
B06, B08, B11, B12, B15, B16, B21, B22,
B23, C02, C03, C05, C06, C08, C09, C10,
C11, C12, C14, C16, C18, C19, C20, C21,
C22, C23, C24, C25, C26, D01, D02, D04,
D05, D06, D07, D09, D12, D13, D17, D18,
D20, D21, D22, D23, D24, D25, D27, D30,
D31, D32, D34, D37, D41, D44, D47, D48,
D49, D50, D51, D52, D53, E03, E05, E06,
F01, F02, F03, F05, F07, F08, F09, TL01,
TL02, TL03, TL04, TL05
A01, A02, B01, B23, D01, D04, D05, D07,
D16, D18, D26, D28, D53, E04, E05, TL01,
TL02, TL03, TL04, TL05
A01, A02, B01, B02, B05, B23, C10, C11,
C14, C22, C28, D01, D04, D05, D06, D07,
D12, D13, D18, D21, D31, D41, D44, D47,
D49, D53, E03, E05, E06, TL01, TL02, TL03,
TL04, TL05
Urban Educators
A01, A02, A05, B01, B02, B03, B05, B23,
C10, C11, C14, C23, C28, D01, D04, D05,
D06, D07, D12, D13, D15, D18, D21, D29,
D31, D41, D49, D50, D53, E03, E05, E06,
F04, F06, TL01, TL02, TL03, TL04, TL05
TUESDAY
G01, H01, H21, J01, J02, J15, J37, J52,
K01.3, K02.1, K02.2, K04.1, TL06, TL07,
TL08, TL09, TL10
G01, G02, G03, G04, G05, H01, H07, H09,
H10, H11, H16, I03, I04, I06, I07, I09, I11,
I12, I13, I14, I16, I17, I19, I22, I23, I24, I27,
I28, I29, I32, J01, J02, J03, J04, J06, J10,
J12, J13, J14, J15, J18, J21, J22, J23, J24,
J28, J29, J30, J31, J34, J38, J41, J43, J46,
J48, J50, J51, J52, K01.3, K02.1, K02.2,
K03.1, K04.1, TL06, TL07, TL08, TL09, TL10
G01, G02, G05, H01, H04, H07, H17, H18,
H19, H20, H21, I04, I05, I06, I07, I08, I09,
I10, I11, I13, I14, I16, I17, I19, I20, I21, I22,
I27, I28, I30, I32, J01, J02, J04, J06, J07,
J08, J10, J15, J17, J18, J20, J27, J28, J32,
J34, J36, J39, J41, J42, J43, J47, J48, J50,
J51, J52, K01.3, K02.1, K02.2, K03.2, K04.1,
TL06, TL07, TL08, TL09, TL10
Stakeholders
G01, H01, H07, H15, H21, I06, I09, I16, I17,
I18, I22, I25, J01, J02, J04, J09, J10, J11, J14,
J16, J29, J33, J34, J40, J49, J52, K01.3, K02.1,
K02.2, K04.1, TL06, TL07, TL08, TL09, TL10
G01, G02, G03, G04, G05, H01, H02, H03,
H04, H05, H06, H07, H08, H09, H10, H11,
H12, H13, H14, H15, H16, H17, H18, H19,
H21, I01, I03, I04, I08, I09, I10, I11, I13, I14, I15,
I16, I17, I18, I21, I22, I24, I25, I26, I27, I29, I30,
I31, I32, J01, J02, J03, J04, J05, J06, J07, J08,
J09, J10, J12, J13, J15, J16, J18, J19, J21, J22,
J23, J25, J26, J27, J28, J29, J30, J31, J33, J34,
J35, J36, J38, J40, J41, J42, J44, J45, J46, J48,
J49, J52, K01.1, K01.2, K01.3, K02.1, K02.2,
K03.1, K04.1, TL06, TL07, TL08, TL09, TL10
G01, G02, G03, G04, G05, H01, H02, H03,
H05, H09, H10, H11, H12, H13, H14, H16,
H17, H19, H21, I01, I02, I03, I04, I05, I08, I10,
I13, I19, I20, I21, I23, I24, I26, I29, I32, J01, J02,
J03, J06, J07, J08, J09, J10, J12, J15, J17, J18,
J19, J20, J21, J22, J23, J24, J25, J26, J27, J32,
J34, J35, J36, J37, J38, J40, J41, J42, J46, J47,
J51, J52, K01.1, K01.2, K01.3, K02.1, K02.2,
K03.2, K04.1, TL06, TL07, TL08, TL09, TL10
Superintendents
G01, G05, H01, H06, H07, H13, H15, H20,
H21, I04, I06, I07, I09, I11, I12, I15, I16, I17,
I18, I19, I22, I24, I25, I28, I30, I31, J01, J02,
J04, J05, J09, J10, J11, J13, J14, J15, J16,
J21, J30, J31, J33, J34, J36, J38, J43, J44,
J45, J47, J48, J49, J52, K01.3, K02.1, K02.2,
K04.1, TL06, TL07, TL08, TL09, TL10
G01, G02, G03, G04, G05, H01, H02, H03,
H04, H05, H06, H08, H10, H11, H12, H13,
H14, H16, H17, H18, H19, H20, H21, I01,
I02, I04, I05, I08, I13, I15, I19, I20, I21, I23,
I26, I27, I29, I31, J01, J02, J05, J06, J07,
J08, J09, J10, J12, J13, J15, J16, J17, J19,
J21, J22, J23, J24, J25, J31, J32, J35, J37,
J39, J40, J41, J42, J44, J45, J50, J52, K01.1,
K01.2, K01.3, K02.1, K02.2, K03.1, K03.2,
K04.1, TL06, TL07, TL08, TL09, TL10
G01, H01, H07, H12, H21, I02, I12, J01,
J02, J11, J15, J32, J52, K01.3, K02.1, K02.2,
K04.1, TL06, TL07, TL08, TL09, TL10
G01, G03, H01, H02, H03, H07, H09, H12,
H21, I01, I02, I09, J01, J02, J09, J15, J19,
J26, J37, J52, K01.1, K01.3, K02.1, K02.2,
K04.1, TL06, TL07, TL08, TL09, TL10
Urban Educators
G01, G03, G05, H01, H02, H03, H08, H12,
H21, I01, I02, I15, J01, J02, J05, J08, J09,
J15, J19, J20, J21, J26, J32, J36, J37, J39,
J51, J52, K01.1, K01.3, K02.1, K02.2, K04.1,
TL06, TL07, TL08, TL09, TL10
WEDNESDAY
L09, L24, L37, M01, M04, M09, M22, TL11,
TL12
L01, L02, L09, L18, L19, L21, L24, L27, L37,
M01, M03, M04, M05, M08, M10, M15,
M22, TL11, TL12
L01, L04, L05, L06, L07, L09, L10, L11, L12,
L14, L15, L17, L19, L20, L22, L23, L24, L26,
L28, L29, L32, L34, L35, L37, M01, M03,
M04, M10, M17, M19, M21, M22, TL11, TL12
Stakeholders
L01, L02, L12, L24, L31, L37, M01, M03,
M04, M08, M15, M22, TL11, TL12
L03, L04, L05, L07, L08, L09, L10, L13, L14,
L15, L16, L17, L18, L20, L21, L22, L23, L24,
L25, L26, L27, L28, L29, L30, L31, L32, L33,
L34, L36, L37, M01, M02, M03, M04, M05,
M06, M07, M09, M10, M11, M12, M13, M14,
M16, M18, M19, M20, M21, M22, TL11, TL12
L04, L05, L06, L08, L09, L10, L11, L16, L20,
L21, L22, L24, L25, L27, L29, L30, L34, L35,
L37, M01, M02, M04, M06, M11, M12,
M13, M14, M16, M17, M19, M20, M21,
TL11, TL12
Superintendents
L01, L02, L03, L07, L12, L13, L14, L19, L24,
L26, L31, L33, L36, L37, M01, M03, M04,
M05, M08, M11, M15, M16, M17, M18,
M21, M22, TL11, TL12
L02, L06, L08, L09, L10, L13, L15, L16, L17,
L18, L20, L23, L24, L25, L28, L30, L32, L33,
L34, L35, L36, L37, M01, M02, M04, M05,
M06, M07, M08, M09, M10, M12, M13,
M14, M18, M19, M20, M21, TL11, TL12
L24, L26, L37, M01, M03, M04, M15, TL11,
TL12
L03, L24, L37, M01, M04, M10, TL11, TL12
Urban Educators
L03, L09, L11, L24, L37, M01, M04, M10,
M22, TL11, TL12
111
PRESENTER INDEX
Abrams, Jennifer.........PC208, J13
Acree, Lauren ............ K02.1, K03.1
Adams Chabay, Lori ................. J20
Ady, Kellie ....................................D39
Ailshie, Lyle ...................................I12
Airhart, Kathleen ......................D06
Akin, Whitney.............................H09
Aleckson, Jennifer ..................... J25
Allamong, Katy...........................L34
Allen, Heather .............................L24
Allen, Rod ..................... PC216, E01
Amerson, Lisa............................. C02
Ames, Tim ....................................D38
Anderson, Erin ...........................H09
Anderson, Kimberly ................. J11
Anderson, Melissa.................... C14
Anderson, Theresa ...................D20
Anderson-Reilly, Megan ........ C26
Andrew, Lisa ................................B02
Andrews, Steve ........................M09
Antonetti, John .........................H04
Antosz, Jessica ..........................M11
Aquino, Jaime ............................ C12
Aquirre, Isabel ............................D51
Araujo, Stella ................................I02
Arbogast, David ..........................I03
Arroyo, Sarah............................... J32
Arundine, Nick..........................M14
Atherton, Lea Ann..................... J24
Augsbach, Bethanne ...............L04
Augusta, Brenda ........................L07
Augustine, Denise...................M01
Austin, Carla................................D17
Axford, Joan................................ C15
Axtell, Kulwadee ........................ J25
Babbs, Rachel.............................H19
Bailey, Christina .......................... J11
Bailey, Shelley ............................ C25
Baker, Brad ................................... J44
Balch, Ryan................................... J46
Ball, Tamika .................................. J11
Banker, Lauren.............................I26
Barkley, Steve ..............................B03
Barlin, Dara.......................I20, K03.2
Barr, Jennifer...............................H10
Bartley, Jill .....................................L35
Basaraba, Amy ......................PC109
Bastian, Liz.....................................I10
Bazzanella, Mary Beth ............ C05
Beattie, Karen.............................A04
Beaudoin, Colleen.....................L24
Béliveau, Serge ..........................D10
Benner, Gregory........................D12
Benwell, Scott ............................D34
Bergman, Jody ........................... J47
Bernhardt, Victoria......PC205, B11
Berry, Barnett .............................D06
Berry, Denny...............................G01
Bertani, Al ....................................D11
Betts, Gregory .............................L12
Bikic, Jovo ...................................M07
Bikle, Kelly..................................... J06
Birkeland, Marnie ......................B17
Birner, Alexis .................................I02
Biscocho, Enrico ..........................I04
Blistan, Marie............................... J16
Bloch, Marietta ..........................D41
Bloomberg, Paul ........................L27
Boggs, John .................................L16
Bondett, Pam .............................H06
Bonner-Reed, Jevelyn ..............I07
Boogren, Tina .............................D25
Booker, Kimberly ....................... J41
Borden, Cheryl.............................I25
Borgfjord, Mike............................I11
112
Boswell-McComas, Mary........ J08
Boyd, Deborah ...........................L02
Bozzo, Molly.................................L21
Bradford, Woody......................M11
Bradley, Janice .............................I28
Brazouski, Anthony ..................L33
Breese, Elizabeth .......................F07
Brock, Jill ....................................... J10
Brooks Simoneau, Carol .........B19
Brooks, Eric ................... PC211, E02
Brown, Valeria ..............................I21
Brownlie, Faye.......................PC102
Brunswick, Cindy ......................D33
Bryan, Chris .......................B09, D45
Bryant, Jake.................................D07
Bryant, Tracie ............................... J32
Bryk, Tony .................................. TL05
Buchanan, Erin ...........................F01
Burkett, Dina ................................I23
Burks, Betty .................................. J30
Burns, Jamey ................................I21
Butler, David ................................ J42
Byers, Christina .......................... C13
Cabrales Garcia, Viviana .........B02
Cafferty, Jason ............................ J12
Cairo, Tonya..................................B07
Campbell, Carol..................................
.............PC113, TL01, D01, I05, J50
Campbell, Jeff ............... F02, K01.1
Cannon, James .......................... C29
Cantlie, Craig ..............................D13
Canuel, Ron.....................D10, TL12
Carbaugh, Eric ...........................D22
Cardwell, Maryann..................M05
Cardwell, Steve.........................M02
Carlson, Christina ..................... C26
Carney, Steven..........................M16
Carr, Jennifer................................L24
Carr, Michelle ............................. C29
Carriere, Barb .............................A05
Carruthers, Matt.......................M05
Case, Roland ..........................PC105
Castillo, Omar.............................. J31
Cator, Karen ................................D06
Cawn, Brad ....................................I25
Ceballos, Leslie .......................... C08
Celeste, Eric .................................D05
Chadsey, Jane ..............PC215, J28
Chan, Maria.................................. J36
Chandler, Monica ...................... J41
Chappuis, Jan..............PC210, C07
Chavez, Robert ........................... J31
Chen, Milton..............................M01
Chiang, Eva .................................. J33
Childs Bowen, Deborah.........H18
Childs-Bowen, Deborah .........E03
Christianson, Kim ..................... C17
Chrona, Jo.....................................L28
Clark, Shawn.................................I32
Clarke, Kristen ............................. J22
Clauset, Karl ...............................M06
Clay, Emily ...................................H10
Clifford, Matthew ...................... J33
Clifton, Heather.........................D45
Cmolik, Ellen..............................M22
Cockcroft, Amy ........................... J07
Cockrell, Latrina ......................... J18
Cohen, Trudy ................................I26
Cohn-Vargas, Esther .................L36
Colby, Denise ............................M20
Cole, Mark....................................D14
Coleman, Ramona .................... J03
Coley, Helen................................. J15
Collins, Ben..................................H15
Collyer, Vivian .............................A05
Coltman, Juanita .....................M13
Colton, Amy ..................................I28
Colwell-Sandoval, Wade.......M18
Concepcion, Carmen ..............D40
Conway, Lydia ............................. J18
Conzemius, Anne ...................... J14
Corbley, Christine ................PC215
Correll, Juliet...............................H20
Cox, Karen .................................... J22
Cracco, Nicolas ...........................F04
Cranston, Randy .......................A05
Creel, Lydia ...................................L29
Crockett, Jennifer ..............I04, J15
Crow, Tracy ..................................D05
Cruse Craig, Johni ..................... J39
Cumings Smith, Felicia......... TL06
Cummings, Todd ........................I15
Cummins, Maggie..................... J08
Cunningham, Allison ................I23
Cunningham-Morris, Ann ....H18
Dade, Terry ....................................I09
Dailey, Tanya..............................M07
Danowski, Trent ......................... J11
Darcy, Linda .................................L08
Darnell, Justin .......................PC106
Davies, Alison............................. C23
Davies, Anne ...............................L07
Davis, Shay .................................. C14
DeBlieu, Martha ......................... J16
deChamplain-Good, Thérèse. D03
DeJarlais, Melissa......................D08
DeMola, Gabe ............................D18
Del Vecchio, Rosalba ................F04
DelDuca, Brenda......................M14
Delaney, Melissa ........................L08
Delehant, Ann..................B13, G01
Dell, Cheryl...........................I23, L14
Dennis, Nikki ..............................D14
Dennstedt, Sherri .......................I08
Dickie, Shelley.............................B17
Dill-Varga, Barbara .................... J29
Dimgba, Marguerite ...............H20
Dockendorf, Maureen ............A05
Dolcemascolo, Michael ....PC203
Donohoo, Jenni ...................PC214
Donohoo, Jennifer ................... C25
Dorr, Ellen ..................................... J28
Dorso, Erin ....................................L15
Doubet, Kristina ........................D22
Dowda, Alyson ...........................L17
Drago-Severson, Ellie ..........PC103
Driskill, Elita...................................I19
Duff, Victoria ............ E04, H11, J45
Duggins, Abbey ..........................I32
Dumas, Chad............................... J12
Dunaway, Shelly .......................H09
Durbin, Neel .................................I12
Durley, Carolyn ...........................B17
Dyer, Merrianne ..........................I16
D’Amico, Amy............................M10
Edbrooke, Odette.....................H10
Edmondson, Shawn.................L20
Edwards, Jenny ..........................L05
Edwards, Kris ..............................D39
Edwards, Seth ....................J07, L24
Elliott, Cathy ............................... C15
Elliott, Sue....................................A01
Elves, Darren..........................PC108
Elwood, Sherry ..........................D34
Ermeling, Brad ........................... C10
Ervin, Tafona ...............................D12
Esposito, Stephen ......................I07
Essink, David ............................... J12
Everett, Ann ................................D38
Everly, Julie..................................H13
Fackler, Janis ...............................D40
Fadum, Karen..............................B12
Fankhauser, Amanda ...............L20
Farmbry, Deidre ........................ C11
Faubert, Brenton .................PC113
Felton-Smith, Linda ...................I16
Fenton, Judi ..................................I20
Fenton, Meredith ................PC108
Field, Katherine ..........................L18
Filleul, Mary................................M17
Fillippi, Rachel..............................I27
Fink, Stephen ........................... TL09
Fisher, Doug..................................I01
Fisher, Iain .....................................B08
Flanagan, Maura ........................L23
Flannigan, Keely ........................B17
Flories, Karen ................................I13
Flynn, Patrick ................................I24
Folk, Dana ......................................I26
Foster, Lisa .................................... J10
Fowler, Scott ................................L09
Fradette, Terri ..............................B22
Freedman, Beverley ..................I11
Freeman, Elizabeth ....................I22
Frey, Nancy....................................I01
Fullan, Michael .......... PC201, D01
Fussell, Gerald ............................D43
Gainsback, Katie ......................M10
Garcia, Jared ...............................D49
Garcia, Josh .................................D12
Garr, Sarah ...................................D27
Garrels, Jenny..............................E06
Garrison, Emily ........................... J06
Geise, Bradley .............PC205, B11
Geocaris, Jill ................................H15
Gibbs, Lauren ...............................I21
Gibson, Jonathan ...................... J25
Giglio, Ron ....................................L16
Gildea, Aislynn.............................I22
Gildea, Jill .......................................I22
Gini Newman, Garfield.......PC105
Glaze, Avis.......................TL08, M01
Glazer, Julie ...................................I26
Goh, Ailsa ...................................... J40
Goldin-Dubois, Denise.............I08
Gomez, Alyssa.............................B18
Gonzalez, Milagros ..................D40
Gordon, Nancy ...........................B14
Gosal, Paula.................................D48
Graf, Becky...................................H07
Graff-Ermeling, Genevieve .....C10
Grandy, Tina................................. J22
Grass, Starleigh.........................M15
Grasso, Jackie .............................H08
Graves, Diane ..............................B14
Greco, Lillian ................................L23
Green, David............................... C15
Green, Julie ................................. C25
Greene, Denise ........................... J15
Greenfelder, Mark ......................I09
Greenfield, Michael ................. C21
Gregory, Gayle ............PC206, B16
Gregory, Scott............................. J17
Greninger, Elizabeth ................F01
Grinder, Michael .......................H19
Grinder-Dettloff, Krista...........H19
Gripado, Jennifer .................... TL07
Grose, Karen ................................ J50
Grossman, Jill ...............................I25
Grossman, Jordan ......................I24
Guimaraes, Catherine...............I10
Guogas, Andrea ........................D08
Guskey, Tom ................PC101, B04
Hair, Dale......................................H01
Halbert, Judy .............. PC209, D34
Halbig, Kathleen .......................D08
Halstead, Lisa ............................M08
Hammond, Craig ......................H09
Hampton, Melissa .................... C30
Hamzeh, Fouada .....................M14
Hansen, Patrick........................... J35
Hargreaves, Andy .....................D01
Harp, Natasha ............................. J18
Harrison, Cindy...........PC106, C30
Haugen, Meredith..................... J34
Hawkins, Colleen ......................H04
Haycock, Brooke ........................L37
Hazel, Rachel ..............................A04
Headrick, Kim.............................D38
Heineman, Megan .................... J41
Helmke, Sharron ........................B09
Herbst, Sandra ............................L07
Herrman, Denise .......................L32
Herro, Erica ...................................L21
Hess, Rob ......................................B07
Hierck, Tom ............................PC202
Hinds, Nancy ..............................A01
Hipp, Kristine...............................L33
Hoag, Janet ................................M08
Hoffman, Paige ...........................I14
Holme, Joanne ..........................A05
Horn Olivito, Heidi ..................M14
Houck, Bonnie ...........................H16
Howard, Benjie .........................M18
Howard, Gary .............................G05
Howitt, Clara..............................M14
Huddleston, Malinda .............M16
Hudge, Veda ...............................D15
Hufendick, Jodi ......................... C26
Hughes, Harry.......................... TL07
Huguley, Alison .........................D16
Hurley, Mary ............................... C11
Hutchison, Nikki .......................H06
Hymes, Valerie ........................... C21
Iker, Jim .......................... PC216, E06
Imbriale, Jeanne ....................... C13
Imbriale, Ryan ............................ C13
Irwin Kennedy, Rebecca.......M12
Isbister, Darryl .......................PC109
Issa Lahera, Antonia ................G02
Jensen, Megan ........................... J32
Jerde, Susanne ........................ TL09
Jeroski, Sharon ..........................A05
Jessett, Gail ................................. C27
Jodry, Leslee ...............................D03
Johnson, Brenda.......................H14
Johnson, Denise ......................M17
Johnson, Margie .......................H09
Johnson, Sharon ......................M14
Johnson, Shelly ........................M08
Jones, B.R. ...................................M06
Jones, Kelly................................... J41
Jones, Susan ................................L04
Joynt, Matthew .......................... J14
Kailley, Angela ............................B08
Kardynal-Bahri, Laurie ..............I30
Kaser, Linda................. PC209, D34
Kashigi, Gage .............................. J37
Kassis, Magdalena...................M17
Kassissieh, Julia .........................D15
Katsampes, Phil .........................H10
Kautz, Craig.................................. J12
Kean, Lisa ..................................... C06
Kearney-Edwards, Katina ....... J20
Keery, Meredith........................M19
Keith, Tara .....................................L32
PRESENTER INDEX
Kelley, Heather ........................... J42
Kelly, Amy ..................................... J12
Kennedy, Jacqueline..........PC107
Kidwell, Karen ..............................I06
Killion, Joellen.....................................
..PC101, PC204, B01, E05, I06, J02
King, Michelle ....................J15, L01
Kirincic, Tashi ...............................B14
Klassen, Linda .............................F08
Klenk, Kathy .................................L25
Kless, Lambrina .........................D46
Knight, Chris ..............................M14
Knight, Jim ...................PC110, A02
Korn, Debbie .............................. C09
Kozak, Donna..............................B21
Kreisman, Florence ................... J20
Krownapple, John.....................B15
Krstovic, Mirjan........................... J22
Labue, Larry ................................ C08
Lai, Caroline ................................D50
Laitsch, Daniel ............................F10
Lambert, Tiffanie ....................... J43
Lande, Lisa................................... C14
Landy, Ian ....................................D24
Langley-Samuels, Donnett..... L09
Lannan, Katie ...................C05, D18
Larkin, Katie .............................. TL07
Laurence, Kathleen................... J06
Laursoo, Jeannette ..................D52
Leaderman, Jennifer ................ J34
Lebar, Maria Luisa.......................I23
Lee, Maureen ..............................L31
Lee, Teri ..........................................L32
Leff, Lila ....................................... TL03
Legrand, John ..............................I07
Leonardi, Bethy .........................H10
Leopold, Julie .............................D28
Lieberman, Ann ..........................I05
Lipton, Laura ...............PC213, C16
Little, Mary ................................... J39
Littmann, Kathi..........................D12
Livingston, Doug.....................M08
Lizotte, Courteney ...................H14
Lobovsky, Rob ............................L14
Lockard, Steve .............................I09
Long, Jennifer .............................F09
Loui (Invited), Sophie ............M01
Love, Nancy ................................G04
Lue Stewart, Martha................. J39
MacDowell, Paula.....................D09
MacQueen, K.C............................I15
Maffoni, Carrie ...........................D18
Mak, Rowena.............................. C19
Maki, Stephanie ......................... J44
Maliszewski, Diana..................M20
Malizia, Joseph ...........................L16
Mangum, Nancy ......... D35, K02.1
Manning, Geoff .......................... J38
Manning, Tom..K01.3, K02.2, K04.1
Maoury, Andrew .......................D37
Markholt, Anneke ...... PC112, H12
Martin, Carol............................... C25
Martin, Felisha ............................ J17
Martin, Katie ................................ J21
Martinez, Monica ..................K03.2
Mason, Jen ................................... J43
Mason, Michele...........................I07
Matthews, Justin ........................I19
McCallum, Paddy ......................B06
McCarthy, Allison .....................D16
McCoy Mitti, Larissa ................H03
McGarrah, Michael ................... J23
McGregor, Catherine ..............D34
McInerney, Donna ...................H11
McIntosh, Katherine................D34
McKanders, Carolyn ...........PC203
McKay Bryson, Ann ................. C11
McLurkin-Hasani, Kandice .....D51
McQuillan, Niamh ..................... J08
McWhirter, Amy .........................L04
Mcdonald, Suzanne ................ C22
Means, Demond ........................ J14
Meciej, Jill...................................... J34
Meier, Jolin .................................. C24
Menuey, Brendan.......................I09
Merola, Doreen ..........................B19
Messer, Marna..................C05, D18
Meza, Nanci ................................D39
Micheaux, Donna ......................B20
Michelson, Joanna..... PC112, H12
Middleton, Carol........................ J27
Middleton, Laura .......................L24
Mihalakis, Vivian ..................... TL06
Millare, Angelina........................L34
Miller, Jennifer .............................I03
Miller, Queinnise........................ J51
Milum, Nick .................................. J49
Minor, Jacqueline ...................... J19
Mira, Mary Elizabeth ................ J11
Mitchell, Derek ...........................F06
Mitrani, Valerie............................ J03
Molitor, Suzanne.........................I23
Mondale, Tina ............................. J43
Monnette, Courtney ............... C25
Montgomery, Heavenly ........D17
Moore, Pamela ...........................F03
Moore, Shelley............PC102, B21
Morgan, Elizabeth....................H03
Morgan, Gail ................................L30
Morgan, Nick.................... D04, L01
Morganti-Fisher, Terry ............. J47
Morse, Jennifer ........................... J20
Moseman, Shaun .....................D14
Muhammad, Anthony........PC104
Murphy, Jan ................................ C17
Murphy, Michael........................ J48
Muñoz, Montessa...................... J12
Myers, Trisha ................................ J18
Nagaoka, Jenny....................... TL03
Nagel, Dave................................M06
Nanji, Shainaz .............................B08
Near, Jill...........................................I07
Neufeld, Ange.............................L25
Newell, Suzanne .......................D31
Newman, Lily ...............................I12
Niemi, Shelly......................I31, M03
Nilson, Paige...............................D46
Nordheim, Irene......................... J35
Nosek, Sean ................................D13
Novak, Sandi ..............................H16
Nuttall, Rohan ............................. J49
O’Connell, Andrew ...................L16
O’Connell, Rebecca ..................L16
O’Hara, Susan.............................D51
O’Neill, Michele ..........................L18
O’Shea, Jerry................................ J34
Olekshy, Val ................. PC111, D03
Olsen, Christie.............................L06
Olverson, Tyrone........................L03
Orbe, Pierre .................................H08
Osmond-Johnson, Pamela ...PC113
Ott, Jill ........................................... C17
Owens, Sandy ............................D36
O’Donnell, Carol.......................M10
Paiement, Laura ........................D24
Pajardo, Phyllis...........................H18
Papulkas, Katina......................... J50
Parackal, Mary............................ C22
Parisian, Jennifer.........................I31
Parker, Linda .................................I19
Partridge, Michael....................D36
Parvin, Jennifer...........................B20
Pateriya, Alka................................I29
Patrician, Matt............................. J35
Paul, Kristen ..................................I27
Pautz, Stefani.............................. C13
Pavao, Matt ..................................L13
Pearce, Ann ..................................L05
Pearson, Kati................................L11
Pena, Teresa ................................D14
Pendray, Amy ......................I04, J15
Perez, Kathy .................................L10
Perkins, Christine ......................D19
Peters, Jodi ..................................D33
Pidick, Theress ...........................D18
Pierorazio, Hilda .........................L14
Pinchback, Allyce .....................D16
Pitchford, Barb ............................L22
Piteux, Cathy ..............................D30
Planche, Beate ..........................M21
Platt, David ...................................L31
Pletcher, Bethanie .................K01.2
Poda, Janice ................................. J11
Polcen, Sonja................................I03
Poles, Ron ......................................I26
Pollock, Meagan ........................ J05
Pontefract, Dan ....................... TL02
Porter, Nikki ................................D17
Presler, Susan ..............................L12
Presta, Anna..................................I23
Preston, Steve .............................B10
Pritchard, Robert ......................D51
Privett, Alida ...............................D32
Proctor, Janis .............................. C24
Pryor, Lisa......................................L24
Psencik, Kay ..........PC211, I15, J03
Pyatt, Andrea .............................. J07
Quinn, Joanne ......................PC201
Race, Susan ................................. C04
Ralph, Rachel..............................D09
Ramos, Leonardo ..............I04, J15
Ramsdell, Rob ..............................I29
Ramsey, Genevieve .................. J41
Rann, Jason .................................H08
Rattenbury, Courtney..............L23
Ray, Karen ......................................I19
Reeves, Douglas..............J04, M04
Reimer, Kevin .............................. J38
Reyes-Ragsdale, Elizabeth ......C29
Ribas, Yvonne.............................. J36
Rickert, Cynda............................. J43
Robb, David ................................ C13
Robbins, Pam ..............................B16
Roberts, Christine...................... J08
Roberts, Sharon ..........................I12
Robertson, Joanne ..................D30
Robinson Sublet, Adrianne ....B22
Robinson, Jamie ........................B17
Robinson, Sheila .......................H20
Robinson, Susan ......................M08
Robles, Daniela...........................L06
Rocha, Heidi.................................B18
Rodgers, Mary Kay .....................I21
Rodriguez, Isela.........................D40
Rojem, Karen .............................. C18
Rolle, Stephanie .........................L35
Ronnenberg, Jeff .......................E01
Rose, Ainsley .............. PC212, D02
Rosenquist, Brooks ..................D18
Ross, Marnie ..........................PC109
Rossi, Mirella............................... C28
Rothstein, Dan ............PC108, C01
Rowcliffe, Pippa ...................... TL11
Russell, Keri ................................. C09
Sahlberg, Pasi.............................. J01
Salazar, Elvira ...............................B18
Sanchez, Maricela ....................D51
Sanders, Terrence ...................... J21
Sandoval, Elizabeth ..................L23
Santorno, Carla..........................D12
Saphier, Jon .................................B05
Sarakatsannis, Jimmy .............D07
Savage, Susan ............................H15
Savoy, Michael ...........................D46
Sayle, Jodee ...............................M19
Schmidt Moore, Michele ..........I03
Schnellert, Leyton .............................
............................PC102, PC216, B21
Schoenbach, Ruth ...................H07
Schonert-Reichl, Kimberly ....TL11
Schroeder, Lindsey ...................B17
Sciullo, Francesca .....................H03
Scott, Tara ....................................D32
Seaman, Scott..............................I17
Seay, Terri .....................................D20
Seely, Mary Laurens ................H09
Segedin, Lauren.........................L19
Seiler, Courtney...........................I12
Senisin, Simone......................... C03
Seroyer, Chelonnda .................. J39
Sharratt, Lyn ..............................M21
Shepard, Jennifer ......................L29
Sherman, Sharon....................... J16
Sherod, Joshua ..........................D49
Shortall, Sandra-Lynn ..............L31
Shunk, Andrea ...........................D23
Silver, Harvey..............................H05
Silverman, Max........................ TL09
Silverton, Mike........................... C18
Simon, Jennifer ........................M07
Simpson, Natalie.........................I24
Sisson, Ron ....................................I17
Sithole, Tsitsi ................................ J20
Slamp, Amy............................... TL04
Smith, Julie..................................A04
Smith, Katherine ........................L27
Smith, Nina .................................G04
Smith, Perry ...............................M03
Snyder, Donna ...........................D44
Soisson, Barb ............................... J27
Sommers, William ..................... J30
Soni, Geetanjali ......................... C02
Spedding, Eileen........................ J16
Staley, Sara ..................................H10
Starr, Joshua .................................I18
Steel, Kerri.................................... C24
Steele, Lisa .................................... J18
Stegall, Tracy...............................H10
Steiman, Tannis ..........................L25
Stenehjem, Jim...........................B09
Stenehjem, Laurie .....................B09
Stephenson, Neil .......................B14
Stettner, Holly ............................H20
Stewart, Laura............................D30
Stiver-Walsh, Laura ................... J46
Stokes-Bennett, Devon.......... C23
Stromquist, Gail ........................ C20
Sullivan, Robyn..........................H03
Sutic, Svetlana .............................I27
Sward, Kris .................................... J17
Takamura, Jamie.......................D21
Tan, Carol ...................................... J40
Tan, Cher Chong ........................ J40
Tate, Marcia ..................PC207, G03
Taylor, Joann................................ J31
Taylor, Mandy............................. C02
Tejeda, Jeannette ......................L35
Templeton, Chris .......................L22
Tepper, Amy..................................I24
Teske, Paul ................................... C26
Thiessen, Robyn.........................B12
Thompson, Scott ........................I14
Tiggs, Jennifer..............................I10
Timms, Kyle.................................D43
Tinney, Jordan .................B12, D50
Tissiere, Michele........................H02
Tobia, Ed .........................................I28
Tomlinson, Lynn .......................D34
Tompkins, Audra ....................... J18
Torrez, Maureen .........................B22
Tottenham, Regina ...................L23
Towers, Jennifer ........................D52
Trompeter, Kristin......................L35
Tunks, Lawrence ........................ J12
Turner, Dianne ............................B14
Twal, Nader ...................................I04
Uehara, Macey...........................D21
Van Caeyzeele, Julie .................L25
Van Gorp, Carol .......................... J34
Van Soelen, Thomas ....PC107, H17
Vanderford, Linda ..................... J27
Veltre, Denise ............................. C03
Wagner, Ralph ............................ J35
Wainright, Valerie ...................... J51
Wakabayashi, Stacey .............M19
Wallace, Holly.............................H13
Walter, Kristen............................. J26
Waltman, Rhonda ......................I16
Ward Singer, Tonya ...................B22
Wardrop, Amanda.....................B06
Warkentin, Shelley ...................H07
Waterman, Brian ........................L27
Watson, Sarah .............................B17
Weiskopf, Emily ..........................L29
Wellman, Bruce ..........PC213, C16
Wells, Caryn ................................A03
West, Lucy ...................................H13
Weston, David ......................... TL10
Whitacre, Robin.........................G04
White, Kim ................................... C08
Whitlock, Erin .............................D23
Whynacht, Julie......................... C24
Widdowson, Ryan .....................L29
Wiebke, Kathy .............................L06
Wiegand, Dawn ........................H16
Wilkerson, Stephanie..............H09
Williams, Kenneth ....................D47
Williams, Sheila........................... J20
Willows, Jess ..............................M08
Wolf, Mary Ann...D35, K02.1, K03.1
Wolfe, Annie ................................ J21
Wood, Jess...................................D26
Wood, Jo ....................................... J45
Wright, Lynne ...........................M12
Wright, Patricia .................H11, J16
Yashkina, Anna ............................I05
Yoder, Nick.................................... J23
Yoneshige, Patti ......................... J37
Yoshida, Marcy .......................... C27
Younghusband, Christine .F05, F10
Zaki, Salwa ..................................D29
Zardoya, Irma..............................L26
Zaretsky, Joan ............................D42
Zeichner, Ken ........................PC113
Ziegler, Corrie...............................I30
Zielinski, Tara .....................C22, E02
Zoller, Kendall ............................G02
113
Learning Forward Consulting
Your partner for student achievement
Learning Forward’s high-impact consulting services provide you with
the tools to transform professional learning, increase educator capacity, and
improve student achievement. Our consultants partner with states, districts,
and schools to provide comprehensive professional learning and ongoing
support for educators at all levels within a learning system.
Visit these and other sessions led by members of
our consulting team at the 2016 Annual Conference:
PC101
Evaluating Professional Development:
Linking Our Learning to Student Learning
Joellen Killion, Learning Forward, Lakeway, TX
Tom Guskey, University of Kentucky, Lexington, KY
PC211 Becoming Learning Principals
Kay Psencik, Learning Forward, Cypress, TX
Eric Brooks, Arizona Department of Education, Phoenix, AZ
B13
Trust: An Essential Element
Ann Delehant, Learning Forward, Webster, NY
H11
Connected Action Road Map: Strengthening
Educator Practice Through PLCs
Victoria Duff, Learning Forward, Monroe Township, NJ
Patricia Wright, New Jersey Principals and Supervisors
Association, Monroe Township, NJ
Donna McInerney, New Jersey Principals and Supervisors
Association, Monroe Township, NJ
J03
When Coaches Learn, Teachers Learn
Kay Psencik, Learning Forward, Cypress, TX
Valerie Mitrani, Learning Forward, Miami, FL
Ramona Coleman, Fort Wayne Community Schools,
Fort Wayne, IN
PC106
Cindy Harrison, Learning Forward, Broomfield, CO
Justin Darnell, Denver Public Schools, Denver, CO
Ignite School Improvement With the
B10 Standards Assessment Inventory
Steve Preston, Learning Forward, Decatur, GA
D45
Developing and Supporting Instructional
Coaches
Chris Bryan, Learning Forward, Westminster, CO
Heather Clifton, Learning Forward, Denver, CO
H18
Transforming Leadership Learning and
Development Through Reflective Practice
Deborah Childs-Bowen, Learning Forward, Atlanta, GA
Ann Cunningham-Morris, Mableton, GA
Phyllis Pajardo, City of Fairfax Schools, Fairfax, VA
J48
Are We There Yet? Figuring Out if We’re
Making Progress Toward the Destination
Michael Murphy, Learning Forward, San Antonio, TX
Learn more about our consulting services at
www.learningforward.org/consulting, and contact:
Tom Manning
Associate Director of Consulting and Networks
972-421-0900
114
Building an Effective Teacher Leadership
Program
Effective school leaders
are essential to school
improvement.
So, how can supervisors better support
principals as instructional leaders?
And, how can universities and school
districts better prepare principals to improve
teaching and learning?
Find out in these resources commissioned
by The Wallace Foundation.
School Leadership in Action:
Principal Supervisors
Produced by PBS affiliate WNET, this
10-minute video follows principal supervisors in Tulsa and Washington, D.C., as they
navigate a more hands-on role in supporting principals as instructional leaders.
The Power of Principal
Supervisors: How Two Districts
Are Remaking an Old Role
Improving University Principal
Preparation Programs: Five
Themes from the Field
This journalistic account offers an
in-depth look at the challenges and
rewards involved in changing the
role of principal supervisors in Tulsa
and D.C.
Educators’ perceptions of the state
of university programs that train
future principals.
Find these and other free resources at wallacefoundation.org.
115
504 S. Locust Street
Oxford, OH 45056
DECEMBER 3-7, 2016 | VANCOUVER, BC | VANCOUVER CONVENTION CENTRE
#learnfwd16
CONNECTING
LANDSCAPES
for LEARNING
VANCOUVER
“
Register by Oct. 1
and save $50!
when you register
for a 3-, 4-, or
5-day conference
attendance
Make plans to attend Learning Forward’s
2016 Annual Conference
in Vancouver, BC.
Find out why it’s called THE Learning Conference
This was an
amazing time
to be recharged,
inspired, and
filled with new
ideas. The entire
conference
is a powerful
professional
Michael
learning
Fullan
experience.
”
– Roberta Reed
2015 Annual Conference
attendee
EXPERIENCE cutting-edge keynotes and interactive learning sessions
BUILD new relationships during family-style meals before general sessions
ADDRESS your priority issues through basic and advanced learning tracks
GUARANTEE time with that “must hear” speaker with confirmed session tickets
ENGAGE with thought leaders, researchers, practitioners, authors, and more
Experience cutting-edge keynote speakers…
Andy
Pasi
Hargreaves Sahlberg
Milton
Chen
Avis
Glaze
Denise
Augustine
WHO SHOULD ATTEND | CENTRAL OFFICE ADMINISTRATORS | SUPERINTENDENTS |
POLICYMAKERS AND DECISION MAKERS | TEACHER LEADERS/COACHES | SCHOOL-BASED
TEAMS | PRINCIPALS/ASSISTANT PRINCIPALS | TECHNICAL ASSISTANCE PROVIDERS |
Learn more: www.learningforward.org/conference

Conference Program

Transcription

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