the learning forward conference

Transcription

“I ALWAYS LEAVE
REINVIGORATED AND
READY TO IMPLEMENT
AND USE NEW STRATEGIES AND LEARNING.”
SHARON BRITTINGHAM
Welcome to Minneapolis…
W
elcome to Minneapolis….where you will explore the land of 10,000
lakes, rivers, and pathways for school-based professional learning.
The Minneapolis Host Committee welcomes you to Minnesota and the
Learning Forward 2013 Summer Conference at the Hilton Minneapolis hotel.
Join us in learning how to effectively connect student learning needs and
student academic standards with professional learning.
The conference is intentionally designed to engage attendees with
the stories and experiences of school practitioners and educational leaders
whose work brings to life Learning Forward’s purpose: Every educator engages in effective professional learning every day so every student achieves. You
will be provided 10,000 opportunities to meet someone new, network with
distinguished educators who have contributed to the field of professional
learning, and reflect on applying new learning into your own context.
Minnesota has 10,000 lakes and one big Mississippi River that are only
footsteps or a bike or light-rail ride away. This conference gives our city the
H O ST CO M M I T T EE AND A DV IS ORS
Deborah Luedtke, Chair
Minnesota Department
of Education
Roseville, MN
Sharon Burrell
Registration/Operations
North St. Paul | Maplewood |
Oakdale School District 622
North St. Paul, MN
Dana Carmichael
Center for Authentic
Intellectual Work
St. Paul, MN
Felicia Gyasi-Thames
Eden Prairie Schools
Eden Prairie, MN
Janet Kujat
Affiliate, Hospitality/Publicity
Minneapolis Federation
of Teachers
Minneapolis, MN
Kathe Nickleby
Program/Sponsors
Mahtomedi Public Schools
Mahtomedi, MN
Linda Rees
Learning Forward Minnesota
Plymouth, MN
Patricia Reisenger
Affiliate, Program/Sponsors
Edina, MN
Beth Sneden
Mahtomedi, MN
Lynne Viker
Mahtomedi, MN
ADVISORS
Ryan Laager
Program/Sponsors
Stillwater Area Public Schools
Stillwater, MN
Linda Davin
National Education
Association
Washington, DC
Jerelyne Nemanich
Hospitality/Publicity
Spring Lake Park Schools
Spring Lake Park, MN
Rosalind LaRocque
American Federation
of Teachers
Washington, DC
opportunity for you to experience a Twins baseball game, shopping at the
Mall of America, cruising on the Jonathan Paddleford Riverboat, a performance at the preeminent Guthrie Theater, or a reenactment of 1820’s military
life at historic Fort Snelling. Minneapolis offers 10,000 historic and diverse
venues for fun that are sometimes traditional and sometimes trendy.
Learning Forward’s Summer Conference in Minneapolis will provide
educators with over 10,000 ideas, examples, tools, and skills to move forward
school efforts for educational excellence for students and the educators that
serve them. We are excited for you to join us in learning together.
CONFERENCE PROGRAM PLANNING COMMITTEE
Cathy Berlinger-Gustafson
Conference Program Planning
Committee Facilitator
Crystal lake, IL
Eric Brooks
Arizona Department
of Education
Phoenix, AZ
Debbie Cooke
Educational Consulting
Service
Lake Worth, FL
Francena Cummings
SERVE Center @ UNCG
Tallahassee, FL
Deborah Luedtke
Conference Chair
Minneapolis Host Committee
Cathy Gassenheimer
Alabama Best Practices Center
A+ Education Partnership
Montgomery, AL
William Hall
Brevard Public Schools
Viera, FL
Paul Kimmelman
American Institutes for Research
Olive Branch, MS
A. Clifton Myles
Ivy Preparatory Young Men’s
Leadership Academy
Atlanta, GA
Tony Neal
St. Louis, MO
EX OFFICIO
Michelle King
Dallas Host Committee Chair
Coppell Independent School
District
Coppell, TX
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Key Events
FIRST-TIME CONFERENCE
ATTENDEES SESSION
Sunday, 5:15 p.m. - 6 p.m.
OPENING RECEPTION
Sunday, 5:30 p.m. - 6:30 p.m.
2013 Conference Overview
5 p.m. - 6 p.m.
5 p.m. - 6 p.m.
Registration
Presenter/Session Host Check-In
7:30 a.m. - 6:30 p.m.
7:30 a.m. - 6:30 p.m.
9 a.m. - 4 p.m.
12 p.m. - 1 p.m.
4 p.m. - 6:30 p.m.
4:15 p.m.- 5 p.m.
4:30 p.m. - 5 p.m.
5:15 p.m. - 6 p.m.
5:30 p.m. – 6:30 p.m.
Registration
Preconference
Preconference Lunch
Knowledge Café Open
Learning School Alliance Meet and Greet
Team Time Meetings/Individual Reflection
First-Time Conference Attendees Session
Opening Reception
MONDAY, JULY 22
7:30 a.m. - 5 p.m.
7:30 a.m. - 5 p.m.
7:30 a.m. - 8:15 a.m.
8 a.m. - 5 p.m.
8:15 a.m. - 9:15 a.m.
9:30 a.m. - 11:30 a.m.
11:45 p.m. - 12:30 p.m.
12:30 p.m. - 1:30 p.m.
1:45 p.m. - 3:45 p.m.
3:45 p.m. - 4:30 p.m.
4:30 p.m. - 5 p.m.
Registration
Continental Breakfast/Networking
General Session 1 / Keynote: Jim Knight
Sets A & B Sessions Meet
Lunch/Networking
General Session 2 / Keynote: Michelle Shearer
Sets A & C Sessions Meet
Knowledge Café Reception
TUESDAY, JULY 23
7:30 a.m. - 4:30 p.m.
7:30 a.m. - 4:30 p.m.
7:30 a.m. - 8:15 a.m.
8 a.m. - 1:45 p.m.
8:15 a.m. - 9:15 a.m.
9:30 a.m. - 11:30 a.m.
11:45 a.m. - 12:30 p.m.
12:30 p.m. - 1:30 p.m.
1:45 p.m. - 3:45 p.m.
3:45 p.m. – 5:00 p.m.
5 p.m. – 5:30 p.m.
Registration
Continental Breakfast/Networking
General Session 3 / Keynote: Yvette Jackson
Sets D & E Sessions Meet
Lunch/Networking
General Session 4 / Keynote: Jamie Casap
Sets D & F Sessions Meet
Authors’ Roundtable, Reception, and Book Signing
7:30 a.m. – 10 a.m.
7:30 a.m. - 8 a.m.
8 a.m. – 10 a.m.
10:15 a.m. – 11 a.m.
11 a.m. - 12 p.m.
Registration
Set G Sessions Meet
Brunch
General Session 5 / Keynote: Anthony Muhammad
SATURDAY, JULY 20
SUNDAY, JULY 21
WEDNESDAY, JULY 24
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KNOWLEDGE CAFÉ RECEPTION
Monday, 3:45 p.m. - 4:30 p.m.
LEARNING FORWARD
FOUNDATION WALK-A-THON
Tuesday, 6 a.m. - 7 a.m.
AUTHORS’ ROUNDTABLE,
RECEPTION, AND BOOK SIGNING
Tuesday, 3:45 p.m. - 5 p.m.
KEYNOTE PRESENTATIONS:
Jim Knight, Michelle Shearer,
Yvette Jackson, Jamie Casap,
Anthony Muhammad
I LEFT THE CONFERENCE FULL OF IDEAS TO SHARE AND IMPLEMENT. I WAS
“INSPIRED
AND MOTIVATED TO CONTINUE MY WORK WITH ADULT PROFESSIONALS
FOR THE SUCCESS OF OUR STUDENTS AND THEIR EDUCATION.” LISA JENKINS
Conference Highlights
SESSION PRESENTERS
Learning Forward uses the term “teacher
leaders” to include school-based staff
developers, instructional coaches and
facilitators, department and grade-level
chairs, mentors, committee chairs and
members, and other roles teachers
assume to ensure high-quality, schoolbased professional learning. Due to the
school-based practitioner focus of this
conference, Learning Forward prioritizes
sessions that feature a teacher leader.
Most sessions also feature principals,
central office administrators, and/or
technical assistance providers who work
with teacher leaders to produce the
outcomes described in their sessions.
speakers address the group during each
general session. Learning Forward has a
long-established tradition in which participants eat meals together in the spirit of
camaraderie and networking. We encourage participants to come to each general
session and sit with different people.
Conference Icons
Special symbols provide additional
information for conference attendees.
These sessions are marked with icons.
Most sessions are appropriate for
all attendees, but some sessions are
more…
FIRST-TIME ATTENDEES SESSION
First-time conference participants will
want to attend a special session on Sunday at 5:15 p.m. with Learning Forward’s
Board of Trustees, staff, and Host Committee members. We will share information on Learning Forward’s purpose,
member benefits, and tips on how to get
the most from the conference.
Basic for participants with
limited background in the
content, or
MEALS
Preconference attendees are provided
with lunch on Sunday. Breakfast and
lunch on Monday and Tuesday, and
brunch on Wednesday are included in
the registration fee. Conference meals
are selected to support a variety of
dietary needs and preferences. Please be
aware that meals will not be served once
the general session has begun.
Sessions where participants
should Bring a laptop or other
mobile computing device.
GENERAL SESSIONS
AND KEYNOTE SPEAKERS
General sessions are held at breakfast
and lunch on Monday and Tuesday,
and at brunch on Wednesday. Keynote
Advanced for attendees who
have experience and knowledge
of session content.
Sessions that have content
and skills for educators serving
Title I populations.
Common Core State Standards
will be found in these sessions.
Sessions where protocols
are gained.
Sessions pertain to
elementary school.
Sessions pertain to
middle or high school.
Designates sessions
focused on turnaround.
SAVE
$50
on a 3- or 4-day
registration when
you register by
April 30, 2013.
CONCURRENT SESSIONS
The conference offers 4-hour and 2-hour
sessions. Sessions are carefully selected
to ensure participant learning on important subjects. Conference attendees are
required to register for sessions to allow
presenters to prepare for the appropriate number of attendees.
AUTHORS’ ROUNDTABLE,
Learning Forward will host an authors’
roundtable, reception, and book signing
on Tuesday afternoon, July 23 from 3:45
pm to 5:00 pm with approximately 25
authors participating. Meet the authors,
hear three 20-minute presentations, win
books as door prizes, and pose questions
to the authors.
TICKET EXCHANGE
A ticket exchange will be available at
the conference. Tickets are required for
admittance to all sessions. This guarantees space for attendees and allows
presenters to plan appropriately for the
audience. You may pick up or exchange
a ticket for any open session.
TEAM TIME/REFLECTION
Skilled facilitators will be on site to help
teams make the most of this valuable
time. Your team can work together to
create implementation goals and strategies. Stop by the registration desk to
make arrangements for a facilitator and
set time aside to apply your learning as
a team.
WIRELESS ACCESS
Free wireless access will be available
throughout the convention space in the
Minneapolis Hilton.
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What makes this conference special?
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Sessions conducted by school-based practitioners to provide a peer perspective.
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Special receptions in your honor to allow time for one-on-one networking.
Communal, sit-down meals to promote relationship building.
Keynotes and session presenters carefully screened to ensure high quality.
No need to rush to a session to get a seat. Your session ticket will reserve your
spot. The session presenter will expect you and will have materials ready.
Top-quality facility provides a setting that allows participants to optimize
their learning.
2013 Special Features
Enhance your
conference experience.
AUTHOR’S ROUNDTABLE,
Take advantage of
Meet selected authors and hear about
these special features:
their latest books on Tuesday, July 23
from 3:45 p.m. to 5 p.m. Approximately
25 authors available to discuss and sign
KNOWLEDGE CAFÉ
their books. Attendees are free to chat
Visit the Knowledge Café to meet and
one-on-one and peruse or purchase
network with fellow attendees and our
conference sponsors. Browse through
the Learning Forward Bookstore and get
the latest professional learning resources.
The Knowledge Café will be open:
4 p.m. to 6:30 p.m. – Sunday, July 21
8 a.m. to 5 p.m. – Monday, July 22
8 a.m. to 1:45 p.m. – Tuesday, July 23
Don’t miss the Knowledge Café
reception
3:45 p.m. to 4:30 p.m. – Monday, July 22
found on the Doing What Works website
by attending sessions B08 or E03, and
find practical ways to support decision making, improve instruction, and
increase student learning.
books. For a more in-depth conversa-
THE LEARNING FORWARD
FOUNDATION WALK-A-THON
tion, attend three 20-minute authors’
Tuesday, July 23, 6:00 a.m. - 7:00 a.m.
presentations.
Minneapolis Hilton
Pack your walking shoes and join the
DOING WHAT WORKS
Learning Forward Foundation on a
The Doing What Works website translates
one-mile walk to honor someone who
effective research-based education prac-
has inspired your professional journey.
tices into practical tools that support and
Walk as an individual, as part of a team,
improve classroom instruction. Educators
or on behalf of your district, school, or
want to know what works, based on the
organization. This Learning Forward
best available evidence. They want help
Foundation fundraiser will provide finan-
implementing research-based practices.
cial grant opportunities for educators
Visit http://dww.ed.gov and understand
to achieve Learning Forward’s purpose
the research base behind recommended
-- Every educator engages in effective
practices, how to implement practices in
professional learning every day so every
schools, and access tools and templates
student achieves.
to improve practices. Increase your
T H A N K S TO O U R G E N E R O U S S P O N S O R S
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awareness of and apply the resources
Minneapolis & St. Paul Area Attractions
Mark these dates
MINNEAPOLIS AREA ATTRACTIONS
March 1:
2013 Shirley Hord Learning Team
Award nomination deadline.
The Science Museum of Minnesota contains exhibits, galleries, and the Omnitheater
built on bluffs overlooking the Mississippi River. Visit www.smm.org to learn more.
Walker Art Center and Sculpture Garden is located downtown and is known for its
modern and contemporary art collection. Visit their website at www.walkerart.org.
Minneapolis Institute of Arts contains more than 80,000 works of art from ancient
Egyptian artifacts to European masterpieces. Details at www.artsmia.org.
Mill City Museum, located on the Mississippi riverfront, was built around what was
the world’s largest flour-mill. Plan your visit at www.millcitymuseum.org.
American Swedish Institute is an arts and cultural center, has galleries, and includes
the Turnblad Mansion, which is open for tours. More at www.asimn.org.
Guthrie Theater is located downtown. Information on upcoming productions is
available at www.guthrietheater.org.
Chain of Lakes, southwest of downtown, includes five bodies of water with a
surrounding park system featuring music, a bird sanctuary, rose gardens, beaches,
and boat rentals.
Stone Arch Bridge, made of granite and limestone, crosses the Mississippi River
and provides a view of downtown. Find out more at www.stonearchbridge.com.
Nicollet Mall, a transit mall located in downtown Minneapolis, provides shopping,
dining, and entertainment.
ST. PAUL AREA ATTRACTIONS
Minnesota Children’s Museum offers a chance for children to discover and explore
in downtown St. Paul. Get details at www.mcm.org.
Como Park Zoo & Conservatory features animals, an amusement park, and gardens.
Plan your visit at www.comozooconservatory.org.
Grand Avenue offers shopping and dining in a charming setting along historic Grand
Avenue.
The Minnesota State Capitol, on the National Register of Historic Places, houses the
Minnesota legislature, the office of the attorney general, and the office of the governor.
Wabasha Street Caves is an underground venue that offers cave tours. Explore
options at www.wabashastreetcaves.com.
April 15:
Deadline for submitting manuscripts
for December 2013 JSD. Theme: The
emerging leader.
April 30:
Deadline for early registration
for Learning Forward 2013 Summer
Conference.
July 21-24:
Learning Forward
2013 Summer Conference,
Minneapolis, MN.
August 2:
Learning Forward’s
2013 Annual Awards
nomination deadline.
December 7-11:
Learning Forward
2013 Annual Conference in Dallas, TX.
NON-COMMERCIAL POLICY
Learning Forward is committed to
professional learning and has a policy
prohibiting commercial solicitation during conference sessions.
CONSENT TO USE OF
PHOTOGRAPHIC IMAGES
Registration and attendance at, or participation in, Learning Forward Summer
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.
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2013 Summer Conference Keynote Speakers
MONDAY
TUESDAY
Jim Knight
Michelle Shearer
Yvette Jackson
Jim Knight is a research associate at the
University of Kansas Center for Research
on Learning and the president of the
Instructional Coaching Group. He has spent
more than a decade studying instructional
coaching and has written several books on
the topic, including Instructional Coaching:
A Partnership Approach to Improving Instruction published by Corwin and Learning Forward (2007). Knight co-authored Coaching
Classroom Management (Pacific Northwest
Publishing, 2010), and edited Coaching:
Approaches and Perspectives (Corwin, 2008).
In 2011, President Barack Obama honored
Michelle Shearer, a chemistry teacher at
Urbana High School in Ijamsville, MD,
as the 61st National Teacher of the Year.
Shearer’s ability to awaken the “aspiring
scientist within,” apply real world concepts
to her lessons, and establish outstanding
teacher-student interactions in the classroom earned her the recognition.
Yvette Jackson, chief executive officer of
the National Urban Alliance for Effective
Education, is internationally recognized for
her work in assessing the learning potential
of disenfranchised urban students. Her
research is in literacy, gifted education,
and the cognitive mediation theory of
Reuven Feuerstein. Jackson has applied
her research to develop an integrated
process to motivate and elicit potential in
underachievers. This research was the basis
for her design of the New York City Gifted
and Talented programs framework when
she was the director of gifted programs.
As executive director of instruction and
professional development for the New
York City Board of Education, she led the
development and implementation of the
Comprehensive Education Plan, which
optimizes the delivery of all core curriculum and support services in New York City
Public Schools.
Knight has authored articles on instructional coaching and school improvement in
publications such as JSD, Principal Leadership, The School Administrator, Kappan, and
Teachers Teaching Teachers.
Several research projects directed by
Knight include an IES-funded qualitative
and quantitative assessment of coaching
and Pathways to Success, a comprehensive,
districtwide school reform project for the
Topeka Public School District in Kansas.
Knight also leads the coaching institutes
and the Annual Instructional Coaching
Conference offered by the University of
Kansas.
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MONDAY
Over the course of her teaching career,
Shearer has built a reputation by reaching
out to students who have traditionally
been underrepresented in scientific fields
such as minorities, young women, and
students with special needs and disabilities. Shearer taught Advanced Placement
chemistry in American Sign Language at
the Maryland School for the Deaf for the
first time in the school’s 135-year history.
A Princeton graduate and Delaware native,
she graduated with a teaching certification
and a Bachelor of Arts in chemistry and
earned her master’s in Deaf Education at
McDaniel College in Maryland.
Jackson works with school district administrators and teachers across the country to
customize and deliver systemic approaches
to literacy development through instructional practices that integrate culture,
language, and cognition to expand and accelerate student learning and achievement.
SAVE
$50
TUESDAY
WEDNESDAY
on a 3- or 4-day
registration when
you register by
April 30, 2013.
BACK UP KEYNOTE
Jaime Casap
Anthony Muhammad
Frederick Brown
Jaime Casap is the senior education
evangelist at Google. Casap advocates for
the power and potential of technology and
Google tools in and out of the classroom.
He helps educational organizations across
the world find ways to utilize these tools in
support of new learning models. His team
is responsible for bringing Google tools
to millions of administrators, teachers,
and students across the globe. Casap was
named one of Tech and Learning’s Top
10 Most Influential in Education, and a
SXSWedu distinguished speaker.
Anthony Muhammad, education consultant and former principal, has served as a
middle school teacher, assistant principal,
middle school principal, and high school
principal. Muhammad’s tenure as a practitioner has earned him several awards as
both a teacher and a principal. His most
notable accomplishment came as principal
at Levey Middle School in Southfield, Michigan, a National School of Excellence, where
student proficiency on state assessments
was more than doubled in five years and
he was named the Michigan Middle School
Principal of the Year in 2005. Muhammad
and the staff at Levey used the Professional
Learning Communities at Work (Solution
Tree, 1998) model of school improvement,
and they have been recognized in several
videos and articles as a model, high-performing learning community.
Frederick Brown is Learning Forward’s
director of strategy and development. Prior
to joining Learning Forward, Brown served
as a senior program officer for the New York
City-based Wallace Foundation where he
guided the work of several major grantees,
including the Southern Regional Education Board; the Institute for Learning at the
University of Pittsburgh; and the states of
Ohio, Iowa, Wisconsin, Oregon, Kansas, and
New Jersey.
Prior to joining The Wallace Foundation,
Brown was Director of the Leadership
Academy and Urban Network for Chicago
(LAUNCH), an organization whose mission
was to identify, train, and support principals
for the Chicago Public Schools.
Casap serves on the Arizona STEM education board, on the board of directors for
New Global Citizens, is a member of the
Digital Learning Council, and was recently
named to the SXSWedu advisory board.
Born and raised as a first generation American to a single mother on welfare in Hell’s
Kitchen, New York, Casap understands
and appreciates the power of education in
changing the destiny of a family in just one
generation. His mission is to make sure
that education continues to be the silver
bullet it was for him.
Muhammad is the author of the books The
Will to Lead and the Skill to Teach: Transforming Schools at Every Level (Solution Tree,
2011) and Transforming School Culture:
How to Overcome Staff Division (Solution
Tree, 2009); and a contributing author to
the book The Collaborative Administrator:
Working Together as a Professional Learning
Community (Solution Tree, 2008).
WAS GREAT TO LEARN NEW THINGS,
“SEEITWHERE
I CAN IMPROVE IN MY CLASS-
ROOM AND SCHOOL COMMUNITY, AND
MEET NEW PEOPLE. I WOULD RECOMMEND
A LEARNING FORWARD CONFERENCE TO
ANY EDUCATOR.” ELIZABETH GARZA
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9 a.m. – 4 p.m. | Sunday
2013 Preconference Sessions
PC101
BECOMING A LEARNING SCHOOL
Schools are turning to professional learning communities to
improve teaching and student
learning. Yet, not all learning
communities focus on professional learning to improve student learning.
Becoming a Learning School is a tool kit for
implementing Learning Forward’s definition
of professional learning in schools so that
teachers engage in collaborative professional
learning teams to advance teaching quality
and student learning. Examine structures
and processes for successful collaboration;
responsibilities of principals, teachers, teacher
leaders, and central office staff; and strategies
for evaluating team effectiveness.
Gain strategies and tools to develop understanding of collaborative professional learning, strengthen school and district culture,
focus on common goals, clarify roles of the
stakeholders in the school, troubleshoot
issues that are perceived as barriers to professional learning, and build a strong evaluation
system that ensures revisions are based on
needs.
Participants will:
• Examine the components of collaborative
learning that focus on student outcomes.
• Recognize the major decision areas that
impact effective collaborative professional
learning.
• Assess a school’s or district’s needs and
readiness for implementing collaborative,
team-based professional learning.
• Understand how the tool kit supports team
development and its focus on student
learning.
• Develop an initial plan for initiating and
improving collaborative professional
learning within your school.
• Identify indicators to use in measuring the
effectiveness of collaborative learning teams.
Participants are encouraged to bring a copy
of Becoming a Learning School (NSDC, 2009) to
the session. Books may be ordered from the
Learning Forward online bookstore at
www.learningforward.org/bookstore.
Learning Forward acknowledges support
from the MetLife Foundation for this session.
Joellen Killion, Learning Forward, Arvada, CO,
joellen.killion@learningforward.org
Joellen Killion is the former deputy executive director for Learning Forward. She has continued her
relationship as an advisor to the organization. Killion
led the most recent revision of the Standards for Professional Learning. She has extensive experience
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in professional development planning, design,
implementation, and evaluation both at the school
and system level. Killion is a frequent contributor
to newsletters and JSD. Her most recent books
include Becoming a Learning School (NSDC, 2009)
co-authored with Patricia Roy, Assessing Impact:
Evaluating Staff Development (Corwin Press, 2008,
2nd ed.), and Coaching Matters co-authored with
Cindy Harrison, Chris Bryan, and Heather Clifton
(Learning Forward, 2012).
Strand: Learning Communities
PC102
THE BUILDING BLOCKS OF
DIFFERENTIATED INSTRUCTION
Explore the fundamental elements of differentiated instruction in this primer. Develop a
clear framework of the differentiated instruction model. Understand the non-negotiables of differentiated
instruction and develop a working vocabulary.
Participants will:
• Know the differentiated instruction framework and model.
• Understand the non-negotiables of
differentiated instruction.
• Comprehend the role mindset plays in
successful differentiation.
• Develop strategies for setting up and running a differentiated-instruction classroom.
Monica Harrold, Ann Arbor Public Schools,
Ann Arbor, MI, harrold@aaps.k12.mi.us
Monica Harrold is an elementary school principal in
Ann Arbor, MI. She earned National Board Teacher
Certification and taught primary grades before
becoming a principal. Harrold has presented at
numerous conferences including the Michigan Association for Media in Education and an ASCD summer
conference. Harrold is a member of the ASCD Differentiation Instruction Cadre. One of Harrold’s classes
is featured in ASCD’s Differentiating Instruction DVD
Set (ASCD, 1997).
Strand: Outcomes
PC103
COOPERATIVE LEARNING: AN
ENDURING TEACHING STRATEGY
Cooperative learning
is supported by an
enormous amount
of research and a
strong history in
practice. Examine strategies for teaching
based on data that show cooperative learning
is always near the top of practices that are effective. Learn how cooperative learning builds
positive relationships among peers for higher
achievement, stronger academic self-esteem,
and increased acceptance of differences.
Participants will:
• Define cooperative learning and see how it
is much more than putting students into
groups to learn.
• Identify the instructor’s role in structuring
cooperation in classrooms and schools,
and the growing use of cooperation in
classrooms around the world.
• Discover how cooperative learning is
effective in diverse classrooms.
• Leave understanding the five elements
of cooperative learning.
David Johnson, University of Minnesota,
Minneapolis, MN, johns010@umn.edu
David Johnson is emeritus professor of educational
psychology at the University of Minnesota. He is
co-director of the Cooperative Learning Center.
Johnson has authored over 400 research articles and
book chapters and is the author of over 40 books. He
has received many awards for outstanding research
and teaching, including from the American Educational Research Association (1996), the American
Society for Engineering Education (1997), and Ball
State University (1999). Johnson has served as an
organizational consultant to schools and businesses
in North America, Central and South America, Western and Eastern Europe, Africa, Asia, the Middle East,
and the Pacific Region.
Roger Johnson, University of Minnesota,
Minneapolis, MN, johns009@umn.edu
Roger Johnson is a professor of curriculum and
instruction at the University of Minnesota. He is
the co-director of the Cooperative Learning Center.
Johnson is a leading authority on inquiry teaching, cooperative learning, and conflict resolution.
Johnson is the author of numerous research articles,
book chapters, and books. Johnson has been honored with several national awards including from the
American Psychological Association, the American
Society for Engineering Education, National Council
for the Social Studies, Minnesota Association for Supervision and Curriculum Development, University
of Maine, and Ball State University. He has consulted
with schools throughout the world.
Strand: Implementation
PC104
COACHING MATTERS
Learn
what
needs
to be in
place for
a coaching program to impact student learning. Examine the essential characteristics of
effective building-level instructional coaching
programs. Walk away with the best examples
and practical tools from a variety of districts,
including examples of mission statements,
evaluation rubrics, protocols for providing
feedback to coaches, ways to assess the
impact of coaching, and sample documents
defining the roles of coaches. Use newly
developed levels of implementation maps as
well as additional tools from Coaching Matters
(Learning Forward, 2012).
Participants will:
• Consider characteristics of effective
coaching programs.
• Examine and reflect on examples of
structures and tools that support coaching.
• Explore ways to move coaching from
a focus on teacher behaviors to a focus
on student results.
• Learn ways to communicate to others
about the work of coaching including ways
to define confidentiality between coaches
and others.
• Determine ways to implement the
characteristics of effective coach-principal
and coach-teacher relations.
• Review partnership agreements and
types of coaching.
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. Currently,
she works with districts and schools in the areas
of instructional coaching, organizational change
initiatives, professional learning communities, staff
development, leadership teams, and facilitation. She
co-authored the books Taking the Lead: New Roles for
Teachers and School-Based Coaches (NSDC, 2006) and
Coaching Matters (Learning Forward, 2012).
Callie Brownlee-Groff, Denver Public Schools,
Denver, CO, c-brownlee@comcast.net
Callie Brownlee-Groff is a teacher effectiveness coach
with Denver Public Schools. Prior to that, she provided professional development at the district and
building level in Adams County School District 14 for
11 years and taught in St. Louis, MO, for 13 years as
an elementary teacher and as a Title I math instructor. She has facilitated teacher induction as well
as professional learning for teacher effectiveness.
Brownlee-Groff has also taken an important role
in supporting data teams and culturally responsive
teaching.
PC106
DESIGNING AND IMPLEMENTING
COMMON FORMATIVE ASSESSMENTS
Chris Bryan, Westminster, CO,
bryan.chris48@gmail.com
There has been an explosion of
information about the power of
and the need for more formative
assessments and fewer summative assessments. It would seem
odd then, to add the idea of teams using
common assessments in an already testheavy culture. Hear how the development
and use of common formative assessments
can support a culture of learning for both
students and teachers. Examine assessment
practices through the lens of where schools
and districts are headed in the future.
Chris Bryan currently works as a senior consultant
with Learning Forward and teaches pre-service
teachers at the University of Colorado Denver. She
began her career in education more than 37 years
ago and has worked in both private, residential, and
public school settings as a classroom teacher and
as a specialist for students with various disabilities.
Bryan has also been a mentor, staff developer, coach,
coach of coaches, and a clinical professor and site
coordinator for the University of Colorado School
Partnership Programs. Bryan has co-authored articles
about data conversations and an online coaching
model.
Strand: Leadership
PC105
USING DATA FOR EFFECTIVE TURNAROUND:
WHAT TO KNOW AND DO
In his speech on unleashing
the power of data for school
reform, Secretary of Education
Arne Duncan acknowledged
the importance of data systems,
and then added, “but having the data isn’t
enough. It’s essential to use the data to drive
student achievement.” Hear how data can be
a powerful force for change in schools seeking to improve achievement for all students.
Consider how to effectively use data to
differentiate instruction and increase student
achievement. Learn how to design, implement and evaluate an effective system of
professional development around data use.
Participants will:
• Discover how to engage groups of stakeholders and use data as a powerful force
for change.
• Consider how to monitor implementation
and measure success.
• Leave with a completed 100-day plan for
implementation of effective professional
learning.
Mickey Garrison, Oregon Department of Education, Salem, OR, mickey.garrison@state.or.us
Mickey Garrison is the data literacy director for the
Oregon Department of Education. She serves as
director of the Oregon DATA Project, an initiative that
provides training and support on how to use data
to inform instruction. She is also co-lead of Oregon’s
Common Core State Standards initiative. Garrison
has more than 30 year’s experience in the education
field, many of them as a researcher with special
expertise in data collection and analysis. In 2010,
she received the Data Quality Campaign’s State Data
Director of the Year award.
Strand: Data
Participants will:
• Develop an assessment literacy that
promotes learning for all using the
Common Core State Standards and
21st-century skills.
• Consider an instructional framework that
provides effective feedback and tracks
learning.
• Understand how common assessments
improve achievement for all students and
address achievement gaps.
Cassandra Erkens,
Anam Cara Consulting, Lakeville, MN,
casserkens@anamcaraconsulting.com
Cassandra Erkens has served as a high school English
teacher, a director of professional development at
the district level, a regional school improvement
facilitator at the state level, and a director of staff and
organization development in the private sector. She
is a presenter, facilitator, coach, trainer-of-trainers,
keynote speaker, and author. A longtime Assessment
Training Institute and Solution Tree associate, Erkens
presents on the topics of assessment, instruction,
school improvement, and professional learning
communities. She is the president and owner of
Anam Cara Consulting and serves as adjunct faculty
to a few universities. Erkens has authored and coauthored a wide array of published trainings and is
the co-author with Eric Twadell of Leading by Design:
An Action Framework for PLC Leaders At Work (Solution
Tree, 2012).
Strand: Data
SAVE
$50
on a 3- or 4-day
registration when
you register by
April 30, 2013.
11
9 a.m. – 4 p.m. | Sunday
2013 Preconference Sessions
PC107
USING STRATEGIES TO ENGAGE
ALL LEARNERS AND INCREASE
COMPREHENSION
Do you have students who
struggle with reading the text
in content areas? How about
students who say they read it,
but cannot identify the main
idea or provide necessary details? Learn how
to enhance K-12 teachers’ and administrators’
knowledge and skills for reading in all content
areas. Acquire strategies to help readers
comprehend text as well as to understand the
necessary process skills involved in reading
comprehension.
Participants will:
• Explore reading strategies that foster
student comprehension and lead to selfmonitoring of the comprehension process.
• Select and implement research-based
strategies to help all students achieve
learning goals.
• Learn to create a thinking environment to
nurture the development of strategic
readers and to focus on the success of all
students.
Participants need to bring a copy of
Strategic Reading in the Content Areas:
Practical Applications for Creating a Thinking
Environment (Rachel Billmeyer/Printco
Graphics, 2010, 2nd ed.). Books may be
ordered from Printco Graphics at
888-593-1080 or www.rachelbillmeyer.com
(ISBN # 978-0-9711292-6-9).
Rachel Billmeyer, Omaha, NE,
rachelb2@cox.net
Rachel Billmeyer has extensive experience putting
educational theory into practice. She has taught at
the elementary, secondary, and university level and is
known for her work with reading in the content areas
and reading assessment practices. Billmeyer has
served in leadership positions including director of
professional development and instruction and grant
director. She is co-author with Mary Lee Barton of
Teaching Reading in the Content Areas: If Not Me Then
Who? (ASCD, 1998, 2nd ed.).
Strand: Outcomes
SAVE
$50
12
on a 3- or 4-day
registration when
you register by
April 30, 2013.
PC108
CULTURAL PROFICIENCY: POWERFUL
TOOLS FOR CREATING INCLUSIVE SCHOOLS
PC109
GOOGLE-IZE YOUR PROFESSIONAL
DEVELOPMENT
Cultural proficiency
is an approach that
provides tools and
help for an increasingly diverse world
with an increasing number of well-intentioned but fearful people. Understand the tenets of cultural proficiency and be able to apply four tools of cultural proficiency to create
inclusive organizations capable of meeting
desired goals and improving the achievement
of students in every demographic group.
Learn
how to
leverage
Google
Apps for
Education to support professional learning,
provide differentiation, and encourage collaboration. Explore free tools, including Google
Docs, Google Forms, and Google Sites, which
can be utilized with adult and student learners to further 21st-century skills. Create and
examine the possibilities while developing
a toolkit that moves teaching and learning
to a whole new level. Build a basic online
staff development website and acquire skills
that transfer to other projects and classroom
usage. Bring your own laptop and learn what
you can do by infusing Google Apps into your
own practice.
Participants will:
• Become familiar with the many resources
of cultural proficiency related to teaching,
coaching, professional learning communities, counseling, poverty, and leadership.
• Begin building a repertoire of proven
professional development strategies
focused on culturally proficient practices.
• Develop language within the school
community to have the conversations
necessary to improve student achievement
for all demographic groups.
• Apply four tools of cultural proficiency
both personally and professionally.
• Learn how to create an inclusive school.
Keith Myatt, California State University,
Dominguez Hills, CA, keith.myatt@mac.com
Keith Myatt teaches educational leadership at
California State University, Dominguez Hills in Los
Angeles, CA. He was formerly the co-president of the
California Staff Development Council. He served as
program director for the California School Leadership Academy for eight years at the Los Angeles
County Office of Education. He is a co-author with
Randall Lindsey and Michelle Karns of Culturally
Proficient Education: An Asset-Based Response to
Conditions of Poverty (Corwin, 2010). He has built
upon that work as a faculty member at the Museum
of Tolerance in Los Angeles.
Richard Martinez, Azusa Pacific University,
Azusa, CA, rsmartiez@apu.edu
Richard Martinez serves as an associate professor in
the school of education at Azusa Pacific University.
Martinez’s experiences in education include classroom teaching; school, district, and county office of
education administration; professional development
design and facilitation; and university teaching in
educational leadership. He has facilitated nationally
on the art of leadership, culturally proficient environments, and transformative approaches to systems
change. He also facilitates groups as they address
issues arising from diversity and organizational culture. Martinez is the co-author with Delores Lindsey
and Randall Lindsey of Culturally Proficient Coaching:
Supporting Educators to Create Equitable Schools
(Corwin, 2007).
Strand: Leadership
Participants will:
• Develop collaborative documents for use
with teachers, students, and other staff
members.
• Design templates for easy adaption and
implementation.
• Build web-based forms for data collection,
data sharing, and data analysis.
• Explore ideas for implementation.
• Create a basic website as a hub for
teaching and learning resources.
Kellie Ady, Cherry Creek School District,
Centennial, CO, kady@cherrycreekschools.org
Kellie Ady is a district instructional technology
coordinator for the Cherry Creek School District.
Previously, she worked for eight years as a schoolbased staff developer and instructional technology
coordinator at the high school level. She also spent
13 years in the classroom as an English teacher with
Denver Public Schools in the International Baccalaureate program. Ady is dedicated to supporting
sound pedagogy and finding appropriate tools that
enhance learning and achievement. She works with
administrators, teachers, students, and support staff
to develop and embrace 21st-century skillsets.
Ryan McClintock, Cherry Creek
School District, Centennial, CO,
rmcclintock@cherrycreekschools.org
PC110
EXPLICIT INSTRUCTION
FOR ENGLISH LEARNERS
Ryan McClintock is a district instructional technology
Prior to the 2012-13 school year, McClintock taught
chemistry and biotechnology at a high school with
Douglas County Schools. McClintock, in addition to
being the department chair, also has helped design
professional development for his professional learning community and school staff. Before moving to
Colorado, he taught high school science in Southern
California.
Research shows that
good instruction
for English learners
is generally similar
to good instruction
for all learners, but learn about the accommodations and modifications that should be
made in lesson design and delivery to more
explicitly support English learners as they
learn content while simultaneously learning
English. Understand how to teach using content access strategies and maintain the balance needed so that English is not so difficult
that students do not understand content or
so easy that English learners are not learning
new words.
Jon Pierce, Cherry Creek
School District, Centennial, CO,
jpierce20@cherrycreekschools.org
Jon Pierce is a district instructional technology
A former technology teacher and coordinator at a
gifted and talented K-8 school in the Cherry Creek
district, Pierce’s teaching background is in special
education. He taught elementary and middle school
special education for six years in Virginia before
relocating to Colorado.
Strand: Resources
Conference Icons
content, or
of session content.
are gained.
Sessions pertain to
elementary school.
Sessions pertain to
Participants will:
• Learn how to effectively engage all
students and the importance of checking
for understanding while teaching.
• Understand the importance of teaching
with content access strategies to make
English easier to understand.
• Study how to support English language
acquisition in all content areas.
Silvia Ybarra, DataWORKS, Fowler, CA,
silvia@dataworks-ed.com
Silvia Ybarra is the co-founder of DataWORKS Educational Research. She began her career in education
as a physics and chemistry teacher before becoming
a middle school principal and was then named
assistant superintendent of Coalinga-Huron School
District. Ybarra is the head researcher at DataWORKS
and the co-author of Explicit Direct Instruction for
English Learners (Corwin, 2012) and Explicit Direct
Instruction: The Power of the Well-Crafted, Well-Taught
Lesson (Corwin, 2009).
John Hollingsworth, DataWORKS,
Fowler, CA, john@dataworks-ed.com
John Hollingsworth is the co-founder and president
of DataWORKS Educational Research, a company
originally created to use real data to improve student
achievement, but now focusing on classroom
instructional practices. Hollingsworth is an active
researcher and presenter and has published numerous articles in educational publications. He is the
co-author of Explicit Direct Instruction for English
Learners (Corwin, 2012) and Explicit Direct Instruction:
The Power of the Well-Crafted, Well-Taught Lesson
(Corwin, 2009).
Strand: Outcomes
PC111
DIFFERENTIATING INSTRUCTION IN
MATHEMATICS WHILE FACED WITH GRADELEVEL STANDARDS FOR MATHEMATICS
LEARNING
Whether teaching from Common Core State Standards or
other state or provincial standards, teachers struggle with
meeting the needs of individual
students. Hear ways to do that for students
with different levels of prior knowledge,
while building instruction around those very
specific standards.
Participants will:
• Dig deeply into the standards to uncover
the underlying mathematical concepts that
will allow them to differentiate instruction.
• Consider the importance of differentiating
instruction based on academic readiness
and not just product or process.
• Explore how differentiating content can
still include all students in very similar, if
not identical, tasks.
• Learn to create open questions and parallel
tasks to effectively differentiate based on
learning readiness.
Marian Small, University of New Brunswick,
Ottawa, ON, Canada, marian@unb.ca
Marian Small speaks across Canada and the U.S.
about how to teach math more effectively and help
a broader spectrum of leaders succeed. She believes
that effective teaching and leading is about the
questions we ask and about the expectations we
hold. Her talks and many publications are accessible
to teachers and educational leaders whether or not
they have expertise in math, and whether or not
they are elementary or secondary teachers. Small has
written over 80 publications for K-12 students and
teachers. She is the former dean of education at the
University of New Brunswick.
Strand: Outcomes
PC112
LEARNING SCHOOL ALLIANCE COMMUNITY
This session is for current
Learning School Alliance (LSA)
members. For information, visit
the LSA learning community or
contact Celeste Casey at
celeste.casey@learningforward.org.
Carol Francois, Learning Forward, Dallas, TX,
celeste.casey@learningforward.org
Designates sessions
13
4-Hour | 9:30 a.m. – 11:30 a.m. continues from 1:45 p.m. – 3:45 p.m.
Set A Monday Concurrent Sessions
A01 TEACHER LEADERSHIP:
FINDINGS FROM 30 YEARS OF
RESEARCH
A02 INQUIRING MINDS:
DISCIPLINARY LITERACY IN
MATH AND SCIENCE
A04 HOW TO CREATE
ACADEMIC ENGAGEMENT
IN EVERY CLASSROOM
Gain an understanding of varied conceptualizations of teacher leadership
and how teacher roles have evolved
to support continuous improvement
in schools. Examine evidence about
the impact of teacher leadership and
present practices associated with school
improvement. Identify principles and
strategies for mutually supportive
partnerships between administrators
and teacher leaders to lead the work of
school improvement.
Mathematics and science as disciplines
offer us ways to make sense of the
multifaceted complexities of our world.
Increase your understanding of disciplinary literacy and how related instructional strategies improve the quality
and results of teaching and learning in
mathematics and science. Gain insight
into instructional coaching and professional learning communities to promote
effective learning and teaching practices
in disciplinary literacy.
The best reform of all is engaged
students learning more the first time
they are taught. Explore how to conduct
classroom observations to determine
schoolwide academic engagement.
Learn to measure real-time, researchbased strategies during classroom
observations and engage staff in developing lesson norms so all teachers can
attain high levels of academic engagement.
Jennifer York-Barr, University of Minnesota,
Minneapolis, MN, yorkx001@umn.edu
Melinda Mangin, Rutgers University,
New Brunswick, NJ,
melinda.mangin@gse.rutgers.edu
Audrey Murray, Minneapolis Public Schools,
Minneapolis, MN, murr0195@umn.edu
Nan Dempsey, S2TEM Centers SC,
Spartanburg, SC, dempseyn@upstatesc.org
Allison Berry, Spartanburg School District,
Pacolet, SC, aberry@spartanburg3.org
Silvia Ybarra, DataWORKS Educational
Research, Fowler, CA, tina@dataworks-ed.com
John Hollingsworth, DataWORKS
Educational Research, Fowler, CA,
john@dataworks-ed.com
Strand: Outcomes
Strand: Leadership
Strand: Leadership
A03 TOOLS FOR DEFINING,
GAUGING, AND EVALUATING THE
QUALITY AND EFFECTIVENESS
OF PROFESSIONAL LEARNING
LEARNING FORWARD’S SUMMER
“2012
CONFERENCE IN DENVER WAS MY
THIRD NATIONAL CONFERENCE SINCE
JANUARY, BUT THIS WAS BY FAR THE
MOST INFORMATIONAL, INSPIRING,
AND EMPOWERING CONFERENCE.”
CATHY IKEDA
14
Examine attributes and indicators of
effective professional learning and gain
an understanding of the Standards for
Professional Learning, Innovation Configuration maps, and Standards Assessment
Inventory 2. Explore ways to use them
to plan, design, facilitate, and evaluate
professional learning. Identify barriers
and catalysts to current implementation
challenges.
Victoria Duff, Learning Forward, Toms River,
NJ, victoria.duff@learningforward.org
Linda Munger, Munger Education Associates,
Port Orange, FL, linda@mungeredu.com
9:30 a.m. – 11:30 a.m. |
2-Hour
Monday Concurrent Sessions Set B
B01 INTER-INSTITUTIONAL
B03 WHAT, HOW, AND WHY:
PROFESSIONAL LEARNING TEAMS A GUIDE FOR THINKING
Learn to increase collective responsibility and collaboration between Pre-K-12
schools and universities to increase
effective teaching and student learning,
model effective teaching for teacher
candidates, and develop effective future
teachers using research-based interinstitutional learning teams. Understand
how to develop and apply researchbased practices to create shared
understanding and expectations for
teacher effectiveness among universities, teacher candidates, and Pre-K-12
partners.
The Interstate Teacher Assessment and
Support Consortium’s Model Core Teaching Standards require all stakeholders
to play a role in the growth of educators
if students are to be successful. Explore
a rich resource that prompts educators
at all levels to strive for greater depths
of understanding about the actions and
decisions that comprise teaching. Learn
how the Standards Continuum Guide for
Reflective Teaching Practice (Arizona K-12
Center, 2012) prompts thinking around
what, how, and why we promote these
standards in our work.
Kathleen Foord, Minnesota State
University, Mankato, Mankato, MN,
kathleen.foord@mnsu.edu
Lynn O’Brien, Sibley East Public Schools,
Gaylord, MN, lobrien@sibley-east.k12.mn.us
Laura Bemel, Minnesota State
laura.bemel@mnsu.edu
Carol Burns, Minnesota State
carol.burns@mnsu.edu
Jeffrey Pribyl, Minnesota State
Jeffrey.pribyl@mnsu.edu.
Taryl Hansen, Arizona K12 Center,
Phoenix, AZ, thansen@azk12.org
Kathy Wiebke, Arizona K12 Center,
Phoenix, AZ, kwiebke@azk12.org
Julie Torres, Tucson Unified School
District, Tucson, AZ, jtorres@tusd1.org
There are many options for online professional development, but how do you
know which ones are effective? Explore
the trends in online adult learning. Identify indicators of quality online professional development and compare them
to the national standards developed by
the National Education Association.
B02 FRAME-BY-FRAME: USING
VIDEO TO GROW TEACHERS
Explore how some of the most powerful
professional learning is generated by
other teachers. Engage in rich discussions with other teachers through the
use of the Teaching Channel’s video
library to learn more about what the
Common Core actually looks like in action. Dig into some thought-provoking
lessons and unearth those teacher
moves that can be transferred to all
kinds of teaching and learning scenarios.
Strand: Resources
B04 ONLINE PROFESSIONAL
DEVELOPMENT: HOW TO ENSURE
QUALITY
Barbara Frank, National Education
Association, Washington, DC, bfrank@nea.org
Lisa Guzman, National Education Association, Washington, DC, lguzman@nea.org
Strand: Learning Designs
B05 MULTIPLE MEASURES IN
EDUCATOR EVALUATION: WHAT
IT REALLY MEANS
To make good decisions about evaluation systems, educators need a clear
understanding of multiple measures and
how they may complement or contradict
each other. Place multiple measures
within the context of school-level decision making to shed light on the rapidly
shifting policy landscape. Clarify the
processes involved in developing and
assembling good measures, and explore
the challenges that might arise.
Sara Kraemer, Blueprint for Education, Madison, WI, sara@blueprintforeducation.org
Strand: Data
B06 HIGH SCHOOLS AS
LAUNCH PADS: DEVELOPING THE
NEXT GENERATION OF DYNAMIC
SCHOOL LEADERS
Simply completing high school is no longer good enough in today’s economic
climate. School leaders must radically
change their practice to respond to new
demands. Discover an innovative design
process to prepare high school principals to build college-going cultures that
launch their students towards college
and career achievement. Discuss key
points in the literature supporting the
need for high schools to serve as launch
pads for postsecondary success. Define
the dimensions of a college-going
culture.
Bryce Jacobs, College Summit, Washington,
DC, bjacobs@collegesummit.org
Strand: Outcomes
Sarah Brown Wessling, Johnston
Community School District, Johnston, IA,
swessling@johnston.k12.ia.us
15
2-Hour | 9:30 a.m. – 11:30 a.m.
Set B Monday Concurrent Sessions
B07 BRINGING TEACHERS TO
THE TABLE ON EVALUATION
REFORM
Gain tools and strategies to promote
teacher-led dialogue and teacher
leadership in policymaking related to
evaluation reform. Experience and share
videos, tools, templates, training, and
a new vision for how teachers can be
actively involved with redesigning systems for assessing teacher effectiveness.
Develop a plan for ongoing involvement
of teachers in the process of reforming
teacher evaluation systems.
B09 PROFILING INCLUSIVE
CULTURES IN SCHOOLS
Examine school processes and classroom and instructional practices that
collectively create inclusive schools.
Learn more about the current trends in
inclusion and how reflection, analysis,
understanding, and action processes can
improve a school community’s inclusiveness. Examine the connection between
this process and the Standards for
Professional Learning.
Ellen Sherratt, American Institutes for
Research, Chicago, IL, esherratt@air.org
Allison Rizzolo, Public Agenda, New York, NY,
arizzolo@publicagenda.org
Glenn Morehouse Olson, St. Francis
School District, St. Francis, MN,
gmorehouseolson@gmail.com
Elizabeth Evans, VIVA Teachers,
Chicago, IL, eevans@vivateachers.org
Joan Zaretsky, Education Solutions
Manitoba, Winnipeg, MB, Canada,
jzaret@mymts.net
Sherri Black, River East Transcona
School Division, Winnipeg, MB, Canada,
sblack@retsd.mb.ca
Susan Miller, River East Transcona
School Division, Winnipeg, MB, Canada,
smiller2@retsd.mb.ca
Anne Kresta, Community Living Manitoba,
Winnipeg, MB, Canada, aclmb@aclmb.ca
Strand: Leadership
B08 DOING WHAT WORKS:
FOCUS ON LITERACY
B10 HIGH SCHOOL TEACHERS
AND ADMINISTRATORS:
WORKING TOGETHER WITH
A SHARED VISION
Translate research-based practices
into examples and practical tools
that support and improve classroom
instruction. Understand how practices
are implemented in schools through
multimedia and sample materials. Focus
on the Doing What Works website, a free
resource from the U.S. Department of
Education. Leave with an understanding of the resources Doing What Works
offers to support literacy instruction and
how to access the tools and templates to
improve practices. Bring your laptop or
tablet computer to fully participate.
Kelly Stuart, WestEd, San Francisco, CA,
kstuart@wested.org
Meg Livingston Asensio, WestEd,
San Francisco, CA, mliving@wested.org
Learn how shared leadership and shared
vision propelled an urban high school
to increased student learning. Explore
a leadership model that intentionally
develops strong teacher leaders and
teacher networks. Examine the professional learning structures and processes
embedded in teachers’ school days that
increase instructional effectiveness.
Leave with the tools and skills needed to
develop schoolwide collaborative efforts
in writing, math assessment, and literacy.
Doug Revsbeck, Saint Paul Public Schools,
St. Paul, MN, douglas.revsbeck@spps.org
Maureen Reuber, Saint Paul Public Schools,
St. Paul, MN, maureen.reuber@spps.org
Jeff Rissman, Saint Paul Public Schools,
St. Paul, MN, jeffrey.rissman@spps.org
Louis Francisco, Saint Paul Public Schools,
St. Paul, MN, louis.francisco@spps.org
Julia Shepherd, Saint Paul Public Schools,
St. Paul, MN, julia.shepherd@spps.org
Christina Babadjanian, Saint Paul
Public Schools, St. Paul, MN,
christina.babadjanian@spps.org
Luke Leba, Saint Paul Public Schools,
Saint Paul, MN, luke.leba@spps.org
B11 STRONG PRINCIPALS: A
FRAMEWORK FOR EXCELLENCE
Take away a framework to help guide
your practice and improve your effectiveness as a leader. Hear about
standards and clear performance targets
for principals as well as those who supervise and support principals. Gain helpful
tools for reflection on practice and a
rubric with a special emphasis on the
importance of being a learning principal.
Rob Hess, Lebanon Community
School District, Lebanon, OR,
rob.hess@lebanon.k12.or.us
Pam Robbins, Mt. Crawford, VA,
probbins@shentel.net
Strand: Leadership
B12 BUILDING A LEARNING
COMMUNITY FROM THE
GROUND UP
Explore the unique elements of a learning community built across six schools
that established a unique team-coaching approach pairing pedagogical experts and local instructional coaches to
support teachers. Learn how this model
facilitates the development of a learning
community through communication
and collaboration. Create a framework
for developing your own learning community based on transferrable elements
of this model.
Elizabeth Greninger, edCount,
Washington, DC, egreninger@edcount.com
Amanda Rivera, District of Columbia
Public Schools, Washington, DC,
amandamrivera@gmail.com
16
9:30 a.m. – 11:30 a.m. |
2-Hour
Monday Concurrent Sessions Set B
B13 USING TECHNOLOGY
IN EMBEDDED FORMATIVE
ASSESSMENT
Understand what effective formative
assessment looks like and how to collect
data using technology tools. Discuss best
practices for embedding formative assessment into lessons, and explore ways
that tools like student response systems
(clickers), Moodle, Google Docs, mobile
devices (iPads, iPods, etc.), and QR codes
can help teachers collect and make
sense of meaningful data about student
achievement. Bring your laptop or iPad
to fully participate.
Sarah Lorntson, Mahtomedi Public
Schools, Mahtomedi, MN,
sarah.lorntson@mahtomedi.k12.mn.us
Strand: Resources
B14 PREPARATION MEETS
OPPORTUNITY: PREPARING
FOR THE RIGHT INITIATIVE
Learn how a rural district aligned itself
to the Common Core State Standards,
statewide professional development
requirements, and community needs
through thoughtful planning practices.
See how the utilization of student
achievement data, teacher feedback,
and classroom observation data has
been critical in determining educational
initiatives. Define and prepare implementation strategies for developing
teacher leadership capacity.
Gretchen Kriegel, Monticello
Community School District, Monticello, IA,
gretchen.kriegel@monticello.k12.ia.us
Shannon Guyer, Monticello Community
School District, Monticello, IA,
shannon.guyer@monticello.k12.ai.us
Kim Carlson, Monticello Community
kim.carlson@monticello.k12.ia.us
Jessica Hillers, Monticello Community
jessica.hillers@monticello.k12.ia.us
Sarah Goldsmith, Monticello Community
sarah.goldsmith@monticello.k12.ia.us
Jean Kehoe, Monticello Community
jean.kehoe@monticello.k12.ia.us
Robyn Ponder, Monticello Community
robyn.ponder@monticello.k12.ia.us
B15 IMPLEMENTATION OF
A COMMON INSTRUCTIONAL
FRAMEWORK IN TRANSFORMATIONAL SCHOOLS
Build the knowledge needed to apply a
common instructional framework model
to implement instructional strategies
for academic success in any classroom
setting. Identify strategies, such as collaborative group work, literacy groups,
writing to learn, questioning, classroom talk, and scaffolding, as tools for
academic success. Empower teachers to
design and facilitate effective professional learning within an academic or
professional setting.
Rebecca Luna, Pharr-San Juan-Alamo
Independent School District, San Juan, TX,
rebecca.luna@psjaisd.us
Sylvia Lizcano, Pharr-San Juan-Alamo
sylvia.lizcano@psjaisd.us
Monica Cantu, Pharr-San Juan-Alamo
monica.cantu1@psjaisd.us
Cheryl Guajardo, Pharr-San Juan-Alamo
cheryl.guarjardo@psjaisd.us
Martha Romero, Pharr-San Juan-Alamo
martha.romero@psjaisd.us
B16 IT WORKS: SUPPORTING
TEACHERS THE FIRST THREE
YEARS
Explore a successful induction program
implemented in a specialized school
district and learn how mentoring, cognitive, and instructional coaching support
teachers in their first three years of practice. Examine the needs of both special
education and general education teachers, with a specific understanding of how
itinerant teachers need to be supported.
Understand how teachers can develop
habits for continuous improvement and
build professional capacity so every student achieves.
Karen Chase, Northeast Metro 916
Intermediate School District, Little Canada,
MN, karen.chase@nemetro.k12.mn.us
Kelli McCully, Northeast Metro 916
MN, kelli.mccully@nemetro.k12.mn.us
Scott Schwister, Northeast Metro 916
MN, scott.schwister@nemetro.k12.mn.us
Lynn Grundtner, Northeast Metro 916
MN, lynn.grundtner@nemetro.k12.mn.us
B17 CONNECTIONS FOR
LEARNING
Discover how one district’s collaborative
approach orchestrates change via district and campus staff development and
instructional coaching support. Learn
how to connect professional learning for
all groups and support student achievement. Examine how to implement common assessments and increase instructional best practices with technology.
Michele Niece, Allen Independent School
District, Allen, TX, Michele_Niece@allenisd.org
Pam DeLao, Allen Independent School
District, Allen, TX, pam_delao@allenisd.org
Lisa Casto, Allen Independent School District,
Allen, TX, lisa_casto@allenisd.org
Caroline Turner, Allen Independent School
District, Allen, TX, caroline_turner@allenisd.org
Christy Haston, Allen Independent School
District, Allen, TX, christy_haston@allenisd.org
17
2-Hour | 9:30 a.m. – 11:30 a.m.
Set B Monday Concurrent Sessions
B18 SYSTEMIC MIDDLE LEVEL
REDESIGN: IMPLEMENTING
RESPONSE TO INTERVENTION
Learn how to implement school improvement plans using Systemic Middle
Level Redesign: Building a Minnesota
Model Framework (Minnesota Department of Education, 2010). See how one
pilot school successfully implemented a
new weekly schedule, using a Response
to Intervention framework to provide
timely support for students who need
extra help. Identify the core components
to be addressed at your own site and
the corresponding tools and resources
needed to guide next steps.
Angie Johnson, Minnesota Department
of Education, Roseville, MN,
angie.johnson@state.mn.us
Jason Boll, St. Louis Park School District,
St. Louis Park, MN, boll.jason@slpschools.org
Gina Magnuson, St. Louis Park
School District, St. Louis Park, MN,
magnuson.gina@slpschools.org
B19 STORIES OF PLUCK AND
GRACE: LEADERSHIP RESILIENCE
IN ACTION
From daily demands to unexpected
events that threaten to compromise
leading, teaching, learning, safety, and
security, educational leaders often experience disruptive change and adversity.
Distinguish between ordinary resilience
and leadership resilience and explore
how adversity creates defining moments. Learn how to create resilient
organizations while applying several
actionable resiliency strategies.
B20 ADVANCING THE
PROFESSION THROUGH
CONTINUUMS OF PROFESSIONAL
PRACTICE
Examine models of career continuums
in industry and look at some of the few
models that currently exist in teaching.
Brainstorm what an operational model
for teaching might look like and what
impact it might have on recruitment,
retention, teacher leadership, and teacher
job satisfaction.
Katherine Bassett, National Network of
State Teachers of the Year, Washington, DC,
katherine@nnstoy.org
Joellen Killion, Learning Forward, Arvada,
CO, joellen.killion@learningforward.org
Strand: Leadership
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content, or
of session content.
B21 LEARNING SCHOOL
ALLIANCE COMMUNITY
This session is for current Learning
School Alliance (LSA) members. For information, visit the LSA learning community or contact Celeste Casey at celeste.
casey@learningforward.org.
are gained.
Sessions pertain to
elementary school.
Sessions pertain to
Designates sessions
Elle Allison-Napolitano, Wisdom Out,
Danville, CA, elle@wisdomout.com
Strand: Leadership
THIS CONFERENCE IS EXCEPTIONAL IN ITS
“GOAL
OF PROVIDING THE TOOLS AND TRAINING FOR EDUCATORS TO BECOME MEMBERS
OF AN EXCEPTIONAL MODEL LEARNING
COMMUNITY. ” ANTONIO PAIZ
18
1:45 p.m. – 3:45 p.m. |
2-Hour
Monday Concurrent Sessions Set C
C01 PREPARING COLLEGEAND CAREER-READY STUDENTS:
IMPLEMENTING THE COMMON
CORE STATE STANDARDS
Learning Forward led a seven-state
initiative, funded by the Bill & Melinda
Gates, Sandler, and MetLife foundations,
to transform professional learning from
the statehouse to the classroom and
support full implementation of collegeand career-ready standards. Learn about
the tools, resources, and recommendations that emerged from the project and
how they can help schools, districts, and
state and provincial agencies improve
their own professional learning systems.
Learning Forward acknowledges the
support of the Bill & Melinda Gates
Foundation, the Sandler Foundation, and
the MetLife Foundation for this session.
C03 SHARED VISION,
COLLECTIVE RESPONSIBILITY,
CONTINUOUS IMPROVEMENT
Learn how to activate and engage
teachers in professional learning and
continuous school improvement efforts.
Examine how to engage whole staff
in processes and protocols that create
collective responsibility and lead to high
levels of implementation of effective
data-based instruction. Identify processes for creating and sustaining shared
purpose, vision, and priorities for the
school and goals for each learner.
Judi Kahoun, Spring Lake Park Schools,
Fridley, MN, jkahou@isd16.org
Amy Bjurlin, Spring Lake Park Schools, Fridley, MN, abjurl@district16.org
C04 WRITING FOR
PUBLICATION
C02 ACHIEVEMENT GAP
STRATEGIES FOR CULTURALLY
AND LINGUISTICALLY DIVERSE
STUDENTS
Share your challenges, perspectives,
and successes through writing, and gain
valuable skills to advocate for education and promote professional growth.
Learn how to shape your message and
to become the most effective writer you
can be. Collect tips on how to identify
potential topics and find your voice for
publication.
Linda Cabral, National Education Association,
Gaithersburg, MD, lcabral@nea.org
Noni Mendoza-Reis, San Jose State
University, San Jose, CA,
noni.mendozareis@sjsu.edu
Debbie Anderson, Hawaii State
Department of Education, Hilo, HI,
debbie_anderson@notes.k12.hi.us
Focus on the simple and effective steps
teachers and guidance counselors can
take to ensure that students are able to
chart affordable paths to and through a
postsecondary education. Understand
how issues of college affordability are
connected to student matriculation and
completion. Learn strategies and build
skills associated with three key affordability topics: identifying financial safety
schools, completing the free application
for federal student aid, and reviewing
financial aid packages.
Erin Cox, uAspire, Boston, MA, erin@
uaspireusa.org
Strand: Outcomes
Strand: Outcomes
Explore the National Education Association’s English Language Learner Culture,
Equity & Academic Language project.
Gain hands-on best teaching strategies,
curriculum resources, classroom lesson
plans, and classroom management that
is researched-based in differentiated
methodology. Focus on comprehensive lesson design and raising English
language learner achievement in literacy
across the curriculum.
C05 THE AFFORDABLE PATH
TO COLLEGE: SUPPORT FOR
STUDENTS AND FAMILIES IN
SECURING FINANCIAL AID
Tracy Crow, Learning Forward, Columbus,
OH, tracy.crow@learningforward.org
Tom Manning, Learning Forward, Dallas, TX,
tom.manning@learningforward.org
Strand: Leadership
C06 IMPROVING TEACHER
PROFESSIONAL DEVELOPMENT
THROUGH DATA ON TECHNOLOGY
USE
Engage in a hands-on exploration of a
powerful, research-based framework
for collecting and analyzing data on
technology and learning. Review actual
data from over one million students and
tens of thousands of teachers to learn
which factors determine the effectiveness of professional development and
student learning. Learn how to apply the
framework at your school or district to
improve professional development and
measure progress over time.
Rob Mancabelli, BrightBytes, San Francisco,
CA, rob@brightbytes.net
Strand: Data
SAVE
$50
on a 3- or 4-day
registration when
you register by
April 30, 2013.
19
2-Hour | 1:45 p.m. – 3:45 p.m.
Set C Monday Concurrent Sessions
C07 SEVEN WAYS TO TURN
STUDENT BEHAVIORS INTO
DATA
C09 READY FOR ANYTHING:
SUPPORTING NEW TEACHERS
FOR SUCCESS
C11 LEADING THE WAY:
UNLEASH THE STANDARDS FOR
PROFESSIONAL LEARNING
Hear how to monitor and record data
on student behaviors, attitudes, and
engagement levels as learning is happening in the classroom. Experience and
experiment with observation techniques
and tools that let you take on the role of
observer while simultaneously teaching
class or running a workshop. Design a
rubric and/or coding system that allows
for quick and meaningful feedback to
students and involves students in the
assessment or evaluation process.
Retain new teachers with a data-driven,
research-based program that provides
beginning educators with the skills and
knowledge they need to be successful.
Supplement an existing teacher induction model or implement a new district
or school program with 11 modules built
in to a yearlong calendar. Gain interactive strategies that develop teachers’
expertise in areas such as beginning
school, classroom management, strategic planning and lesson design, highstakes testing, and end-of-year survival.
Learn a common language, understanding, and appreciation of the power of
the Standards for Professional Learning.
Explore a variety of contexts, processes,
and reflection activities. Acquire valuable protocols and resources to implement the standards successfully.
Michael Biondo, Maine Township High
School District 207, Park Ridge, IL,
mbiondo@maine207.org
Alexis Liakakos, Maine Township High
School District 207, Park Ridge, IL,
aliakakos@maine207.org
Strand: Data
C08 TIME, MONEY,
AND TALENT
C10 TEACH WITH PASSION,
MANAGE WITH COMPASSION
Three key ingredients for an effective
school are time, money, and talent.
Learn to use school personnel and
schedules to create time for collaboration and streamline Tier 1 instruction, leverage dollars to increase opportunities
for students, and leverage teacher talent
to grow leadership and instructional
capacity. Walk away with ideas to create
a more effective school.
Explore research-based strategies to
use in every classroom to enhance the
learning environment. Learn the five
major components needed to support a
climate of continuous academic growth
for students. Develop an understanding
of how to decrease discipline challenges,
improve the learning environment, gain
parental support, and empower educators.
Chris Holden, Edina Public Schools,
Edina, MN, chrisholden@edina.k12.mn.us
Jen Baumgarten, Edina Public Schools,
Edina, MN, jenbaumgarten@edina.k12.mn.us
Marlys Ousky, Edina Public Schools,
Edina, MN, marlysousky@edina.k12.mn.us
Mike Weinkauf, Edina Public Schools,
Edina, MN, mikeweinkauf@edina.k12.mn.us
Pamela Bouie, Accelerating Excellence,
Fayetteville, GA, pamelabouie@bellsouth.net
Monica Gray-Mays, DeKalb County
School District, Stone Mountain, GA,
moniaka7@yahoo.com
Strand: Resources
20
Lynn Howard, The Leadership and
Learning Center, Huntersville, NC,
lfhoward74@gmail.com
Catherine Koontz, Forsyth County Schools,
Winston-Salem, NC, cckoontz@gmail.com
Strand: Outcomes
Cate Hyatt, Indiana University,
Bloomington, IN, camhart@indiana.edu
Carrie Chapman, Minnesota State
carrie.chapman@mnsu.edu
Marti Sievek, Mankato Area Public Schools,
Mankato, MN, msieve1@isd77.k12.mn.us
C12 POWERFUL LEADERSHIP:
HARVESTING DIFFERENCE TO
MAKE A DIFFERENCE
Re-envision your leadership using the
fields of communication and conflict, organizational development, and intercultural studies as a basis. Understand how
differences can challenge and enhance
individual and organizational capacity,
and practice strategies for working with,
instead of against, differences. Leave
energized and grounded, with key skills
to optimize team, school, and organizational performance, including five forms
of social power.
Sharon Radd, University of St. Thomas,
Minneapolis, MN, sharon.radd@gmail.com
Jessica Wiley, Northeast Metro 916
Intermediate School District, White Bear Lake,
MN, jessica.wiley@nemetro.k12.mn.us
Strand: Leadership
1:45 p.m. – 3:45 p.m. |
2-Hour
Monday Concurrent Sessions Set C
C13 AUTHENTIC INTELLECTUAL
WORK: TRANSFORMING
STUDENT LEARNING
The authentic intellectual work framework transforms the quality of student
learning through collaborative professional development, fostering deep
reflective practices. Gain an introduction
to the framework and learn how to apply
it to everyday classroom practices. Examine the current comparison achievement data from Iowa’s Department of
Education evaluation of the statewide
initiative.
Tina Wahlert, Green Hills Area Education
Agency, Atlantic, IA, twahlert@ghaea.org
Susan Peterson, TS Educational
Leadership Consultants, Avoca, IA,
tsedconsultants@gmail.com
Tammie McKenzie, Carroll Community
School District, Carroll, IA,
tmckenzie@carroll.k12.ia.us
Steve Haluska, Carroll Community School
District, Carroll, IA, shaluska@carroll.k12.ia.us
C14 DARE TO DIFFERENTIATE
Gain effective differentiated strategies aligned with college- and careerreadiness standards to increase student
understanding and achievement. Focus
on English language learners and gifted
and talented students. Create a teacher
tool kit of hands-on activities to effectively differentiate to meet the needs of
all learners, and engage and motivate
students to become critical thinkers and
problem solvers.
Heather Rauls, Cedars International Academy,
Austin, TX, hrauls@cedars-academy.org
Allyson Reichenau, Cedars International
Academy, Austin, TX,
areichenau@cedars-academy.org
Veronica Rende, Cedars International Academy,
Austin, TX, vrende@cedars-academy.org
Shirlee Medlock, Cedars International Academy,
Austin, TX, smedlock@cedars-academy.org
C15 THE SKILLFUL TEAM
LEADER: OVERCOMING HURDLES
FOR PROFESSIONAL LEARNING
FOR STUDENT ACHIEVEMENT
Examine what distinguishes the skillful
team leader from a less effective one
and overcome hurdles. Learn how to
improve your team’s collaboration and
impact on student learning through
a skillful approach rooted in values,
mindset, intelligence, and skill. Hear how
one nonprofit organization has found
success supporting teacher leaders in
applying a skillful approach to teams in
chronically underperforming schools.
Elisa MacDonald, Teach Plus, Boston, MA,
emacdonald@teachplus.org
Strand: Leadership
C16 INFORMATIONAL
TEXTS: THE INTERSECTION OF
COMPLEXITY AND SKILLS
The Common Core State Standards call
for increased comprehension and analytical thinking of increasingly challenging texts. Reach these higher standards
and help students learn more from their
reading by learning how to analyze text
complexity, assess students’ comprehension, and develop deeper comprehension. Learn to examine informational
texts along four quantitative strands of
text complexity and assess readers to
determine clear goals within the four
strands.
Jennifer Serravallo, Teachers College
Columbia University, South Orange, NJ,
jserravallo@gmail.com
Tiana Silvas, New York Department of
Education, Bronx, NY, ladyt9452@gmail.com
Strand: Outcomes
C17 FLIPPING AND FLEXING
IN MIDDLE SCHOOL
Enhance student success by developing
more exploratory, integrative teaching
techniques for 21st-century learners.
Learn to incorporate multiple learning
approaches that allow more time for
actively engaged, purposeful learning. Create opportunities for students
to preview and process concepts and
increase time in class for active learning
and teacher facilitation versus teacherdirected lessons.
Meloni Puishes, Austin Independent
School District, Austin, TX,
meloni.puishes@austinisd.org
Christopher Poehl, Austin Independent
christopher.poehl@austinisd.org
Andrew Cook, Austin Independent
andrew.cook@austinisd.org
Candace Hughs, Austin Independent
candace.hughs@austinisd.org
C18 REFLECTION AND
REVISION: CREATE A RESPONSIVE
COACHING PROGRAM
One of the hallmarks of an effective
coaching program is planning for the
future and being proactive with the
structures and work of coaches. Examine
a variety of tools and structures created
by districts to enhance the effectiveness
of instructional coaching. Explore ways
to monitor the impact of a coaching program, and reflect on current dilemmas
and discuss potential strategies.
Priscilla Straughn, Jeffco Public Schools,
Golden, CO, pstraugh@jeffco.k12.co.us
Cindy Harrison, Broomfield, CO,
harrison.cindy@gmail.com
Strand: Leadership
Strand: Outcomes
21
2-Hour | 1:45 p.m. – 3:45 p.m.
Set C Monday Concurrent Sessions
C19 SUSTAINABLE ENERGY:
INCREASING MOTIVATION AND
EFFECTIVENESS
C20 BUILDING RELATIONSHIPS
THAT STRENGTHEN LEARNING
COMMUNITIES
Examine ways of increasing and
sustaining effectiveness through
four research-based factors shown to
increase motivation, collective efficacy,
and impact. Make personal connections
to the concepts, explore applications in
schools, and leave with an awareness
of conditions necessary to increase
energy and effectiveness. Gain a new
appreciation for the power of focusing
on strengths and motivators as a way of
increasing effectiveness.
The very foundation of a positive school
climate starts with healthy relationships
between administrators, teachers, staff,
and students. Learn how to incorporate
the skills and insights needed for the
multi-faceted roles a leader must play.
Promote learning communities where
peer accountability rather than formal
or administrative accountability ignites
commitment to professional learning.
Inventory and harness your talents to
build an effective community.
Jeanette Cornier, Learning System
Solutions, Denver, CO,
jcornier@learningsystemsolutions.com
Ann Pearce, Sheridan School District,
Denver, CO, ann_pearce@earthlink.net
Lynette Lewis, Prince George’s
County Public Schools, Landover, MD,
lynette2.lewis@pgcps.org
Pamela Shetley, Prince George’s
pamela.shetley@pgcps.org
Sharon Hodges, Prince George’s
sharon.hodges@pgcps.org
Strand: Leadership
Strand: Leadership
I LOVED THIS CONFERENCE! IT WAS
“GREAT
TO LEARN NEW THINGS, SEE
WHERE I CAN IMPROVE IN MY CLASSROOM
AND SCHOOL COMMUNITY, AND MEET
NEW PEOPLE. I WOULD RECOMMEND A
LEARNING FORWARD CONFERENCE TO
ANY EDUCATOR.” ELIZABETH GARZA
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content, or
of session content.
C21 LEARNING SCHOOL
ALLIANCE COMMUNITY
are gained.
Sessions pertain to
elementary school.
Sessions pertain to
Designates sessions
22
9:30 a.m. – 11:30 a.m. continues from 1:45 p.m. – 3:45 p.m. |
4-Hour
Tuesday Concurrent Sessions Set D
D01 LEADING AND
FACILITATING COLLABORATIVE
INQUIRY TEAMS
Explore the stages of collaborative
inquiry and how to implement it as a
powerful design for professional learning and a high-leverage strategy for
school improvement. Learn how to facilitate teams as they gather and analyze
evidence, adjust classroom practice, and
re-evaluate their effects on student outcomes. Leave prepared to guide teams
in identifying emergent student learning
needs with research-based practices that
support student learning.
Jenni Donohoo, Greater Essex County
District School Board, Windsor, ON, Canada,
jenni.donohoo@learningforwardontario.ca
D02 LEVERAGING DIFFERENCES
IN EDUCATION BELIEFS
Is your team, school, or district clashing over issues such as ability grouping,
lesson standardization, or teachereffectiveness measurement? Experience
well-researched tools for mapping differences in beliefs about education and
identifying early warning signs that the
approach being taken for a given issue
is moving out of balance. Learn how to
move forward by identifying key values
and fears, articulating each stakeholder’s
portion of truth, and creating practical
action steps that everyone can embrace.
Jane Kise, Differentiated Coaching
Associates, Edina, MN, jane@janekise.com
D03 COACHING IS TEACHING
AND TEACHING IS COACHING
Discover how coaching and teaching
have many similarities. Learn about a
nine-step process that gets the same
results in the classroom as a winning
coach does on the playing field. Create
an environment where contagious learning is the focus for students.
Jonathan Hilliard, Brevard Public Schools,
Titusville, FL, jonathan@braneconsulting.com
Mary Crane, Brane Educational Consultants,
Titusville, FL, mary@braneconsulting.com
Strand: Outcomes
D04 DESIGNING, ALIGNING,
AND SUPPORTING A SYSTEM
OF INSTRUCTION
Designing, aligning, and supporting a
system of instruction ensures the equitable access of high-quality, rigorous
instruction that should be embedded
in every classroom for every student,
regardless of the teacher or the course.
Articulate the qualities of instruction you
want to see, and examine the alignment
between the instructional framework
and policies and practices. Develop
supports for ongoing implementation
of a system of instruction and create an
implementation plan.
D05 LEARNING CONVERSATIONS
LEAD THE WAY FOR CONTINUOUS
IMPROVEMENT
Learn how an urban school with 82%
English learners created focus, coherence, and support for job-embedded
professional learning that dramatically
reduced the implementation gap and
increased student learning. See how
multiple forms of school-based professional learning support implementation of instructional practices. Observe
and practice peer-to-peer learning
conversations as a primary source of
sense-making, resulting in teachers articulating next steps for deepening their
instructional practice and strengthening
student engagement.
Catherine Rich, Saint Paul Public Schools,
St. Paul, MN, catherine.rich@spps.org
Michelle Brown Ton, Saint Paul Public
Schools, Saint Paul, MN,
michelle.brown.ton@spps.org
May Lee Xiong, Saint Paul Public Schools,
St. Paul, MN, may.lee.xiong@spps.org
Juanita Ortiz, Saint Paul Public Schools,
St. Paul, MN, juantia.ortiz@spps.org
Brenda Levine, Saint Paul Public Schools,
St. Paul, MN, brenda.levine@spps.org
Beth Thompson, Saint Paul Public Schools,
St. Paul, MN, bethann.thompson@spps.org
Jill Kind, Robbinsdale Area Schools,
New Hope, MN, jill_kind@rdale.org
Frank Herman, Robbinsdale Area Schools,
New Hope, MN, frank_herman@rdale.org
Strand: Outcomes
Strand: Leadership
23
2-Hour | 9:30 a.m. – 11:30 a.m.
Set E Tuesday Concurrent Sessions
E01 PROFESSIONAL
LEARNING TO GO
E03 DOING WHAT WORKS:
FOCUS ON MATH
Hear about the four modules that were
developed as part of Learning Forward’s
Transforming Professional Learning
to Prepare College- and Career-Ready
Students. Explore freely available
resources on effective professional learning, facilitating collaborative learning
teams, learning designs for collaborative
learning, and managing change. Learn
how to use these modules to transform
professional learning at schools to support teaching and learning.
Translate research-based practices into
examples and practical tools that support and improve classroom instruction.
Understand how practices are implemented in schools through multimedia
and sample materials. Learn about the
Doing What Works website, a free resource from the U.S. Department of Education. Leave with an understanding of
the resources Doing What Works offers
to support mathematics instruction and
how to access the tools and templates to
improve practices. Bring your laptop or
tablet computer to fully participate.
Learning Forward acknowledges the
support of the MetLife Foundation, the
Bill & Melinda Gates Foundation, and the
Sandler Foundation for this session.
E02 DIGITAL LITERACIES:
A LENS FOR TECHNOLOGYINFUSED LEARNING
Teaching technology for its own sake
creates skill sets that quickly become
obsolete for teachers and students alike.
Discover an authentic approach to embedding technology into the schoolwide
curriculum, including Common Core
State Standards alignment, by focusing on the essential skills for managing
information and communication in our
rapidly changing and increasingly digital
world. Evaluate diverse strategies for
infusing digital literacies into the schoolwide curriculum through planning,
leadership, and support structures.
Dustin Summey, University of Central
Arkansas, Conway, AR,
dustin@dustinsummey.com
Strand: Outcomes
SAVE
$50
24
on a 3- or 4-day
registration when
you register by
April 30, 2013.
Kelly Stuart, WestEd, San Francisco, CA,
kstuart@wested.org
Meg Livingston Asensio, WestEd,
San Francisco, CA, mliving@wested.org
E04 ONLINE PROFESSIONAL
DEVELOPMENT FOR THE
21ST-CENTURY LEARNER
Hear how to transition your face-to-face
professional development to a virtual
learning community. Understand a
professional development model that
is facilitated through a techno-centric
learning environment. Use a decisionmaking protocol to know if dedicating
resources to the development of a
virtual learning community is the right
course for your school or district.
Sonja Alexander, Learning Centric,
Ellenwood, GA, sonjasalex@gmail.com
Aleigha Henderson Rosser, Atlanta
Public Schools, Atlanta, GA,
ahrosser@atlanta.k12.ga.us
Strand: Resources
E05 NEW ROLES, NEW
TOOLS: TEACHER LEADERSHIP
FRAMEWORK
Increasingly, teachers assume new leadership roles, which require a different
set of skills than those in the classroom.
Learn about a teacher leadership skills
framework, which details the knowledge, skills, and dispositions of effective
teacher leaders. Complete a self-assessment of your leadership skill set so that
you can best serve teacher leaders in
your school setting.
Beth McGibbon, Spokane Public Schools,
Spokane, WA, bethmcgibbon@comcast.net
Tom White, Edmonds Schools District,
Edmonds, WA, whitetj@comcast.net
Strand: Leadership
E06 WHO WANTS MORE MONEY?
Each year, the Learning Forward Foundation awards grants and scholarships
to support and extend the mission of
Learning Forward. Explore the rubrics for
each award, brainstorm ways to enhance
proposals, and spend time developing
model proposal components that will
inform future submissions. Leave with an
understanding of the expectations for
evaluation if you are awarded a grant or
scholarship.
Jo Wood, Saint Louis University,
St. Louis, MO, jwood23@slu.edu
Marti Richardson, Knoxville, TN,
marseiliar@aol.com
A. Clifton Myles, Ivy Preparatory Young
Men’s Leadership Academy, Atlanta, GA,
amyles@ivyprepacademy.org
Strand: Resources
9:30 a.m. – 11:30 a.m. |
2-Hour
Tuesday Concurrent Sessions Set E
E07 FEEDBACK: THE HINGE
FACTOR FOR STUDENT
ENGAGEMENT
E09 CREATING LEADERSHIP
TEAMS THAT IMPACT STUDENT
LEARNING
Just as a hinge connects two panels so
they can work together, feedback is the
hinge that connects the teacher to the
student. Learn to teach students to use
feedback and help-seeking strategies
in their daily lessons. Explore the use
of goal accounting templates to selfregulate classroom engagement. See
how to update notebook organization
for increased interaction. Track student
progress through formative assessment
to curriculum goals.
See how a Title I school used their
leadership team to empower teachers
to make a difference in student learning.
Learn how to facilitate a process that
brings a school staff together in a collegial environment. Use a variety of strategies to analyze school data to inform the
school improvement process.
Jane Pollock, Learning Horizon,
Centennial, CO, jpollock@learninghorizon.net
Jennifer Sykora, St. Mary’s High School,
St. Louis, MO, sykoraj@stmaryshs.com
Susan Hensley, Rogers Public Schools,
Rogers, AR, shensley@rps.k12.ar.us
Ian Mulligan, Regis Jesuit High School,
Aurora, CO, imulligan@regisjesuit.com
E08 DIFFERENTIATING
Like students, teachers learn better
when they recognize opportunities for
differentiated professional learning.
Learn to assess and attend to your staff’s
interests, readiness, and learning profile.
Acquire the skills to plan and carry out
differentiated tasks that model a variety
of high-quality professional learning
strategies.
Debbie Cooke, Educational
Consulting Service, Lake Worth, FL,
wpglconsulting@comcast.net
Heather Clifton, Denver, CO,
hlclifton@gmail.com
Scott Irwin, Marysville School District,
Marysville, WA, scott_irwin@msvl.k12.wa.us
Darla Humphreys, Marysville School
District, Marysville, WA,
darla_humphreys@msvl.k12.wa.us
Ellen Holmes, National Education
Association, Palermo, ME, eholmes@nea.org
E11 PROFESSIONAL LEARNING
COMMUNITIES PROTOCOLS TO
SUPPORT COMMON CORE STATE
STANDARDS IMPLEMENTATION
Professional learning communities
(PLCs) are an ideal vehicle to support
deep implementation of the Common
Core State Standards. Learn how the
work of PLCs can be aligned to implement Common Core through the use
of a focused, flexible, job-embedded
system of protocols. Practice protocols
and walk away with tools to use in collaborative meetings.
Kathy Tucker, Insights for Learning,
Flagstaff, AZ, kt@insightsforlearning.com
Emily Arviso, Bureau of Indian Education,
Window Rock, AZ, emily.arviso@bie.edu
Strand: Leadership
E10 TEACHER-LED WALKTHROUGHS AND COMMON
CORE STATE STANDARDS
E12 FRAMING CHANGE
THROUGH AN EQUITY LENS
Learn about an embedded form of
professional development around
the Common Core State Standards,
whereby teachers are actively involved
as observers in classroom walk-throughs.
Explore how to create a teacher-led
walk-through model that gives opportunities for your teaching peers to observe,
be observed, and engage in reflective
discussions on how to improve their
Common Core curricula and teaching
practices. Plan to address other issues
related to teacher-led walk-throughs,
such as buy-in, coordination, scheduling,
developing walking norms, and dealing
with resistant/reluctant teachers.
Donald Kachur, Illinois State University,
Bloomington, IL, dskachu@ilstu.edu
Claudia Edwards, Cameron University,
Lawton, OK, cedwards@cameron.edu
Erika Burden, Cheney Public Schools,
Cheney, WA, eburden@cheneysd.org
Learn evidence-based research techniques to conduct an equity audit.
Gain an understanding of how equity
and data coaches use data analysis to
identify achievement gaps and implement strategies to improve learning for
all. Understand what structures need
to be in place in order to build capacity
among teacher leaders, administrators,
and central office staff as you design an
action plan using equity audit indicators.
Jennifer Babiash, White Bear Lake Area
School District 624, White Bear Lake, MN,
jennifer.babiash@isd624.org
Mary McGrane, White Bear Lake Area
School District 624, White Bear Lake, MN,
mary.mcgrane@isd624.org
Strand: Leadership
25
2-Hour | 9:30 a.m. – 11:30 a.m.
Set E Tuesday Concurrent Sessions
E13 AUTHENTIC INTELLECTUAL
WORK: ALL IN
Explore a district’s implementation of
authentic intellectual work, which
focuses on scoring teacher work tasks,
student work samples, and teacher
instruction. Understand the learning
community process supported by the
scoring rubrics and protocols. Engage
in expanded conversations started by a
focus on the framework’s components
Jason Ellingson, Collins-Maxwell
Community School District, Maxwell, IA,
jellingson@collins-maxwell.k12.ia.us
Josh Griffith, Collins-Maxwell
Community School District, Maxwell, IA,
jgriffith@collins-maxwell.k12.ia.us
Jeff Watson, Collins-Maxwell
Community School District, Collins, IA,
jwatson@collins-maxwell.k12.ia.us
E15 PLAN, IMPLEMENT,
ENGAGE, IMPROVE: SUSTAINABLE
ENGLISH LANGUAGE LEARNER
E17 CUSTOM DESIGN
AND CHANGE INSTRUCTIONAL
PRACTICE
See how one rural school district with
a rapidly growing English language
learner population implemented an
embedded professional development
system designed to increase teacher
knowledge and effectiveness in working
with English language learners across
the curriculum. Develop a plan of action
for increasing certified staff, improving
practices through focused instructional
coaching, and heightening awareness of
language acquisition and literacy development across all core content areas.
Engage in a process for designing professional learning initiatives that moved
a school from zero-based restructuring to achieving state standards. View
customizable, web-based resources,
including two-minute teacher-created
videos called lessoncasts, which foster
collaboration and support putting new
instructional approaches into classroom
practice. Explore assessment measures
to gauge the impact of implementation
on student learning, determine what
instructional practices are leading to
the desired results, and make necessary
adjustments.
Jennifer Bailey, Kilgore Independent School
District, Longview, TX, jbailey@kisd.org
Scott Bailey, Stephen F. Austin State University,
Longview, TX, baileybryan@sfasu.edu
Strand: Outcomes
E14 IMPROVING LEARNING BY
IMPROVING COMMUNICATION
Increase your opportunities to learn
from others and for others to learn
from you by becoming familiar with the
process communication model and the
six different communication preferences.
Identify cues for each communication
style through process listening, and
respond effectively to the cues you
encounter.
Jennifer Nelson, Intermediate School District
287, Plymouth, MN, jlnelson@district287.org
E16 USING ADVANCEMENT
VIA INDIVIDUAL DETERMINATION
(AVID) TO IMPROVE INSTRUCTION Strand: Learning Communities
Acquire practical strategies, methods,
and materials that all districts and
schools can implement to accelerate and
support the achievement of all students,
especially low-income and minority
students. Learn how inquiry-based
professional development is a necessary
foundation for inquiry-based instructional practices. See how professional
development can be used as a catalyst
for creating a college-going culture in
districts and schools, and understand
how to empower interdisciplinary teams
of teachers to create sustainable support
structures for all students.
Rob Gira, AVID, San Diego, CA,
rgira@avidcenter.org
WONDERFUL CONFERENCE! I CAN’T
“WAIT
TO IMPLEMENT SOME OF THE IDEAS,
STRATEGIES, AND SUGGESTIONS I GAINED
FOR THE UPCOMING YEAR.” TARINA COX
Nicole Tucker-Smith, LessonCast Learning,
Baltimore, MD, nicole@lessoncast.org
Katrina Stevens, Baltimore County Public
Schools, Baltimore, MD,
katrina@lessoncast.org
Joe Manko, Baltimore City Public Schools,
Baltimore, MD, jmanko@bcps.k12.md.us
Strand: Outcomes
E18 TEACHERPRENEURS:
THE FUTURE OF TEACHER
LEADERSHIP
Explore what the future of the teaching
profession and public schools might
look like with teachers leading decision making and the implementation
of “teacherpreneurs,” master teachers
released part time to lead beyond their
classrooms. Address what a teacherpreneur is and why this concept is important to the future of the profession. Hear
lessons learned from initial efforts in
implementation and explore how to create a plan for advancing the implementation of teacherpreneurs within schools
and/or districts.
Lori Nazareno, Denver Public Schools,
Denver, CO, lnazareno@teachingquality.org
Ann Byrd, Center for Teaching Quality,
Hillsborough, NC, abyrd@teachingquality.org
Noah Zeichner, Seattle Public Schools,
Seattle, WA, nzeichner@teachingquality.org
Strand: Leadership
26
9:30 a.m. – 11:30 a.m. |
2-Hour
Tuesday Concurrent Sessions Set E
E19 ASSESS, DECIDE, GUIDE:
A FRAMEWORK FOR READING
INSTRUCTION
E21 SUPPORTING TEACHERS
THROUGH MULTIPLE EVALUATION MEASURES
E23 COLLABORATIVE COACH
AND TEACHER PARTNERSHIPS:
ARE WE THERE YET?
Learn how to gather multifaceted
data to identify readers’ strengths and
struggles and make student-focused
decisions that lead to powerful reading
instruction and guided reading lessons. Learn a three-part instructional
framework that supports teachers as
they design instruction to guide readers
in understanding complex texts. Apply
the framework to your own instructional
context to ensure learners achieve the
Common Core Reading Standards for
literary and informational texts.
Minneapolis Public Schools are implementing a multiple-measure teacher
evaluation system to measure teacher
effectiveness, target areas for professional development, and inform long-term
human capital strategies. Hear about
the unique evaluation approach and
discuss lessons learned from the design
and implementation of the evaluation
system. Learn reporting strategies for
observation results, value-added results,
and student survey results.
Explore high-leverage roles for coaches
and teacher leaders, protocols for giving
and receiving constructive feedback,
and effective student data analysis.
Learn how to provide job-embedded
coaching that fosters collective responsibility and teacher engagement. Apply
practical tools and techniques for engaging teachers in data-driven dialogues
and data processes for improving teaching quality and student learning.
Jan Richardson, Richland Center, WI,
janrich2@gmail.com
Maria Walther, Indian Prairie District 204,
Aurora, IL, maria_walther@ipsd.org
Strand: Data
E20 BREAK THAT BARRIER:
CREATE 21ST-CENTURY LEARNING
Examine how instruction was transformed at one school district through
a continuous improvement movement
created by a collaborative group effort
that included all staff, students, parents,
and community members. Learn how
to inspire all stakeholders to model continuous learning to empower 21st-century learners in the classroom. Become
immersed in overcoming barriers so that
implementation can be a success.
Janette Zambrano, Weslaco
Independent School District, Weslaco, TX,
janzambra@wisd.us
Ruben Alejandro, Weslaco Independent
School District, Weslaco, TX, ralejand@wisd.us
Edna Perez, Weslaco Independent School
District, Weslaco, TX, ednaperez@wisd.us
Mary Vaughn, Weslaco Independent School
District, Weslaco, TX, mvaugn@wisd.us
Janie Pena, Weslaco Independent School
District, Weslaco, TX, jupena@wisd.us
Letty Martinez, Weslaco Independent School
District, Weslaco, TX, lmartine@wisd.us
Elise Maxwell, Minneapolis Public
Schools, Minneapolis, MN,
elise.maxwell@mpls.k12.mn.us
Daniel Glass, Minneapolis Public
daniel.glass@mpls.k12.mn.us
Chris Moore, Minneapolis Public
chris.moore@mpls.k12.mn.us
Maggie Sullivan, Minneapolis Public
maggie.sullivan@mpls.k12.mn.us
Paul Hegre, Minneapolis Public Schools,
Minneapolis, MN, paul.hegre@mpls.k12.mn.us
Abbie Finger, Minneapolis Public
abbie.finger@mpls.k12.mn.us
E22 TEN STRATEGIES TO INSPIRE
STRUGGLING STUDENTS
Explore 10 strategies that have proven to
build relationships, grab attention, and
inspire students in K-12, mental health,
and correctional organizations worldwide. Learn to speak the language of
today’s youth using relevant multimedia,
physical activities, and visual metaphors.
Empower youth to overcome poverty,
violence, and failure and help build positive support systems.
Dawn Wilson, Duval County Public
Schools, Green Cove Springs, FL,
wilsond@duvalschools.org
Jonathan Hinke, Duval County Public
Schools, Jacksonville, FL,
hinkej@duvalschools.org
Beverly Chavis, Duval County Public Schools,
Jacksonville, FL, chavisb@duvalschools.org
E24 BUILDING A POSITIVE
SCHOOL CULTURE FROM A-Z
Learn techniques to promote a positive
school climate through ideas, strategies, and activities that are user-friendly
and do not take a lot of time to put into
action. Share new ideas for building a
positive school environment. Explore
practical ways to help your school or
district environment become a more
positive one.
Tarina Cox, On the Bus Consulting, Omaha,
NE, onthebusconsultant@hotmail.com
Strand: Leadership
Christian Moore, The WhyTry Program,
Provo, UT, valerie@whytry.org
Scott Wood, ScenicView Academy,
Provo, UT, swood@svacademy.org
Strand: Leadership
27
2-Hour | 1:45 p.m. – 3:45 p.m.
Set F Tuesday Concurrent Sessions
F01 MEASURING THE QUALITY
OF PROFESSIONAL LEARNING:
THE NEW SAI2
Learn about the new Standards Assessment Inventory (SAI2), a reliable and
valid survey instrument to measure the
quality of professional learning. Explore
how to analyze the results of the SAI2
and use the supplemental resources
with school and district teams to plan
improvement to individual, team, school,
and district professional learning.
René Islas, Learning Forward, Alexandria, VA,
rene.islas@learningforward.org
F02 CHOOSE YOUR OWN
PERSONALIZED PROFESSIONAL
LEARNING ADVENTURE
See how a middle school created a model of professional learning where each
adult identified areas of growth using
data and the school improvement plan,
developed a personalized action plan,
implemented the plan, measured and
reflected on progress, and shared results
with building staff. Gain an understanding of how building teacher capacity
occurs with the implementation of this
personalized learning model.
Paula Hoff, Spring Lake Park Schools,
Blaine, MN, phoff@district16.org
Tami Lamberty, Spring Lake Park Schools,
Blaine, MN, tlamberty@district16.org
Jodiann Coler, Spring Lake Park Schools,
Blaine, MN, jcoler@district16.org
Elizabeth Nelsen, Spring Lake Park Schools,
Blaine, MN, enels1@district16.org
Deanna Enstad, Spring Lake Park Schools,
Blaine, MN, densta@district16.org
Stephanie Phelps, Spring Lake Park Schools,
Blaine, MN, sphelp@district16.org
Brian Streitz, Spring Lake Park Schools,
Blaine, MN, bstrei@district16.org
28
F03 REFORM AT A SCHOOL
IMPROVEMENT GRANT
ELEMENTARY SCHOOL: KEYS
TO REPLICATION
Hear about the key elements used in
the reform efforts of a 90/90/90 school.
Examine how classroom walk-throughs,
immediate verbal feedback, and coaching contributed to a learning-centered
school culture. Explore how improved
parent relations and consistent communications played a role in the reform
efforts. Receive reproducible resources
to support school-based implementation of reforms.
Nelson Van Vranken, Adams County
School District 14, Commerce City, CO,
nvanvranken@adams14.org
Kristen Schelp, Adams County School
District 14, Commerce City, CO,
kschelp@adams14.org
F04 STRATEGIC PLANNING
FOR ACADEMIC RIGOR
Learn to assess the effectiveness of
instructional plans to determine both
the intent and extent of academic rigor.
Focus on promoting the effective use
of the revised Bloom’s taxonomy using
Common Core State Standards to align
instruction, learning activities, and assessments. Use the revised taxonomy to
plot standards and learning objectives
and subsequently plan instructional
activities and formative and summative
assessments
Dutchess Maye, eduConsulting Firm,
Raleigh, NC, dmaye@educonsultingfirm.com
Mildred Dunn, Lenoir County Public Schools,
Kinston, NC, mdunn@lenoir.k12.nc.us
Nakia Williams, Lenoir County Public Schools,
Kinston, NC, nwilliams@lenoir.k12.nc.us
Strand: Outcomes
F05 ASSESSMENT FOR LITERACY:
RICH CLASSROOM INSTRUCTION
Discover a self-assessment tool for
educators, developed around the critical
areas of literacy instruction for all disciplines. Explore a tool that helps teachers,
principals, and leadership teams map
and analyze their professional development assets and then determine their
priorities. Learn research-based components of literacy-rich classroom instruction.
Ulcca Joshi Hansen, Public Education
and Business Coalition, Denver, CO,
uhansen@pebc.org
Tracey Shaw, Cherry Creek School District,
Aurora, CO, tshaw@cherrycreekschools.org
Strand: Resources
F06 SPREAD THE SUPPORT:
RETAINING HIGH-PERFORMING
TEACHERS
While much of the research and work for
improving teacher practice has focused
on targeting professional learning
experiences at teachers who fall short
of meeting performance expectations,
Memphis City Schools is crafting professional learning and recognition opportunities for teachers who fall on the
high-end of the performance spectrum.
Discuss emerging bodies of research for
supporting high-performing teachers
through targeted professional learning
experiences and recognition opportunities. Provide a critical appraisal of
teacher support and professional growth
strategies for retaining high-performing
teachers.
Kristin Walker, Memphis City Schools,
Memphis, TN, walkerkm1@mcsk12.net
1:45 p.m. – 3:45 p.m. |
2-Hour
Tuesday Concurrent Sessions Set F
F07 THE METLIFE SURVEY OF
THE AMERICAN TEACHER AND
IMPLICATIONS FOR LEARNING
F09 TAPPING TEACHER
AND STUDENT STRENGTHS
TO PROMOTE SUCCESS
Gain insights into The MetLife Survey
of the American Teacher: Challenges for
School Leadership (2012), conducted by
Harris Interactive. Examine the views of
teachers and principals on the responsibilities and challenges facing school
leaders; the changing roles of principals
and teachers; and related topics including budget and resources, professional
satisfaction, and implementation of the
Common Core State Standards.
Learn to help teachers approach teaching and learning from a strengths-based,
values-in-action framework. Inspire
teachers to engage and align their
own strengths in the classroom. Equip
teachers to help students deploy their
strengths to promote learning and
achievement.
Mark Linkins, Mayerson Academy,
Cincinnati, OH, marklinkins@yahoo.com
Anthony Armstrong,
Learning Forward, Dallas, TX,
anthony.armstrong@learningforward.org
F10 SHIRLEY HORD LEARNING
TEAM AWARD: SHARING WINNING
PRACTICES
Strand: Leadership
Join the Shirley Hord Learning Team
Award winners as they share how professional learning is embedded in their
professional practice and the impact it
has had on teacher and student learning. Observe the winning team in action,
learn how a cycle of continuous improvement was used to refine teaching
quality and improve student outcomes,
and inquire about collaborative learning
processes.
F08 TEACHER UNION REFORM
NETWORK: COME BE SURPRISED
Teacher unions are improving teaching
effectiveness and higher learning for all
students by reforming themselves. Get
to know the tenets of the Teacher Union
Reform Network and learn the hallmarks
of teaching as a profession. See how
unions are forging professional partnerships with administrators on teacher
evaluation and compensation, and arming students with 21st-century skills.
Louise Sundin, Minnesota State
Colleges and Universities, St. Paul, MN,
maverbook@aol.com
Mary McDonald, Consortium for
Educational Change, Lombard, IL,
mary.macdonald@cecillinois.org
Lana Myers, Peoria Public School District 150,
Peoria, IL, lana.myers@psd150.org
Crysta Weitikamp, Springfield Public Schools,
Springfield, OR, weitkmp@springfield.k12.us
F11 CLOSING THE ACHIEVEMENT GAP USING COMMON
FORMATIVE ASSESSMENTS
Hear about a progress-monitoring
model that uses common formative
assessments, mandatory tutorials, daily
classroom practices, and weekly collaborative analysis of student data to
monitor progress toward end-of-course
objectives. See how to promote flexibility of instructional practice, produce assessments, gather and analyze data, and
set up student-focused interventions to
close the achievement gap. Leave with
a model that targets low or underperforming students, communicates goals
and outcomes to all stakeholders, and
determines resources and logistics for
operating a large tutorial program.
Mike Casey, Carrollton Farmers Branch
Independent School District, Carrollton, TX,
mdcasey1@gmail.com
Lakeiah Cheatham, Carrollton Farmers
Branch Independent School District,
Carrollton, TX, cheathaml@cfbisd.edu
Strand: Data
F12 PRINCIPAL LEADERSHIP IN
THE COMMON CORE: COACHING
CONVERSATIONS
Conventional wisdom lists coaching
as the new skill for effective principals.
Experience exemplars of coaching and
feedback sessions that model how to
have constructive conversations that
move teachers along their professional
journey. Learn to differentiate the critical
elements of coaching conversations and
support teachers as they transition into
the rigors of the Common Core State
Standards.
Brian Pete, Robin Fogarty & Associates,
Chicago, IL, brian@robinfogarty.com
Rebecca Stinson, Claremont Academy,
Chicago, IL, rlstinson@cps.k12.il.us
Strand: Leadership
F13 CREATE ONGOING
WITH ACTION
Learn how to develop your school
district’s action plan to address your staff
development needs through assessment, Common Core State Standards/
curriculum, technology, instruction,
ongoing staff development, and negotiations. See how one school district
harnessed these ingredients to create a
staff development model that was once
thought impossible to implement. Plan
for your first four weekly staff development sessions, including the kick-off
session, using technology and humor.
Alan Hoffman, McHenry School District 15,
McHenry, IL, ahoffman@d15.org
Josh Reitz, McHenry School District 15,
McHenry, IL, jreitz@d15.org
Fred Laudadio, McHenry School District 15,
McHenry, IL, flaudadio@d15.org
Phil Traskaski, McHenry School District 15,
McHenry, IL, ptraskaski@d15.org
Strand: Outcomes
29
2-Hour | 1:45 p.m. – 3:45 p.m.
Set F Tuesday Concurrent Sessions
F14 COACHING TEAMS:
TRANSFORMING EDUCATOR
PRACTICES FOR ENGLISH
LEARNERS
Examine a team-coaching framework
that fosters reflective inquiry, collaboration, data literacy, and shared responsibility for transforming classroom
practices and school programming
for English learners. Learn ways that
coaches and teachers in the field have
successfully implemented this model in
their own classrooms. Develop understanding about the unique coaching
skills and competencies that distinguish
team coaching from typical instructional
coaching.
Christine Reveles, WIDA, Santa Fe, NM,
coachchristyr@gmail.com
Lorena Mancilla, WIDA, Madison, WI,
lmancilla@wisc.edu
Celeste Mann, Harvard Community
Unit School District 50, Harvard, IL,
cmann@cusd50.org
Deb Holland, Harvard Community
Unit School District 50, Harvard, IL,
dholland@cusd50.org
F15 RIGOR FOR ALL:
ENABLING TEACHERS TO
ENGAGE STUDENTS
View a professional development plan
for teachers that encourages individual
growth while adhering to visionary
goals. Discover an array of interventions
that support the success of historically low-achieving students without
lowering expectations. Learn how to
implement meaningful Tier 2 and Tier 3
Response to Interventions for secondary
students struggling in mathematics, using a set of interventions that are based
on new technologies and brain research.
David Wartowski, Niles Township High School
District 219, Skokie, IL, davwar@d219.org
Bob Williams, Niles Township High School
District 219, Skokie, IL, robwil@d219.org
Anne Roloff, Niles Township High School
District 219, Skokie, IL, annrol@d219.org
Kate Buttitta, Niles Township High School
District 219, Skokie, IL, katbut@d219.org
30
F16 FROM TEACHER
EVALUATION COMPLIANCE TO
COMMITMENT FOR INNOVATION
Improving student achievement and
staff performance requires an examination of the teacher evaluation system.
Learn how school leaders at one district
are implementing a robust, technologydriven system to take evaluations
beyond new state requirements to create a culture grounded in professional
learning, transparency, and innovation.
Understand the multifaceted role of
administrators in soliciting feedback,
collecting ideas, developing protocols,
purchasing resources, and empowering
teachers in decision making. See how
technology can save districts money,
streamline administrative time, and
clearly communicate expectations and
progress toward those expectations.
Michelle Schwab, School District
of New Berlin, New Berlin, WI,
michelle.schwab@nbexcellence.org
Strand: Leadership
F17 INFUSING AUTHENTIC
INTELLECTUAL WORK INTO
CURRICULUM
Learn to construct knowledge around
authentic intellectual work in the curriculum process as a foundation for
determining professional development
opportunities. Develop universal understandings for your district’s professional
learning that parallel the curriculum
work within each content area annually.
Move the curriculum process forward
based on the professional development
goals of your school district.
Elli Wiemers, Spencer Community Schools,
Spencer, IA, ewiemers@spencerschools.org
Pat Briese, Spencer Community Schools,
Spencer, IA, pbriese@spencerschools.org
Joe Mueting, Spencer Community Schools,
Spencer, IA, jmueting@spencerschools.org
F18 DIFFERENT TEAM TYPES?
JUST ENSURE THE RIGHT WORK
Learn how teams can meet student
needs through similarities, differences,
varied degrees of risk-taking, and the
right work through two different models
of collaborative teaming, Make informed
decisions regarding what type of collaborative teaming is right for your school
or whether different types of existing
teams are meeting research-based characteristics to improve student learning
by increasing teacher effectiveness.
Becca Lindahl, Heartland Area
Education Agency 11, Johnston, IA,
blindahl@aea11.k12.ia.us
Shelly Boley, Waukee Community School
District, Waukee, IA, sboley@waukee.k12.ia.us
F19 COACHING AND FEEDBACK
AND RUBRICS... OH MY
Coaches are often asked to gather data
for teachers using competency-based
models, creating confusion for the coach
and the teacher about whether the intent is to support a culture of inquiry or a
culture of certainty. Explore how coaches can use teacher evaluation rubrics
to foster a culture of inquiry, reflection,
and insight to increase student success.
Examine how personal bias can affect
data gathered for the teacher and what
is most important in teacher evaluation
rubrics. Apply neuroscience research for
greater impact on professional learning
and growth.
James Roussin, Generative Learning,
Stillwater, MN, jim.roussin@gmail.com
James Hawthorne, Edina Public Schools,
Edina, MN, jamhawthorrne@edina.k12.mn.us
F20 OPEN SPACES: SHAPE
YOUR OWN LEARNING
Build your own session based on your
problems of practice, content needs,
and requirements. Follow up on general
session conversations, discuss keynote
speeches, or delve into the issues of the
day. Discuss issues of importance to you
in this free-style forum for learning.
Be engaged in answering your own
3:45 p.m. – 5 p.m.
Roundtable Sessions Set RT
questions and shaping your own learning. Share your thoughts with other
educators who might be struggling to
answer the same questions in this open
space session.
Gregory Keith, Minnesota Department
gregory.keith@state.mn.us
Tyler Livingston, Minnesota Department
tyler.livingston@state.mn.us
F21 LEARNING SCHOOL
ALLIANCE COMMUNITY
Conference Icons
content, or
of session content.
are gained.
Sessions pertain to
elementary school.
AUTHORS’ ROUNDTABLE, RECEPTION, AND BOOK SIGNING
Tuesday, July 23, 2013 3:45 p.m. – 5 p.m.
Participants will have the opportunity to attend three 20-minute
presentations selected from this list.
Meet and engage with authors and hear about their latest books. Chat
one-on-one and peruse or purchase their books. Enjoy light refreshments.
Tickets are not required to attend this event.
ACADEMIC LANGUAGE ACCELERATOR
Learn how to accelerate students’ academic language development in
the Oxford Picture Dictionary for the Content Areas Academic Language
Accelerator (Oxford University Press, 2010) and help English learners
acquire new content-area vocabulary and build word knowledge.
Judith O’Loughlin, Language Matters Education Consultants, San Ramon, CA,
joeslteach@aol.com
Strand: Outcomes
BUILDING STUDENT RESILIENCE: K-8
Hear how to create school structures to boost achievement and close
achievement gaps among disenfranchised student subgroups from
the author of Building Student Resilience, K-8: Strategies to Overcome
Risk and Adversity (Corwin, 2012).
Gabriel Simon, Dry Creek School District, Fair Oaks, CA, ogfrog@pacbell.net
Strand: Outcomes
CHOREOGRAPHY OF PRESENTING:
ESSENTIAL ABILITIES OF EFFECTIVE PRESENTERS
Hone your presentation skills as you learn how to establish credibility
and rapport. Acknowledge and respond to participants, recover with
grace from difficult situations, and use your skills to save time, efficiently handle conflict, and engage in more meaningful dialogue.
Kendall Zoller, Sierra Training Associates, Foresthill, CA, kvzoller@ftcnet.net
Strand: Leadership
CLASSROOM INSTRUCTION THAT WORKS
Hear about new updates and research in the 2nd edition of Classroom
Instruction that Works (ASCD, 2012, 2nd ed.). Provide feedback and suggestions for using strategies in an online environment in this give and
take session with McREL consultants.
Elizabeth Hubbell, Mid-continent Research for Education and Learning,
Denver, CO, erhubbell@gmail.com
CLASSROOM WALK-THROUGHS TO IMPROVE
TEACHING AND LEARNING
Donald Kachur, Judith Stout, and Claudia Edwards demonstrate 18
different models of walk-throughs that can be used for continuous,
systemic, and long-range school improvement.
Sessions pertain to
Donald Kachur, Illinois State University, Bloomington, dskachu@ilstu.edu
Claudia Edwards, Cameron University, Lawton, OK, cedwards@cameron.edu
Judith Stout, Adams County School District 14, Loveland, CO,
jstout@lpbroadband.net
Designates sessions
Strand: Leadership
31
3:45 p.m. – 5 p.m.
Set RT Roundtable Sessions
AUTHORS’ ROUNDTABLE, RECEPTION, AND BOOK SIGNING
Tuesday, July 23, 2013 3:45 p.m. – 5 p.m.
Participants will have the opportunity to attend three 20-minute
presentations selected from this list.
Meet and engage with authors and hear about their latest books. Chat
one-on-one and peruse or purchase their books. Enjoy light refreshments.
Tickets are not required to attend this event.
COLLABORATIVE INQUIRY FOR EDUCATORS:
A FACILITATOR’S GUIDE TO SCHOOL IMPROVEMENT
Gain a better understanding of the stages of collaborative
inquiry and how to implement it as a powerful design for
professional learning and a high-leverage strategy for school
improvement.
Jenni Donohoo, Greater Essex County District School Board,
Windsor, ON, Canada, jenni.donohoo@learningforwardontario.ca
EVERYONE AT THE TABLE: ENGAGING TEACHERS
IN EVALUATION REFORM
Everyone at the Table: Engaging Teachers in Evaluation Reform
(Jossey-Bass, 2013) promotes more collaborative, and successful, decision making around teacher evaluation reforms, laying
out the rationale for greater teacher voice in policymaking.
Ellen Sherratt, American Institutes for Research, Chicago, IL, esherratt@air.org
Strand: Leadership
EXPLICIT DIRECT INSTRUCTION FOR
ENGLISH LEARNERS
Hear about the accommodations and modifications that
should be made in lesson design and delivery to more explicitly support English learners as they learn content while
simultaneously learning English, from the authors of Explicit
Direct Instruction for English Learners (Corwin, 2012).
Silvia Ybarra, DataWORKS Educational Research,
Fowler, CA, tina@dataworks-ed.com
John Hollingsworth, DataWORKS Educational Research,
Fowler, CA, john@dataworks-ed.com
COMMUNICATE AND MOTIVATE: THE SCHOOL LEADER’S
Strand: Outcomes
GUIDE TO EFFECTIVE COMMUNICATION
Develop the skills you need to communicate effectively and
in ways that motivate faculty towards success in Communicate
and Motivate: The School Leader’s Guide to Effective Communication (Eye on Education, 2011).
Shelly Arneson, Niceville, FL, arnesoncommunicates@gmail.com
Strand: Leadership
DIFFERENTIATED COACHING: A FRAMEWORK
FOR HELPING TEACHERS CHANGE
Learn how to open new avenues for professional growth using
differentiated coaching that applies the latest research and
theory of personality type, multiple intelligences, experiential
learning models, and mind styles to help students succeed.
Jane Kise, Differentiated Coaching Associates, Edina, MN,
jane@janekise.com
DIGITAL LITERACIES AND 21ST-CENTURY LEARNING
Discover an authentic, job-embedded approach to professional development for teachers that focuses on incorporating digital literacies into the comprehensive curriculum of a
school or organization.
Dustin Summey, University of Central Arkansas, Conway, AR,
dustin@dustinsummey.com
Strand: Resources
ENRICHED PROJECTS: A PRACTICAL PATHWAY
TO 21ST-CENTURY SKILLS
Hear how teachers can transform standards-based content
into enriched learning projects that build 21st-century skills in
the context of project learning, e-tools that enhance projects,
and instructional strategies that are engaging for all students,
especially those who do not respond to repetitive drills and
worksheets.
James Bellanca, Illinois Consortium for 21st Century Schools,
Glencoe, IL, jab@iriinc.us
32
Strand: Outcomes
FANATICALLY FORMATIVE DURING
THE CRUCIAL K-3 YEARS
Learn how Fanatically Formative During the Crucial K-3 Years
(Corwin Press, 2012) rekindles the joy of teaching as it shows
you how to help children fall in love with learning in the era of
standards and accountability.
Bob Sornson, Early Learning Foundation, Brighton, MI, bobsornson@aol.com
Strand: Outcomes
FEEDBACK: THE HINGE THAT JOINS TEACHING
AND LEARNING
Jane Pollock, co-author of Classroom Instruction That Works,
expands on the bestseller’s feedback strategy in this work on
using feedback the way children use computer apps to set
goals, track their progress, and self-regulate their own learning.
Jane Pollock, Learning Horizon, Centennial, CO, jpollock@learninghorizon.net
Strand: Outcomes
FLYWHEEL: TRANSFORMATIONAL LEADERSHIP
COACHING FOR SUSTAINABLE CHANGE
Hear about an approach to leadership coaching that draws
on the principles of transformational leadership and gain the
tools and processes to facilitate transformational leadership
development.
Elle Allison-Napolitano, Wisdom Out, Danville, CA, elle@wisdomout.com
Strand: Leadership
GREEN LIGHT CLASSROOMS
Learn highly engaging lesson ideas and dynamic teaching techniques proven to accelerate learning in Green Light Classrooms:
Teaching Techniques That Accelerate Learning (Corwin, 2008).
Rich Allen, Green Light Education, Christiansted, Virgin Islands,
rich@drrichallen.com
Strand: Outcomes
3:45 p.m. – 5 p.m.
Roundtable Sessions Set RT
HIGH IMPACT INSTRUCTION: A FRAMEWORK
FOR GREAT TEACHING
REFLECTIVE PRACTICE TO IMPROVE SCHOOLS
Jim Knight, University of Kansas, Lawrence, KS, jimknight@mac.com
Jennifer York-Barr, University of Minnesota,
Minneapolis, MN, yorkx001@umn.edu
William Sommers, Austin, TX, wsommers@austin.rr.com
See how High-Impact Instruction: A Framework for Great Teaching (Corwin, 2012) provides a simple but powerful framework
and tools for improving the big four elements of quality teaching: community building, content planning, instruction, and
assessment for learning.
IMPLEMENTING CHANGE THROUGH LEARNING
Explore Implementing Change Through Learning: ConcernsBased Concepts, Tools, and Strategies for Guiding Change (Corwin,
2013) and learn how to use the Concerns-Based Adoption
Model (CBAM) to drive successful school improvement.
James Roussin, Generative Learning, Stillwater, MN, jim.roussin@gmail.com
LEADING IN THE COMMON CORE:
WITH RIGOR AND RELEVANCE FOR RESULTS
Differentiate the critical elements of coaching conversations by
engaging in conversations with peers and support teachers in
the transition to the rigors of the Common Core State Standards.
Brian Pete, Robin Fogarty & Associates, Chicago, IL, brian@robinfogarty.com
Strand: Outcomes
MORE THAN A SMART GOAL: STAYING FOCUSED
ON STUDENT LEARNING
Explore a rationale and methodology for keeping everyone
in the system, including students, focused on the highest
priorities with careful planning and a robust system for measuring and monitoring strategic focus, implementation, and
resource-investment impact.
Anne Conzemius, QLD Learning, Fitchburg, WI,
aconzemius@qldlearning.com
Terry Morganti-Fisher, Austin, TX, tmorgantifisher@gmail.com
PERSONAL LEARNING NETWORKS
Learn why Personal Learning Networks (Solution Tree, 2011) is a
must-read for all educators wrestling with the role of technology and how educators can use technology to transform their
own learning, their classrooms, and their schools.
Rob Mancabelli, BrightBytes, San Francisco, CA, rob@brightbytes.net
Strand: Data
PROFESSIONAL DEVELOPMENT THROUGH
VIRTUAL LEARNING COMMUNITIES
Gain a practitioner’s perspective of the 10 action steps that
schools or districts can take to integrate online professional
development for staff.
Sonja Alexander, Learning Centric, Ellenwood, GA, sonjasalex@gmail.com
Strand: Resources
Learning is the cornerstone of advancing leadership and
teaching practices. Reflection is the means by which educators
make sense of their complex world of practice and figure out
ways to move forward and sustain the energy for their work.
Join a conversation about ways to embed and enhance reflective practice in your school.
Strand: Leadership
THE DATA TOOLKIT: TEN TOOLS
FOR SUPPORTING SCHOOL IMPROVEMENT
Gain practical data tools and new strategies to address
problems faced by schools or districts while building team
cohesion using The Data Toolkit: Ten Tools for Supporting School
Improvement (Corwin, 2011).
Rob Hess, Lebanon Community Schools, Lebanon, OR,
rob.hess@lebanon.k12.or.us
Strand: Data
THE NEXT STEP IN GUIDED READING:
FOCUSED ASSESSMENTS AND TARGET LESSONS
Gain specific guidance and tools for addressing the needs
of struggling readers and the rigorous goals of the Common
Core Reading standards in The Next Step in Guided Reading
(Scholastic Teaching Resources, 2009).
Jan Richardson, janrich2@gmail.com
Strand: Outcomes
THE SKILLFUL TEAM LEADER: OVERCOMING
HURDLES FOR PROFESSIONAL LEARNING
Learn how to shift teams from low to high impact through
skillful teacher leadership. Gain strategies to support teams in
overcoming hurdles and achieving the impact they desire for
students. Find out how cohorts of teacher leaders in chronically underperforming schools, partnered with Teach Plus T3
Initiative, lead their colleagues in meaningful collaboration to
make swift gains for students.
Elisa MacDonald, Boston, MA, elisamacdonald@gmail.com
Strand: Leadership
THE NUTS AND BOLTS OF COOPERATIVE LEARNING
Hear about the teacher’s role in using cooperative learning
and gain easy-to-follow procedures for planning and conducting cooperative lessons in Nuts and Bolts of Cooperative Learning (Interaction Book Co., 2007, 2nd ed.)
David Johnson, University of Minnesota, Minneapolis, MN,
johns010@umn.edu
Roger Johnson, University of Minnesota, Minneapolis, MN,
johns009@umn.edu
33
2-Hour | 8 a.m. – 10 a.m.
Set G Wednesday Concurrent Sessions
G01 ENRICHED PROBLEMBASED LEARNING: IT IS TIME TO
TRANSFORM INSTRUCTION
G03 REPLICATING SUCCESSES
OF 90/90/90 SCHOOLS WITH
NONFICTION WRITING
G05 FANATICALLY FORMATIVE
DURING THE CRUCIAL EARLY
LEARNING YEARS
Gain an understanding of project-based
learning’s potential to enrich teachers’
repertoires with tools and strategies that
bring large gains in student achievement and development of 21st-century
skills. Construct an essential question
for an English language arts- or Mathaligned standard, and follow a format
for designing a five-phase project-based
unit. Identify websites that will enhance
project-based units and collegial critique
protocols to increase peer support.
Learn about the success of the 90/90/90
schools and how an emphasis on nonfiction writing will give your school the
same amazing results. Weave strategies
for nonfiction writing and the Common
Core State Standards into a powerful
writing routine that has created sustainable improvements in student writing.
Practice specific strategies for improved
writing instruction and improved student achievement.
Many teachers and children are overwhelmed by the ineffective curriculumdriven education system and the rushto-cover climate in schools. Discover the
importance of covering less and helping
students learn more. Learn to set clear,
attainable learning outcomes; make
teaching responsive to the whole child;
monitor student progress; and build a
positive classroom and collaborative
school culture.
Theresa Riege, Littleton, CO,
theresa@thewritetools.net
Sue Hemauer, Cherry Creek School District,
Littleton, CO, sue@thewritetools.net
Bob Sornson, Early Learning Foundation,
Brighton, MI, bobsornson@aol.com
Nancy Sornson, Northville First Care,
Brighton, MI, nancysornson@gmail.com
G04 ONLINE INSTRUCTION
THAT WORKS
G06 EMPOWERING AND
EQUIPPING TEACHERS TO LEAD
Join a discussion about online teaching and learning strategies. Gain an
overview of how strategies in an online
setting work. Focus on instructional
strategies, the research base, and how
strategies inform technology use.
Provide feedback and suggestions for
hybrid or online environments.
The burgeoning interest in teacher
leadership raises the question of what
training teacher leaders need to be most
effective. Learn about a Teacher Leader
Certification Academy grounded in the
teacher leader model standards (what
teacher leaders do) and the Kouzes &
Posner Five Practices of Exemplary Leadership (how teacher leaders lead). Learn
how to empower and equip teacher
leaders to lead.
James Bellanca, Illinois Consortium for 21st
Century Schools, Glencoe, IL, jab@iriinc.us
Maria Diaz, Denver Public Schools,
Denver, CO, mdiaz3539@yahoo.com
G02 UNBUNDLED LEADERSHIP:
DEVELOPING URBAN SCHOOL
LEADERS’ DISPOSITIONS
Examine the elements of a university
leadership-preparation program to
see how leadership dispositions were
defined and developmentally actualized. Unpack how university students
developed dispositions of leadership
in an action-based leadership cohort
through student-developed case studies. Learn the elements of adaptive
leadership, how to apply the model in an
urban setting, and the role of culture in
leadership.
Antonia Issa Lahera, California State
University Dominguez Hills, Long Beach, CA,
aissalahera@gmail.com
Anthony Normore, California Lutheran University, Thousand Oaks, CA,
anormore@callutheran.edu
Kendall Zoller, Sierra Training Associates,
Foresthill, CA, kvzoller@ftcnet.net
Elizabeth Hubbell, McREL, Denver, CO,
erhubbell@gmail.com
Lanelle Gordin, Riverside County Office of
Education, Riverside, CA, lgordin@rcoe.us
Wendy Kerr, Riverside County Office of
Education, Riverside, CA, wkerr@rcoe.us
Jennifer Garcia, Corona-Norco Unified
School District, Norco, CA,
jgarcia@cnusd.k12.ca.us
Strand: Leadership
LEARNING FORWARD CONFERENCE WAS SO MOTIVATING.
“I’MTHE
EXCITED TO START THE YEAR WITH FRESH IDEAS AND LOTS OF
INCENTIVE AND ENTHUSIASM!” JILL COPLEY
34
8 a.m. – 10 a.m. |
2-Hour
Wednesday Concurrent Sessions Set G
G07 GETTING STARTED
WITH PROFESSIONAL
LEARNING COMMUNITIES IN
AN ELEMENTARY SCHOOL
Build professional learning communities with all staff members to share
accountability for all learners. Learn how
an elementary school collaboratively
analyzes data from formative and summative assessments and informs instruction while using a set of frameworks,
protocols, and norms. Develop ways to
get all staff members on board and learn
about protocols to use in your meetings
to ensure that all stakeholders make the
connection to student learning.
Julie Glazer, Summit Public Schools,
Summit, NJ, jglazer@fc.summit.k12.nj.us
Sheila Cole, Summit Public Schools,
Summit, NJ, scole@fc.summit.k12.nj.us
Loreli Stochaj, Summit Public Schools,
Summit, NJ, lstochaj@fc.summit.k12.nj.us
Jennifer Dickson, Summit Public Schools,
Summit, NJ, jdickson@fc.summit.k12.nj.us
Jenna Colineri, Summit Public Schools,
Summit, NJ, jcolineri@fc.summit.k12.nj.us
G08 IGNITING A PASSION
FOR LEARNING
Today’s teachers are facing a truly
unique challenge: how to cross the
biggest generational divide education
has ever seen. See how Gen X and Gen
Y teachers, attempting to teach Gen Z
students, need a completely different set
of skills and choices when designing and
conducting their classrooms. Discover
exciting possibilities that have been
proven to work by real teachers, including increasing student learning through
directed social interaction and developing student confidence through the use
of movement.
Rich Allen, Green Light Education,
Christiansted, Virgin Islands,
rich@drrichallen.com
Cindy Rickert, Virginia Beach Public
Schools, Virginia Beach, VA,
cindy.rickert@vbschools.com
Strand: Outcomes
G09 DATA-INFORMED DECISION G11 TOGETHER WE CAN WIN
MAKING: IT TAKES A CITY
Learn to engage staff to support the
Share a journey and lessons learned in
bringing various stakeholders together
to use student data so that targeted and
differentiated services are provided to
support student learning both in and
out of school. Learn how Metropolitan
Nashville Public Schools’ data warehouse shares data within the district
and with key community stakeholders, who are using the data to provide
strategic supports to students. Engage
in conversation about data use and learn
to facilitate discussion for developing a
districtwide, data-informed professional
learning framework.
Margie Johnson, Metro Nashville
Public Schools, Nashville, TN,
margie.johnson@mnps.org
Laura Hansen, Metro Nashville Public Schools,
Nashville, TN, laura.hansen@mnps.org
Strand: Data
implementation of new district initiatives. Explore how to organize a
knowledgeable team to implement a
district initiative by providing the power
of continuous support, coaching, and
reflection. Leave with an action plan that
helps envision and support teachers in
the implementation of a district initiative
for effective professional learning and
student achievement.
Jill Shonk, Grain Valley School District, Grain
Valley, MO, jshonk@grainvalley.k12.mo.us
Stephanie Griesinger, Grain Valley
School District, Grain Valley, MO,
sgriesinger@grainvalley.k12.mo.us
Jessica Reynolds, Grain Valley School
District, Grain Valley, MO,
jreynolds@grainvalley.k12.mo.us
Emily Twiehaus, Grain Valley School
District, Grain Valley, MO,
etwiehaus@grainvalley.k12.mo.us
G10 COMMUNICATE AND
MOTIVATE: KEYS TO SUCCESSFUL
TEACHER EVALUATIONS
G12 CAN DO’S FACILITATE
DIFFERENTIATED INSTRUCTION
FOR ENGLISH LANGUAGE
Develop the skills to communicate effec- LEARNERS
tively with teachers about evaluations.
Hear strategies that motivate school
leaders towards success. Identify two
areas for improvement in your school
or district. Engage in trust- and communication-building activities that specifically influence the relationship between
school leaders and teachers.
Shelly Arneson, Niceville, FL,
arnesoncommunicates@gmail.com
Carolyn McAllister, Okaloosa County
School District, Niceville, FL,
mcallisterc@mail.okaloosa.k12.fl.us
Strand: Leadership
Develop an understanding of the components of performance definitions and
descriptors from TESOL’s PreK-12 English
Language Proficiency standards and the
WIDA Standards. Focus on the four language domains and differentiation for
each of the five English language proficiency levels. Gain knowledge of how to
develop effective curriculum meeting
Common Core and state standards to
differentiate instruction and assessment
for English language learners at different
proficiency levels.
Judith O’Loughlin, Language Matters
Education Consultants, San Ramon, CA,
joeslteach@aol.com
Patricia Verbovszky, West Chester
Area School District, West Chester, PA,
pverbovszky@wcasd.net
Kathleen Elizabeth Cahoon-Newchok,
Norfolk Public Schools, Norfolk, VA,
kcahoon@nps.k12.va.us.
35
2-Hour | 8 a.m. – 10 a.m.
Set G Wednesday Concurrent Sessions
G13 HELPING SCHOOLS
SUCCEED USING AN ATHLETIC
MINDSET
G15 INTEGRATION:
THE HABIT LOOP WITH
QUANTUM LEARNING
Assist all stakeholders in increasing accountability for all students by using an
aggressive approach to improve student
achievement. Learn proven instructional
techniques that will boost school performance. Create a list of strategies that
can be used in making the transition to a
more athletic mindset for your school.
Every educator grows from reflecting on
what’s working and what’s not working
in their habits and this reflection can
benefit those they work with and their
students. Understand how professional
growth relies on the power of changing habits, behaviors, and outcomes
to shift thinking, acting, and understanding. Leave energized about a new
habit routine that can be applied to your
professional life. Learn a method that addresses the whole child and walk away
with three activities to use with students,
staff, and community.
Keith Adams, Montgomery County
Public Schools, Silver Spring, MD,
ckasaveproject@gmail.com
Strand: Outcomes
G14 DEVELOPING A
TEAM: SOLVING A PUZZLE
Develop a multi-piece professional
learning design to create a supportive
and collaborative environment where
professional learning is facilitated by
trained teacher leaders. Learn how to
align financial, personnel, and training
resources to implement the learning
design. Measure success and make purposeful change by collecting and using
meaningful data.
Katherine Smith, Lyons Township
High School District 204, LaGrange, IL,
ksmith@lths.net
Jeremy Vrtis, Lyons Township High School
District 204, LaGrange, IL, jvrtis@lths.net
Leslie Owens, Lyons Township High School
District 204, LaGrange, IL, lowens@lths.net
Michelle Harbin, Lyons Township
High School District 204, LaGrange, IL,
mharbin@lths.net
Jenny Severson, Quantum Learning
Network, Oceanside, CA, jseverson@qln.com
Kim Mason, Bloomington Public Schools,
Bloomington, MN,
kmason@bloomington.k12.mn.us
G16 ASSESSMENT IN ARTS?
WHAT YOU NEED TO KNOW
Build knowledge to engage music and
fine arts staff’s to measure learning processes and outcomes in arts classrooms.
Prepare music and arts teachers to use
national and state learning standards as
part of their smart goals for their content
curricula and to design appropriate
assessments. Review the research base
from which strong fine arts and music
assessment procedures are drawn, and
understand the impact teacher-made
assessments have on teaching and
learning.
Annamarie Bollino, Stafford County
Public Schools, Stafford, VA,
bollinoa@staffordschools.net
Kelly Parkes, Virginia Tech,
Blacksburg, VA, kparkes@vt.edu
Strand: Data
SAVE
$50
36
on a 3- or 4-day
registration when
you register by
April 30, 2013.
G17 ALL FOR ALL: AN APPROACH
TO PERSONALIZED LEARNING
Learn to work collaboratively to create
partnerships as a functional learning
community that studies data, collaboratively plans for instruction, implements research-based interventions,
and delivers high-quality instruction
for all students. Become familiar with
how learning communities support the
desire to look deeper into student data,
delivery of instruction, and differentiation teaching strategies. See how
flexible grouping and learning blocks are
utilized to make this happen.
Lisa Brill, Edina Public Schools,
Edina, MN, lisbrill@edina.k12.mn.us
Matthew Lindsay, Edina Public Schools,
Edina, MN, matlindsay@edina.k12.mn.us
Mark DeYoung, Edina Public Schools,
Edina, MN, mardeyoung@edina.k12.mn.us
Kristin Davis, Edina Public Schools,
Edina, MN, kridavis@edina.k12.mn.us
Karen Bergman, Edina Public Schools,
Edina, MN, karbergman@edina.k12.mn.us
G18 KEYS TO SUCCESSFUL
IMPLEMENTATION OF AUTHENTIC
INTELLECTUAL WORK
Learn how a district is using authentic
intellectual work to successfully implement state and district initiatives to
create a culture of continuous improvement. Gain the ability to promote and
bring about successful implementation
through interaction with a team of
teachers and administrators currently
using the framework. Begin planning for
transformational change in your staff.
Justin Gross, Nevada Community School
District, Nevada, IA, jgross@nevada.k12.ia.us
Meg Frideres, Nevada Community
School District, Nevada, IA,
mfrideres@nevada.k12.ia.us
Mark Beauchene, Nevada Community
mbeauchene@nevada.k12.ia.us
Penny Poole, Nevada Community School
District, Nevada, IA, ppoole@nevada.k12.ia.us
Nancy Port, Nevada Community School
District, Nevada, IA, nport@nevada.k12.ia.us
Dave McCaulley, Nevada Community
dmccaulley@nevada.k12.ia.us
8 a.m. – 10 a.m. |
2-Hour
Wednesday Concurrent Sessions Set G
G19 PRINCIPAL EVALUATION
FOR PROFESSIONAL GROWTH
How can a principal evaluation system
not only evaluate principal effectiveness
but also be used to facilitate growth for
school leaders and teachers? Examine
Minnesota’s principal growth and evaluation system and lessons learned about
using an evaluation model to facilitate
professional learning. Identify coaching
and feedback strategies that result in
professional learning for school leaders
and how to apply coaching, collaborating, and evaluating skills and behaviors
to principal evaluation.
Greg Keith, Minnesota Department
gregory.keith@state.mn.us
Luther Heller, Montevideo Public Schools,
Roseville, MN, lheller@monte.k12.mn.us
Brenda Vatthauer, Montevideo Public
Schools, Roseville, MN,
bvatthauer@monte.k12.mn.us
Tyler Livingston, Minnesota Department
tyler.livingston@state.mn.us
Bob Grey, Montevideo Public Schools,
Montevideo, MN, bobgrey@monte.k12.mn.us
Bill Sprung, Montevideo Public Schools,
Montevideo, MN, bsprung@monte.k12.mn.us
Bruce Bergeson, Montevideo Public Schools,
Montevideo, MN, bbergeson@monte.k12.mn.us
Strand: Leadership
G20 BUILDING RESILIENCE TO
IMPROVE ACADEMIC ENGAGEMENT AND PERFORMANCE
Discover the six critical resiliency skills
and their impact on student behavior
and academic performance. Identify
critical nonacademic issues that may be
obstacles to academic success. Learn
to prepare staff to use research-based
intervention strategies tailored to the
social-emotional needs of diverse
learners. Investigate resiliency measures
and how resiliency data can be used to
understand the underlying causes of
academic issues and target appropriate
interventions.
G21 SUPERVISION THAT WORKS: G23 INTEGRATION OF
FREQUENT OBSERVATIONS AND LEARNING METHODS TO
TIMELY FEEDBACK
ENHANCE RESPONSE TO
INTERVENTION PRACTICES
Explore practical structures and strategies that provide all teachers with
effective feedback. Learn how frequent
observations using a teaching framework create a professional culture where
teachers know what effective teaching
looks like, have a shared language to
discuss what’s working and what needs
to be improved, and know which actions
to take to improve practice. Take away
authentic teacher feedback templates
and artifacts to begin using in your own
school community.
Stephen Duch, New York City
Department of Education, Jamaica, NY,
smduch@schools.nyc.gov
David Morrison, New York City
Department of Education, Jamaica, NY,
dathmo@gmail.com
Focus on how professional learning
communities integrate varied learning
methods aligned with Understanding
by Design and differentiated instruction
to improve Response to Intervention
services for all students. Enable school
and teacher autonomy to implement
effective practices that increase student
achievement. Understand how to utilize
examples of instructional learning methods to address a diversity of learners.
Lynda Hickey, Winchester Public Schools,
Winchester, VA, hickey.lynda@wps.k12.va.us
Carolyn Beck, Winchester Public Schools,
Winchester, VA, beck@wps.k12.va.us
Strand: Outcomes
G24 OPEN SPACES: SHAPE
YOUR OWN LEARNING HERE
G22 CO-TEACHING AND
INTEGRATED SERVICE DELIVERY:
TOOLS FOR EARLY SUCCESS
Build your own session based on your
problems of practice, content needs,
and requirements. Follow up on general
session conversations, discuss keynote
speeches, or delve into the issues of the
day. Discuss issues of importance to you
in this free-style forum for learning. Be
engaged in answering your own questions and shaping your own learning.
Share your thoughts with other educators who might be struggling to answer
the same questions.
Hear about the experiences of districts
that achieved results in early childhood/
Pre-K classrooms through intentionally
melded programs. Learn about the tools
that need to be added to an integrated
model to create cohesive classrooms
for students’ early success with individualized education program goals
and general education benchmarks.
Discover five research-based tools that
will supplement the co-teaching design.
Create a plan for adding the tools to any
situation or program.
Peggy Black, Center for Diverse
Student Learning, Menomonee Falls, WI,
margaretblack.wi@gmail.com
Sarah Mauthe, Fond du Lac School District,
Fond du Lac, WI, sarahmauth@yahoo.com
Danica Lewis, Fond du Lac School
District, Fond du Lac, WI,
danicalewis@fonddulac.k12.wi.us
G25 LEARNING SCHOOL
ALLIANCE COMMUNITY
Melissa Schlinger, ScholarCentric,
Denver, CO, m.schlinger@scholarcentric.com
37
Topic Index
21st century skills
PC106, PC109, B06, C06, C17, E02, E20, F08, G01, G04
Addressing change and resistance
B17, B19, C12, C15, C20, D02, E01, E14, F16, G10, G11
Adult development and learning
PC109, B04, C04, E06, E08, E14, F02, F20, G15, G24
Allocating resources for professional learning
(time and dollars)
B14, C08, C11, D04, E04, E06, F16, G14
Assessment strategies
PC106, B10, B13, B17, B18, C07, C16, E07, E17, E19,
F04, F11, F15, G03, G05, G07, G16
Best practices
PC101, PC102, PC103, B17, E07, E13, F15, F20, G15, G24
Building trust in relationships
PC101, PC108, B05, C10, C20, D02, E14, E24
Case studies
B10, B12, B16, D05, E20, G07, G09
Coaching and school coaches
PC104, A02, B12, B14, B16, B17, C03, C07, C13, C16,
C18, D02, D03, E12, E13, E15, E23, F03, F05, F12, F14,
F17, F18, F19, G11, G18, G19
Collaboration/Team Building
PC101, PC108, PC109, A02, A03, B09, B10, C03, C08,
C15, D01, D05, E01, E09, E13, E17, E20, E24, F10, F18
College and Career Readiness
PC107, B06, C01, C05, C14, E01, E16, F15
Continuous improvement
PC101, PC105, B03, B12, B14, B17, B20, C15, C19,
D04, E06, E17, E20, G18
Culturally responsive pedagogy
PC108, PC110, C02, C12, D03, G05
Curriculum alignment/development
PC103, PC111, B08, C02, E02, E03, E15, F04, F13, F17, G12
Data-driven decision making
PC105, PC106, PC109, B05, B14, B18, C03, C06, C07,
C09, C13, D01, E12, E19, E21, E23, F01, F02, F11, F15,
F19, G05, G07, G09, G14, G17, G20
Demonstrating impact and evaluating
professional learning
PC101, A03, C11, C18, F05, F10
Differentiated instruction
PC102, PC105, PC109, PC111, C02, C14, G05, G08,
G09, G12, G17, G23
Distributive and shared leadership
A01, B02, B07, B10, B14, B20, C12, C15, C20, D05,
E05, E09, E18, E23, F03, F15, G06, G13
Effective teaching and instruction
PC101, PC102, PC103, PC104, PC105, PC106, PC107,
PC110, PC111, A02, A03, A04, B01, B02, B03, B05, B08,
B12, B18, C03, C13, C14, C17, C19, D03, D04, E01, E03,
E07, E15, F04, F06, F08, F09, G05, G08, G15, G22, G23
Equity
PC108, PC110, C02, C05, E12, E15, E16, E22, F04, F11,
G02, G12, G13, G17, G20
Family and community engagement
PC108, PC110, C05, C10, F03
Implementing Common Core Standards
PC105, PC106, PC111, B02, B14, C01, C16, E01, E02,
E10, E11, E19, F04, F07, F12, F13, G01, G03, G12
Instructional leadership and supervision
PC102, PC103, PC104, PC105, PC107, PC110, A02,
B15, C18, E16, E20, F12, G04, G10, G19
Leadership development for teachers and principals
PC108, A01, B07, B10, B11, B18, B19, B20, C04, C19,
C20, E05, E09, E14, E18, G02, G06, G11, G13, G19
38
Audience Index
Learning communities/teams
PC101, A02, B01, B12, B15, B18, C13, C20, D01, D04,
E11, E17, E19, F03, F10, F14, F18, G01, G07, G14, G17,
G20, G23
Linguistic diversity/English language learners
PC108, PC110, C02, C14, D05, E15, F03, F14, G12
Literacy
PC107, PC110, A02, B08, B10, B15, C02, C16, E15, E19,
F05, G03, G11
Mentoring and Induction
PC104, B16, C09
Models of professional learning
PC101, A03, B16, C01, C03, C18, D05, E01, E02, E08,
E09, F02, F10, F13, F14, F18, G07, G09, G14, G23
Motivating/Engaging Disenfranchised Learners
PC103, PC108, PC110, A04, B06, C05, C14, C19, E07,
E16, E22, F09, G13, G15, G20
Observation and Feedback Strategies
PC104, PC105, PC106, B05, B14, C07, D05, E10, E17,
E21, E23, F03, F05, F12, F16, F19, G10, G19, G21
Policy Development and Advocacy Efforts
B05, B07, C04, D02, F06, F07, F08
Presentation and facilitation skills
PC104, PC109, D01, E01, E09, E14, G09
Principal recruitment, development, support,
and retention
PC101, PC104, B06, B11, F07, F12, G19
Race, class, culture, and learning differences
PC108, PC110, C02, C12, E15, E16, F14, G12, G22
Response-to-Intervention
B18, C08, E22, F15, G17, G23
Rural Issues and Settings
PC108, PC110, B14, E11, E15, G12
School reform/improvement process
PC105, PC106, A03, A04, B05, B06, B07, B09, B10,
B18, C01, C03, C15, D01, F03, F08
Social networking applications
PC109, B13, C06, E02, F13
Standards and assessments for professional learning
PC106, A03, B03, B04, B09, C11, E10, E23, F01, G14, G16
STEM: Science, technology, engineering, and math
PC111, A02, E03
Teacher evaluation and support
B03, B05, B07, E21, F06, F08, F16, F19, G10, G16,
G18, G21
Teacher recruitment, support, development,
and retention
B01, B16, B20, C09, E24, G10
Title I School Improvement
PC108, PC110, B06, B08, B15, C02, C10, C14, C15,
D03, E03, E07, E09, E16, E19, E22, F03, F04, F11, F15,
G02, G03, G05, G09, G15
Urban Issues and Settings
PC108, PC110, D05, F06, F11, G02, G09
Use of technology for professional learning
PC109, B02, B04, B07, B13, C06, C07, E02, E04, E17,
F13, F16, G04
Walk-throughs/Instructional Rounds
A04, E10, F03
Classified/Support Staff
PC105, PC108, PC109, A03, B02, B19, C04, C05, C08,
D02, E01, E14, F20, G07, G08, G24
District Office Personnel (Directors/Consultants
for Instruction, Technology, Curriculum, Human
Resources, and Assessment)
PC101, PC103, PC105, PC106, PC108, PC109, PC111,
A01, A03, A04, B01, B03, B04, B17, B20, C01, C02,
C03, C06, C11, C13, C15, D04, E01, E04, E12, E14, E16,
E21, E23, E24, F01, F05, F09, F14, F15, F20, G14, G19,
G20, G22, G24
District-Level Staff Developers
PC103, PC105, PC106, A02, A03, A04, B01, B14, B16,
B17, C01, C06, C09, C10, C15, C16, C18, C19, C20,
D01, D02, E01, E02, E04, E05, E06, E14, E15, E16, F01,
F02, F12, F13, F14, F15, F16, F20, G01, G15, G23, G24
Policy Makers and Community Stakeholders
PC101, PC105, A03, B03, B05, B07, B19, B20, C01,
C02, D02, E01, E09, E16, F01, F06, F07, F20, G05, G06,
G09, G24
Principals, Assistant Principals
PC101, PC102, PC103, PC104, PC105, PC106, PC107,
PC108, PC109, PC110, PC111, A01, A02, A03, A04,
B01, B02, B03, B05, B06, B07, B08, B09, B10, B11, B12,
B13, B14, B15, B16, B18, B19, B20, C01, C02, C03, C04,
C05, C07, C08, C12, C13, C15, C16, C17, C18, C19,
C20, D01, D02, D03, D04, D05, E01, E03, E04, E06,
E07, E08, E09, E10, E11, E12, E13, E14, E15, E16, E17,
E18, E20, E21, E22, E23, E24, F01, F02, F03, F04, F05,
F06, F08, F09, F10, F11, F12, F13, F15, F16, F17, F18,
F19, F20, G01, G02, G03, G05, G06, G07, G08, G09,
G10, G13, G15, G16, G17, G18, G19, G20, G21, G22,
G23, G24
School-Based Staff Developers/Instructional
Coaches
PC102, PC103, PC104, PC105, PC106, PC107, PC108,
PC109, PC110, PC111, A01, A02, A03, A04, B01, B02,
B03, B04, B05, B06, B07, B09, B12, B13, B14, B15, B16,
B17, B18, C01, C02, C03, C04, C05, C07, C08, C09,
C11, C13, C14, C15, C16, C17, C18, C19, C20, D01,
D02, D03, D04, D05, E01, E02, E05, E06, E07, E08, E09,
E10, E11, E12, E13, E15, E16, E17, E19, E23, F01, F02,
F03, F04, F05, F10, F14, F15, F16, F17, F19, F20, G01,
G02, G03, G04, G06, G07, G08, G09, G11, G12, G13,
G14, G15, G16, G17, G18, G20, G21, G23, G24
Superintendents, Assistant Superintendents
PC101, PC103, PC105, PC108, A03, A04, B01, B06,
B07, B09, B11, B19, C01, C06, C12, C15, C18, C20,
D02, E01, E04, E06, E13, E16, E18, E20, E21, E22, F01,
F06, F07, F08, F09, F12, F13, F16, F18, F20, G10, G11,
G19, G20, G24
Teacher Leaders/Mentors/Team Leaders
PC101, PC102, PC103, PC104, PC107, PC108, PC109,
PC110, PC111, A01, A03, B02, B03, B04, B05, B06,
B07, B08, B09, B10, B11, B12, B13, B14, B15, B16, B18,
B20, C01, C02, C03, C04, C05, C07, C08, C09, C10,
C11, C12, C13, C14, C15, C16, C17, C19, C20, D01,
D03, D04, D05, E01, E02, E03, E05, E07, E08, E09, E10,
E11, E12, E13, E14, E15, E16, E17, E18, E19, E20, E21,
E23, E24, F02, F03, F04, F05, F08, F09, F10, F11, F15,
F17, F18, F19, F20, G01, G03, G04, G05, G06, G07,
G08, G09, G10, G11, G12, G13, G14, G15, G16, G17,
G18, G21, G22, G23, G24
Technical Assistance Providers
PC103, PC104, PC105, PC108, PC109, A03, B06, B19,
C03, C18, D02, E01, F07, F20, G24
Title I School Staff
PC102, PC103, PC107, PC110, A01, A03, B02, B06,
B08, B13, B15, C02, C05, C08, C10, C14, C15, C16,
D03, E01, E03, E09, E12, E16, E19, F03, F04, F06, F09,
F10, F11, F15, F20, G05, G09, G12, G15, G24
Urban Educators
PC102, PC103, PC107, PC110, A01, A03, B02, B08,
B10, B13, C02, C05, C08, C16, D05, E01, E03, E09, E12,
E17, E22, E23, F04, F06, F09, F10, F11, F15, F20, G02,
G04, G08, G09, G24
Presenter Index
Adams, Keith ..........................G13
Ady, Kellie ........................... PC109
Alejandro, Ruben ...................E20
Alexander, Sonja .............E04, RT
Allen, Rich.........................G08, RT
Allison-Napolitano, Elle ...B19, RT
Anderson, Debbie ................ C02
Armstrong, Anthony.............F07
Arneson, Shelly...............G10, RT
Arviso, Emily ............................E11
Babadjanian, Christina........ B10
Babiash, Jennifer ....................E12
Bailey, Jennifer ........................E15
Bailey, Scott .............................E15
Bassett, Katherine................. B20
Baumgarten, Jen................... C08
Beauchene, Mark ..................G18
Beck, Carolyn..........................G23
Bellanca, James ..............G01, RT
Bemel, Laura ........................... B01
Bergeson, Bruce ....................G19
Bergman, Karen.....................G17
Berry, Allison .......................... A02
Billmeyer, Rachel.............. PC107
Biondo, Michael .................... C07
Bjurlin, Amy ............................ C03
Black, Peggy ...........................G22
Black, Sherri ............................ B09
Boley, Shelly.............................F18
Boll, Jason................................ B18
Bollino, Annamarie ..............G16
Bouie, Pamela ........................ C10
Briese, Pat .................................F17
Brill, Lisa ...................................G17
Brown Ton, Michelle ............D05
Brown Wessling, Sarah........ B02
Brownlee-Groff, Callie .... PC104
Bryan, Chris ........................ PC104
Burden, Erika ...........................E10
Burns, Carol............................. B01
Buttitta, Kate ...........................F15
Byrd, Ann ..................................E18
Cabral, Linda........................... C02
Cahoon-Newchok, Kathleen
Elizabeth ..................................G12
Cantu, Monica........................ B15
Carlson, Kim............................ B14
Casey, Mike ..............................F11
Casto, Lisa ................................ B17
Chapman, Carrie ................... C11
Chase, Karen ........................... B16
Chavis, Beverly........................E23
Cheatham, Lakeiah ...............F11
Clifton, Heather ......................E08
Cole, Sheila..............................G07
Coler, Jodiann .........................F02
Colineri, Jenna .......................G07
Conzemius, Anne.....................RT
Cook, Andrew ........................ C17
Cooke, Debbie ........................E08
Cornier, Jeanette ................... C19
Cox, Erin ................................... C05
Cox, Tarina ................................E24
Crane, Mary.............................D03
Crow, Tracy .............................. C04
Davis, Kristin ...........................G17
DeLao, Pam ............................. B17
DeYoung, Mark ......................G17
Dempsey, Nan ....................... A02
Diaz, Maria...............................G01
Dickson, Jennifer ..................G07
Donohoo, Jenni ..............D01, RT
Duch, Stephen .......................G21
Duff, Victoria ........................... A03
Dunn, Mildred.........................F04
Edwards, Claudia ............E10, RT
Ellingson, Jason ......................E13
Enstad, Deanna ......................F02
Erkens, Cassandra ............ PC106
Evans, Elizabeth..................... B07
Finger, Abbie ...........................E21
Foord, Kathleen ..................... B01
Francisco, Louis ..................... B10
Francois, Carol.........PC112, B21,
..................................C21, F21, G25
Frank, Barbara ........................ B04
Frideres, Meg..........................G18
Garcia, Jennifer ......................G06
Garrison, Mickey .............. PC105
Gira, Rob ...................................E16
Glass, Daniel ............................E21
Glazer, Julie .............................G07
Goldsmith, Sarah .................. B14
Gordin, Lanelle ......................G06
Gray-Mays, Monica............... C10
Greninger, Elizabeth ............ B12
Grey, Bob .................................G19
Griesinger, Stephanie ..........G11
Griffith, Josh ............................E13
Gross, Justin............................G18
Grundtner, Lynn .................... B16
Guajardo, Cheryl ................... B15
Guyer, Shannon..................... B14
Guzman, Lisa .......................... B04
Haluska, Steve........................ C13
Hansen, Laura ........................G09
Hansen, Taryl .......................... B03
Hansen, Ulcca Joshi ..............F05
Harbin, Michelle ....................G14
Harrison, Cindy ....... PC104, C18
Harrold, Monica................ PC102
Haston, Christy ...................... B17
Hawthorne, James ................F19
Hegre, Paul ...............................E21
Heller, Luther ..........................G19
Hemauer, Sue .........................G03
Henderson Rosser, Aleigha ...E04
Hensley, Susan ........................E07
Herman, Frank .......................D04
Hess, Rob .......................... B11, RT
Hickey, Lynda .........................G23
Hillers, Jessica ........................ B14
Hilliard, Jonathan..................D03
Hinke, Jonathan .....................E23
Hodges, Sharon ..................... C20
Hoff, Paula ................................F02
Hoffman, Alan .........................F13
Holden, Chris.......................... C08
Holland, Deb ...........................F14
Hollingsworth, John ...... PC110,
..............................................A04, RT
Holmes, Ellen...........................E09
Howard, Lynn ......................... C09
Hubbell, Elizabeth .........G04, RT
Hughs, Candace ....................C17
Humphreys, Darla..................E09
Hyatt, Cate............................... C11
Irwin, Scott ...............................E09
Islas, René .................................F01
Issa Lahera, Antonia.............G02
Jacobs, Bryce .......................... B06
Johnson, Angie...................... B18
Johnson, David .......... PC103, RT
Johnson, Margie ...................G09
Johnson, Roger.......... PC103, RT
Kachur, Donald ................E10, RT
Kahoun, Judi........................... C03
Kehoe, Jean............................. B14
Keith, Greg .....................F20, G19
Kerr, Wendy .............................G06
Killion, Joellen .........PC101, B20,
............................................C01, E01
Kind, Jill ....................................D04
Kise, Jane ..........................D02, RT
Knight, Jim .................................RT
Koontz, Catherine................. C09
Kraemer, Sara ......................... B05
Kresta, Anne ........................... B09
Kriegel, Gretchen .................. B14
Lamberty, Tami .......................F02
Laudadio, Fred ........................F13
Leba, Luke ............................... B10
Levine, Brenda .......................D05
Lewis, Danica..........................G22
Lewis, Lynette ........................ C20
Liakakos, Alexis...................... C07
Lindahl, Becca .........................F18
Lindsay, Matthew .................G17
Linkins, Mark ...........................F09
Livingston Asensio, Meg ............
............................................ B08, E03
Livingston, Tyler ...........F20, G19
Lizcano, Sylvia ........................ B15
Lorntson, Sarah ..................... B13
Luna, Rebecca ........................ B15
MacDonald, Elisa............ C15, RT
Magnuson, Gina .................... B18
Mancabelli, Rob.............. C06, RT
Mancilla, Lorena .....................F14
Mangin, Melinda ................... A01
Manko, Joe ...............................E17
Mann, Celeste .........................F14
Manning, Tom ........................ C04
Martinez, Letty........................E20
Martinez, Richard ............ PC108
Mason, Kim .............................G15
Mauthe, Sarah........................G22
Maxwell, Elise ..........................E21
Maye, Dutchess ......................F04
McAllister, Carolyn................G10
McCaulley, Dave ....................G18
McClintock, Ryan ............. PC109
McCully, Kelli .......................... B16
McDonald, Mary.....................F08
McGibbon, Beth .....................E05
McGrane, Mary .......................E12
McKenzie, Tammie ............... C13
Medlock, Shirlee ................... C14
Mendoza-Reis, Noni............. C02
Miller, Susan ........................... B09
Moore, Chris ............................E21
Moore, Christian.....................E22
Morehouse Olson, Glenn ... B07
Morganti-Fisher, Terry ............RT
Morrison, David .....................G21
Mueting, Joe............................F17
Mulligan, Ian............................E07
Munger, Linda ........................ A03
Murray, Audrey ...................... A01
Myatt, Keith ....................... PC108
Myers, Lana ..............................F08
Myles, A. Clifton......................E06
Nazareno, Lori .........................E18
Nelsen, Elizabeth ...................F02
Nelson, Jennifer......................E14
Niece, Michele ....................... B17
Normore, Anthony ...............G02
O’Brien, Lynn .......................... B01
O’Loughlin, Judith .........G12, RT
Ortiz, Juanita ..........................D05
Ousky, Marlys ......................... C08
Owens, Leslie .........................G14
Parkes, Kelly ............................G16
Pearce, Ann ............................. C19
Pena, Janie ...............................E20
Perez, Edna...............................E20
Pete, Brian .........................F12, RT
Peterson, Susan ..................... C13
Phelps, Stephanie ..................F02
Pierce, Jon .......................... PC109
Poehl, Christopher ............... C17
Pollock, Jane .....................E07, RT
Ponder, Robyn ....................... B14
Poole, Penny ...........................G18
Port, Nancy .............................G18
Pribyl, Jeffrey .......................... B01
Puishes, Meloni ..................... C17
Radd, Sharon .......................... C12
Rauls, Heather ........................ C14
Reichenau, Allyson ............... C14
Reitz, Josh.................................F13
Rende, Veronica .................... C14
Reuber, Maureen .................. B10
Reveles, Christine ..................F14
Revsbeck, Doug .................... B10
Reynolds, Jessica...................G11
Rich, Catherine ......................D05
Richardson, Jan ...............E19, RT
Richardson, Marti ..................E06
Rickert, Cindy .........................G08
Riege, Theresa ........................G03
Rissman, Jeff ........................... B10
Rivera, Amanda ..................... B12
Rizzolo, Allison ....................... B07
Robbins, Pam ......................... B11
Roloff, Anne .............................F15
Romero, Martha .................... B15
Roussin, James ................F19, RT
Shetley, Pamela ..................... C20
Shonk, Jill.................................G11
Sievek, Marti ........................... C11
Silvas, Tiana ............................. C16
Simon, Gabriel ..........................RT
Small, Marian..................... PC111
Smith, Katherine ...................G14
Sommers, William ....................RT
Sornson, Bob ...................G05, RT
Sornson, Nancy .....................G05
Sprung, Bill ..............................G19
Stevens, Katrina......................E17
Stinson, Rebecca....................F12
Stochaj, Loreli.........................G07
Stout, Judith ..............................RT
Straughn, Priscilla ................. C18
Streitz, Brian ............................F02
Stuart, Kelly.................... B08, E03
Sullivan, Maggie.....................E21
Summey, Dustin ..............E02, RT
Sundin, Louise ........................F08
Sykora, Jennifer ......................E07
Thompson, Beth ...................D05
Torres, Julie ............................. B03
Traskaski, Phil ..........................F13
Tucker, Kathy ...........................E11
Tucker-Smith, Nicole ............E17
Turner, Caroline ..................... B17
Twiehaus, Emily .....................G11
Van Vranken, Nelson.............F03
Vatthauer, Brenda .................G19
Vaughn, Mary ..........................E20
Verbovszky, Patricia .............G12
Vrtis, Jeremy ...........................G14
Wahlert, Tina .......................... C13
Walker, Kristin .........................F06
Walther, Maria .........................E19
Wartowski, David ...................F15
Watson, Jeff .............................E13
Weinkauf, Mike ...................... C08
Weitikamp, Crysta .................F08
White, Tom ...............................E05
Wiebke, Kathy ........................ B03
Wiemers, Elli ............................F17
Wiley, Jessica .......................... C12
Williams, Bob ...........................F15
Williams, Nakia .......................F04
Wilson, Dawn ..........................E23
Wood, Jo ...................................E06
Wood, Scott .............................E22
Xiong, May Lee ......................D05
Ybarra, Silvia ..... PC110, A04, RT
York-Barr, Jennifer .........A01, RT
Zambrano, Janette ................E20
Zaretsky, Joan ........................ B09
Zeichner, Noah .......................E18
Zoller, Kendall .................G02, RT
Schelp, Kristen ........................F03
Schlinger, Melissa .................G20
Schwab, Michelle ...................F16
Schwister, Scott ..................... B16
Serravallo, Jennifer ............... C16
Severson, Jenny ....................G15
Shaw, Tracey ............................F05
Shepherd, Julia ...................... B10
Sherratt, Ellen.................. B07, RT
39
Learning Forward 2013 Summer Conference
Attendee Learning Plan
The Learning Forward Summer Conference is a crucial resource in your work. Complete this
form to help guide your time at the conference. Take time to fill out this action plan and record
at least one strategy you will implement and at least one outcome you will document. Discuss
these plans in the conference general sessions with fellow attendees and at the end of the
conference you’ll have a chance to report out about your plans and commitments to action.
DATE: ___________________________
NAME: _____________________________________________________________________________________________
ORGANIZATION: ______________________________________________________________________________________
ATTENDEE TYPE:
External
Technical Asstance Provider
Organization
Teacher Leader
Princpal
Assistant Principal
Teacher
Other___________________________
Specific Action: I will implement this learning outcome:
Date: I will have completed implementation by (must be within
6 months of Summer Conference)
Expected Benefits: Which campus/district or board/organization goal
will your learning outcome support?
Barriers: What do you anticipate will get in the way of implementing
this outcome (e.g. budget or time constraints, etc.)?
Enablers: What will help you implement this outcome (e.g. leadership support, etc.)
40
JULY 21–24, 2013 • MINNEAPOLIS HILTON • MINNEAPOLIS
41
Learning Forward acknowledges the generous support
The Arthur Vining
Davis Foundations
The Bill & Melinda
Gates Foundation
Doing What Works
The Doing What Works website trans-
The Arthur Vining Davis Foundations are
The Bill & Melinda Gates Foundation’s
lates effective research-based education
named for the former president of the
belief that every life has equal value is
practices into practical tools that sup-
Aluminum Company of America. The
at the core of the foundation’s work. The
port and improve classroom instruction.
Foundations make grants in five program
foundation has set an ambitious goal in
What does “research-based” practice
areas: higher education, secondary
K-12 education: to graduate all students
really mean? What does it look like in
education, religion (graduate theological
college-ready. The foundation is working
a classroom with real kids? What’s the
education), health care (caring atti-
to provide all students - especially low-
best way to get started? Visit Doing
tudes), and public television. Secondary
income students and students of color
What Works, a rich resource from the
education grants support “innovative
- with the opportunity to realize their full
U.S. Department of Education, that helps
professional development programs that
potential. In order to achieve transforma-
answer all these questions and more
strengthen teachers and their teaching
tional results for students, there must be
about using research-based practices
in grades 9–12.” For more information
a focus on the heart of the educational
in schools and classrooms. Learn what
about The Arthur Vining Davis
experience: the learning partnership
works in the priority areas of data-driven
Foundations, visit www.avdf.org.
between teacher and student. By invest-
improvement, quality teaching, literacy,
ing in bold research and reform efforts to
math and science, comprehensive
better understand what makes teaching
support, and early childhood. Access a
effective and to rethink the way teachers
range of tools to address challenges
are recruited, retained, supported, and
and improve practice.
evaluated, the foundation has made a
commitment to supporting a teaching
profession that recognizes, transmits,
and honors excellence. The foundation
has invested in professional development. Several of these investments will
be presenting at this conference.
For more information, visit
www.gatesfoundation.org.
42
of the following:
Sandler Foundation
MetLife Foundation
The Wallace Foundation
Sandler Foundation’s mission is to be
MetLife Foundation is committed to
The Wallace Foundation is an indepen-
a catalyst to strengthen the progres-
building a secure future for individuals
dent, national foundation dedicated to
sive infrastructure, expose corruption
and communities worldwide, through
supporting and sharing effective ideas
and abuse, advocate for vulnerable and
a focus on empowering older adults,
and practices that improve education
exploited people and environments, and
preparing young people and building liv-
and enrichment opportunities for chil-
advance scientific research in neglected
able communities. In education, it seeks
dren. The foundation is currently
areas. It seeks to promote education
to strengthen public schools through
focusing its efforts to:
policy changes that support high-quality
effective teaching and collaborative lead-
learning environments where learning
ership, and to prepare students for access
is meaningful, substantive, and relevant
to and success in higher education, par-
to individual and societal needs and in-
ticularly during the crucial first year. The
terests. The foundation works to achieve
Foundation’s grantmaking is informed by
significant results that make a real and
findings from the annual MetLife Survey
lasting difference in people’s lives and
of the American Teacher. More informa-
in the communities and environments
tion is available at www.metlife.org.
in which they live. More information is
available at www.sandlerfoundation.org.
• Strengthen education leadership to
improve student achievement.
• Enhance after-school learning
opportunities.
• Re-imagine and expand learning time
during school and over the summer.
• Expand participation in arts and
culture.
For more information and research on
these and other related topics, please
visit the Knowledge Center:
www.wallacefoundation.org
THE LEARNING FORWARD CONFERENCE
“WAS
SO MOTIVATING. I’M EXCITED TO START
THE YEAR WITH FRESH IDEAS AND LOTS OF
INCENTIVE AND ENTHUSIASM!” JILL COPLEY
43
The American Federation of Teachers proudly supports
for providing learning opportunities and high-quality
professional development that enable our members
to address the pressing challenges confronting their
schools and their communities.
Find more professional support at Share My Lesson.
Randi Weingarten
president
Lorretta Johnson
secretary-treasurer
Francine Lawrence
executive vice president
The AFT represents 1.5 million pre-K through 12th-grade teachers; paraprofessionals and other school-related
personnel; higher education faculty and professional staff; federal, state and local government employees;
nurses and healthcare workers; and early childhood educators.
44
A
cademy is not just another
one-day learning seminar. It is a
2 1/2-year learning experience
during which you, along with
colleagues from all over the
world, will dig in to your toughest
learning problems.
Professional learning is about
improving everyone’s practice, and
Academy is here to make that a
reality in your schools and systems.
It’s not going to be easy, and you
may get a little dirty, but in the
end, we guarantee you’ll have the
necessary equipment to improve
leading, teaching, and learning.
“
The Academy was the best experience
of my 30 years in public education. The
connections, both personal and professional,
I made as a member will stay with me
until I retire.
”
– Tony Willis
English teacher, Carmel High School
Carmel, IN
“
Our entire organization is thinking
differently about professional learning. It
is...a vital part of our organization.
”
– Jeanne Spiller
Staff Development Coordinator,
Kildeer Countryside School District
Buffalo Grove, IL
A special
thank you
to our
partners
Make the commitment to deeper
professional learning for yourself
and the educators and students you
support. Join Learning Forward’s
Academy today.
Apply for the
at www.learningforward.org
Scholarships available.
45
Is your school a Learning School?
F
rom the school nurse to the cafeteria monitor, every educator is responsible for the success of every student.
Learning Forward’s Learning School Alliance creates collective responsibility for all students through
collaborative professional learning. As members of LSA, a team from your school will spend a year tackling its
toughest school-based challenges with the help of a dedicated facilitator. Your team will start by learning the
basics of professional learning, while being equipped with important skills and tools to help colleagues join
you on your learning journey. You’ll progress to mastering the Standards for Professional Learning. If you’re
just getting started with professional learning and are ready to make a commitment to continuous growth to
improve student success, you may be ready for what LSA can help you accomplish.
Participating schools report that their experiences have:
Directly impacted student achievement;
Helped build team environments in schools formerly
characterized by teacher isolation;
Networked schools tackling similar learning goals; and
Connected them with research and tools necessary for
student success.
Apply today!
To see LSA member benefits and fill out an application for your school, visit www.learningforward.org/learning-opportunities/learning-school-alliance
46
47
STELLAR REPUTATION. DYNAMIC PROGRAMS.
CREDENTIAL PROGRAMS
MASTER’S DEGREES
DOCTORATE
Kalmanovitz School of Education offers you an unparalleled
learning experience with supportive guidance, focusing on
your individual needs.
EARN YOUR:
• Teaching credential in Elementary, Secondary and/or
Special Education
• Master of Arts in School Counseling, School Psychology,
Reading, Early Childhood Education
• Montessori Education, TESOL, or Teaching Leadership
• Tier I administrative credential or Master of Arts or a doctorate
in Educational Leadership
FOR DATES OF UPCOMING
INFORMATION SESSIONS
STMARYS-CA.EDU/SOE-EVENTS
FOR MORE INFORMATION, CALL (925) 631-4700
FILIPPI ACADEMIC HALL, 1928 ST. MARY’S ROAD, MORAGA, CA
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 2013 Summer Conference.
The Continuing Education Unit is a nationally recognized unit
designed to provide a record of an individual’s continuing
education and/or professional growth accomplishments. Ten
hours of instruction equals one CEU. The cost for up to one
CEU is $50.00.
48
To register:
• Pick up a CEU registration packet at Conference Registration,
or download the packet from the mobile app or online at
www.learningforward.org/docs/summer-conference/ceu2013.pdf
• 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,
receive a certificate verifying the units you have earned.
For more information, please contact Mindy Sauve at (925) 631-4054.
The Learning Forward
Foundation
Walk-a-thon
Tuesday, July 23 • 6:00 a.m. - 7:00 a.m. • Minneapolis Hilton
Pack your walking shoes and join the Learning Forward Foundation on
a one-mile walk to honor someone who has inspired your professional
journey. Walk as an individual, as part of a team, or on behalf of your district,
school, or organization. This Learning Forward Foundation
fundraiser will support grant opportunities for educators
to achieve Learning Forward’s purpose —
every educator engaging in effective
professional learning every day
so every student achieves.
Tuesday, July 23
6:00 a.m. - 7:00 a.m.
Minneapolis Hilton
Stop by the foundation’s table near registration for more
scholarship and grant information and to register for the walk-a-thon.
49
"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!"!
Join us
for Learning
Forward’s
2013
Head to Dallas Dec. 7-11 and experience
professional learning that has a direct impact
on teacher and student success. Learning
Forward’s 2013 Annual Conference is the
best investment you can make to promote
effective professional learning in your school,
district, state, or organization.
Annual Conference
in Dallas,Texas
Learn from leaders in the field including
Carol Ann Tomlinson, Tom Guskey, Anthony
Muhammad, Laura Lipton and Bruce Wellman,
Nancy Frey and Douglas Fisher, Yvette
Jackson, Jim Knight, Marcia Tate, and many
more. Experience inspiring keynotes and
general sessions, participate in interactive
learning sessions, and form lasting
professional relationships.
For more information call 800-727-7288, or visit www.learningforward.org.
50
Hotel Information
Hilton Minneapolis
1001 Marquette Avenue South
Minneapolis, MN 55403-2440
612-376-1000
GUEST ROOM RATES:
$195.00/night + tax for
single or double occupancy
Hotel Ivy
201 South Eleventh St.
Minneapolis, MN 55403
612-746-4600
GUEST ROOM RATES:
$189.00/night + tax for
single or double occupancy
Link to the conference hotel through
Learning Forward’s website at
www.learningforward.org/learningopportunities/summer-conference.
A penalty of one night’s room and tax will be
charged for any cancellation made after June 7,
2013. The conference rate is available on or
before June 21, 2013 and is subject to availability.
GROUND TRANSPORTATION
to the Hilton Minneapolis from the airport:
Type
Subway/Rail
Taxi
Limousine
Super Shuttle
Typical Min. Charge
$2.25
$40.00
$60.00
$17.00
2013 Summer Conference Strands
LEARNING COMMUNITIES: Professional learning that
increases educator effectiveness and results for all students
occurs within learning communities committed to
continuous improvement, collective responsibility, and goal
alignment.
LEADERSHIP: Professional learning that increases educator
effectiveness and results for all students requires skillful
leaders who develop capacity, advocate, and create support
systems for professional learning.
RESOURCES: Professional learning that increases educator
effectiveness and results for all students requires prioritizing,
monitoring, and coordinating resources for educator learning.
DATA: Professional learning that increases educator
effectiveness and results for all students uses a variety of
sources and types of student, educator, and system data to
plan, assess, and evaluate professional learning.
LEARNING DESIGNS: Professional learning that increases
educator effectiveness and results for all students integrates
theories, research, and models of human learning to achieve
its intended outcomes.
IMPLEMENTATION: Professional learning that increases
educator effectiveness and results for all students applies
research on change and sustains support for implementation
of professional learning for long-term change.
OUTCOMES: Professional learning that increases educator
effectiveness and results for all students aligns its outcomes
with educator performance and student curriculum
standards.
51
3
ways to
register
1. By mail:
Learning Forward Summer
Conference Registration
504 S. Locust Street
Oxford, OH 45056
2. By fax:
513-523-0638
3. Online:
www.learningforwardconference.
org/summer13
Registration Information
REGISTRATION POLICIES AND PROCEDURES
To register for the conference, please complete
the Registration form. Registration forms may
also be downloaded from the Learning Forward
website at www.learningforward.org.
Fees for Sunday include materials, lunch, and
program attendance. Fees for Monday and Tuesday include breakfasts, lunches, materials, and
program attendance. Wednesday’s fee includes
brunch, materials, and program attendance. If
you are not a current Learning Forward, NEA, or
AFT member, you must pay the non-member
registration rate or become a member. “Taste
Test” Trial Memberships do not apply.
REGISTRATION DEADLINE
Space is limited for the Summer Conference.
Please check www.learningforward.org for
session availability.
EARLY REGISTRATION DEADLINE
Save $50 on your 2013 Summer Conference 3- or
4-day registration fee when you register by April
30, 2013.
CANCELLATION POLICY
Cancellations must be sent in writing to the
Learning Forward Business Office by June 15,
2013 to receive a full refund. A 50% refund will
be given to written requests received by July 1,
2013. A processing fee of $50 will be deducted
from all refunds. No refunds will be issued
for cancellations received after July 1, 2013.
Learning Forward reserves the right to process
refunds after the conference concludes.
CONFIRMATION
You will receive registration confirmation by
email. Session tickets, conference materials, and
a nametag will be picked up at the conference.
Please call the Learning Forward Business Office
(800-727-7288) if you have NOT received con-
firmation within two weeks of registering. Your
registration won’t be complete until you submit
your session selection form.
REGISTRATION FORM
SECTION 1 must be filled out completely. Make
sure we have your current e-mail address. Your
Learning Forward membership number appears
on the address labels of your Learning Forward
publications. If you are not a current Learning
Forward, NEA, or AFT member see section 3.
SECTION 2 - Select the fees for the day(s) you
want to attend.
SECTION 3 - Renew your Learning Forward
membership at special conference rates! If you
are an NEA or AFT member, put your member
number and you will receive a one-year digital
membership at no charge. If you are not a Learning Forward, NEA, or AFT member, you must
select and pay for a one-year membership or
pay the non-member registration rate.
SECTION 4 - Fill in the amounts of discounts that
apply. Only the presenter discount may be taken
on 1-day registrations. Group discounts require
a discount code. Call 800-727-7288 to see if you
qualify and to obtain the code.
SECTION 5 - Your registration will not be entered
until fees are received by check, Visa, MasterCard, or purchase order.
SESSION SELECTION
You must select sessions before your conference
registration can be processed. In order to get the
best selection of preconference and concurrent
sessions, please register early. Because the number of participants for each session is limited,
it is important that you indicate your 1st, 2nd,
and 3rd choices for each time period. Full and
cancelled sessions will be listed on our website.
T H A N K S TO O U R G E N E R O U S S P O N S O R S
52
Registration Form
SAVE
$50
1
Please Check (#)
This is my first Learning
Forward Summer Conference.
REGISTRATION DATA:
Learning Forward member number __________________ Your membership number appears on your address label.
First Name_______________________________________________ Last Name______________________________________________
(for your nametag)
School Dist./Organization_________________________________________________ Position___________________________________
Address / Street____________________________________________________________________________________________________
City / State / Province / Zip__________________________________________________________________________________________
Is this address:
business
home
Please print your e-mail address legibly — your conference confirmation will be e-mailed to you.
REGISTRATION FEES:!Check (#) each fee that applies and fill in amount
I am an NEA
AFT member number ________________
NEA/AFT members are eligible for the member registration rate and will receive a
free Digital Membership if not a current Learning Forward member
Member
Non-member
1–Day Preconference ....................................................................$199 ______ $249 ______
(Sunday 7/21 includes lunch and coffee break (No discount available))
New Lower Price
1–Day Regular Conference ........................................................$179
______ $229 ______
(indicate day attending)
Monday 7/22
Tuesday 7/23
Wednesday 7/24
(Includes breakfast and lunch Mon./Tues. or brunch on Wed. No discount applicable except presenter)
3–Day Regular Conference ........................................................$449 ______ $499 ______
Monday 7/22, Tuesday 7/23, Wednesday (a.m.) 7/24
(5 meals and Receptions included)
BEST DEAL ...........................................................................$599 ______ $649 ______
! 4–Day
Sunday 7/21 through Wednesday (a.m.) 7/24
I am willing to volunteer for
3 hours during the conference.
Special diet required:
________________________
________________________
E-mail____________________________________________________________________________________________________________
Trial memberships do not apply.
I am willing to host a session(s)
I am attending. Be eligible to
win a free conference
registration! Hosts will be
contacted with details.
________________________
(All membership materials will be sent to this address)
Business Phone__________________________________________ Home Phone______________________________________________
2
on a 3- or 4-day
registration when
you register by
April 30, 2013.
3
Check here if you do not wish
to have special promotional
material sent to you from our
conference sponsors.
SPECIAL CONFERENCE/INTRODUCTORY
MEMBER OPTIONS AND RENEWAL PRICES
Join with the conference at special conference rates and attend the conference at
the member rate. These are one-year memberships. Go to www.learningforward.org/
membership.pdf for a complete description of membership benefits.
Check (#)
Digital Membership ..................................................................................................$
49 _____
Special Conference Price
Standard Membership .............................................................................................$ 99 _____
Select two newsletters:
Tools for Learning Schools
The Learning System
The Learning Principal
The Leading Teacher
Comprehensive Membership..............................................................................
Special Conference Price $129 _____
Organizational Membership................................................................................
Special Conference Price $279 _____
Five people can attend using one organizational membership number.
Five subscriptions include one print plus four digital. List 5 names and
mailing and email addresses on a separate sheet.
Subtotal $ ____________
(6 meals and Receptions included)
Subtotal $ __________
4
DISCOUNTS: Check (#) if applicable and fill in amount
5
TOTAL AND PAYMENT: Add 2 and 3 and subtract 4
Subtotal Registration 2......................................................................................... $___________
Subtotal Membership 3 ....................................................................................... $___________
Deduct $50 early discount ................................................................................. – $ _______
(on 3– or 4–day registration only) if postmarked before April 30, 2013
Enter group discount code _____________ (Phone 800-727-7288) ......... – $ _______
Presenters or current 2014/2015 Academy members deduct $50. ...... – $ _______
Presenter Session #_________ or Academy Class ______
Presenters must register for days they are presenting
Subtotal $ __________
How did you hear about this conference? __________________________________
Subtotal Discount 4 ............................................................................................. – $___________
TOTAL $ ___________
Registration fees made payable to Learning Forward must accompany this form.
Invoice(s) issued on purchase order(s) must be paid prior to the conference.
Fees are payable by:
MasterCard
Visa
Check
Purchase order (must accompany form)
Billing Address _________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Card No. _____________________________________________________________
_____________________________________________________________________
Exp. Date ______________________ 3-Digit Security Code ____________________
Remember your conference fees include coffee breaks and lunch on preconference days,
breakfast and lunch on Monday and Tuesday, and brunch on Wednesday.
CANCELLATION POLICY: Cancellations must be sent in writing to the Learning Forward
Business Office by June 15, 2013 to receive a full refund. A 50% refund will be given to
written requests received by July 1, 2013. A processing fee of $50 will be deducted from
all refunds. No refunds will be issued for cancellations received after July 1, 2013. Learning Forward reserves the right to process refunds after the conference concludes.
Signature _____________________________________________________________
Register by mail: 2. By fax: 3. Online:
Learning Forward Summer
Conference Registration
504 S. Locust Street
Oxford, OH 45056
513-523-0638
Please go to page 54 and complete and send your Session Registration with your Registration.
You must complete the Session Registration to be registered. Questions? Phone…800-727-7288
www.learningforward
conference.org/summer13
53
Session Registration Form
SAVE
$50
on a 3- or 4-day
registration when
you register by
April 30, 2013.
Name: ____________________________________________
PRECONFERENCE WORKSHOP SELECTIONS
CONCURRENT SESSION SELECTIONS
SUNDAY, JULY 21
JULY 22, 23, AND 24
____ PC101
MONDAY JULY 22, 2013
Please indicate three choices (mark 1st, 2nd, and 3rd)
____ PC102
____ PC103
BECOMING A LEARNING SCHOOL
Joellen Killion
THE BUILDING BLOCKS OF DIFFERENTIATED
INSTRUCTION
Monica Harrold
COOPERATIVE LEARNING: AN ENDURING
TEACHING STRATEGY
David Johnson, Roger Johnson
Please indicate three choices (mark 1st, 2nd, and 3rd)
Morning Concurrent Session Choice
(Set A & B 9:30 a.m.–11:30 a.m.)
Identify your top three choices for this time period from Set A & B.
Remember: Session A takes the entire day and should also be
marked in the same order in your afternoon schedule.
1.____________
2.____________
3.____________
____ PC104
COACHING MATTERS
Cindy Harrison, Callie Brownlee-Groff, Chris Bryan
Afternoon Concurrent Session Choice
(Set A & C 1:45 p.m.–3:45 p.m.)
____ PC105
USING DATA FOR EFFECTIVE TURNAROUND:
WHAT TO KNOW AND DO
Mickey Garrison
Identify your top three choices from Set A & C.
Remember: If you previously chose sessions from Set A, you need
to list them in the same order below as they are all-day.
____ PC106
DESIGNING AND IMPLEMENTING COMMON
FORMATIVE ASSESSMENTS
Cassandra Erkens
1.____________
____ PC107
USING STRATEGIES TO ENGAGE ALL LEARNERS
AND INCREASE COMPREHENSION
Rachel Billmeyer
____ PC108
CULTURAL PROFICIENCY: POWERFUL TOOLS
FOR CREATING INCLUSIVE SCHOOLS
Keith Myatt, Richard Martinez
Identify your top three choices for this time period from Set D & E.
Remember: Session D takes the entire day and should be marked
in the same order in your afternoon schedule.
____ PC109
GOOGLE-IZE YOUR PROFESSIONAL DEVELOPMENT
Kellie Ady, Ryan McClintock, Jon Pierce
1.____________
____ PC110
EXPLICIT INSTRUCTION FOR ENGLISH LEARNERS
Silvia Ybarra, John Hollingsworth
____ PC111
DIFFERENTIATING INSTRUCTION IN MATHEMATICS
WHILE FACED WITH GRADE LEVEL STANDARDS
Marian Small
____ PC112
LEARNING SCHOOL ALLIANCE COMMUNITY
Carol Francois
2.____________
3.____________
TUESDAY JULY 23, 2013
(Set D & E 9:30 a.m.–11:30 a.m.)
2.____________
3.____________
Afternoon Concurrent Session Choice
(Set D & F 1:45 p.m.–3:45 p.m.)
Identify your top three choices from Set D & F.
Remember: If you previously chose sessions from Set D, you need
to list them in the same order below as they are all-day.
1.____________
2.____________
3.____________
WEDNESDAY JULY 24, 2013
How did you hear about this conference? _____________________
________________________________________________________
(Set G 8–10 a.m.)
________________________________________________________
Identify your top three choices from Set G.
Send this page and the registration page to:
By Mail:
On-line:
By Fax:
Learning Forward Conference Registration,
504 S. Locust Street, Oxford, OH 45056
www.learningforwardconference.org/summer13
513-523-0638
Questions: 800-727-7288 / office@learningforward.org
54
1.____________
2.____________
3.____________
NON-COMMERCIAL POLICY
Learning Forward is committed to professional learning
and has a policy prohibiting commercial solicitation during
conference sessions.

the learning forward conference

Transcription

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