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The conference program offers opportunities to make connections, share and learn about tools, and strategies to understand and implement effective professional learning in classrooms, schools, and districts.

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Saturday, December 1, 2018

9:00am–4:00pm
Preconference PC100s

PC101 | Using Collaborative Inquiry to Accelerate Culturally Responsive Practices

**please note presenter change**

Schools are concerned about the chronic nature of achievement gaps for traditionally marginalized students. To address this concern, join this session to develop understanding about how to use a collaborative inquiry process to implement culturally responsive practices that leverage students’ cultural and linguistic assets and accelerate diverse students’ capacity for rigor. Examine case studies using the Collaborative Analysis of Student Learning, a professional learning process, and an instructional guide.

Amy Colton, Center for Collaborative Inquiry (acolton2@gmail.com)
Rosalyn Shahid, Wayne Regional Service Agency (shahidr@resa.net)

Area Focus: Equity
Topics: Collaborative inquiry, Culturally responsive pedagogy
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC102 | Instructional Materials, Professional Development, and Leading the Change You Need

Every student deserves high quality instruction and instructional materials; however, less than 20 percent of teachers strongly agree that their materials are aligned to standards. This session will build the capacity of district and school leaders to develop and lead a coherent instructional materials adoption and implementation process that prioritizes educator professional learning and educator voice.
Eric Hirsch, EdReports (ehirsch@edreports.org)
Shannah Estep, EdReports (sestep@edreports.org)

Area Focus: Instructional Materials/Curriculum
Topics: Instructional leadership and supervision, Open Educational Resources/Practices (OER/OEP)
Session Length: Full day — 5-hours
Audience: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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PC103 | Making it Stick: Ensuring Innovations Last

Many of our efforts in developing more effective schools are focused, incorrectly, on just the beginning of the changes. Learn how to build in professional learning and leadership strategies so the innovations actually last and are institutionalized. See how to create the culture and conditions to promote lasting motivation and deep implementation of the practices that will lead to student growth!
Michael Murphy, Learning Forward (mike.murphy@learningforward.org)


Area Focus: Implementation
Topics: Adult development and learning, Change Management
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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PC104 | Applying Evidence-Centered Design to Develop Performance Tasks

As educators, we are interested in designing hands-on, minds-on learning through well-designed, problem-based learning tasks. But how do we make that happen in ways that make the data from student performances useful for us and our students in determining next steps in the learning process? In this make it/take it session, after a brief introduction to evidence-centered design and practical tools for using this approach to design tasks, participants will collaborate to design problem-based learning tasks. Participants are encouraged to bring materials so application of skills introduced can lead to development of tasks for actual use with current/future students.
Bonnie Hain, CenterPoint Education Solutions (bhain@cpeducation.org)
Kevin Bruney, CenterPoint Education Solutions (kbruney@cpeducation.org)

Area Focus: Data
Topics: Deeper Learning, Formative Assessment Practices
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC105 | Becoming a Learning Principal

When principals learn, teachers learn. According to Paul Manna, William & Mary, (2015) principals, through their actions, strongly shape the culture that inspires teachers to stay and can be powerful multipliers of effective teaching and leadership practices in schools. Participants will explore strategies principals use for becoming advocates for their own learning, building communities of learners in a cycle of continuous improvement, giving precise feedback and distributing leadership. In addition, they will explore the role of district leaders in building a learning agenda for principals and engaging them in a community of learners. This session will be based on the new Learning Forward book, Becoming Learning Principals by Kay Psencik and Fred Brown.
Kay Psencik, Learning Forward (kay.psencik@learningforward.org)
Stephanie McBride, Clear Creek ISD (ssmcbrid@ccisd.net)

Area Focus: Leadership/Advocacy
Topics: Instructional leadership and supervision, Leadership Development
Session Length: Full day — 5-hours
Audience: Principals, Assistant Principals

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PC106 | Social Emotional Health: A Classroom Game Changer

A solid understanding of social emotional health is the one thing no educator can afford to ignore. Engage with other participants and the presenters in a workshop to develop an understanding of the definition of social-emotional health. Examine easy-to-grasp concepts in neuroscience to understand what is happening in students’ brains and how to use that information to enhance learning. Walk away with simple, tangible strategies that you can implement immediately.

Karen Norris, Momentous Institute (knorris@momentousinstitute.org)
Rhonda Vincent, Momentous Institute (rvincent@momentousinstitute.org)

Area Focus: Equity
Topics: Culture and climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: Full day — 5-hours
Audiences: Classified/Support Staff, District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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PC107 | Creating a Common and Actionable Mathematics Vision

Do you want to bridge the gap between the current state of mathematics instruction and your vision for success for all students? Meaningful change is a team effort and Innovation Configuration (IC) maps can serve as tools tosupport the work of instructional leaders in their efforts to promote deep mathematical understanding in students. Learn about ways IC maps, rooted in research-based mathematics teaching practices, can provide opportunities for purposeful reflection on progress, inform action plans based on teacher and student learning needs, and support dialogue and ongoing learning designed to build a stronger instructional program.
Katey Arrington, Charles A. Dana Center at the University of Texas at Austin (katey.arrington@austin.utexas.edu)
Shelly LeDoux, Charles A. Dana Center at the University of Texas at Austin (shelly.ladoux@austin.utexas.edu)

Area Focus: Implementation
Topics: Change Management, Mathematics
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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PC108 | NexGen TIME: A Toolkit for Instructional Materials Evaluation Focused on Professional Learning for Next Generation Science

Learn about a suite of tools and processes designed to help you select and support the enactment of instructional materials for next generation science. Engage with other participants as a mock selection committee to learn to analyze instructional materials based on important look-fors in high-quality instructional materials. Dig into resources that support leaders, first, in preparing for the selection process and, then, planning to monitor and support the effective use of materials in classrooms.

Jody Bintz, BSCS Science Learning (jbintz@bscs.org)


Area Focus: Instructional Materials/Curriculum
Topics: Data-driven decision making, Models of professional learning
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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PC109 | Fundamentals of Professional Learning -Tips, Tools and Techniques

Professional learning that improves educator effectiveness is fundamental for the continuous improvement of teaching and learning. Research suggests that engaging professional learning should be designed for transfer into classroom instruction and learning for students. To help connect teaching and learning, today's leaders of adult learning need a specific skill set. Join this highly interactive session to examine the attributes of result-driven professional learning while you apply tips and gain tools for engaging the adult learner.

Diana Ely, Northside ISD (diana.ely@nisd.net)
Janet Swan, Learning Forward Texas (jdswan51@gmail.com)

Area Focus: Learning Designs
Topics: Adult development and learning, Facilitation
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC110 | Energizing Schools: Teach Students to Ask Questions

Experience the Question Formulation Technique (QFT), a simple, powerful strategy to teach students to ask their own questions. In this hands-on, active learning session, master this powerful technique for immediate classroom use and for effective professional learning. Collaborate with experienced school leaders and educators from across the country to plan how you can easily integrate this strategy to drive inquiry, greater engagement, and deeper learning, for both students and educators.

Sarah Westbrook, The Right Question Institute (sarah.westbrook@rightquestion.org)
Terese D'Amico, North Olmsted Public Schools (Terese.D'Amico@nocseagles.org); Teresa Diaz, Northeast ISD (tdiaz4@neisd.net); Todd Poole, Kent City Schools (ke_tpoole@kentschools.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Collaborative inquiry, Integrating student or teacher voice
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC111 | Coaching, Planning, and Video Artifacts: Within a System

Planning for instruction and conferring are at the heart of content-focused coaching—the time during which two professionals collaboratively study artifacts of practice to glean insights that advance pedagogy. Join us to study key coaching practices that lay the groundwork for deep and specific planning conferences. Video artifacts, for example, ground coach and teacher dialogue in compelling evidence for planning and decision making. Explore tools and processes that leverage video for deeper reflection. Examine three data-driven practices to learn how the administrator can serve as a critical agent in shaping the learning /inquiry stance among teachers, thereby making coaching possible.

Deana Zook-Howell, Institute for Learning (Dkz5@ifl.pitt)
Rosita Apodaca, Institute for Learning (Rea4@pitt.edu); Victoria Bill, Institute for Learning (vbill@pitt.edu)

Area Focus: Resources/Technology
Topics: Feedback and Observations, Technology for professional learning
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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PC112 | From Doing Discussion Protocols to Using Them

Using discussion protocols in schools isn't a new concept, but it has become more common place in the past five years. Unfortunately, many users of protocols have been "protocoled" in a district or school gathering and the residual taste in their mouth isn't positive nor productive. This interactive session positions participants to experience well-facilitated discussion protocols, leaving with the necessary skills to better match a purpose to protocol to serve the group's needs.

Thomas Van Soelen, Van Soelen & Associates (tmvansoelen@gmail.com)
Michael Griffin, Northwest ISD (mgriffin@nisdtx.org); Shawna Miller, Lewisville ISD (millersh@lisd.net); Nelson Orta, Garland ISD (norta@garlandisd.net); Kerise Ridinger, Professional Learning Facilitator (ridingerk@lisd.net)

Area Focus: Learning Communities
Topics: Facilitation, Leadership Development
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC113 | Dispositions for Effective Education Leaders

Explore dispositions known as "habits of mind" and their role in the development of leaders and their capacity. Learn about connections between habits of mind and neurosciences. Apply these dispositions in decision making related to personally generated challenges.

Michele De Bellis, Institute for Habits of Mind (michele.debellis@gmail.com)


Area Focus: Leadership/Advocacy
Topic: Adult development and learning
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC114 | Professional Learning to Drive Transformation Design Studio

In this interactive design session, we get to rethink what educator learning should look like to support transformation and movment toward next- generation learning. Engage with other participants to dive deeply into rethinking the "how," "why," and "what" of professional learning, as well as the enabling conditions. Then work together to design your next-generation professional learning system, complete with prototypes to get started.

Adam Rubin, 2Revolutions (adam@2revolutions.net)
Ali Brown, 2Revolutions (ali@2revolutions.net); Andy Calkins, Next Generation Learning Challenges (nglc@educause.edu); Antonia Rudenstine, reDesign, LLC (antonia@redesignu.org)

Area Focus: Learning Designs
Topics: Comprehensive System Improvement/Reform, Personalized Learning (Educators and Students), Technology for professional learning
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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Sunday, December 2, 2018

9:00am–4:00pm
Preconference PC200s

PC201 | Becoming a Learning Team

Based on the latest book in Learning Forward’s “learning series,” this session focuses on the actions of the profes­sional learning team in the application of a five-stage cycle of continuous learning. Participants will explore case studies and learn about ideas and actions that result in learning teams that experience and model professional learning that is long term, sustained, and standards driven; grounded in a cycle of continuous improvement; and capable of inspiring all to take responsibility for the learning of every adult and student in the school. Authors, Stephanie Hirsh & Tracy Crow, will be available for a special book signing.
Kelly Baugh, Fairfax County Public Schools (khbaugh@fcps.edu)
Gretchen Polivka, Fairfax County Public Schools (glpolivka@fcps.edu); Dwayne Young, Fairfax County Public Schools (dayoung14330@gmail.com)

Area Focus: Learning Communities
Topic: Continuous improvement Cycles
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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PC202 | Introduction to Courageous Conversation and Systemic Equity Transformation in Schools

When district leaders develop deeper understanding of the omnipresent impact of race on their personal, professional and organizational lives, and effectively act on their newfound understandings, lasting change begins. Systemic transformation through a lens of equity is grounded in intentional efforts to create and sustain a culture in which all stakeholders, especially those of Black, Brown and Indigenous descent, discover and produce through their most brilliant and empowered selves. Participants will be introduced to Courageous Conversation, its Protocol and Framework for Systemic Transformation for Racial Equity in schools and beyond.
Glenn E. Singleton, Pacific Educational Group (gsingleton@courageousconversation.com)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Leadership Development
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches

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PC203 | Leading Coherence for Deep Learning

Leaders who thrive in turbulent, complex times bring people and ideas together to develop learners who can innovate, apply thinking to new situations, and contribute to the betterment of humanity. Explore a coherence framework that provides a dynamic, customizable pathway to build the capacity of your team to deepen student learning. Consider the right drivers for leading coherent change: • Focusing direction to build collective purpose; • Cultivating collaborative cultures that provide the pathway for change; • Deepening learning as the core strategy for impacting student learning; and • Securing accountability that is essential to measure growth and be accountable to yourselves and the public. Join this highly interactive session, which uses video, simulations, vignettes, and case examples, to explore deep learning and strategies to develop cultures of learning for whole system change. By examining rich exemplars, you will gain insights into innovation for transforming learning and leadership.
Michael Fullan, Michael Fullan Enterprises (mfullan@me.com)
Joanne Quinn, Quinn Consultants (joanne.quinn@rogers.com)

Area Focus: Leadership/Advocacy
Topics: Change Management, Distributed/Shared Leadership
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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PC204 | Top 5 Things to Know When Observing and Coaching for the Standards and Shifts

What are the most common questions leaders and coaches ask about engaging in classroom observations in mathematics? Gain insights from the UnboundEd team, which has led immersive trainings with educators from around the country. Hear about the top five things keeping school leaders up at night when it comes to observing and coaching related to the standards and shifts. Learn how to add more meaning to the observation process by better understanding what's important and where to focus. Following the panel discussion, use a classroom video to practice observing and coaching the shifts and standards-aligned instruction.

Lacey Robinson, UnboundEd (lacey.robinson@unbounded.org)
Lakisha Covert, UnboundEd (lakisha.covert@unbounded.org)

Area Focus: Instructional Materials/Curriculum
Topics: Instructional leadership and supervision, Mathematics
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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PC205 | Assessing Impact: Design evaluations for high-impact professional learning programs

With increasing accountability pressure for evidence-based strategies and ever-tightening budgets, district and school leaders want to make sure that their investments of time, effort, and resources in professional learning result in educator effectiveness and student achievement. In this session participants will initiate a step-by-step process for evaluating professional learning that provides critical data for ongoing improvement in and increasing results from educator learning programs. In addition, they will gain understanding of the critical role of evaluation in bolstering the effectiveness of professional learning and retaining stakeholder support for continuous educator development. Participants will leave empowered to produce more powerful, data-driven professional learning programs that benefit students and educators.
Joellen Killion, Learning Forward (joellen.killion@learningforward.org)


Area Focus: Implementation
Topics: Evaluation and Impact, Other
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches

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PC206 | Better Conversations

Much of our joy and sorrow in life as well as our success and failure at work are direct results of our relationships. Our relationships flourish or fail depending on how well we communicate. Learn how to listen and communicate with empathy, find common bonds, and build emotional connections. Develop the beliefs and habits that lead to better and more life-giving conversations.
Jim Knight, Instructional Coaching Group (jim@instructionalcoaching.com)


Area Focus: Leadership/Advocacy
Topics: Culture and climate, Leadership Development
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC207 | Using Technology to Impact Teachers and Students

Join us for hands-on learning that will help you see technology as an underutilized tool to improve teacher practice and student outcomes. Learn practical ways to assess current learning so you can start building a roadmap for progress. Empower teachers and engage students. Be sure to bring your devices (e.g. laptop, Chromebook, smartphone, tablet) fully charged. Leave with great resources that you can share with your staff and peers to make an impact and take student learning to the next level.

Dr. Bruce Ellis, TCEA (bellis@tcea.org)
Diana Benner, TCEA (dbenner@tcea.org)

Area Focus: Learning Designs
Topics: Formative Assessment Practices, Technology for professional learning
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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PC208 | How Teacher Leaders Use Data to Drive Decision Making

An empowered teacher leader recognizes that the foundation of data-driven instruction is the connection between summative data and daily classroom instruction. In this training session, join other teacher leaders to build skills in determining appropriate alignment of standard- based objectives with success criteria. Examine and create high-quality formative assessments aligned with specific instructional objectives. Develop understanding about how student ownership in the assessment process promotes rigorous personalized learning. Leave the session feeling empowered to make informed decisions that impact schoolwide improvement.
Patrice Pujol, National Institute for Excellence in Teaching (NIET) (ppujol@niet.org)
Dedra Lee-Collins, National Institute for Excellence in Teaching (NIET) (dcollins@niet.org)

Area Focus: Leadership/Advocacy
Topics: Data-driven decision making, Improving Instruction
Session Length: Full day — 5-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC209 | Microskills For Presenting and Facilitating

Increase your effectiveness as a presenter and facilitator. Learn ways to promote your presentations, manage groups, effectively give directions, scaffold strategies for interesting presentations and effective facilitation. Extend your personal skills and repertoire for delivering important content and navigating group dialogues and discussions.
Carol Brooks Simoneau, Thinking Collaborative (carolsimoneau@gmail.com)
Jane Ellison, Thinking Collaborative ( ccsjane@gmail.com)

Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Facilitation
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC210 | Fort Wayne - Comprehensive System Improvement

Systems can be difficult to describe. All of us know the respiratory system exists, but few can explain its essential roles and responsibilities in sustaining living organisms. Effective learning systems are no less difficult to describe. Join this session, based on the book Becoming a Learning System, and focus on the essential attributes of a learning system, roles and responsibilities of key players, strategies for building district- and school-based learning agendas for learning teams, and how systems thrive in a cycle of continuous improvement. Hear how one district made the  journey to become a model system of learning. Learn about the successes and the challenges; leave with strategies you can use to apply to an issue in your own district for which professional learning is an appropriate response.

Kay Psencik, Learning Forward (kay.psencik@outlook.com)
Wendy Robinson, Fort Wayne Community Schools (Wendy.Robinson@fwcs.k12.in.us)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Leadership Development, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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PC211 | Professional Learning to Promote Teacher and Student Agency: A Teacher-led, Video-based Model

Educators know that collaborative professional learning strengthens instructional practice and enhances student learning, but in reality, collaborative learning does not always lead to improved practice. Join us to explore a transformative professional learning model that uses continuous improvement cycles, teacher-led video study of classroom practice, and student-facing rubrics. Learn key practices to step up site-based collaborative learning, including guidance for how to integrate classroom video and strategies that promote teacher and student agency.

Nancy Gerzon, WestEd (ngerzon@wested.org)


Area Focus: Learning Designs
Topics: Models of professional learning, Technology for professional learning
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC212 | Collective Efficacy: Nine Conversations to Change Schools

Unlock the mystery of collective efficacy by improving the quality of collaborative professional conversations. Learn how to engage teams in nine conversations designed to build collective efficacy and develop the skills needed to build knowledge coherence–an essential measure of success. The true measure of collective efficacy is coherent words and actions that demonstrate how teachers individually and collectively make a difference for students. And that coherence of word and action changes school culture.

Diane P. Zimmerman, Independent Consultant and Journalist (dpzimmer@gmail.com)
Wlliiam Sommers (sommersb4@gmail.com)

Area Focus: Learning Communities
Topics: Culture and climate, Other (Building Collective Efficacy)
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC213 | Formative Assessment in a Brain-compatible Classroom

If you wait until you administer a summative assessment to determine whether students have learned what you are teaching, then you have waited too long! Join this session to learn how to ask higher-level questions that cause students to think deeply. Join other participants to create and assess a list of products and performances to see whether students are learning. Identify the four ways that students can knock the top off of any test!

Marcia Tate, Developing Minds Inc. (marciata@bellsouth.net)


Area Focus: Data
Topics: Adult development and learning, Formative Assessment Practices
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC214 | Leadership Skills for the Deep End of the Pool

No matter what role we play in a school or district, each of us wants to make a difference. Yet, in our interactions we often are left confused and overwhelmed. Participate in this workshop to strengthen your decision-making capabilities, resistance management strategies, and stress tolerance. Leave with cognitive, social, and psychological resources to help you communicate more effectively.

Jennifer Abrams, Jennifer Abrams Consulting (jennifer@jenniferabrams.com)


Area Focus: Leadership/Advocacy
Topics: Change Management, Leadership Development
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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6:00pm–7:30pm
Affiliate Networking and Welcome Reception




Monday, December 3, 2018

8:30am–9:30am
Thought Leaders TLxx

TL11 | Improving the Instructional Core: Content-Rich Curriculum and Professional Learning

Learn how to improve student learning at scale by focusing on the use of high-quality curricula supported by effective professional learning. Review research-informed strategies for selecting and implementing educative instructional materials. See how to design curriculum-based professional learning that can transform teaching in the classroom. Explore how teachers can deepen their pedagogical content knowledge using a high-quality curriculum.

Jim Short, Carnegie Corporation (jbs@carnegie.org)
Silas Kulkarni, Teaching Lab (silas@teachinglab.us); Lacey Robinson, UnboundEd (lacey.robinson@unbounded.org)

Area Focus: Instructional Materials/Curriculum
Topics: Advocacy Efforts / Policy Development, College- and career-readiness/student performance standards, Improving Instruction
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TL12 | What Have We Learned About Talent Management?

Hear how the Holdsworth Center, a Texas-based leadership development center, has partnered with seven public school districts across the state to rethink talent management. Learn how to build aligned systems and structures that identify, develop, place, and support highly effective campus leaders in all schools to better serve students. Join the conversation to share your thoughts about the process, how districts think about talent, and what we’ve learned along the way.

Kate Rogers, The Holdsworth Center (krogers@holdsworthcenter.org)
Marcelo Cavazos, Arlington ISD (mcavazos@aisd.net); Bret Champion, Klein ISD (bchampion1@kleinisd.net); Jenny McGown, Klein ISD (jmcgown@kleinisd.net); Lindsay Whorton, The Holdsworth Center (lwhorton@holdsworthcenter.org); Steven Wurtz, Arlington ISD (swurtz@aisd.net)

Area Focus: Leadership/Advocacy
Topic: Leadership Development
Session Length: 1-hour
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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8:30am–11:30am
Concurrent 13xx

1301 | Cognitive Biases that Affect Data Interpretation and How to Avoid Them

Explore common cognitive biases from the interpretation of educational data and learn strategies and tips to avoid each one. Apply these strategies to case studies of school data and engage in a collaborative discussion protocol to help surface blind spots in your current data analysis process that may be susceptible to cognitive biases. Leave with a "tool box of strategies" to refine your data interpretation process.

Marie Garrido Zoeller, Broward County Schools (marie.garrido@browardschools.com)


Area Focus: Data
Topic: Data-driven decision making
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1302 | Getting Teachers Fired-Up about School Improvement

Discover the collaborative inquiry process used as a process for School Improvement Planning that informs and empowers educators by involving them in the process. Identify structures, strategies and principles used by Two Rivers Middle in Nashville, Tennessee to support student success. Become a member of a virtual community of practice to engage in collaborative inquiry about school improvement.

Margie Johnson, Metropolitan Nashville Public Schools (margie.johnson@mnps.org)
Shelly Dunaway, Metropolitan Nashville Public Schools (shelly.dunaway@mnps.org)

Area Focus: Data
Topics: Collaborative inquiry, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1303 | Supporting Student and Educator Success with Anti-Bias Education

Explore the concepts of anti-bias education and learn strategies for making schools more equitable, culturally-responsive, inclusive and respectful. Invest in your own professional development through participation in activities to hone your anti-bias mastery skills. Leave this interactive session more aware of your anti-bias strengths and areas for growth and your integral role in positively shaping school culture.

Dr. Rachelle Warren, Anti-Defamation League (rachelle.warren@bisd.net)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and climate, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1304 | Expanding the Impact of Schoolwide Data Teams to Increase Student Outcomes

How do successful data teams collect and analyze data to improve outcomes for all students or a specific subgroup of students? Using the frameworks of Implementation Science, review best practices in team development, systems and protocols to identify priority needs to improve outcomes for students. Explore tools, strategies and protocols that guide data teams in effective decision making. Leave with strategies and protocols for prioritizing student work.

Cora Stempel, Dutchess BOCES (cora.stempel@dcboces.org)
Erin Piquet, Dutchess BOCES (erin.piquet@dcboces.org); Jenny Schinella, Dutchess BOCES (jenny.schinella@dcboces.org)

Area Focus: Data
Topics: Data-driven decision making, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1305 | SEL In Service of Equitable Outcomes

Grapple with the creative tensions that arise when educators dedicated to social and emotional learning explore the social justice implications of the goal we have for every student to experience a warm, safe, supportive school climate focused on academic success for all. Explore what role the commitment to equity plays in how SEL is introduced, supported and experienced by all members of a school community. Leave with a commitment to take action that will help ALL students achieve academic success.

Dr. Rob Jagers, University of Michigan / CASEL (rjagers@casel.org)
Mary Hurley, CASEL (maryhurley.sel@gmail.com); Meena Srinivasan, Oakland Unified School District (meena.srinivasan@ousd.org)

Area Focus: Equity
Topics: Change Management, Culture and climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1306 | Transforming Schools for New Economy Skills and Rigor

Engage with the author of the award-winning book, Who Moved My Standards, as he contrasts the evolution of teaching with the blazing transformation of the world and details how core instruction must also transform to prepare students with New Economy Skills. Learn how to move a school from old economy, teacher-centered instruction to new economy, high engagement student-centered classrooms that significantly raise student achievement. Leave with an action plan to move your school or classroom to the next evidence level on the Ignite Rigor Student Evidence Rubric.

Michael Toth, Learning Sciences International (mtoth@learningsciences.com)


Area Focus: Global/Emerging Issues
Topics: Comprehensive System Improvement/Reform, Deeper Learning, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1307 | Tough Shift: Creating Change in Educator Practice

Schools are filled with initiatives and programs that could improve student achievement, yet struggle with implementation and effectively changing educator practice. Explore how a district used a laser like focus on implementation and effective protocols to establish a cycle of continuous improvement and systematic support to effectively change educator practice. Leave with the experience of using protocols that can be directly applied to your problem of practice in support of your vision.

Kimberly Ross, Santa Fe ISD (kimberly.ross@sfisd.org )


Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Models of professional learning
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1308 | Sit & Get Won’t Grow Dendrites

Visualize the best and worst presentations you have ever experienced as an adult learner. No doubt, there is a discernible difference between the two. Experience 20 brain-compatible strategies which take advantage of the ways adult brains learn best; determine techniques for assisting adults in making meaningful behavior change; and delineate the characteristics of quality professional learning experiences. Leave with a plan for your next professional learning experience that incorporates some of the strategies that take advantage of the ways all adult and student brains learn best.

Marcia Tate, Developing Minds, Inc.. (marciata@bellsouth.net)


Area Focus: Implementation
Topics: Adult development and learning, Facilitation
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1309 | Ready to Scale: Designing Sustainable Professional Learning using Four Dimensions of Scale

How can we scale innovative professional learning so all teachers change their practice? Learn about an innovative professional learning model focused on developing teacher agency and support for four key aspects of scale in the professional learning design: sustainability, spread, depth, and shift in reform ownership. Leave with an understanding of how to design innovative professional learning that can be scaled and sustained.

Nancy Gerzon, WestEd (ngerzon@wested.org)


Area Focus: Implementation
Topics: Change Management, Improving Instruction, Integrating student or teacher voice, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1310 | The Power of Video Reflection and Collaborative Feedback

Explore the power of video reflection and collaborative feedback to improve instruction. Navigate through the video reflection process in this interactive session and learn how to implement video learning teams. Leave with a plan to implement video learning teams and use video reflection as a powerful professional learning experience in your school or district.

April Strong, Martin County School District (stronga@martin.k12.fl.us)
Jennifer Chevalier, Martin County School District (chevalj@martin.k12.fl.us); Mangayarcarassy Neelavannan, Martin County School District (neelavm@martin.k12.fl.us)

Area Focus: Implementation
Topics: Feedback and Observations, Technology for professional learning
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1311 | You Can’t Have One Without the Other

Learn how high quality professional learning before, during, and after instructional materials adoption builds capacity, supports teacher and administrator learning, and ensures student access to high quality instructional materials. Use this successful model for professional development and consensus building to bolster your own efforts to select and use high quality materials. Leave with tools and resources for each step in the adoption process from assembling a district team and designing an evaluation tool to the professional learning to support educators in doing that work.

Jody Guarino, Orange County Department of Education (jguarino@ocde.us)
John Drake, Newport-Mesa Unified School District (jcdrake@nmusd.us); Lauren Weisskirk, Edreports.org (Lweisskirk@edreports.org)

Area Focus: Instructional Materials/Curriculum
Topics: Models of professional learning, Other (Building Capacity)
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1312 | Improving Elementary Literacy by Implementing Strong Instructional Materials

Learn how implementing high-quality instructional materials in ELA classrooms can improve student outcomes and teacher knowledge and support. Discover high-quality tools to help you evaluate instructional materials for quality and learn about the district- and school-level structures that will set teachers up for success. Leave knowing how to create structures of support to help teachers and leaders implement more rigorous materials.

Sharon Roberts, Tennessee SCORE (sharon@tnscore.org)
Courtney Bell, TNSCORE (courtney@tnscore.org); Jennifer Jordan, Lauderdale County (jjordan@lced.net); Regan Kelly, TNTP (regan.kelly@tntp.org); Tiffany McDole, TNTP (tiffany.mcdole@tntp.org); Jill Ramsey, Putnam County (ramseyp@pcsstn.com)

Area Focus: Instructional Materials/Curriculum
Topics: Learning Networks, Literacy
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1313 | The Leadership Challenge: Make Extraordinary Things Happen

Leadership is everyone’s business! Learn what millions of people all over the world – ordinary people like us – do when they make extraordinary things happen in their organizations. Experience the 5 Practices, 10 Commitments, and 30 leadership behaviors that exemplary leaders practice. Transform your values into actions, visions into realities, obstacles into innovations, separateness into solidarity, and risks into rewards! Leave with goals and key actions to generate small wins on your journey to meeting your goals.

Heather Wooldridge, Baltimore County Public Schools (hwooldridge@bcps.org)
Kimberly Ferguson, Baltimore County Public Schools (kferguson2@bcps.org)

Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1314 | From Activity to Impact: A Professional Learning Transformation Story

This story begins with evolution of leadership perceptions and practices regarding professional development and ends with identifiable changes in how professional development is planned and implemented across a midsize school district in Suffolk, VA. Explore research-based practices, use of student data, and job-embedded PD used to change teacher beliefs and practices. Leave knowing how to use SAI2 data to provide insight into teacher perceptions regarding professional development and implementation.

Barbara Patterson Oden, Suffolk Public Schools (barbarapattersonoden@spsk12.net)
Catherine Pichon, Suffolk Public Schools (catherinepichon@spsk12.net); Jennifer K. Presson, Suffolk Public Schools (jenniferpresson@spsk12.net); Douglas Wagoner, Suffolk Public Schools (douglaswagoner@spsk12.net)

Area Focus: Leadership/Advocacy
Topics: Comprehensive System Improvement/Reform, Instructional leadership and supervision, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1315 | What Matters Most in Early Childhood Professional Learning

Focus on practices in Early Childhood (PreK-3rd Grade) teacher evaluation and professional learning that matter the most for BOTH teachers and students. Experience the newly launched, video-based early learning website organized around cases of high-leverage practice in diverse early learning environments, including ELL and Special Education classrooms. Leave with a “plan of action” for evaluation and professional learning resources to impact your early learning education programs.
Pam Rosa, Rosa Educational Consulting (pam@rosaeducationalconsulting.com)
Lisa Hood, Illinois State University (lhood@ilstu.edu)

Area Focus: Leadership/Advocacy
Topics: Early Childhood, Educator Effectiveness, English Learners / Linguistic Diversity, Technology for professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1316 | From Pre-Service to Teacher Leadership: A Human Capital Investment

Learn how a large urban school district is addressing teacher attrition through targeted local solutions and building teacher capacity. Explore Miami-Dade's Teacher Academy Model, an exemplar in positioning teachers to be a catalyst for change in schools and for elevating teaching across all aspects of the continuum. Leave with next steps for supporting and transforming teachers into leaders focused on strengthening and impacting teaching, learning, achievement at your sites and districts.

 

Jose Dotres, Miami Dade County Public Schools (mgonzalez5@dadeschools.net)
Carmen Concepcion, Miami Dade Public Schools (carmenconcepcion@dadeschools.net); Milagros Gonzalez, Miami-Dade County Public Schools (mgonazalez5@dadeschools.net); Isela Rodriguez, Miami Dade Coujnty Public Schools (iselarodriguez@dadeschools.net)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, Teacher Pathways/Pipelines, Urban issues and settings
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1317 | Building a Culture of Ownership

Learn how to build a culture of ownership among all stakeholders in your district or organization. See how re-defining leadership creates pervasive spheres of empowerment and leads to extreme ownership at all levels of a school district. Leave with the experience gained to innovate your current organizational structures to support a culture of ownership.

Missy Brooks, Mountain Brook Schools (brooksm@mtnbrook.k12.al.us)
Virginia Kate Brandt, Mountain Brook Schools (brandts@mtnbrook.k12.al.us); Donald Clayton, Mountain Brook Schools (claytond@mtnbrook.k12.al.us); Adam Johnson, Mountain Brook Schools (johnsonad@mtnbrook.k12.al.us); Holly Martin, Mountain Brook Schools (martinh@mtnbrook.k12.al.us)

Area Focus: Leadership/Advocacy
Topics: Comprehensive System Improvement/Reform, Culture and climate, Integrating student or teacher voice
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1318 | A Systemic Approach To Elevating Teacher Leadership

How can teacher leadership have its greatest impact? Engage with the authors of Learning Forward’s report, A Systemic Approach To Elevating Teacher Leadership, in an exploration of this practical resource for initiating, reviewing, revising and assessing teacher leadership within one’s own school or school system. Examine assumptions about teacher leadership and their impact on your work. Explore a pioneering definition of teacher leadership, the roles and responsibilities of teacher leaders, and the conditions and dispositions that will advance your work. Leave with a plan of action for your work.

Ann Delehant, Delehant and Associates (ann.delehant@learningforward.org )
Amy Colton, Learning Forward MI (amy.colton@learningforward.org); Debbie Cooke, WPGL Consulting (wpglconsulting@gmail.com)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, Other (Teacher Leadership)
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1319 | Calming Chaos, Leading Through the Ecotone

Imagine creating a place where change is embraced, beliefs and values shift, relationships develop and conflict is simply seen as energy! Welcome to the Ecotone where you will explore adaptive leadership, adaptive schools, immunity to change, communicative intelligence, and d-thinking into a leadership framework. Leave with an understanding of how to use the Ecotone to address adaptive challenges.

Antonia Issa Lahera, CSU Dominguez Hills CASLA (aissalahera@gmail.com)


Area Focus: Leadership/Advocacy
Topics: Change Management, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1320 | Walking the Talk of Educational Transformation

Engage with a story of educational transformation - informed by the knowledge of teachers, students and community; grounded in the wisdom of indigenous people; weaving together a global education conversation, an empowering curriculum, and learning sciences. Explore the role that school and district leadership play. Leave with frameworks and processes  to apply in your context.

Denise Augustine, SD79 Cowichan (daugustine@sd79.bc.ca)
Rod Allen, School District 79 Cowichan Valley (rallen@sd79.bc.ca)

Area Focus: Leadership/Advocacy
Topics: Comprehensive System Improvement/Reform, Culture and climate, Global perspectives
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1321 | Expanding Leadership Capacity: Engagement Through Job-embedded Professional Learning

Discover innovative job-embedded professional learning opportunities for instructional leaders. Choose from a variety of mini sessions that highlight different approaches to building instructional leadership that uses resources and strategies to build their repertoire of professional learning approaches. Leave this session with concrete strategies to take back to your educational setting.

Erin Herbruck, Shaker Heights City School District (herbruck_e@shaker.org)
Kristin Clark, Shaker Heights City School District (clark_k@shaker.org); Jocelyn Dietz, Shaker Heights City School District (dietz_j@shaker.org); Benjamin Lehman, Shaker Heights City School District (lehman_b@shaker.org); Lauren Meek, Shaker Heights City School District (meek_l@shaker.org); Jennifer Weisbarth, Shaker Heights City School District (weisbarth_j@shaker.org)

Area Focus: Learning Communities
Topics: Instructional leadership and supervision, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1322 | Building Collective Efficacy Through Collaborative Response to Intervention

Learn how to use conversations about students as a mechanism to enhance teacher instructional capacity and maximize distributed coaching. Examine the essential elements of the Collaborative Response Model--an Alberta-born framework--that values purposeful collaboration, action-focused responses, data-informed discussions, and timely intervention to ensure all students can experience success. Leave with next steps to establish a framework of responsiveness for identified school or district priorities.

Kurtis Hewson, Jigsaw Learning (kurtis.hewson@jigsawlearning.ca)
Lorna Hewson, Jigsaw Learning (lorna.hewson@jigsawlearning.ca)

Area Focus: Learning Communities
Topics: Data-driven decision making, Distributed/Shared Leadership, Global perspectives, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1323 | Supporting ELLs in NYC: Teacher Leadership in a Network Improvement Community

In this session, participants will explore how school- and teacher-leaders from 20 schools in South Brooklyn have come together as a Network Improvement Community (NIC) to strengthen the support for their English Language Learner (ELL) students. Participants will unpack how the community utilizes rapid cycles of change (harnessing the tools and practices of improvement science) and embedded measures to ground continuous learning both within and across schools.  Through examples of school-based cycles and network-wide data, this session will engage participants in the key practices and resources utilized in NYC to foster teacher leadership and continuous improvement in service of strengthening ELL achievement.   

Marilyn Stotts, NYC Department of Education (mstotts@schools.nyc.gov)
Sam Milder, NYC Department of Education (smilder@schools.nyc.gov)

Area Focus: Learning Communities
Topics: English Learners / Linguistic Diversity, Learning Networks, Urban issues and settings
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1324 | Building Capacity: Leading and Coaching Collective Teacher Efficacy

Analyze the components of an effective, multi-year school plan of continuous improvement and participate in embedded Professional Development Cycles of teacher reflection, accountability and growth. Conduct “Learning Walks” using The Powerful Task Rubric to determine base-line, real-time data regarding student engagement, viable standards alignment, and cognitive demand of classroom learning tasks. Leave with the experience of participating in micro-teaching cycles designed to increase rigor and student engagement.

John Antonetti, Colleagues on Call (anton24_7@msn.com)
Samantha Coy, Horry County Schools (scoy@horrycountyschools.net); Marti Hancock, Horry County Schools (MHancock@horrycountyschools.net); Aimee McElveen, Horry County Schools (AMcelveen@horrycountyschools.net)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Improving Instruction, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1325 | Designing a Validation Process to Stress Test Your Professional Learning Program

Have you ever wondered how your professional learning program design would stand-up during a rigorous review by a panel of outside experts? Learn how LEAP Innovations enlisted help from professional learning experts to validate their core personalized learning program offerings. Leave knowing how the design of the validation process can be applied in your local contexts.

Al Bertani, LEAP Innovations (AlbertBertani@gmail.com)
Erin Figula, LEAP Innovations (erin@leapinnovations.org); Susan Mundry, WestED (smundry@wested.org); Marielle Palombo, WestED (marielle.s.palombo@gmail.com); Jen Stack, LEAP Innovations (jen@leapinnovations.org)

Area Focus: Learning Designs
Topics: Evaluation and Impact, Personalized Learning (Educators and Students)
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Technical Assistance Providers

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1326 | Peer Coaching: Personalized Professional Learning for Teacher Growth

Discover how to infuse the “WOW” factor in your district’s Professional Learning through Peer Coaching! Learn how to create an adult friendly, unique, personalized, and sustainable job-embedded professional learning experience for teachers within buildings, across a district, and within PLCs. Establish an economically practical pathway for non-evaluative reciprocal teacher improvement based on quality structures and delivered through both face-to-face and online methods. Leave with an action plan for implementation of a peer coaching model.

Rebecca Frazier, Colorado Springs School District 11 (rebecca.frazier@d11.org)
Jennifer Gonzales, Colorado Springs School District 11 (jennifer.gonzales@d11.org); Toby Lefere, Colorado Springs School District 11 (tobin.lefere@d11.org); Bobbie Long, Colorado Springs School District 11 (bobbie.long@d11.org); Linda Sanders, Colorado Springs School District 11 (linda.sanders2@d11.org)

Area Focus: Learning Designs
Topics: Adult development and learning, Coaching Practices/Programs, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1327 | Engaging Adolescent Learners by Embedding Social and Emotional Learning into Secondary Classrooms

Engage in real-time experiences to create secondary classrooms where students feel affirmed, where their voices are heard and honored, and where their developmental and cultural needs are met. Explore practical approaches to embed social emotional learning (SEL) competencies into four classroom learning domains aligned with research-based core practices that foster students’ capacity to be self-directed independent learners, and help teachers integrate them in any subject.

Michele Tissiere, Engaging Schools (mtissiere@engagingschools.org)


Area Focus: Learning Designs
Topics: Improving Instruction, Social Emotional Learning/Health (SEL/SEH)
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1328 | Content as Catalyst for Transformation

2Revolutions, with generous support from a national funder and through deep collaboration with a range of leading organizations, is spearheading a large-scale effort to make available free, high-quality learning content to help educators build the knowledge and skills they need to personalize learning for students. Our thesis is simple: If we can leverage a set of high quality, free and open content and deploy it broadly, we can accelerate the transition to personalized learning. In this interactive session, you will explore the diagnostic tools as a gateway to this free content and make a plan for how to leverage it in your district.

Adam Rubin, 2Revolutions (adam@2revolutions.net)
Mari Jones, Share Your Learning (mjones@hightechhigh.org); Antonia Rudenstine, reDesign (antonia@redesignu.org)

Area Focus: Learning Designs
Topics: Open Educational Resources/Practices (OER/OEP), Personalized Learning (Educators and Students)
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1329 | Equitable Teaching and Learning = Student Success

If we believe every child has a right to learn, then HOW do we assure this right through engaged and inspired learning? Build knowledge and skills to apply the Danielson Framework for Teaching as a tool for equitable and effective teaching practices. Learn how Washington State and Seattle Public Schools aligned their statewide system and the Framework for Teaching resulting in increased student achievement and success. Leave with new knowledge and strategies for personal and professional learning that ensure equitable and effective teaching practices that raise student achievement for each and every student.

Connie Sims, Danielson Group (connieasims@comcast.org)
Sue Anderson, Washington Office of Superintendent and Public Instruction (sue.anderson@k12.wa.us); Lindsay Berger, Seattle Public Schools (ibberger@seattleschools.org); Kate Dickson, Danielson Group, Leadership Matters, Inc. (dickson@danielsongroup.org); Karyn Wright, Danielson Group (kwright4442cox.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Educator Effectiveness, Improving Instruction, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1330 | Cornerstones for Building Effective and Engaging Learning Environments

Create a successful learning environment by focusing on more than just classroom management. Learn what preeminent teacher effectiveness frameworks, state standards, and the wisdom of classroom teachers help identify as the “Four Cornerstones” of all successful classrooms, regardless of grade level or content area. Explore each of these Four Cornerstones in depth and acquire practical and proven instructional tools to build each cornerstone in your classroom.

Harvey Silver, Silver Strong & Associates (hsilver@thoughtfulclassroom.com)


Area Focus: Outcomes - Educator and Student Learning
Topics: Culture and climate, Improving Instruction, Other (Research-Based Practice/Instruction)
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1331 | Are Instructional Coaches Effective? Depends on Your Expectations!

Coaches operate within 10 roles defined by Killion & Harrison (2016), but what observable impact should their efforts have on teacher growth? Only if program leadership has defined a clear vision for the expected impact will coaches and campus leaders have a full vision of the power and impact of coaching. Experience how crafting an clear vision of expected outcomes provides clarity for the work of coaches and their professional learning. Join other coaches and leaders to examine the difference between the activities and the impact of coaching. Develop 3 to 6 statements of expected outcomes for an instructional coaching program and consider levels of implementation to create an instructional program matrix that can help you design program components and assess impact. Leave with a process to engage your team in the development of measurable outcomes for your coaching program.

Sharron Helmke, Clear Creek Independent School District / Learning Forward (shelmke@ccisd.net)
Stephanie McBride, Clear Creek Independent School District (ssmcbrid@ccisd.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Coaching Practices/Programs, Continuous improvement Cycles
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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8:30am–11:30am & cont. 2:30pm–4:30pm
Concurrent 11xx

1101 | What Teacher Teams Do to Maximize the Power of Formative Assessment

Unleash the power of teacher teams by facilitating deep learning and application of a four-step formative assessment cycle, where teachers: 1) clarify learning targets and success criteria for themselves and their students; 2) infuse formative assessment throughout their instruction; 3) analyze student work frequently and in depth; 4) and provide timely, targeted feedback, reteaching, and extension. Leave with activities for building your expertise in each of these high-impact steps.

Nancy Love, Research for Better Teaching (love@RBTeach.com)
Nina Smith, Research for Better Teaching (ninagsmith@gmail.com); Robin Whitacre, Research for Better Teaching (robin@jrwcsi.com)

Area Focus: Data
Topics: Collaborative inquiry, Data-driven decision making, Formative Assessment Practices
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1102 | Cultural Proficiency, Inclusiveness and Equity

Explore your cultural lens and how it impacts your understanding of culture. Develop an understanding of the complex impact that personal identity and background have on every aspect of life, carefully considering the intersection of race within education, class, geography, family structure, gender, sexual orientation or community structure. Walk away with a better understanding of the impact of biases on the education of our students.

Wendy Dlakic, Austin Independent School District (wdlakic@gmail.com)
Anglea Ward, Austin ISD (cultural.proficiency@austinisd.org); Nina Wilson, Austin Independent School District (nwilson@austinisd.org)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and climate
Session Length: Full day — 5-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1103 | Building Your District's SEL Professional Learning Catalog

Boost the understanding, motivation and skillsets of your school's leaders, teachers and families for integrating Social and Emotional Learning (SEL) into daily practice. Immerse yourself in three professional learning engagements (Foundations of SEL; Families as SEL Partners; Intro to CASEL Guide to Schoolwide SEL). Debrief, reflect and contextualize PD for your own work. Walk away equipped with materials, resources and strategies for facilitating them in your district!

Ann McKay Bryson, CASEL Collaborative for Academic / SEL (annmckaybryson@gmail.com)
Deidre Farmbry, CASEL (dfarmbry@comcast.com); Aijeron Simmons, Oakland Unified School District (aijeron.simmons@ousd.org)

Area Focus: Implementation
Topics: Community/Family Engagement, Models of professional learning, Social Emotional Learning/Health (SEL/SEH)
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1104 | BYOP: Begin or Bring Your Own Professional Learning Plan!

Professional learning plans serve as the compass for a comprehensive professional learning system and the instrument that powers educator learning. Review research and examples of district and program professional learning plans. Begin your own professional learning plan or bring the one you have to experience personalized coaching around your plan! Leave with tools and strategies to create and revise high quality plans.

Lisa Casto, Transform Learning (castolisa11@gmail.com)


Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, Other (Professional Learning Plans)
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1105 | Coaching: The New Face of Supervision

Learn from neuroscience research from the NeuroLeadership Institute and HCI, Human Capital Institute that reports that mindset and skill requirements for supervisors has dramatically changed in the past five years. Build capacity to dramatically shift thinking about the role of supervisor using the most powerful, essential and effective skills for supporting real change, growth and RESULTS - the skills of being a "coach leader." Leave with a transformed mindset of supervision. 

 

Kathryn Kee, Results Coaching Global (kathy@resultscoaching.com)
Karen Anderson, Results Coaching Global (karen@resultscoaching.com); Vicky Dearing, Results Coaching Global (vicky@resultscoaching.com); Frances Shuster, Results Coaching Global (frances@resultscoaching.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Instructional leadership and supervision, Leadership Development
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1106 | Taking the Lead: New Roles for Teachers and School-based Coaches

Coaches and teachers assume significant roles in schools and school systems today. Learn about the 10 roles described in the second edition of Taking the Lead: New Roles for Teachers and School-based Coaches, how the roles contribute to teaching quality and student learning, and the knowledge, skills, practices, and challenges associated with each role. Teachers, teacher leaders, coaches, principals, and district leaders will learn how to narrow the focus of coaching roles, assess the impact of each role, and address common challenges coaches face.

Joellen Killion, Learning Forward (joellen.killion@learningforward.org)


Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Other
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1107 | Focusing Your PLCs on the “Right Work”

Delve into the “right work” of PLCs as you explore a Standards-Based PLC Cycle that illustrates the core work of job-embedded professional learning. Move beyond the collaborative process to ensure improved student outcomes. Examine a concrete model and ways to utilize research-based protocols to support transference to the classroom. Leve with processes/protocols to faciitate professional learning on on your campus.

Ora Meles, Palm Beach Co. School Distr (ora.meles@palmbeachschools.org)
Rosemarie Backhus, Palm Beach County School District, Florida (rose.backhus@palmbeachschools.org); Lori Harbaruk, Palm Beach County School District, Florida (lori.harbaruk@palmbeachschools.org)

Area Focus: Learning Communities
Topics: Adult development and learning, Collaborative inquiry, Urban issues and settings
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1108 | Observation and Feedback to Feed Forward

Feedback to Feed Forward: 31 Strategies to Lead Learning, a new book published by SAGE Corwin, provides strategies for instructional leaders to observe and provide feedback that you can immediately apply. Learn to focus your evidence-collection, analysis, and feedback on teaching and learning, determining teacher effectiveness and its impact on student engagement and learning. Leave equipped to support teacher growth in any capacity.

Amy Tepper, 1970 (amy.tepper@hotmail.com)
Patrick Flynn, ReVISION Learning (pflynn@revisionlearning.com)

Area Focus: Outcomes - Educator and Student Learning
Topics: Feedback and Observations, Instructional leadership and supervision
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1109 | Exploring Optional Funding Resources for Strategic Professional Development Efforts

Even with a great strategic vision for professional development, it may be hard to implement with dwindling budgets. Identify how you can realize your vision through partnerships, resource development (human, in-kind and financial) and grant writing. Leave with next steps to financially support your PD efforts to improve educator effectiveness and student success. Please bring a tablet or laptop.

Barbara Hopkins, NEA (bhopkins@nea.org)


Area Focus: Resources/Technology
Topics: Allocating resources for professional learning (time and dollars), Partnerships and coalition building
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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9:30am–10:30am
Thought Leaders TLxx

TL13 | Principal Talent Management: Keeping Our Principals

Get an update on the George W. Bush Institute’s School Leadership Initiative, where four districts are working to improve how they prepare, support, and keep their most effective school principals. Reviewing progress half way through a three-year initiative, the team will share lessons learned about readiness factors and first steps in improving principal talent management in a district. The Bush Institute will share tools created for the four districts, including a principal evaluation guidebook and effective implementation tools.

Anne Wicks, The Bush Institute (awicks@bushcenter.org)
Ann Clark, The Bush Institute (aclark@bushcenter.org)

Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, College- and career-readiness/student performance standards, Leadership Development, Principal Pathways/Pipelines
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TL14 | Reaching ALL Students: Leveraging Instructional Materials for Change

Explore the evidence that shows standards-aligned instructional materials combined with curriculum-based professional development are associated with a statistically significant increase in student learning and teachers’ understanding of academic standards. Join this session to hear how educators are leveraging professional learning anchored in a system that includes strong, high-quality instructional materials to provide access to college- and career-ready standards for ALL students.

Eric Hirsch, EdReports (ehirsch@edreports.org)


Area Focus: Instructional Materials/Curriculum
Topics: College- and career-readiness/student performance standards, Improving Instruction
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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9:30am–11:30am
Concurrent 12xx

1201 | Becoming a Culturally Responsive School: Steps for Building a Solid Foundation (CANCELLED)

Culturally responsive teaching (CRT) is a popular approach in education currently, but few schools have been able to actualize its promise. Explore the core design principles of CRT through the work of one middle school instructional leadership team using processes, strategies, and structures that shift teacher mindset and change student learning moves. Examine the uses of the Ready for Rigor framework from the bestselling book, Culturally Responsive Teaching and the Brain. Expand your personal toolkit with new protocols, checklists, and activities

Zaretta Hammond, San Francisco Unified School District (zlhammond@aol.com)
Lena VanHaren, San Francisco Unified School District (vanharenl@sfusd.edu)

Area Focus: Equity
Topics: Culturally responsive pedagogy, Engaging/Motivating Disenfranchised Learners, Urban issues and settings
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1202 | Becoming a Fierce Leader of Race, Equity and Diversity Dialogues

Learn about the extraordinary challenges that have forced administrators and teachers to navigate multilayered obstacles steeped in issues of diversity and xenophobia in PreK-12 schools. Gain knowledge of how to create and foster an authentic empowering school culture from the descriptions of the process, professional learning, and structures necessary to equip teachers and leaders with requisite skills to prioritize and embrace empowerment for all learners. Leave with a deeper understanding of what it means to be fierce leaders of race, equity, and diversity dialogues.

Heidi O'Gilvie, Anne Arundel County (holiver-ogilvie@aacps.org)
Taharee Jackson (taharee@umd.edu)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and climate, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1203 | Teacher-Led Improvement Science

Are you committed to making an impact and closing the opportunity gap and providing all students access to mathematics that allow them to achieve at the highest levels? Hear how four Denver Public school teams partnered with the Professional Learning and Math departments and engaged in peer to peer learning around issues of equity in math classrooms, using the Improvement Science methodology. Leave with knowlege of the structure of the program, measurement plans, the impact on students and how teachers are changing their practice.

Laura Summers, Denver Public Schools (LAURA_SUMMERS@dpsk12.org)


Area Focus: Equity
Topics: Continuous improvement Cycles, Mathematics
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1204 | Today's Students- Tomorrow's STEM Leaders

Explore the instructional pedagogies needed to transform your classroom into an innovative, engaging STEM environment. Learn to support students through engaging them in higher order thinking, inquiry-based problem solving and the engineering design process. Create inquiry-based STEM instruction that encourages learners to think critically and have a high level of STEM proficiency. Leave with several classroom-ready resources and a better understanding of how to draw from existing assets such as literacy-based strategies to inform STEM-focused learning and instruction.

Fouada Hamzeh, GECDSB (fouada.hamzeh@publicboard.ca)
Clara Howitt, Greater Essex County District School Board (clara.howitt@publicboard.ca)

Area Focus: Global/Emerging Issues
Topics: Engaging/Motivating Disenfranchised Learners, STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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1205 | Developing Life Skills: A Roadmap for Parent Communications

Dive into national research conducted to better understand how K-8 public school parents communicate about their child’s social, emotional, cognitive, and academic development. Build your understanding of parent attitudes, behaviors, and beliefs; identify the elements of social, emotional, cognitive, and academic learning strategies that resonate most with parents and which ones cause confusion; and learn about the sources of information that garner their trust. Leave with a better understanding of which skills and traits are most important to parents.

Bibb Hubbard, Learning Heroes (bhubbard@learningheroes.org)


Area Focus: Global/Emerging Issues
Topics: Community/Family Engagement, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1206 | Successful Mentor Practices for Supporting Novice Teachers

Explore the implementation and management of the Austin ISD Mentoring Program that supports successful mentor practice with novice teachers. Examine the essential components building trust, planning, observing, analyzing, and reflecting) of being a successful mentor. Utilize tools and resources for supporting novice teachers such as observation tools, data analysis tools, and conversation protocols. Leave with next steps to support novice teachers at your campus or district.

Mark Gurgel, Austin Independent School District (mark.gurgel@austinisd.org)
Dillon Chevalier, Austin Independent School District (dillon.chevalier@austinisd.org)

Area Focus: Implementation
Topics: Feedback and Observations, Induction and Mentoring
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1207 | Persisting through a Learning Cycle: Teacher Leader Perspectives

Learn how three teacher leaders in unique contexts persisted through five phases of an adapted learning cycle framework to help peers improve instructional practices. Collaboratively, engage with authentic professional learning scenarios, surface challenges, and apply the framework to identify strategies. Understand supports teacher leaders need to be effective, and gain ideas and resources for strengthening your abilities to lead peers through critical phases of a learning cycle—reflection and iteration. Leave with an understanding of support needed by teacher leaders and how to scaffold their learning to facilitate learning of their peers.

Tracy Huebner, Center for the Future of Teaching & Learning at WestEd (thuebne@wested.org)
Richard Dirksen, New York City Department of Education (rdirksen@ms228.org); E'bow Morgan, Los Angeles Unified School District (emorgan@teachps.org); Elizabeth Ramos, Chaffey Joint Union High School District (ramosteched@gmail.com); Michael Savoy, Teach Plus (msavoy@teachplus.org)

Area Focus: Implementation
Topic: Continuous improvement Cycles
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1208 | Collaborative Inquiry Planning Framework

Learn how to plan professional learning using collaborative inquiry to develop and enhance effective skills and dispositions of education practitioners. Explore how a planning framework can provide a common language and logic-based process for purposefully and respectfully formulating theories of action to address shared problems of practice and evaluating their outcomes. Leave with knowledge of using data to define a problem of practice and the tools and process to address the problems.

Ben Hren, ACS International Schools (bhren@acs-schools.com)
Latifa Hassanali, ACS International Schools (lhassanali@acs-schools.com)

Area Focus: Implementation
Topics: Collaborative inquiry, Facilitation
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1209 | Journey to eBadging: Intentionality, Visibility, Sustainability

Explore eBadging as a personalized professional learning pathway that supports a culture of collaboration and continuous learning. Engage with practitioners from a Texas school district who are in the midst of this journey in order to grow extraordinary professionals based on their own goals and needs. Share your own stories of personalizing learning for professionals and consider how this journey may impact your own.

Lesli Brown, Spring Branch ISD (lesli.brown@springbranchisd.com)
Alana Morris , Spring Branch ISD (alana.morris@springbranchisd.com); Rebecca Singley, Spring Branch ISD (rebecca.singley@springbranchisd.com); Jesse Waltman, Spring Branch ISD (jessica.waltman@springbranchisd.com)

Area Focus: Implementation
Topics: Adult development and learning, Micro-Credentials / Badging, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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1210 | Data-based Decision-Making for Instructional Materials Implementation

How do districts overcome the challenge of implementing new materials and  ensuring that new materials are ACTUALLY being used? Experience how Hastings Public Schools uses the Executive Leadership Program to build the capacity of a core group of teachers to lead the implementation of new curriculum materials. Leave with a sample implementation plan focused on the systematic collection of balanced data to inform ongoing professional learning.

Chad Dumas, Hastings Public Schools (chad.dumas@hpstigers.org)
Jason Cafferty, Hastings Public Schools (jason.cafferty@hpstigers.org); David Essink, Hastings Public Schools (david.essink@hpstigers.org); Lawrence Tunks, Hastings Public Schools ( lawrence.tunks@hpstigers.org); Hannah Vacek, Hastings Public Schools (hannah.vacek@hpstigers.org); Lexi Wichelt, Hastings Public Schools (lexi.wichelt@hpstigers.org)

Area Focus: Instructional Materials/Curriculum
Topics: Data-driven decision making, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1211 | Curriculum Selection, Cultural Responsiveness, & Social Responsibility: Critical Considerations

How do we close the academic achievement gap as our culturally and linguistically population continues to grow? Analyze and explore misconceptions of classroom norms and student learning based on a deeper understanding of the role of culture in academic success. Evaluate culturally responsive and responsible curriculum materials and texts while determining rigorous and engaging learning that prepares students for a 21st century global economy. Leave with an action plan that reflects the learning from the session and includes the indicators or “look fors” of success.

Alexandra Guilamo, Creative Leadership (alexandra.guilamo@tajulearning.com)


Area Focus: Instructional Materials/Curriculum
Topics: Cultural/Gender/Racial Equity, Culturally responsive pedagogy
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1212 | Transforming Principal Leadership through a Collaborative Learning Process

Join leaders from a fast-growth school district in Texas who supervise and support building principals as they share their framework for fostering increased principal collaboration and instructional leadership through the design of Learning Cycles. While focusing on key elements of curriculum, instruction and assessment, dive into strategic processes that foster deep collaboration with principals, central office leaders and teachers to enhance instruction and close achievement gaps across the organization. Leave with the knowledge of how to design structures that will move your organization and professional learning forward.

Michael Griffin, Northwest ISD (mgriffin.2008@yahoo.com)
Stephanie Espinosa, Northwest ISD (sespinosa@nisdtx.org); Logan Faris, Northwest ISD (lfaris@nisdtx.org); Robert Thornell, Northwest ISD (rthornell@nisdtx.org)

Area Focus: Leadership/Advocacy
Topics: Instructional leadership and supervision, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1213 | Instructional Leadership for Implementing Differentiated Instruction

Wouldn't you love to see teachers implementing differentiated instruction to ensure all students succeed? After reviewing an innovation configuration map, determine where your respective school scores and share with others to gain feedback. Develop an action plan for how to determine steps to move the school to higher levels. Leave with a plan to provide instructional leadership for implementing differentiated instruction for student success.

Jody Wood, Saint Louis University (jwood23@slu.edu)
Bryan McDonald, University of Central Missouri (bmcdonald@ucmo.edu)

Area Focus: Leadership/Advocacy
Topics: Improving Instruction, Instructional leadership and supervision, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1214 | Designing Teacher-Driven Professional Learning That Counts

Discover how teacher-driven professional learning engages teachers and improves their practice, and how TeachingPartners’ own teacher-led network helps establish professional learning systems and structures that teachers want to use. Learn how just a few essential technologies and tools make it easy for teachers to extend their professional expertise and leadership. Hear directly from teacher-leaders who have helped design professional learning. Leave with the knowledge of how to integrate teacher-tested professional learning approaches, and how to start working collaboratively with other teachers to share and personalize proven approaches.

Mark Nieker, TeachingPartners (mark.nieker@teachingpartners.com)
Vicki Phillips, TeachingPartners (drvickip@gmail.com)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1215 | Empowering Teacher Leaders in Instructional Improvement

What elements are essential for teacher leaders to effectively lead professional learning teams and support teacher growth? Learn how districts developed an infrastructure of teacher leaders who serve on school leadership teams and facilitate professional learning. Explore the school structures and the teacher training and support that empower teacher leaders to be successful. Leave with action steps for improving your instructional coaching and building professional learning teams using teacher leaders.

Patrice Pujol, National Institute for Excellence in Teaching (ppujol@niet.org)
Rossette Osamba, Grand Prairie Independent School District (Rossette.osamba@gpisd.org)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Improving Instruction, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1216 | Addressing Equity Through Alignment

How can you be intentional about systemic improvement in such a way that access and equity are a natural part of the conversation? Come learn how an education service center engaged with areas district and used the process of continuous improvement to align outcomes and activities through Plan-Do-Study-Act (PDSA) cycles, including how they opened doors for rich conversations about access and equity. This interactive session will offer opportunities to learn and refine practices surrounding PDSA cycles, including the use of protocols, intentional points of reflection, and coaching partners. Leave with tools to improve your system.

Kelly Ingram, Region 4 Education Service Center (kingram@esc4.net)
Richard Armand (richard.armand@esc4.net); Sharon Benson, Region 4 Education Service Center (sbenson@esc4.net); Jennifer Brock, Region 4 Education Service Center (jbrock@esc4.net); Anne Douglas-Rowald (adouglas@esc4.net); Ingrid Lee (Ingrid.lee@esc4.net)

Area Focus: Learning Communities
Topics: College- and career-readiness/student performance standards, Continuous improvement Cycles, Leadership Development
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Technical Assistance Providers

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1217 | Teaching Amplified: Building a Culture of Coaching in your School

How do you build a culture of coaching in an entire organization that amplifies teaching? Learn how one district grew its culture into a wall to wall coaching program through positive relationship building and strategic program development. Learn strategies for trust building at the individual and organizational level consider applications for your own setting. Develop an action plan for steps you can take to develop, grow or enhance your instructional coaching model and relationships.

Laura Kirshner, Maine Township District 207 (lkirshner@maine207.org)
Greg Reuhs (greuhs@maine207.org); Kristi Ryken (kryken@maine207.org)

Area Focus: Learning Communities
Topics: Coaching Practices/Programs, Culture and climate
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1218 | Using Daily Data for Greater Impact

Gain insight on the power of Learning Communities for teachers and students by learning to use data to make instructional decisions. Learn how teachers can use daily data in learning communities to make greater impact with their students. Leave with a plan to drive proactive Learning Communities where teachers can look at daily, leading data and use protocols on scoring consistency and calibration.

Sara Croll, Learning Sciences International (scroll@learningsciences.com)
Sarah Dougherty, Des Moines Public Schools (sarah.dougherty@dmschools.org)

Area Focus: Learning Communities
Topics: Data-driven decision making, Formative Assessment Practices, Technology to enhance student learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1219 | Collaboration and Leadership: Strengthening Equity, Well-being, and Achievement

Learn about the concept, components, and benefits of collaborative leadership based on the theory of Leading from the Middle for organizations, districts, schools, educators and students. Explore the potential of inter-district collaboration and its impact on staff and student learning and leading  Understand the results of critical inquiry relating to collaborative leadership and its impact on building equity, well-being, and achievement as described in the 2018 research study conducted by Hargreaves and Shirley. Explore the power and possibilities of collaborative leadership in your system or school.

Michelle Forge, Council of Ontario Directors of Education (michelleforge@yahoo.ca)
Michael O'Keefe, Council of Ontario Director of Education (mpbokeefe@gmail.com)

Area Focus: Leadership/Advocacy
Topics: Distributed/Shared Leadership, Leadership Development, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1220 | Creating Sustainable P12/University Partnerships: Teacher Recruitment, Retention, and Student Learning

Learn from Georgia State University about a partnership with four metro Atlanta School Districts, one HBCU and their rural partner districts, along with a national nonprofit organization to work collaboratively to positively impact P12 student learning. Gain knowledge of an urban and rural teacher residency model, professional learning communities, a menu of services available through the partnership, and college and career readiness programs. Engage in activities that highlight partnership development, collaborative grant writing, action research, teacher wellness and developing effective teacher mentors. Leave with a menu of services for your local schools based on perceived needs. 

Gwen Benson, Georgia State University (gbenson@gsu.edu)
Susan Ogletree, Georgia State University (sogletree1@gsu.edu)

Area Focus: Learning Communities
Topics: Partnerships and coalition building, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Technical Assistance Providers

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1221 | Designing “Just Right” Professional Development

Take a critical look at traditional professional development models and discover how two schools in San Antonio, TX implemented non-traditional PD offerings. Explore offerings such as formal instruction, in-depth studies, quick one-time training sessions, and informal conversations. Share your own experiences and adapt these concepts to takeaway for immediate implementation.

Matthew Patty, Northside ISD (Matthew.Patty@nisd.net)
Connie Lippenholz, Northside ISD (Connie.Lippenholz@nisd.net); Lucy Podmore, Northside ISD (Lucy.Podmore@nisd.net)

Area Focus: Learning Designs
Topics: Adult development and learning, Integrating student or teacher voice, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1222 | Supporting Principal Development through Micro-credentials

Principals are critical to the instructional success of a school. And while getting pre-service principal training right is essential, continued support for school leaders after they’re hired is equally important. Discuss how competency-based micro-credentials are being leveraged to provide ongoing support, training, and coaching for school principals. Gain a better understanding of how micro-credentials work and how they are being used to support principal development. Leave with a headstart on earning your first micro-credential.

Leeann Bartee, Region 13 Education Service Center (leeann.bartee@esc13.txed.net)
Allison Powell, BloomBoard (allison.powell@bloomboard.com)

Area Focus: Resources/Technology
Topics: Micro-Credentials / Badging, Principal Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1223 | Tools and Training: Leveraging Video for Powerful Coaching Conversations

Learn how structures, tools, and technology are combined to prepare school-based coaches to enhance their coaching cycles using videos of lessons as a powerful artifact of practice. Witness how one coach initiated video-as-catalyst in her school to assist teachers' study and facilitation of rigorous text discussion. Engage in analysis of coach-teacher conferring based on video, examine coaching tools, and practice coaching moves that foster collaboration and reflection. Leave with knowledge of how to use video to leverage powerful coaching conversations.

Dena Zook-Howell, Institute for Learning (dkz5@pitt.edu)
Annine Crystal (crystala@guilfordschools.org)

Area Focus: Learning Designs
Topics: Coaching Practices/Programs, Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1224 | Re-Imaging Our High School: The Innovation Team Journey

Learn about Halifax County High School’s journey re-imagining a high school using design-thinking practices. Discover how to use innovative approaches, tools, and processes to make lasting changes that positively affect students’ learning and be "life ready" in an economy and a world characterized by rapid change. Leave with the knowledge of how to design and launch your own redesign journey through the framework and the redesign experiences of others.

Karen Sanzo, Old Dominion University (ksanzo@odu.edu)
Karla Gravitt, Halifax County Public Schools (kdgravitt@halifax.k12.va.us); Michael Lewis, Halifax County Public Schools (mlewis@halifax.k12.va.us); Mark Lineburg, Halifax County Public Schools (mlineburg@halifax.k12.va.us); Lisa Long, Halifax County Public Schools (llong@halifax.k12.va.us)

Area Focus: Learning Designs
Topics: Change Management, College- and career-readiness/student performance standards, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1225 | Delivering Statewide Professional Learning: Wisconsin’s WOW experience

Wisconsin has developed a unique and successful protocol, combining virtual and site-based facilitation, to deliver professional learning to educators simultaneously across 12 regions. In its third year, Working on the Work (WOW) leverages the state educator effectiveness system for individual, team, and school development. Learn about the design, execution, and formative evaluation of WOW, and leave with practical tips for implementing a similar process locally.

Steven Kimball, Ph.D. Kimball, U.W.-Madison (steven.kimball@wisc.edu)
Cynthia Hoffman, Wisconsin Department of Public Instruction (cynthia.hoffman@dpi.wi.gov); Chris Van Hoof, Cooperative Educational Service Agency (CESA) 8 (chrisvh@cesa8.org)

Area Focus: Learning Designs
Topics: Educator Effectiveness, Models of professional learning
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1226 | Scaling Teacher Leader Career Pathways with Micro-credentials

Learn how New York City and Tennessee are scaling teacher leadership through competency-based career pathway models recognized through micro-credentials. Analyze leadership competencies and how to use micro-credentials to provide a vehicle to effectively assess mastery towards a career pathway for Emerging Teacher Leaders and Master Teachers. Leave with the skills and knowledge to self-assess and plan forward for advancing teacher leader roles and career pathways in your district or state.

Lynette Guastaferro, Teaching Matters (Lguastaferro@teachingmatters.org)
Jennie Brotman, Teaching Matters (jbrotman@teachingmatters.org); Paul Kehoe, New York City Department of Education (p.kehoe@wscnyc.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Micro-Credentials / Badging, Models of professional learning, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1227 | Making the Shift to Virtual Professional Learning

Discover how digital tools support participation, communication, accessibility and reflection in professional learning opportunities. Learn about different models for virtual professional learning within and across school divisions. Create an action plan for using this information in the setting in which you work.

Isabel Sawyer, Center for the Collaborative Classroom (isawyer@collaborativeclassroom.org)
Erin Cooke, University of Florida (ecooke@pky.ufl.edu); Abigail Dougherty, Virginia Beach Public Schools (abigail.dougherty@vbschools.com); Isabel Sawyer, Center for the Collaborative Classroom (isawyer@collaborativeclassroom.org); Elisabeth Wilson, Charlotte Mecklenburg Schools (elisabethc.wilson@cms.k12.nc.us)

Area Focus: Resources/Technology
Topics: Learning Networks, Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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10:30am–11:30am
Thought Leaders TLxx

TL15 | How Can We Rethink High School for the Future and Now?

XQ’s September 2015 launch of an open call to reimagine the American high school elicited responses from more than 10,000 people from all 50 states, representing nearly 4,000 communities. Investigate their most promising ideas for innovative, student-centered designs for 21st-century learning. XQ has pledged over $115 million to actively support teams on their journeys to becoming Super Schools. Go deep with one of the XQ Schools on how their design changes both the role of the teacher and student learning, and the structures and systems that need to be in place to make this happen.

Monica Martinez, XQ Institute (monica@xqinstitute.org)
Shatoya Jordan, Purdue Polytechnic High School ()

Area Focus: Equity
Topics: Comprehensive System Improvement/Reform, School Improvement/Reform
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TL16 | In Search of Distributed Leadership

Distributed Leadership: What is it? What do we know? What is the evidence? How do we ensure quality, and can this be done at scale? What else do we still need to learn? An interactive panel led by Amy Slamp of the Bill & Melinda Gates Foundation will examine these questions and more. Join panel members to hear more about recent work done to identify the key components of distributed leadership and what they look like in practice.

Amy Slamp, Bill & Melinda Gates Foundation (amy.slamp@gatesfoundation.org)
Jonathan Supovitz, University of Pennsylvania (jons@upenn.edu)

Area Focus: Leadership/Advocacy
Topic: Distributed/Shared Leadership
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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12:00pm–12:45pm
Lunch


12:45pm–2:00pm
General Session Keynote: Janice K. Jackson


2:30pm–3:30pm
Keynote Q&A

QA01 | Monday Keynote Q&A with Janice K. Jackson

Area Focus: Leadership/Advocacy
Session Length: 1-hour
Audiences: Classified/Support Staff, District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders, Technical Assistance Providers

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2:30pm–3:30pm
Thought Leaders TLxx

TL17 | When Districts Focus on Leadership, Teachers and Students Benefit

Learn about six school districts that set out in 2011 to develop and support a large corps of highly qualified school principals as part of The Wallace Foundation’s Principal Pipeline Initiative (PPI). Explore the highlights of the RAND Corporation’s soon-to-be-released study of the impact this work has had on student achievement and teacher retention. Leave this session with information on the effective practices developed in PPI districts, lessons learned, and the work ahead.

Mikel Royal, Denver Public Schools (mikel_royal@dpsk12.org)
Tricia McManus, Hillsborough County Public Schools (tricia.mcmanus@sdhc.k12.fl.us); Nicholas Pelzer, The Wallace Foundation ()

Area Focus: Leadership/Advocacy
Topics: Evaluation and Impact, Leadership Development, Principal Pathways/Pipelines
Session Length: 1-hour
Audiences: Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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TL18 | British Columbia's Learning Transformation: A Glimpse of the Future?

What happens when you connect students, teachers, parents, post-secondary, and business to co-construct the future of learning? Find out why British Columbia, already a top-performing jurisdiction, felt they needed to embark on such an ambitious transformation process. What lessons can we learn? What are the professional learning implications for the K-12 system, university admissions including teacher pre-service, and other stakeholders?

Rod Allen, Cowichan Valley School District (rallen@sd79.bc.ca)
Leyton Schnellert, University of British Columbia (leyton.schnellert@ubc.ca)

Area Focus: Global/Emerging Issues
Topics: Distributed/Shared Leadership, Global perspectives, Partnerships and coalition building
Session Length: 1-hour
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2:30pm–4:30pm
Concurrent 14xx

1401 | Using Data to Improve, Empower, and Refine

Use data-informed decision-making to identify and leverage the highest-impact components of a professional learning plan. Learn how Special School District empowers instructional mentors to provide ongoing supports that result in incremental growth of best instructional practices for educators. Move from data to insight as you engage in a simulation guided by artifacts from a new teacher induction program focused on special education teachers. Leave with the abiity to transfer applicable professional learning strategies unique to special education teachers to support new educators.

Tina Maksche, Special School District St. Louis County (TMaksche@ssdmo.org)
Victoria Kinzig, KickUp (victoria@kickup.co); Kristin Mestdagh, Special School District St. Louis County (kmestdagh@ssdmo.org)

Area Focus: Data
Topics: Data-driven decision making, Evaluation and Impact, Induction and Mentoring
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1402 | Focusing on Feedback in Digital Formative Assessment

Bring your devices and explore a variety of digital assessment tools, focusing on the data they provide and how you can use the feedback to refine your practice. Examine the assessment cycle and compare digital assessment tools that collect data for teachers and provide options for feedback to students. Leave with knowledge of technology that can help you provide feedback that is consistent, specific, and frequent.

Sharon Christensen, Nothside ISD (sharon.christensen@nisd.net)
Elizabeth Aguilar-Cruz, Northside Independent School District (elizabeth.aguilar-cruz@nisd.net); Anna Sexton, Northside Independent School District (anna.sexton@nisd.net); Janet Winninghoff, Northside ISD (janet.winninghoff@nisd.net); Jean Yang, Northside Independent School District (jean.yang@nisd.net)

Area Focus: Data
Topics: Data-driven decision making, Formative Assessment Practices, Technology for professional learning
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1403 | Monitoring Accountability: Staying On Track with Improvement Efforts

Learn about an accountability process that holds administrators responsible for their student data on a regular basis. Reflect on the data protocols you have in place at your school and how they align with your improvement plan. Determine which metrics make the biggest impact on your improvement efforts that will help your school go to the next level. Leave with an evaluation process that reflects your improvement plan and the needs of the school.

Gregory Kibler, Youngstown City School District (gregory.kibler@youngstown.k12.oh.us)
Timothy Filipovich, Youngstown City Schools (Timothy.Filipovich@youngstown.k12.oh.us); Amanda McGinnis, Youngstown City Schools (gregory.kibler@youngstown.k12.oh.us); Krish Mohip, Youngstown City Schools (gregory.kibler@youngstown.k12.oh.us); Christine Sawicki, Youngstown City Schools (gregory.kibler@youngstown.k12.oh.us)

Area Focus: Data
Topics: Continuous improvement Cycles, Data-driven decision making
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1404 | Teacher Impact - Empowering Expertise & Retaining Teachers

Teacher-led professional learning is all the rage, but with so many initiatives and so little time, what steps can school leaders take to promote initiatives that retain quality teachers and make an impact on student learning? Hear about how one school leveraged teacher-leadership roles and coaching to successfully transition to one-to-one personalized learning. Understand how teacher-led professional learning builds capacity, retains quality teachers, and transforms school culture. Leave with tools and resources to implement a teacher leadership project that develops collective professionalism.

Andrea Von Biberstein, Fulton County Schools (vonbiberstei@fultonschools.org)
Royanne Baer, Fulton County Schools (baerr@fultonschools.org); Oliver Blackwell, Fulton County Schools (blackwello@fultonschools.org); Caroline Boddiford, Fulton County Schools (boddifordc@fultonschools.org)

Area Focus: Equity
Topics: Coaching Practices/Programs, Leadership Development
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1405 | Engaging Community: Seriously, What Are You Waiting For?

How can we engage an entire school community to promote and sustain a strong building culture/climate? Gain understanding of the significant difference between engagement and involvement--schools excel at involving families in the basic details, yet struggle with the understanding of how to engage them effectively and efficiently. Leave with strategies to begin changing the concept of engagement in your schools.

Dennis Williams, Hatboro-Horsham School District (dwilliams@hhsd.org)


Area Focus: Equity
Topics: Community/Family Engagement, Culture and climate
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1406 | Integrating Social Emotional Learning Through Creative Expression

Explore how creativity and movement can be used to manage emotions and discover the kinesthetic dimension of empathy. Identify how feelings impact the way people work and collaborate with one another. Address the importance of whole-school of social emotional learning and its relationship to fostering safe and supportive learning environments. Leave with strategies for utilizing creative expression as an emotional management tool in schools, classroom and communities in order to create safe and supportive learning environments for all students.

Sara LaHayne, Move This World (jmoney@movethisworld.com)
Tiana Johnson, Uplift Mighty Primary School ()

Area Focus: Equity
Topics: Culture and climate, School Improvement/Reform, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1407 | Talking about Race in the Classroom

Engage in the mission of Border Crossers to train and empower educators to interrupt patterns of racism and injustice in schools and communities. Enhance your understanding of how race and racism manifests in classrooms, schools and the experiences of students. Practice applying a racial equity lens to scenarios related to race and racism in the classroom. Leave with strategies for creating racial equity in your classrooms and schools.

Bianca Anderson, Border Crossers (bianca@bordercrossers.org)


Area Focus: Equity
Topics: Community/Family Engagement, Culturally responsive pedagogy, Culture and climate
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1408 | Anti-racism as the Antidote to the Achievement Gap

How can schools develop anti-racist educators and culturally responsive school-wide systems that help students of color access their education equitably? Discuss how systemic racism and other forms of oppression undermine efforts in schools and how to combat these realities inside and outside the classroom. Focus on asset-based thinking that empowers students to overcome obstacles in school and beyond. Leave with action steps for developing a more positive culture around race and equity in schools.

Matthew Kincaid, Overcoming Racism (mkincaid@overcomeracism.com)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally responsive pedagogy, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1409 | 7 Steps To Scale Innovative Professional Learning

Do you have pockets of innovation that you want to support? How can you support a growth mindset and culture of innovation from the classroom to the district office? Examine research and practical stories of districts from coast to coast supporting a culture of innovative practice, of building capacity across districts, and scaling professional learning. Learn the 7 steps to support staff, educate the community, and redefine learning. Leave with strategies to support teacher trailblazers leading the way in your school or district. 

 

Jill Gildea, Fremont School District 79 (drjillgildea@gmail.com)
Elizabeth Freeman, Fremont School District 79 (Efreeman@fsd79.org)

Area Focus: Implementation
Topics: Models of professional learning, Personalized Learning (Educators and Students), School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1410 | Teachers Set the Standard: Using Transparent Teacher Practices

Explore ways to develop collective efficacy in schools. Dig deep into case studies and implementation tools that support the implementation of transparent teacher practices: learning walkthroughs, lesson study, collaborative coaching, peer coaching, and video analysis. Leave with a plan to employ Transparent Teacher Practices in your own unique settings.

Kim Schaefer, San Juan County School District (kschaefer@sjsd.org)
Carrie Miller, Ed Direction (cmiller@eddirection.com); Hollie Pettersson, Ed Direction (hpettersson@eddirection.com)

Area Focus: Implementation
Topics: Adult development and learning, Collaborative inquiry, Improving Instruction
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1411 | Scalable, Sustainable, and Systemic Teams: Charting the Course

Experience the journey of an urban Texas district from a “one size fits all” approach professional development to a differentiated, professional learning system grounded in Learning Forward's Standards for Professional Learning. Experience insights and wisdom gained on the journey coupled with replicable strategies for a strengths-based, integrated team approach to professional learning systems. Chart your course to scalable, sustainable and effective professional learning systems! Leave with a fresh mindset for the role of professional learning teams created through the lens of innovation.

Sharolyn Chitwood, Fort Worth ISD (sharolyn.chitwood@fwisd.org)
Wendy Coleman, Fort Worth ISD (wendy.coleman@fwisd.org)

Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, School Improvement/Reform, Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1412 | Become a Transformer: Build Capacity, Create Meaningful Learning

Learn how educators continuous strive to enhance and advance student thinking in all curricular realms. Understand, discover, and assimilate a process that transforms learning beyond engagement to a powerful mindset of thinking. Launch Thinking Routines to unlock the power of authentic formative assessment while creating meaningful learning. Leave with a plan to build teacher capacity to increase rigor by unpacking thinking--yours and your students.

Kathleen Kuziel, Elmhurst CUSD 205 (kkuziel@elmhurst205.org)
Kathleen Murphy, Elmhurst Community Unit School District 205 (kathleenmurphy@elmhurst205.org); Effey Nassis, Elmhurst Community Unit School District 205 (enassis@elmhurst205.org)

Area Focus: Implementation
Topics: Formative Assessment Practices, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1413 | Differentiated Coaching for Deeper Implementation

When implementing a new initiative, why do some teachers excel while others merely comply? Learn how to use Differentiated Coaching by understanding your own approaches to teaching and learning and how they impact students. Take the first steps toward teacher-centered and student-centered coaching by understanding the research and factors necessary to engage all students in high-level thinking. Leave with steps you can use to improve implementation of high-level tasks and to coach others in doing the same.

Jane Kise, Differentiated Coaching Associates (jane@janekise.com)


Area Focus: Implementation
Topics: Change Management, Coaching Practices/Programs, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1414 | Schoolwide Structures that Build a Winning Team

Learn how to create a framework that incorporates multiple opportunities for regular and consistent professional learning experiences for teachers and intentional designs to increase student performance. View content-based co-planning sessions, school-wide teacher-led study groups, instructional staff meetings, and targeted professional learning sessions. Examine a variety of structures that will positively impact student achievement and promote a culture of collaboration. Leave with an understanding of how a multi-layered organization that promotes congruence between teacher collaboration and student achievement can be developed to meet the needs of the school community.

Kelley Johnson, Penn Yan Central School (kjohnson@pycsd.org)
Melissa Bretz, Penn Yan Central School District (mbretz@pycsd.org); Michele Griffin, Penn Yan Central School District (mgriffin@pycsd.org)

Area Focus: Implementation
Topics: Continuous improvement Cycles, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1415 | Systems Coaching: Collaborating to Build Capacity for Change

Engage in systems coaching, a job-embedded approach to developing the capacity of school and district teams implementing Multi-Tiered Systems of Support (MTSS). Learn how districts have designed professional learning plans and systems coaching practices to facilitate school improvement. Practice using a tool to inform the design, delivery, and evaluation of systems coaching at the individual, school, and district levels. Take away various resources, tools, materials, and planning documents to facilitate job-embedded systems coaching at your school or district.

Sarah Thoman, University of South Florida (sthoman@mail.usf.edu)
Amanda March, University of South Florida (amarch@usf.edu)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Comprehensive System Improvement/Reform, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Technical Assistance Providers

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1416 | Professional Learning Their Way: Empowering Collaborative Innovators

Empower teachers to move beyond standards and accountability through transformative professional learning. Examine tools and practices to support teachers as they transition from isolated status quo practitioners to collaborative innovators. Engage in collaborative experiences to transform learning cultures.

Stephanie Edgar, N2Learning (stephanie.edgar@n2learning.org)
Angeline Anderson, Consultant (angeline-anderson@sbcglobal.net); Susan Borg, Sam Houston State University (skp007@shsu.edu)

Area Focus: Implementation
Topics: Integrating student or teacher voice, Models of professional learning
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1417 | Creating an Instructional Playbook

Creating an instructional playbook (a concise description of teaching strategies that coaches can share with teachers to help achieve goals for students) is vital in making instructional coaching more effective and transparent. Examine the process in Jim Knight’s The Impact Cycle and review a model playbook. Learn to create a playbook to meet the needs of teachers and students in schools. Leave with an awareness of how to effectively share playbook strategies with teachers.

Ann Hoffman, Instructional Coaching Group (ann@instructionalcoaching.com)
Michelle Harris, Instructional Coaching Group (michelle@instructionalcoaching.com); Sharon Thomas, Instructional Coaching Group (sharon@instructionalcoaching.com)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Improving Instruction
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1418 | SEL Matters in Curriculum, Instruction and Assessment

Build social emotional learning (SEL) content knowledge outside of programs and canned curriculum using current research, SEL data and intersecting disciplines. Learn how to use student voice data to inform SEL strategies. Define SEL in the context of teaching and learning. Leave with SEL strategies and practices to support SEL implementation efforts.

Molly Gosline, Adlai E Stevenson School District (mgosline@d125.org)
Mark Onuscheck, Adlai E Stevenson School District (monuscheck@d125.org); Tony Reibel (areibel@d125.org)

Area Focus: Implementation
Topics: Integrating student or teacher voice, Models of professional learning, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1419 | Developing and Implementing a Comprehensive PD Plan for Impact

Learn how a large, urban school district implemented a systemic approach for developing and supporting a comprehensive professional learning plan. Explore how the professional leaning office engaged in a collaborative process to identify the multi-year goals of professional learning aligned to our strategic plan by identifying key data points. Analyze implementation data and early outcomes of the professional learning program and discuss takeaways and lessons learned from implementation.

Tonisha Walden, Guilford County Schools (waldent@gcsnc.com)
Tiffany Perkins, Guilford County Schools (perkint2@gcsnc.com)

Area Focus: Implementation
Topics: Change Management, Comprehensive System Improvement/Reform, Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1420 | Push Play on Your Video-Powered Professional Learning Process

Once you decide to implement video coaching within professional learning, what will teachers record? How will the coaches facilitate professional learning? This session will examine protocols for facilitating productive conversations in a virtual context and offer concrete strategies for designing video learning cycles. Participants will leave with the building blocks for taking action and transferring field-tested ideas into their own context.

Adam Geller, Edthena (adam@edthena.com)


Area Focus: Implementation
Topics: Feedback and Observations, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Technical Assistance Providers

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1421 | The How, What, and Why of OER to Transform Teacher Collaboration

Learn how Open Educational Resources (OER) are changing how we use instructional materials for teaching and learning, as well as transforming teacher collaboration. Discover the benefits of the transition to OER that can lead to a more focused curriculum, powerful teacher collaboration, and increased equity to improve student learning. Leave with resources to begin your own OER transition.

Jeanette Westfall, Liberty Public Schools (jeanette.westfall@lps53.com)
Kristina Ishmael, New America (kristinamishmael@gmail.com); Diana Laufenberg, Inquiry Schools (dlaufenberg@gmail.com)

Area Focus: Instructional Materials/Curriculum
Topics: Collaborative inquiry, Open Educational Resources/Practices (OER/OEP), Other (Use of Open-Educational Resource to enhance student learning)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1422 | Designing STEM Project-based Learning Curriculum for All Learners

Learn how Oak Ridge Schools' middle school science teachers engaged in a 2-year process to co-design a STEM project-based learning curriculum. Explore the development process, analyze a unit, and determine what constitutes high quality project-based learning. Leave this session with clarity on how you can impact your system by collaboratively developing your own rigorous, STEM project-based learning curriculum through a design-based research approach.

Jane Chadsey, Educurious (jchadsey@educurious.org)
Amy Baeder, Educurious (abaeder@educurious.org); Tracey Beckendorf-Edou , Oakridge Schools (tlbeckendorfedou@ortn.edu)

Area Focus: Instructional Materials/Curriculum
Topics: Deeper Learning, STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1423 | Retooling Practicality: Learning that Builds the Bridge from Theory and Practice

Saying that schools days are hectic is an understatement, and saying that job-embedded professional learning is always practical isn't true. Learn how Olentangy's schools have retooled their approach to job-embedded professional learning by re-examining what is practical for teachers. Review focused and concise tools that are more likely to transfer into the classroom. Examine how teacher toolbelts have translated theory into practice. Leave with ideas and a process for creating job-embedded professional learning opportunities that are practical for your teachers.

Vincent DeTillio, Olentangy Local Schools (vince_detillio@olsd.us)
Jessica Fields, Olentangy Local Schools (jessica_fields@olsd.us)

Area Focus: Instructional Materials/Curriculum
Topics: Allocating resources for professional learning (time and dollars), Models of professional learning, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1424 | Professional Development in Mathematics: Making it Count!

Investigate the shift in mathematics instruction to an increased focus on conceptual understanding and problem solving. Examine guiding principles to inform mathematics instruction. Discover ways to support teachers in moving their instructional practice forward in a meaningful way. Leave with an action plan to support teachers in moving their instructional practice forward in a meaningful way.

 

Mollie Gabrielson, US Math Recovery (mollie@mathrecovery.org)
Christy Lyle, US Math Recovery Council (christyl@mathrecovery.org)

Area Focus: Instructional Materials/Curriculum
Topics: Change Management, Improving Instruction, Mathematics, STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: Classified/Support Staff, District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1425 | Learning Forward's Affiliate Leaders

Join other affiliate leaders and interact with Learning Forward's Board of Trustees and senior staff members. Gather new information and share ideas with your fellow affiliate leaders. Lead you affiliate in advancing the Learning Forward vision, mission, and strategic priorities in your state or province.

Elizabeth Foster, Learning Forward (elizabeth.foster@learningforward.org)


Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, ESSA - Every Student Succeeds Act
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Technical Assistance Providers

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1426 | Maximizing Leadership Through Communities of Practice

How can systems attain profound impact on student achievement by ensuring that  principals continuously learn? With a solid foundation of Learning Forward's Standards for Professional Learning and the change process, learn to engage principals in communities of practice to enhance and grow their craft. Walk away with ideas of ways to identify problems of practice across campuses, facilitate the learning together and build collaboration for improvement and growth for all.

Holly Hughes , Clear Creek Independent School District (Hhughes@ccisd.net)
Steven Ebell, Clear Creek Independent School District (sebell@ccisd.net); Stephanie McBride, Clear Creek Independent School District (ssmcbrid@ccisd.net); Susan Silva , Clear Creek Independent School District (susilva@ccisd.net)

Area Focus: Leadership/Advocacy
Topics: Instructional leadership and supervision, Leadership Development, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1427 | Leading for Deep Learning

How can we embrace the convergence of the need for change and the opportunity to take action? Learn to reimagine learning for both students and adults so they can thrive in turbulent, complex times. Explore a Deep Learning Framework that provides a pathway for transforming the culture of learning and includes: a set of six global competencies essential for human connection in a digitized world; four elements that combine to foster deep learning experiences; and tools to assess the quality of school/district conditions that propel deep learning. Leave with knowledge from tools, protocols, video and vignettes from seven countries you can use to unleash a powerful learning culture.

Michael Fullan, Michael Fullan Enterprises (mfullan@me.com)


Area Focus: Leadership/Advocacy
Topics: Change Management, Global perspectives
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1428 | Empowering Teacher Leaders Through Research, Response & Reflection

Learn from Hawaii's Department of Education, sponsors of "Na Kumu Alaka'i - Teacher Leader Academy" to provide guidance for academic coaches, mentors, department heads and team leaders, who in turn engage and empower peers to support learner achievement. Explore Hawaii's "Leadership Competencies" used to develop programming and support for leaders in Hawaii's schools. Engage in collaborative exercies used to build teacher leaders' skills and traits. Leave with an understanding of the importance Hawaii places on teacher leaders and their contributions to school, staff and student success. 

Sandy Cameli, Hawaii Department of Education (Sandy_Cameli@notes.k12.hi.us)


Area Focus: Leadership/Advocacy
Topics: Leadership Development, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1429 | Rounding: Relationships Really DO Impact and Improve Outcomes

Building relationships is the work of every adult in a school system focused on people and living out its mission of continuous improvement. Develop the skill of rounding by using a protocol, practicing rounding conversations and working with a coach. Take home three tools and the skill of rounding and connect the heart and mind of your daily work.

Karen (KK) Owen, Studer Education (karen.owen@studereducation.com)
Kelly Krostag, Escambia County School District (kkrostag@studereducation.com)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Culture and climate, Instructional Rounds / Walk-Throughs
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1430 | The Principal’s Role in Leading Professional Learning

How do principals play a pivotal role in supporting teacher learning in the spirit of reciprocal accountability? Hear from the authors of the new book, Leading for Professional Learning: What successful principals do to support teaching practice. Learn about key frameworks and practical tools designed to guide leaders’ work in observation, determinining the need, sponsoring and following up on teacher professional learning. Leave with an analysis of your existing professional learning leadership practice in relation to a middle school case study that identified how the school principal successfully supported teacher learning.

Dr. Anneke Markholt, Center for Educational Leadership, University of Washington (markholt@uw.edu)
Dr. Stephen Fink, Center for Educational Leadership, University of Washington (finks@uw.edu); Dr. Joanna Michelson, Center for Educational Leadership, University of Washington (jlm32@uw.edu)

Area Focus: Leadership/Advocacy
Topics: Feedback and Observations, Instructional leadership and supervision
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1431 | Growing Learning Leaders from Within

Gain practical skills necessary to successfully implement leadership program structures in your district. Learn how one district is shifting the focus from agenda driven meetings and top down leadership to goal oriented learning for leaders and collaborative capacity building. Explore the three tiered Aspiring Leaders Institute developed to grow leaders from within the district. Leave with practical ways to integrate these structures into your practices to see student results improve.

Amanda Ball, Little Elm ISD (aball@littleelmisd.net)
Ashley Glover, Little Elm ISD (aglover@littleelmisd.net); Ross Roberts, Little Elm ISD (rroberts@littleelmisd.net)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, Partnerships and coalition building, Principal Pathways/Pipelines
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1432 | A Shift in Perspective: The Journey From Teacher to Learner to Leader

Learn from Hampton City Schools (HCS) district leaders about their journey in creating a Teacher Leadership Professional Learning series. Explore learned lessons and how this learning is aligned with HCS's mission, vision and strategic plan. Analyze the definition of a teacher leader, the components of the teacher leadership process, and the TL roles, competencies, and standards. Leave with a plan to implement or expand teacher leadership professional learning in your own district.

Kimberly Richardson, Hampton City Schools (krichardson@hampton.k12.va.us)


Area Focus: Leadership/Advocacy
Topics: Leadership Development, Teacher Pathways/Pipelines, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1433 | PEER Support: A Practical School Transformation Model

How can schools be transformed by reconfiguring the business improvement cycle for educational entities? Learn how to use the PEER model to implement effective, continuous school improvement that engages the entire school in personalizing, applying, and evaluating initiatives outlined in the School Improvement Plan. Leave with knowledge of what the PEER model for school improvement offers educators to transform schools.

Georgia Evans, University of West Georgia (gevans@westga.edu)
Christie Johnson, University of West Georgia (cjohnson@westga.edu); Trent North, Douglas County School System (trent.north@douglas.k12.ga.us)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Distributed/Shared Leadership, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1434 | Collective Leadership and Transforming Education Prep Programs

Learn how a partnership among a school district, university, and non-profit can transform education preparation programs so that teachers and administrators learn to lead collectively for school improvement. Explore the research basis for collective leadership, how improvement science fuels organizational learning across diverse and often siloed sectors, and how and why CTQ, Florence School District 1, and the University of South Carolina forged their partnership. Leave with strategies to improve outcomes for P-12 students by building coalitions to transform education preparation programs.

Barnett Berry, Center for Teaching Quality (bberry@teachingquality.org)
Tommy Hodges, University of South Carolina (hodgeste@mailbox.sc.edu); Kelvin Wymbs, Florence School District One (kelvin.wymbs@fsd1.org)

Area Focus: Leadership/Advocacy
Topics: Partnerships and coalition building, School Improvement/Reform, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1435 | Focus: Aligning a District Through Vision and Expectations

How do you transform a district from a system of schools to a school system with common vision? Engage with the research, process and professional learning used by one district to move towards Authentic Literacy as one community. Explore how you can eliminate the distractions while moving toward a singular united focus. Leave with ways to eliminate the distractions in your organization, working toward a singular focus.

Emily Weiskopf, Lake County Schools (weiskopfe@lake.k12.fl.us)
Amy Cockcroft, Lake County Schools (cockcrofta@lake.k12.fl.us); Stephanie Mayuski, Lake County Schools (mayuskis@lake.k12.fl.us)

Area Focus: Leadership/Advocacy
Topics: Comprehensive System Improvement/Reform, Instructional leadership and supervision, Literacy
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1436 | Changing Conversations: Push, Pull, Nudge Towards Collaborative Professionalism

Learn how to set conditions to support changed teaching/assessment practices through effective learning communities. Examine how school leaders select effective resources, communicate, and use facilitation skills to leverage relationships/interpersonal skills to impact deep learning for students and faculty. Learn to use global competencies (i.e. collaboration, critical thinking, innovation and creativity) to spark teacher engagement in their own deep learning and support 21st Century learning for their students. Leave with strategies to support learning for school leaders and faculty that impact positive student achievement. 

Kim Jensen, Toronto District School Board (kim.jensen14@outlook.com)
Thelma Sambrook, Toronto District School Board (thelmasambrook@gmail.com)

Area Focus: Learning Communities
Topics: Deeper Learning, Global perspectives, Instructional leadership and supervision, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1437 | Maximum Impact: Educator Voice, Choice, and Leadership in Professional Learning

Learn how regional learning communities bring together single subject teachers from small and rural districts in Northeast Florida to collaborate, problem-solve, and create. Using data collected and analyzed, explore how these communities have used the transformative learning theory, Learning Forward's Standards for Professional Learning, and principles of teacher leadership to increase motivation and self-efficacy, improve retention, and ultimately increase student achievement on state summative assessments. Take away strategies to empower teachers through quality, differntiated professional learning.

Jennifer Rivera, North East Florida Educational Consortium (riveraj@nefec.org)
Adam Azula, North East Florida Educational Consortium (AzulaA@nefec.org)

Area Focus: Learning Communities
Topics: Learning Networks, Rural issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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1438 | Ready or Not: Here They Come: Millenial Teachers

Gain a deeper understanding of millennials, the largest generation to emerge in the workforce since baby boomers. Focus on how to recruit, hire, train and retain millennials. Explore what motivates this generation, how to encourage them, and how to address their professional development needs. Leave with characteristics of millennials to help you understand their work place needs.

Sharon Brittingham, University of Delaware (sharonbr@udel.edu)
Robert Joseph Buckley, Cecil County Public Schools (rbuckley@ccps.org); Emily Poag, Delaware Academy for School Leadership, University of Delaware (emilyp@udel.edu)

Area Focus: Learning Communities
Topics: Adult development and learning, Culture and climate
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1439 | Multiple Perspectives to Build a Complete Vision

Engage with members of Learning Forward's Student Success Learning Network to explore their use of the Plan-Do-Study-Act (PDSA) cycles and implementation science to solve problems of practice. Learn from one team that is working together to build a three-dimensional view of how to support students who traditionally underperform in Algebra I. Leave with ideas for strategically testing interventions that lead to greater student learning.

Shannon Jackson, Knox County School (shannon.jackson@knoxschools.org)
Shaun Kelly, Knox County Schools (Shaun.Kelly@knoxschools.org); Rob Speas, Knox County Schools (Rob.Speas@knoxschools.org)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Improving Instruction, Mathematics
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1440 | Re-imagining PLCs: Bringing Schools and Communities Together

How can professional learning communities leverage both educator and nonprofit skills and knowledge to close academic and opportunity gaps? Learn how this powerful model engages the social sector as a key player in improving student outcomes, especially in the fields of out-of-school time and social and emotional learning. Examine the process to transform marginalized communities using collective impact, collaborative leadership, equity, evidence-based interventions and data-mindedness within a tiered professional development model. Leave with knowledge from lessons learned and information on how to replicate successful learning communities.

Dana Stoltz Gray, The Budd Center (dsgray@smu.edu)
Erin Crosby, The Budd Center (eocrosby@mail.smu.edu); Regina Nippert, The Budd Center (rnippert@smu.edu); Alyssa Peraza, Dallas Independent School District (APeraza@dallasisd.org)

Area Focus: Learning Communities
Topics: Models of professional learning, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals

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1441 | Our Learning Communities Seem Okay, But Who Knows?

Explore a multi-level framework for interpreting the functioning of a learning community that extends and enhances the work of experts in the field. Learn how the framework uses an innovative and nuanced approach to capturing complex relationships and learning within a community. Observe how the multi-level framework can provide invaluable insight into your own learning communities. Leave with knowledge to help you ensure your learning communities are working effectively.

Lisa McCulley, Resources for Learning (lisam@resourcesforlearning.net)
Judy Jennings, Resources for Learning (Judyj@resourcesforlearning.net)

Area Focus: Learning Communities
Topics: Evaluation and Impact, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1442 | 12 Angry Men: The Power of Productive Conflict

How can all schools prepare a high-performing collaborative team to drive a productive learning culture where conflict is used for growth and breakthroughs? Observe three types of conflict present in the classic film and make connections to conflict present in collaborative teams today. Explore techniques of consensus building among a group of men whose diverse personalities create intense conflict. Learn from an interactive session that highlights how teams face and overcome similar challenges to collaborate and succeed. Take away high-leverage best practices associated with effective collaborative teams.

Kenneth Williams, Unfold The Soul Inc (ken@unfoldthesoul.com)


Area Focus: Learning Communities
Topics: Culture and climate, Facilitation
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1443 | Leveraging Teacher Externships: Plano ISD's Journey

What learning design are you leveraging to provide teachers access to learning that reaches beyond traditional settings and allows them the opportunity to engage in "real-world" experiences that will enrich the classroom-to-career connections for students? Learn how Plano Independent School District (PISD) partners with the Plano Mayor's Summer Internship Program and Capital One to offer the Teacher Externship Program. Explore unique professional learning opportunities for PK-12 grade teachers in collaboration with local partners in business and industry. Leave with the key concepts to implement an externship program in your community.

Edna Phythian, Plano Independent School District (edna.phythian@pisd.edu)


Area Focus: Learning Designs
Topics: College- and career-readiness/student performance standards, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1444 | Tailored to Fit: Designing and Delivering Adult Learning

Explore the design and facilitation of adult learning in order to gain a deeper understanding of how adults learn best. Discover brain-compatible, practical strategies and innovative ideas for designing and tailoring purposeful meetings and learning experiences. Engage theory and practice by gaining valuable tools for connecting audiences to you, to each other, and to important content. Leave compelled to take informed action to connect audiences to each other, as well as to dynamic content.

Glenda Horner, Cypress-Fairbanks ISD (glenda.horner@cfisd.net)
Tonya Dixon, Cypress-Fairbanks ISD (tonya.dixon@cfisd.net); Marion Wild, Cypress-Fairbanks ISD (marion.wild@cfisd.net)

Area Focus: Learning Designs
Topics: Adult development and learning, Facilitation, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1445 | Leading New Teachers to Thrive

Hear from district leaders about a mentoring program that supports new teachers through their third year in the classroom. Learn about the assigned roles, responsibilities, and practices that promote continuous learning in their district. Leave with knowledge to build or adapt your mentoring and induction program to support new teachers to thrive in their first years and beyond.

Cathy Schreiber, Capital School District (cathy.schreiber@capital.k12.de.us)
Catherine Guimaraes, Teaching Channel (cguimaraes@teachingchannel.org)

Area Focus: Learning Designs
Topics: Induction and Mentoring, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1446 | Using Micro-Credentials to Foster a Culture of Learning

Learn how one Utah public charter school enhanced their professional growth program with job-embedded, classroom-focused micro-credentials. Observe how teachers at the Weilenmann School of Discovery embraced Micro-Credentials as a way to supplement their prescriptive professional development and personalize their individual learning plans. Hear teacher testimonials about how this new approach to professional growth has made a difference in the classroom and in overall job satisfaction. Take away applications for micro-credentials in your organization.

Cynthia Phillips, Weilenmann School of Discovery (cindyphillips@wsdpc.org)


Area Focus: Learning Designs
Topics: Adult development and learning, Allocating resources for professional learning (time and dollars), Micro-Credentials / Badging, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1447 | Coaching Performance Standards: Building a Self-Assessment Tool

What is the coach's role in assessing impact on the school, the coaching program, and, ultimately, an individual's development? Reflect on how you currently self-assess your impact on student learning in your school. Participate in a reflective process to build a self-evaluation tool. Leave with a draft of your coaching performance standards.

Dina Coppes, Universal American School (dcoppes@uasdubai.ae)
Nicole Ashwin, Universal American School (nashwin@uasdubai.ae); Callie Cantu (ccantu@uasdubai.ae); Michelle Haag (mhaag@uasdubai.ae); Jamie Waldo (jwaldo@uasdubai.ae)

Area Focus: Learning Designs
Topics: Data-driven decision making, Evaluation and Impact, Global perspectives
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1448 | Enhancing Professional Learning with Social Media and Podcasts

The design of professional learning matters in meeting needs of today’s educator. This session shares how integration of social media spaces, a daily blog, and podcasts can come together to ensure timely access to relevant content and flexible learning space to promote multiple modalities for engagement. Come learn, apply, and try out how to use a blog and podcast to provide educators with new learning and structures to move their practice forward.

Danielle Brown, Arizona K12 Center (dbrown@azk12.org)
Mary Field, Arizona K12 Center (mfield@azk12.org)

Area Focus: Learning Designs
Topics: Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1449 | Shaping Language Development Through Restorative Circles

Analyze the current ELL demographics in schools in the US and discuss best practices to develop oracy (ability to express oneself in and understand spoken language). Discuss oracy strategies to help these students develop the language they need. Learn the benefits of Restorative Practices, the growing approach to building school climate and addressing student behavior. Leave with tools and resources to explore implementation on your campus/district.

Altagracia Delgado, Brazosport ISD (grace.delgado@brazosportisd.net)
Lorin Furlow, Brazosport ISD (lfurlow@brazosportisd.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Culture and climate, English Learners / Linguistic Diversity, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1450 | Using Marzano's Scales for Rigorous Coaching and Planning

How are teachers building common language around the complexity of the standards they are teaching? Examine Marzano's process for developing Learning Scales in order to build effective differentiated lesson plans and build common language among your team. Learn how this process supports teachers in practice and administrators in providing meaningful feedback around the rigor of lessons they are observing. Leave with the coaching language that can support teachers in being successful in this process.

Shannon Bogle, Hillsborough County Public Schools (shannon.bogle@sdhc.k12.fl.us)
Barbara Miraglia, Hillsborough County Public Schools (barbara.miraglia@sdhc.k12.fl.us); Diamar Roman, Hillsborough County Public Schools (diamar.roman@sdhc.k12.fl.us)

Area Focus: Outcomes - Educator and Student Learning
Topics: Educator Effectiveness, Feedback and Observations, Improving Instruction
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1451 | Explore the SAMR Model through a Hybrid Learning Approach

Learn about the various levels of the SAMR model through a hybrid learning approach which combines collaboration opportunities, digital and face to face content to create engaging learning environments while personalizing instruction. Rotate through a station rotation model which includes an independent station, a collaborative station and a direct instruction station to take a closer look at and deepen your understanding of the SAMR model. Leave with examples of how a hybrid learning approach can personalize instruction to meet the needs of learners.

Susan Kandianis, Colonial Intermediate Unit 20 (skandianis@ciu20.org)
Michelle Bozzini, Colonial Intermediate Unit 20 (mbozzini@ciu20.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Blended/Online Learning, Personalized Learning (Educators and Students), Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1452 | We Are In This Together: Collaborative Coaching!

Do you want to be in charge of your own learning? Learn how two campuses partnered to create their own learning system focused on authentic learning strategies to improve coaching practice. Consider complexity in educational practices by examining leadership strategies that drive change at the building level. Leave with an understanding of how to engage and lead your staff, encourage teacher leadership, and develop a strong learning culture and climate.

Cathy Van Ness, Galveston ISD (cathyvanness@gisd.org)
Michelle Pedalino, Galveston Independent School District (dawnpedalino@gisd.org); Marcie Rogers, Galveston Independent School District (marcierogers@gisd.org); Cheryl Rutledge, Galveston ISD (cherylrutledge@gisd.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Distributed/Shared Leadership, Models of professional learning, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1453 | Just In Time! Real-Time eCoaching Provides Immediate Feedback

Learn how Real-time eCoaching provides immediate feedback during instruction, creating a beneficial feedback loop based on in-the-moment strengths and needs. Examine the coach-teacher-student feedback loop that is unique to real-time eCoaching. Explore high-tech and low-tech options for using real-time eCoaching as an innovative professional learning strategy. Leave with potential benefits and barriers to real-time eCoaching in your educational settings.

Morgan Blanton, Appalachian State University (blantonmv@appstate.edu)


Area Focus: Resources/Technology
Topics: Coaching Practices/Programs, Feedback and Observations, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1454 | Teacher Development- Doing More with Less!

Districts are being asked to do more with fewer resources. Learn how two very large urban districts, one in West Texas, the other in South Texas, are partnering with the New Teacher Center to leverage existing teacher leadership roles to accelerate the development of new and veteran colleagues. As you consider their experiences, assess your current investments in teacher leaders, set priorities, and identify next steps.

Tammy Phuong, New Teacher Center (jbhilton@newteachercenter.org)
Aimee Ballans, New Teacher Center (jbhilton@newteachercenter.org); Thomas Dean, Clint Independent School District (thomas.dean@clint.net); Vanessa Nieto-Gomez, Houston Independent School District (vnietogo@houstonisd.org); Nadia Tellez, Clint Independent School District (nadia.tellez@clint.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Coaching Practices/Programs, Teacher Pathways/Pipelines, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1455 | Competency-Based Education: Learning for a Lifetime

Learn how competency-based education (CBE) is providing a transformational model of learning for students, teachers, and administrators in Iowa. Review 10 Key Characteristics for CBE based on 5 principle shifts in the areas of student agency, curriculum, instruction, assessment, and learning environment. Gain an in-depth understanding of each of the five principles in CBE and how school leaders take initial steps towards implementing this transformational education system. Leave with a greater understanding for how CBE supports career and college ready graduates using gateway learning progressions.

Mona Yanacheak, Northwest Area Education Agency (myanacheak@nwaea.org)


Area Focus: Outcomes - Educator and Student Learning
Topics: Comprehensive System Improvement/Reform, Personalized Learning (Educators and Students), School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1456 | Professional Learning Through Google Classroom

Yet another meeting? Collaborate, share resources, request help and so much more without ever attending another meeting. Learn how a blended learning community using Google Classroom is crucial and beneficial for teachers!  Establish an inclusive, effective culture of learning and collaboration with this free tool. Leave with a plan to use Google Classroom in your school to create a community for professional learning!

Desiree Alexander, Educator Alexander Consulting, LLC (educatoralexander@gmail.com)


Area Focus: Resources/Technology
Topics: Blended/Online Learning, Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3:30pm–4:30pm
Thought Leaders TLxx

TL19 | Effective Teacher Professional Development: Opportunities, Obstacles, and Triumphs

How can teacher professional learning support the complex skills students need to succeed in the 21st century? Gain insights about the elements of effective teacher professional development and consider strategies for infusing evidence-based practices in your own contexts. Leave with resources to structure evidence-based preparation and professional learning experiences for teachers to facilitate thinking and action that extends beyond the session.

Maria Hyler, Learning Policy Institute (mhyler@learningpolicyinstitute.org)


Area Focus: Learning Designs
Topics: Adult development and learning, Other
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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4:30pm–5:30pm
Sponsor Fair and Reception




Tuesday, December 4, 2018

7:30am–8:00am
Roundtable RTxx

RT01 | Data-Driven Professional Learning

Learn how one district’s Professional Learning and Assessment and Accountability departments partnered to design a needs assessment protocol for professional learning. Gain practical knowledge regarding the use of protocols for intentional development of professional learning, including content and tools for measuring impact. Walk away with a sample data review protocol that you can use to identify teacher learning needs and determine professional learning priorities.

Mindy Tolbert, Frisco ISD (tolbertm@friscoisd.org)
Ashley Nelson, Frisco ISD (nelsonas@friscoisd.org)

Area Focus: Data
Topics: Data-driven decision making, Evaluation and Impact
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT02 | Design for Transformation: Building Empathy Through Storytelling

How can we design transformational experiences on our campuses by listening? Existing school and district decisions are structured to address needs, but every school is different. Explore a new way to listen to your students, parents, and stakeholders to create solutions for your school and community. Leave energized to keep a pulse on your community’s needs and design an authentic learning environment for all learners.

Diane Benavides, Spring Branch ISD (diane.rios@springbranchisd.com)


Area Focus: Equity
Topics: Change Management, Cultural/Gender/Racial Equity, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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RT03 | Supporting Sustainable Change: State-Level to the Building

 Join this session to learn how the Kansas State Department of Education Early Childhood, Special Education, and Title Services team helps educators at district- and building-levels to build the skills to implement evidence-based practices. Learn how the state team uses a cascading logic model to align efforts and support sustained change in districts. Discuss how the cascading logic model can be used to identify system-level supports to in your ow setting.

Kevin Davis, KSDE TASN (kevin.davis@usu.edu)


Area Focus: Implementation
Topics: Models of professional learning, School Improvement/Reform, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Technical Assistance Providers

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RT04 | Formatting and Framing: Strategies for Success in EL Math

English learner students often need more literacy support in a math classroom. Hear from two English-learner math teachers about strategies for engaging a wide range of students. Learn how to design learning plans that adjust current curriculum to be more inclusive of different language levels, math abilities, and global perspectives. Deepen your understanding of how the strategies of formatting and framing can create successful opportunities for students in math.

Jen Thomas, Leyden High Schools (jenthomas216@gmail.com)
Kari Ferguson, Leyden High Schools (kferguson@leyden212.org)

Area Focus: Instructional Materials/Curriculum
Topics: English Learners / Linguistic Diversity, STEM: Science, technology, engineering, and math
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT05 | What's your FOCUS? A Vision of Professional Learning

Educators are obligated to provide students with a technology-rich environment that reflects the world and provides personalized learning opportunities. Join us to learn how one district transformed teaching and learning by using the lens of innovation to focus on a new vision of professional learning. Hear about the FOCUS 2020 technology initiative and how a community of learners engaged in meaningful professional learning during the transition to a 1:1 environment. Walk away with ideas for developing and evaluating similar professional learning experiences in your own schools. 

Karyn Dobda, North Allegheny School District (kdobda@northallegheny.org)
Tammy Andreyko, North Allegheny School District (tandreyko@northallegheny.org)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Models of professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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RT06 | Professional Learning for Mentor Principals Who Are Coaching Aspiring Leaders (CANCELLED)

To build a pipeline of highly qualified aspiring school leaders, districts need mentor principals who are skilled in coaching competencies. Join this session to develop a greater understanding of mentor-principal professional learning needs. Learn how to leverage a district-university partnership to meet these needs and hear about the design and evaluation of coaching PD from university and district collaborators. Walk away with a comprehensive, effective approach to mentor-principal professional learning and support.

Sharon Moffitt, Florida Atlantic University (smoffitt@fau.edu)
Ginger Featherstone, Martin County School District (featheg@martin.k12.fl.us); Daniel Reyes-Guerra, Florida Atlantic University (dreyes@fau.edu); Laurie Riopelle, School District of Palm Beach County (laurie.riopelle@palmbeachschools.org); Melanie Stefanovic, Florida Atlantic University (mstefanovic2013@fau.edu); Ted Toomer, Broward County Public Schools (ttoomer@fau.edu)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Partnerships and coalition building, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audience: District Level Professional Development Leaders

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RT07 | Parent Leadership in Our School Community

Engaging with active, happy parents at school can be an amazing experience for both families and teaching staff. How can we encourage parents to have be active involvement in a school community? Attend this session to explore ways to increase parents' enthusiasm and excitement about volunteering in the school community. Learn with other participants how to create a responsible, motivated parent leader who will encourage others to succeed. Invite your parents to become involved with the school to support learning for all students.

Sarah Shakespeare, Central Okanagan SD (copac.president@sd23.bc.ca)


Area Focus: Leadership/Advocacy
Topics: Community/Family Engagement, Leadership Development
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Classified/Support Staff, Teacher Leaders/Mentors/Team Leaders

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RT08 | Disruptive Professional Learning Opportunities

While much has been written and suggested about the changes that should take place in schools, the professional culture of schools has remained static. Join us as we engage in a dialogue about ways in which we made changes that engaged teachers in authentic professional inquiry experiences and disrupted typical professional development structures in our settings. See how these initiatives helped teachers enhance their understanding of students, learning, and teaching practices.

Michael Ryan, University of Delaware (ryanmike@udel.edu)


Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Models of professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT09 | The Elements of Success: 10 Million Speak

Take the lead in school reform. Learn what the education community—those representing teachers, principals, superintendents, school boards, parents, counselors, teacher educators, school public relations professional, and technology educators—agrees is needed for schools to be successful based on the Learning First Alliance compendium The Elements of Success: 10 Million Speak on Schools That Work. Discuss how you can use this information in your own school improvement and advocacy efforts.

Richard Long, Learning First Alliance (longr@learningfirst.org)


Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, Continuous improvement Cycles
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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RT10 | Establishing Frameworks for Systematic Collaboration Across a Feeder

Barriers to collaboration among teachers are real—an unfortunate truth when juxtaposed against research showing that teachers and feeders who collaborate increase student opportunities to learn. How can we foster a spirit of collaboration within and across a feeder system of culturally diverse schools? Join us to consider a process that begins with identifying the intended outcome and purpose for collaboration. Then, evaluate current models of professional learning at the building- and district-level systems.

David Baker, SVVSD (baker_david@svvsd.org)
Eric Rasmussen, SVVSD (rasmussen_eric@svvsd.org); Misti Snow, SVVSD (snow_misti@svvsd.org)

Area Focus: Learning Communities
Topics: Collaborative inquiry, Models of professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT11 | Impact of Urban Placements on Preservice Teacher Perceptions

This session investigates a study of preservice teachers’ perceptions of urban schools. Hear researchers discuss preservice teachers' changes in beliefs and attitudes toward urban schools after their urban field assignments. Join us to consider implications of these findings for teacher preparation programs and strategies for preparing students to teach in urban schools.

Kathleen Cripe, Youngstown State University (ktcripe@aol.com)
Kenneth Miller, Youngstown State University (klmiller@ysu.edu)

Area Focus: Learning Communities
Topics: Teacher Pathways/Pipelines, Urban issues and settings
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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RT12 | Accomplished Teaching Strategies That Work

Add your voice to an open discussion with other participants and build your capacity in teaching practice. Analyze the chosen teaching strategies and measure the impact those strategies make on student growth. Understand how to incorporate accomplished teaching practices and create or refine a reflection process that lets your teacher learning team determine next stepst to meet the needs of all learners.

Kelly Lomax, Talents Unlimited (klomax@mcpss.com)


Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Learning Networks
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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RT13 | Using Games/Role-Play to Evaluate the Learning

Use games and role-play to help non-native speakers of Chinese to gain a deeper understanding of the composition of Chinese characters. Learn how to reach reluctant students, create a fun learning experience, and improve learning outcomes. In addition, learn how using these strategies may bridge the gap between teaching and learning while giving students prompt feedback they can use to correct themselves. 

Ying-yu Wang, Hawaii Tzu Chi Academy (tracy0322@gmail.com)
Sophia Hu, Hawaii Tzu Chi Academy (tzuchi.hu@gmail.com); Mina Ting, Hawaii Tzu Chi Academy (minating2012@gmail.com)

Area Focus: Learning Designs
Topic: Other (Game as Interactive instruction)
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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RT14 | Math Intervention and Enrichment in a Learning School Community

Learning does not happen in isolation for students or for teachers. In this session, simulate how teachers and students at the intermediate level collaborated to analyze their data, come to a common understanding about student expectations and ensure positive learning outcomes for all students.  Experience a collaborative learning model and take away new learning for application in your own school.

Kristin Rice, Granby Public Schools (ricek@granby.k12.ct.us)
Kathryn Busbey, Granby Public Schools (busbeyk@granby.k12.ct.us)

Area Focus: Outcomes - Educator and Student Learning
Topics: Coaching Practices/Programs, Models of professional learning, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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7:30am–8:00am
Technology Connection TCxx

TC01 | Making Sense of Data Using Pre-Built Analytic Dashboards

Learning how to use a library of analytic visuals will give educators, especially school administrators, tools they can use to make sense of data collected at the school-, department- or teacher level. Join this session to construct dashboards that let users analyze what is happening in classrooms; make learning visible by viewing standards alignment, evidence of student learning, failure rates, and depth of knowledge. Use data to address needs of student subgroups as well as to monitor compliance, growth, and reward teacher improvement.

Paul Shuster, Ottawa Carleton District School Board (Retired) (paul@paulshuster.com)


Area Focus: Data
Topics: Continuous improvement Cycles, Data-driven decision making
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TC02 | Walking the Walk: Modeling Personalized Learning for Educators Within a School Community

Preparing students for next-generation learning means that educators, too, must change the way they learn. Hear from school administrators and educators who have been inspired to alter traditional methods of professional learning in favor of more innovative approaches with positive outcomes. Learn some practical approaches you can implement in your school or district today to ensure your professional learning reflects the way adult learning should be!
Kristen Howell, LEAP Innovations (kristen@leapinnovations.org)
Lisa Epstein, Chicago Public Schools (laepstein@cps.edu); Juan Guitierrez, Chicago Public Schools (jgutierrez1@cps.edu ); Kristen Howell, LEAP Innovations (kristen@leapinnovations.org); JW Keubler, Distinctive Schools (jkuebler@distinctiveschools.org )

Area Focus: Implementation
Topics: Adult development and learning, Continuous improvement Cycles, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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TC03 | Leveraging Online Learning for a District Equity Education Program

Learn how Broward County Public Schools launched a comprehensive online professional learning initiative to support the development of district and school-based equity plans that provide equitable opportunities for all. Understand how BCPS leverages online tools to support Equity Liaisons who promote culturally responsive teaching, bias reduction, and create relevant solutions to address opportunity gaps and persistent educational disparities based on race, ethnicity, language, religion, or gender orientation.

Tom Albano, Broward County Public Schools (tom.albano@browardschools.com)
Sophia Thwaites, PCG Education (sthwaites@pcgus.com)

Area Focus: Learning Communities
Topics: Learning Networks, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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TC04 | Create and Offer Personalized, Competency-Based Professional Learning With Micro-Credentials

Micro-credentials are a new professional learning strategy grounded in competency-based education. Earners of micro-credentials demonstrate mastery of discrete skills in an online learning platform supported by coaches and peers. Learn how micro-credentials can provide on-demand, content-specific professional learning for educators and address gaps in your district's professional learning offerings.

Nate Gandomi, Resources for Learning, LLC (nateg@resourcesforlearning.net)


Area Focus: Resources/Technology
Topic: Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders

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TC05 | Administrator's Technology Toolkit

Change is hard, but it's worth it. Part of change and transformation, especially in education, is focusing on our own educator professional development. This focus is true at every level, including administrators. Welcome to the Administrator's Technology Toolkit. Learn about the iTunes U course that was created as a reference tool that allows you to learn at your own pace.

Nancy Garvey, Coppell ISD (ngarvey@coppellisd.com)


Area Focus: Resources/Technology
Topics: Adult development and learning, Leadership Development, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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TC06 | Professional Learning Principles and Practices for 1:1 Technology

Learn about principles and practices used by technology instructional coaches to design and facilitate the integration of one-to-one mobile technologies into K–12 teacher professional learning experiences; consider perceived changes in teachers’ practices and attitudes. Recognize how principles of andragogy (adult learning) and the Technology, Pedagogy and Content Knowledge (TPaCK) Framework influence teachers’ professional learning. Discuss a recent qualitative study and be able to apply practical knowledge learned from the findings in your own school or district educational technology plan to support educator performance.

LeAnn Morris, Carson City School District (lmorris@carson.k12.nv.us)


Area Focus: Resources/Technology
Topics: Models of professional learning, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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TC07 | Learning in the Digital Age: AR/VR Research Outcomes

Discover how augmented reality/virtual reality (AR/VR) technologies inspire curiosity, create engagement, and deepen understanding of difficult, complex STEM concepts. Learn how AR/VR enables experiential learning through student-centered activities that supplement and align with existing K-12 and Career and Technical Education (CTE) curriculum. Discuss research outcomes and share classroom-based successes and challenges of integrating AR/VR to enhance K-12 learning.

Joe Parlier, zSpace, Inc. (jparlier@zspace.com)
Kevin Dougherty, zSpace, Inc. (kdougherty@zspace.com )

Area Focus: Resources/Technology
Topics: STEM: Science, technology, engineering, and math, Technology to enhance student learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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TC08 | Social Media and Education

When people talk about social media do you feel lost or disconnected? With social media usage continuing to grow and playing a more significant role in schools, educators need to be social media-savvy. Practice effective digital communication strategies and share your learning using popular social networks like Facebook, Twitter, LinkedIn, Instagram, Pinterest, and Snapchat. Discuss the latest trends, usage behavior and demographics, and best practices for each social network.

Ariel Cain, Learning Forward (ariel.cain@learningforward.org)
Anthony Armstrong, Learning Forward (anthony.armstrong@learningforward.org)

Area Focus: Resources/Technology
Topics: Advocacy Efforts / Policy Development, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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TC09 | Building High-Quality Career Academies: Professional Learning With Digital Tools

NAF’s professional learning program builds the capacity of academy teams to create personalized environments that promote career-theme courses integrating curriculum through project-based learning and work-based learning including career awareness, career exploration, and career preparation. Learn how NAF effectively maintains connection among a national network through site visits, site-based professional learning, as well as digital tools including webinars, training videos, and video-conferencing to deliver technical assistance and personalized training sessions.

Keisha Taylor, NAF (ktaylor@naf.org)


Area Focus: Resources/Technology
Topics: STEM: Science, technology, engineering, and math, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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7:30am–8:30am
Fast Forward FFxx

FF01 | Six in Six: Digital Professional Development Resources

From twitter chats to book studies, learn how Chesterfield County Public Schools is uniquely positioning digital professional development resources to meet district and individual goals. Discover how this translates into using online instructional materials to increase equity and support student achievement. Hear how you can accomplish all of this and more by enacting six tips for success.

Autumn Nabors, Chesterfield County Public Schools (major 60-school district) (autumn_nabors@ccpsnet.net )


Area Focus: Resources/Technology
Topics: Cultural/Gender/Racial Equity, Technology for professional learning
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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FF02 | Transforming Lives Through Literacy: A Moonshot Community

What does it take to create compassionate, creative, literate citizens who will improve our world? Literacy is the gateway and third grade is the key. Learn about a community-wide commitment to 90% literacy by third grade.Hear how parents, schools, philanthropists and community leaders embrace the power of literacy to transform lives. Leave energized to review the resources available in your community.

Debbi Arseneaux, The Learning Alliance (darseneaux@thelearningalliance.org)


Area Focus: Implementation
Topics: Community/Family Engagement, Literacy
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
Audiences: Policy Makers and Community Stakeholders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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FF03 | Inspired to Learn: Video Stories to Support Educator Learning

Learn how the Learning Forward Kansas video series, Inspired to Learn: Kansas Stories can inspire you! The series is designed to be a set of tools that support educators on their professional learning journey. Each video targets specific topics around effective professional learning (including PL Standards) featuring Kansas educators sharing their expertise. A resource guide with engaging protocols accompanies each video. This project was supported by the LF Foundation.

Dayna Richardson, Learning Forward Kansas (daynarichardson45@gmail.com)
Vicki Bechard, LFKS (bechardv@hotmail.com)

Area Focus: Learning Designs
Topic: School Improvement/Reform
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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FF04 | Listening and Leading for Equity: Four Keys

The fear, enemy-mongering, and finger-pointing in our larger political culture is showing up in our schools. In a Southern Poverty Law Center survey of over 10,000 educators nationwide, 8 in 10 people reported heightened anxiety on the part of marginalized students and 4 in 10 had heard derogatory language directed at marginalized groups. This isn’t an accident. Our children are sponges, constantly absorbing the conversations and messages around them. Learn about four keys to creating inclusive, equitable schools. Be inspired to take action.

Shane Safir, Stuart Foundation (shane@shanesafir.com)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Leadership Development
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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7:30am–8:30am
Networking NWxx

NW01 | Networking Meet-up for Superintendents

Meet other superintendents and share conference highlights, reflect on something you’ve heard or learned that changed your thinking. Discuss common themes among speakers or talk about an idea you might like to try implementing in your district.

Learning Forward ()


Session Length: 1-hour
Audience: Superintendents, Assistant Superintendents

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NW02 | Networking for Principals and Assistant Principals

Consider the changing roles and expectations for principals and assistant principals. Explore ways in which school-based leaders, such as principals and assistants, can facilitate school improvement. Join in a dialogue and share effective practices in this networking session.

Learning Forward ()


Session Length: 1-hour
Audience: Principals, Assistant Principals

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NW03 | Networking for Teacher Leaders

Meet with other teacher leaders and share something you’ve learned at the conference that will impact your practice. Consider teachers’ roles in schools and districts and how best to advance teaching and learning. Share next steps you will take when you return to your school or district.

Learning Forward ()


Session Length: 1-hour
Audience: Teacher Leaders/Mentors/Team Leaders

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NW04 | Networking for the Big 50 School Districts/Systems

Join a discussion about the major issues facing the largest school districts. Focus on ways in which students learn across content areas, examine the link between professional learning and student achievement, or discuss the best way to deploy resources. Consider how to increase public awareness and understanding that adult learning needs leads to student success.

Learning Forward ()


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NW05 | Networking for State and Provincial Education Agencies

Engage in a networking session with your state or provincial education agency colleagues and build on each other’s expertise. Share successful strategies for implementing quality professional learning aligned to educator evaluation systems, the Common Core, and new assessments.

Learning Forward ()


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8:00am–8:30am
Roundtable RTxx

RT01 | Data-Driven Professional Learning

Learn how one district’s Professional Learning and Assessment and Accountability departments partnered to design a needs assessment protocol for professional learning. Gain practical knowledge regarding the use of protocols for intentional development of professional learning, including content and tools for measuring impact. Walk away with a sample data review protocol that you can use to identify teacher learning needs and determine professional learning priorities.

Mindy Tolbert, Frisco ISD (tolbertm@friscoisd.org)
Ashley Nelson, Frisco ISD (nelsonas@friscoisd.org)

Area Focus: Data
Topics: Data-driven decision making, Evaluation and Impact
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT02 | Design for Transformation: Building Empathy Through Storytelling

How can we design transformational experiences on our campuses by listening? Existing school and district decisions are structured to address needs, but every school is different. Explore a new way to listen to your students, parents, and stakeholders to create solutions for your school and community. Leave energized to keep a pulse on your community’s needs and design an authentic learning environment for all learners.

Diane Benavides, Spring Branch ISD (diane.rios@springbranchisd.com)


Area Focus: Equity
Topics: Change Management, Cultural/Gender/Racial Equity, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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RT03 | Supporting Sustainable Change: State-Level to the Building

 Join this session to learn how the Kansas State Department of Education Early Childhood, Special Education, and Title Services team helps educators at district- and building-levels to build the skills to implement evidence-based practices. Learn how the state team uses a cascading logic model to align efforts and support sustained change in districts. Discuss how the cascading logic model can be used to identify system-level supports to in your ow setting.

Kevin Davis, KSDE TASN (kevin.davis@usu.edu)


Area Focus: Implementation
Topics: Models of professional learning, School Improvement/Reform, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Technical Assistance Providers

Back to Top



RT04 | Formatting and Framing: Strategies for Success in EL Math

English learner students often need more literacy support in a math classroom. Hear from two English-learner math teachers about strategies for engaging a wide range of students. Learn how to design learning plans that adjust current curriculum to be more inclusive of different language levels, math abilities, and global perspectives. Deepen your understanding of how the strategies of formatting and framing can create successful opportunities for students in math.

Jen Thomas, Leyden High Schools (jenthomas216@gmail.com)
Kari Ferguson, Leyden High Schools (kferguson@leyden212.org)

Area Focus: Instructional Materials/Curriculum
Topics: English Learners / Linguistic Diversity, STEM: Science, technology, engineering, and math
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT05 | What's your FOCUS? A Vision of Professional Learning

Educators are obligated to provide students with a technology-rich environment that reflects the world and provides personalized learning opportunities. Join us to learn how one district transformed teaching and learning by using the lens of innovation to focus on a new vision of professional learning. Hear about the FOCUS 2020 technology initiative and how a community of learners engaged in meaningful professional learning during the transition to a 1:1 environment. Walk away with ideas for developing and evaluating similar professional learning experiences in your own schools. 

Karyn Dobda, North Allegheny School District (kdobda@northallegheny.org)
Tammy Andreyko, North Allegheny School District (tandreyko@northallegheny.org)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Models of professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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RT06 | Professional Learning for Mentor Principals Who Are Coaching Aspiring Leaders (CANCELLED)

To build a pipeline of highly qualified aspiring school leaders, districts need mentor principals who are skilled in coaching competencies. Join this session to develop a greater understanding of mentor-principal professional learning needs. Learn how to leverage a district-university partnership to meet these needs and hear about the design and evaluation of coaching PD from university and district collaborators. Walk away with a comprehensive, effective approach to mentor-principal professional learning and support.

Sharon Moffitt, Florida Atlantic University (smoffitt@fau.edu)
Ginger Featherstone, Martin County School District (featheg@martin.k12.fl.us); Daniel Reyes-Guerra, Florida Atlantic University (dreyes@fau.edu); Laurie Riopelle, School District of Palm Beach County (laurie.riopelle@palmbeachschools.org); Melanie Stefanovic, Florida Atlantic University (mstefanovic2013@fau.edu); Ted Toomer, Broward County Public Schools (ttoomer@fau.edu)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Partnerships and coalition building, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audience: District Level Professional Development Leaders

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RT07 | Parent Leadership in Our School Community

Engaging with active, happy parents at school can be an amazing experience for both families and teaching staff. How can we encourage parents to have be active involvement in a school community? Attend this session to explore ways to increase parents' enthusiasm and excitement about volunteering in the school community. Learn with other participants how to create a responsible, motivated parent leader who will encourage others to succeed. Invite your parents to become involved with the school to support learning for all students.

Sarah Shakespeare, Central Okanagan SD (copac.president@sd23.bc.ca)


Area Focus: Leadership/Advocacy
Topics: Community/Family Engagement, Leadership Development
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Classified/Support Staff, Teacher Leaders/Mentors/Team Leaders

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RT08 | Disruptive Professional Learning Opportunities

While much has been written and suggested about the changes that should take place in schools, the professional culture of schools has remained static. Join us as we engage in a dialogue about ways in which we made changes that engaged teachers in authentic professional inquiry experiences and disrupted typical professional development structures in our settings. See how these initiatives helped teachers enhance their understanding of students, learning, and teaching practices.

Michael Ryan, University of Delaware (ryanmike@udel.edu)


Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Models of professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT09 | The Elements of Success: 10 Million Speak

Take the lead in school reform. Learn what the education community—those representing teachers, principals, superintendents, school boards, parents, counselors, teacher educators, school public relations professional, and technology educators—agrees is needed for schools to be successful based on the Learning First Alliance compendium The Elements of Success: 10 Million Speak on Schools That Work. Discuss how you can use this information in your own school improvement and advocacy efforts.

Richard Long, Learning First Alliance (longr@learningfirst.org)


Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, Continuous improvement Cycles
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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RT10 | Establishing Frameworks for Systematic Collaboration Across a Feeder

Barriers to collaboration among teachers are real—an unfortunate truth when juxtaposed against research showing that teachers and feeders who collaborate increase student opportunities to learn. How can we foster a spirit of collaboration within and across a feeder system of culturally diverse schools? Join us to consider a process that begins with identifying the intended outcome and purpose for collaboration. Then, evaluate current models of professional learning at the building- and district-level systems.

David Baker, SVVSD (baker_david@svvsd.org)
Eric Rasmussen, SVVSD (rasmussen_eric@svvsd.org); Misti Snow, SVVSD (snow_misti@svvsd.org)

Area Focus: Learning Communities
Topics: Collaborative inquiry, Models of professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT11 | Impact of Urban Placements on Preservice Teacher Perceptions

This session investigates a study of preservice teachers’ perceptions of urban schools. Hear researchers discuss preservice teachers' changes in beliefs and attitudes toward urban schools after their urban field assignments. Join us to consider implications of these findings for teacher preparation programs and strategies for preparing students to teach in urban schools.

Kathleen Cripe, Youngstown State University (ktcripe@aol.com)
Kenneth Miller, Youngstown State University (klmiller@ysu.edu)

Area Focus: Learning Communities
Topics: Teacher Pathways/Pipelines, Urban issues and settings
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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RT12 | Accomplished Teaching Strategies That Work

Add your voice to an open discussion with other participants and build your capacity in teaching practice. Analyze the chosen teaching strategies and measure the impact those strategies make on student growth. Understand how to incorporate accomplished teaching practices and create or refine a reflection process that lets your teacher learning team determine next stepst to meet the needs of all learners.

Kelly Lomax, Talents Unlimited (klomax@mcpss.com)


Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Learning Networks
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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RT13 | Using Games/Role-Play to Evaluate the Learning

Use games and role-play to help non-native speakers of Chinese to gain a deeper understanding of the composition of Chinese characters. Learn how to reach reluctant students, create a fun learning experience, and improve learning outcomes. In addition, learn how using these strategies may bridge the gap between teaching and learning while giving students prompt feedback they can use to correct themselves. 

Ying-yu Wang, Hawaii Tzu Chi Academy (tracy0322@gmail.com)
Sophia Hu, Hawaii Tzu Chi Academy (tzuchi.hu@gmail.com); Mina Ting, Hawaii Tzu Chi Academy (minating2012@gmail.com)

Area Focus: Learning Designs
Topic: Other (Game as Interactive instruction)
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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RT14 | Math Intervention and Enrichment in a Learning School Community

Learning does not happen in isolation for students or for teachers. In this session, simulate how teachers and students at the intermediate level collaborated to analyze their data, come to a common understanding about student expectations and ensure positive learning outcomes for all students.  Experience a collaborative learning model and take away new learning for application in your own school.

Kristin Rice, Granby Public Schools (ricek@granby.k12.ct.us)
Kathryn Busbey, Granby Public Schools (busbeyk@granby.k12.ct.us)

Area Focus: Outcomes - Educator and Student Learning
Topics: Coaching Practices/Programs, Models of professional learning, Other
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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8:00am–8:30am
Technology Connection TCxx

TC01 | Making Sense of Data Using Pre-Built Analytic Dashboards

Learning how to use a library of analytic visuals will give educators, especially school administrators, tools they can use to make sense of data collected at the school-, department- or teacher level. Join this session to construct dashboards that let users analyze what is happening in classrooms; make learning visible by viewing standards alignment, evidence of student learning, failure rates, and depth of knowledge. Use data to address needs of student subgroups as well as to monitor compliance, growth, and reward teacher improvement.

Paul Shuster, Ottawa Carleton District School Board (Retired) (paul@paulshuster.com)


Area Focus: Data
Topics: Continuous improvement Cycles, Data-driven decision making
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TC02 | Walking the Walk: Modeling Personalized Learning for Educators Within a School Community

Preparing students for next-generation learning means that educators, too, must change the way they learn. Hear from school administrators and educators who have been inspired to alter traditional methods of professional learning in favor of more innovative approaches with positive outcomes. Learn some practical approaches you can implement in your school or district today to ensure your professional learning reflects the way adult learning should be!
Kristen Howell, LEAP Innovations (kristen@leapinnovations.org)
Lisa Epstein, Chicago Public Schools (laepstein@cps.edu); Juan Guitierrez, Chicago Public Schools (jgutierrez1@cps.edu ); Kristen Howell, LEAP Innovations (kristen@leapinnovations.org); JW Keubler, Distinctive Schools (jkuebler@distinctiveschools.org )

Area Focus: Implementation
Topics: Adult development and learning, Continuous improvement Cycles, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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TC03 | Leveraging Online Learning for a District Equity Education Program

Learn how Broward County Public Schools launched a comprehensive online professional learning initiative to support the development of district and school-based equity plans that provide equitable opportunities for all. Understand how BCPS leverages online tools to support Equity Liaisons who promote culturally responsive teaching, bias reduction, and create relevant solutions to address opportunity gaps and persistent educational disparities based on race, ethnicity, language, religion, or gender orientation.

Tom Albano, Broward County Public Schools (tom.albano@browardschools.com)
Sophia Thwaites, PCG Education (sthwaites@pcgus.com)

Area Focus: Learning Communities
Topics: Learning Networks, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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TC04 | Create and Offer Personalized, Competency-Based Professional Learning With Micro-Credentials

Micro-credentials are a new professional learning strategy grounded in competency-based education. Earners of micro-credentials demonstrate mastery of discrete skills in an online learning platform supported by coaches and peers. Learn how micro-credentials can provide on-demand, content-specific professional learning for educators and address gaps in your district's professional learning offerings.

Nate Gandomi, Resources for Learning, LLC (nateg@resourcesforlearning.net)


Area Focus: Resources/Technology
Topic: Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders

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TC05 | Administrator's Technology Toolkit

Change is hard, but it's worth it. Part of change and transformation, especially in education, is focusing on our own educator professional development. This focus is true at every level, including administrators. Welcome to the Administrator's Technology Toolkit. Learn about the iTunes U course that was created as a reference tool that allows you to learn at your own pace.

Nancy Garvey, Coppell ISD (ngarvey@coppellisd.com)


Area Focus: Resources/Technology
Topics: Adult development and learning, Leadership Development, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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TC06 | Professional Learning Principles and Practices for 1:1 Technology

Learn about principles and practices used by technology instructional coaches to design and facilitate the integration of one-to-one mobile technologies into K–12 teacher professional learning experiences; consider perceived changes in teachers’ practices and attitudes. Recognize how principles of andragogy (adult learning) and the Technology, Pedagogy and Content Knowledge (TPaCK) Framework influence teachers’ professional learning. Discuss a recent qualitative study and be able to apply practical knowledge learned from the findings in your own school or district educational technology plan to support educator performance.

LeAnn Morris, Carson City School District (lmorris@carson.k12.nv.us)


Area Focus: Resources/Technology
Topics: Models of professional learning, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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TC07 | Learning in the Digital Age: AR/VR Research Outcomes

Discover how augmented reality/virtual reality (AR/VR) technologies inspire curiosity, create engagement, and deepen understanding of difficult, complex STEM concepts. Learn how AR/VR enables experiential learning through student-centered activities that supplement and align with existing K-12 and Career and Technical Education (CTE) curriculum. Discuss research outcomes and share classroom-based successes and challenges of integrating AR/VR to enhance K-12 learning.

Joe Parlier, zSpace, Inc. (jparlier@zspace.com)
Kevin Dougherty, zSpace, Inc. (kdougherty@zspace.com )

Area Focus: Resources/Technology
Topics: STEM: Science, technology, engineering, and math, Technology to enhance student learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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TC08 | Social Media and Education

When people talk about social media do you feel lost or disconnected? With social media usage continuing to grow and playing a more significant role in schools, educators need to be social media-savvy. Practice effective digital communication strategies and share your learning using popular social networks like Facebook, Twitter, LinkedIn, Instagram, Pinterest, and Snapchat. Discuss the latest trends, usage behavior and demographics, and best practices for each social network.

Ariel Cain, Learning Forward (ariel.cain@learningforward.org)
Anthony Armstrong, Learning Forward (anthony.armstrong@learningforward.org)

Area Focus: Resources/Technology
Topics: Advocacy Efforts / Policy Development, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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TC09 | Building High-Quality Career Academies: Professional Learning With Digital Tools

NAF’s professional learning program builds the capacity of academy teams to create personalized environments that promote career-theme courses integrating curriculum through project-based learning and work-based learning including career awareness, career exploration, and career preparation. Learn how NAF effectively maintains connection among a national network through site visits, site-based professional learning, as well as digital tools including webinars, training videos, and video-conferencing to deliver technical assistance and personalized training sessions.

Keisha Taylor, NAF (ktaylor@naf.org)


Area Focus: Resources/Technology
Topics: STEM: Science, technology, engineering, and math, Technology for professional learning
Session Length: Roundtable discussions — 1-hour - two 30-minutes sessions, back-to-back
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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8:30am–9:30am
Thought Leaders TLxx

TL21 | Systems for Success: Case Studies Show How Teacher Leadership Can Achieve the Dual Goals of AP Access and Success for Underserved Students

Learn how schools and districts respond to appeals to expand access for students traditionally shut out of college-level courses such as Advanced Placement (AP). Gain knowledge of effective methods of improving access and success that have included teacher voice and leadership. Explore the practices of two diverse high schools that have achieved the dual goals of enrolling more students of color and low-income students in AP courses and increasing the percentage of students passing the associated exams.

Lillian Lowery, The Education Trust (llowery@edtrust.org)


Area Focus: Equity
Topics: College- and career-readiness/student performance standards, Cultural/Gender/Racial Equity, Integrating student or teacher voice
Session Length: 1-hour
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TL22 | How Learning Organizations Improve and Succeed

Drawing upon a broad literature analysis, consider varied examples from multiple domains, including public education, that illustrate why and how a process we call Evolutionary Learning enables organizations to improve steadily and succeed. Achieving this progress entails new forms of both “governance” and “democracy” – i.e., new ways of (re)arranging internal operations and interactions with key staff, external stakeholders, and the public to to learn from carefully observed experience.

James Liebman, Center for Public Research and Leadership, Columbia Law School (jliebman@law.columbia.edu)
Elizabeth Chu, Center for Public Research and Leadership, Columbia Law School (emc2170@tc.columbia.edu)

Area Focus: Learning Designs
Topics: Continuous improvement Cycles, Learning Networks, Partnerships and coalition building
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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8:30am–11:30am
Concurrent 23xx

2301 | Evaluating Professional Learning: Lessons From Multiple Districts

Come and hear how six diverse districts joined together in a national community of practice to examine how to evaluate the effectiveness of professional learning. The districts, a range of urban and suburban districts, from Massachusetts to Oklahoma, participated in the study to learn with and from each other as they engaged in an evaluation of a professional learning program. Join us to examine evaluation of professional learning initiatives from these diverse districts to identify multiple data sources and types.  Deepen your understanding of the lessons learned from the collaborative study evaluation and consider how to apply the lessons learned within your own district. 

Joellen Killion, Learning Forward (joellen.killion@learningforward.org)
Juliet Correll, Frontline Education (jcorrell@frontlineed.comj); Marguerite Dimgba, Greece Central School District (marguerite.dimgba@greececsd.org); Erin Herbruck, Shaker Heights City School District (herbruck_e@shaker.org ); Margie Johnson, Metro Nashville School District (margie.johnson@mnps.org ); Mary Kathryn Moller, Jenks Public Schools (mary.moeller@jenksps.org)

Area Focus: Data
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Evaluation and Impact
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Technical Assistance Providers

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2302 | Evaluate/Plan PL with the Standards Assessment Inventory

The Learning Forward Standards for Professional Learning are the keys to high quality professional learning that results in student achievement. Learn how to use the Standards Assessment Inventory2 (SAI2) and Standards Into Practice: Innovation Configuration Maps for Standards for Professional Learning to introduce PL standards to leadership and faculty and assess the current level of implementation of the PL standards in your school or district. In table groups, analyze actual electronic SAI data and collaborate on either school- or district-level planning decisions based on the SAI data. Refine you data into a school or district continuous improvement plan and deepen your understanding of how to guide leadership and faculty through the design of standards-based, sustainable, long-term school and district improvement plans.

Steve Preston, Learning Forward (stevepreston1@comcast.net)


Area Focus: Data
Topics: Comprehensive System Improvement/Reform, Evaluation and Impact, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents

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2303 | The Guide for White Women Who Teach Black Boys

This workshop will introduce The Guide for White Women Who Teach Black Boys, which was created to support White teachers in their search for opportunities of personal growth as educators and the academic achievement of their Black male students. Using sections of the Guide and video viewing throughout the three-hour workshop, engage in concentrated, focused inquiry about relationships with Black male students and the impact of race and racism on those relationships. Raise specific questions among participants and share responses; close by setting short- and long-term goals in a personal and professional action plan.

Eddie Moore Jr., The Privilege Institute (eddieknowsmoore@yahoo.com)


Area Focus: Equity
Topics: Change Management, Cultural/Gender/Racial Equity, Culture and climate
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2304 | Addressing Racial Illiteracy Through Literacy Instruction

In this three-hour interactive session, join us to explore how our frames of reference and personal lenses affect our perceptions and interpretations in classrooms and schools as you identify potential strengths and areas for growth in racial literacy. In small groups discuss behaviors that promote or inhibit meaningful dialogue that may lead to creation of cultures of learning that support racial literacy, promote social justice activism, and equity. Construct learning experiences that facilitate racial literacy across grade levels and explore the concepts of power and privilege. Finally, construct an action plan to promote a classroom culture of advocacy and change at your own site.

Karyn Allee-Herndon, University of Central Florida (Karyn.Allee-Herndon@ucf.edu)
Annemarie Kaczmarczyk, University of Central Florida (Annemarie.Kaczmarczyk@ucf.edu)

Area Focus: Equity
Topics: Culturally responsive pedagogy, Culture and climate, Literacy
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2305 | Developing Equity-Minded Mentors to Inspire Novice Teachers

Learn how a district intentionally designs opportunities to nurture school-based mentor-leaders as reflective, equity-minded practitioners, meeting the academic and social needs of learners and inspiring novice teachers. Investigate a replicable model of collaborative inquiry, guided reflection and digital documentation of learning to uncover personal bias and deepen understanding of culturally responsive practices. Examine how the design of professional learning affects mentors’ mindsets and professional practice to support novice teacher efficacy.

Allison Cunningham, Peel District School Board (allison.cunningham@peelsb.com)
Hiren Mistry, Peel District School Board (hiren.mistry@peelsb.com)

Area Focus: Equity
Topics: Culturally responsive pedagogy, Induction and Mentoring, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2306 | The Stress Mess: Improving Teaching/Learning from Inside-Out

Students and educators report high levels of stress every day! Stress can weaken our immune system and impair executive functions, such as the ability to pay attention, regulate our emotions, and think flexibly. In this session, explore how various student and educator stressors impact teaching and learning, dig into research on the mind-body connection, and learn effective strategies that enable us to respond rather than react in stressful situations. Leave the session with additional strategies to foster healthy relationships and orchestrate a caring, kind, respectful learning environment that can minimize stress for students and educators.

Martha Kaufeldt, Begin With the Brain (martha@beginwiththebrain.com)
Wendy Baron, New Teacher Center (wbaron@newteachercenter.org)

Area Focus: Global/Emerging Issues
Topics: Culture and climate, Future-ready learning , Social Emotional Learning/Health (SEL/SEH)
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2307 | Systemic Change for Effective Professional Learning

Learn how to affect a school’s or a school system's thinking around their staff’s professional learning (PL). Share and challenge your theory of change about how schools adopt effective PL programs. In groups, you and other participants study a case to apply a design-thinking approach and use an improvement cycle to plan for a realistic and systemwide logic model.  Engage in a cooperative learning experience that links theory to practice as you might apply it in your own setting.

Mehdi Benchaabane, Education Development Institute (Qatar Foundation (mbenchaabane@qf.org.qa)
Joanna Moe, Education Development Institute (Qatar Foundation) (jmoe@qf.org.qa)

Area Focus: Implementation
Topics: Change Management, Comprehensive System Improvement/Reform, Continuous improvement Cycles, Global perspectives
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2308 | Cannonball! Jump Into our Learning Forward Academy Experience

Experience a Cliff Notes version of the Learning Forward Academy! We have narrowed two-and-one-half years of learning into three hours to showcase our biggest takeaways and highlight the opportunities available for educators at all levels. In this interactive session, you will work other attendees in small groups to experience the professional learning processes and tools that teams learn to use in a full-length Academy session. You will develop and use KASAB and learn a process for creating a theory of change and logic model. You'll be able to map the relationship of the KASAB to the logic model and create a KASAB for your own site and district. Finally, identify desired outcomes to improve student achievement and explore ways to assess the impact of your own professional learning .

Sara Slowbe, Escondido Union High School District (sgslowbe@gmail.com)
Katy Allamong, Ingenium Schools (kallamong@gmail.com); Anna Jackson, Lubbock ISD (ajackson@lubbockisd.org); Emily Keirns, Fort Wayne Community Schools (Emily.Keirns@fwcs.k12.in.us); Deidre Parish, Decatur ISD (deidre.parish@decaturisd.us); Angie Rye, Lexington School District Three (arye@lex3.org)

Area Focus: Implementation
Topics: Continuous improvement Cycles, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2309 | Reimagining PLCs: Content/Curricula Inquiry Cycles in Florida

As districts seek to ensure all students receive high quality, standards–aligned instruction, teachers must be provided with high-quality and standards-aligned materials, as well as the support to implement those materials effectively. In this session, examine a professional learning model leveraging a Plan-Do-Study-Act (PDSA) cycle of continuous improvement used by several districts in Florida. Also examine how a robust, but practical data collection strategy can drive incremental and long-term adjustments. Consider how this model and subsequent lessons learned could be used to strengthen PLCs within your own school or district as well as the practical data collection strategy used to assess its success.

Torrey Palmer, TNTP (torrey.palmer@tntp.org)
Ben Jackson, TNTP (ben.jackson@tntp.org)

Area Focus: Instructional Materials/Curriculum
Topics: College- and career-readiness/student performance standards, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2310 | Professional Learning Through Curriculum: Promise of Educative Curriculum

Most curricula are designed to promote student learning, but what if we also designed curricula to enhance teacher learning? Learn the features of educative curriculum, how it differs from typical fare, and how it can be a vehicle for school and district improvement. You'll have the opportunity to compare educative and non-educative curriculum, hear a teacher's experience with educative curricula, and try your hand at developing your own educative lessons.

Jacob Minsinger, West Allegheny School District (jminsinger@westasd.org)
Vivian Mihalakis, Bill and Melinda Gates Foundation (vivian.mihalakis@gatesfoundation.org); Anthony Petrosky, Institute for Learning (tpetrosk@pitt.edu)

Area Focus: Instructional Materials/Curriculum
Topics: Adult development and learning, Continuous improvement Cycles, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2311 | How Leaders Build Strong Cultures in Effective Schools

This hands-on session fills in the mystery zone with specifics about the gap between 1) the known importance of strong adult professional culture for effective schools and 2) what leaders do daily to nurture that culture in a sustainable way over time. Explore in detail the 12 elements of strong adult professional culture through videos and role plays, then assess the cultures of your own organization. Through a series of interactive exercises, you and other participants create examples of leaders' daily behaviors that lead to the development of authentic relational trust. Finally, leave with a personal plan for implementing relevant parts of this workshop at your own site.

Jonathan Saphier, Research for Better Teaching (saphier@rbteach.com)
Deb Reed, Research for Better Teaching (Reed@RBTeach.com)

Area Focus: Leadership/Advocacy
Topics: Culture and climate, Instructional leadership and supervision, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2312 | Garnering Feedback on Your Feedback

Written feedback is a powerful force. The choices that observers make prompt the readers of the feedback, the teachers, to deeply consider the feedback or discount it. In this interactive session, join other participants to examine an IC map and then view videos of a classroom situation and write feedback. During the session, go through several iterations of observing, writing feedback, receiving feedback on your feedback, and assessing all feedback using an innovation configuration map. Leave with a personal plan for writing and sharing feedback to improve your skills or practice. 

Thomas Van Soelen, Van Soelen & Associates (thomas@vansoelenassociates.com)


Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Feedback and Observations, Urban issues and settings
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2313 | Teacher Leader Teams As Catalysts of Professional Learning

Negotiating the boundaries of teacher leadership that interrupts the status quo of an administrator/teacher hierarchy is tricky, but the benefits outweigh the difficulties. Teacher retention increases, professional learning ensues, and important research relationships with education research facilities develop. Come hear our story and learn how to build effective teacher-leadership teams and how that can translate into accomplishing great things on campus and across your district. Participants will walk away from this session with a plan for how to develop teachers into teacher-leaders, determine goals for a campus, turn those goals into actionable plans, and connect with larger research facilities to gain support, a stronger understanding of school/district data, and an outside perspective to help guide plans and goals. 

Orion Smith, Fort Worth ISD (orion.smith@fwisd.org)
Michael Calder, Fort Worth ISD (michael.calder@fwisd.org); Bethanne Chimbel, Fort Worth ISD (bethanne.chimbel@fwisd.org); Jackie Garcia, Fort Worth ISD (jacqueline.trevino-garcia@fwisd.org); Andrew Giles, Fort Worth ISD (andrew.giles@fwisd.org); Ashley Reynoso, Fort Worth ISD (ashley.reynoso@fwisd.org)

Area Focus: Leadership/Advocacy
Topics: Change Management, Leadership Development, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2314 | State Systems for Leadership and Learning

States and districts invest teacher and principal leadership initiatives to boost leadership capacity, educator retention, and educator effectiveness. Join this session with activities and a panel that offers an in-depth exploration of one effort—the SC Collective Leadership Initiative (CLI)—that works across leadership and professional learning systems to achieve coherence and impact. Discover how the SC Department of Education developed CLI, what they and schools are learning in the pilot, and principles that translate into growth for your school system.

P. Ann Byrd, Center for Teaching Quality (abyrd@teachingquality.org)
Barnett Berry, Center for Teaching Quality (bberry@teachingquality.org); Carol Hill, Florence School District One (CCHill@fsd1.org); Allen Kirby, Clarendon School District Three (allen.kirby@clarendon3.org); Libby Ortmann, South Carolina Department of Education (oortmann@ed.sc.gov)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, Partnerships and coalition building, Teacher Pathways/Pipelines
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2315 | ILT 2.0: Making the Magic Happen

Join this session to discuss the "why," "what," and "how" behind instructional leadership teams' applications of inquiry cycles to utilize the school's instructional priorities and school improvement goals to evaluate teacher practice and student achievement. In small- and large-group activities, reflect on the current structure of your school's instructional leadership team and consider how you may need to modify the current structure to support your school's instructional priorities. Learn about the inquiry cycle and practice using an appreciative inquiry protocol to conduct inquiry cycles for instructional leadership teams.  ​

Amber Cronin, School District Hillsborough County (amber.cronin@sdhc.k12.fl.us)
Lizanne Ippolito, School District Hillsborough County (lizanne.ippolito@sdhc.k12.fl.us)

Area Focus: Leadership/Advocacy
Topics: Collaborative inquiry, Continuous improvement Cycles, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2316 | When Coaches Learn, Teachers Learn

FWCS has worked for several years to strengthen the instructional coaching community through an intense focus on building a community of practice. FWCS has adopted the theme that when coaches learn, teachers increase their effectiveness. Their work has focused on understanding the adult learner, their roles and responsibilities as coaches, the Standards for Professional Learning, as well as translating district curriculum priorities into practice. Most important, the communities continuously practice the essential skills of coaching. This session is designed to share the district’s strategies for developing a community of practice, the curriculum used to guide the learning of instructional coaches, and the results that the district is seeing as a result of their work.

Ramona Coleman, Fort Wayne Community Schools (ramona.coleman@fwcs.k12.in.us)
Valerie Mitrani, Learning Forward (valerie.mitrani@learningforward.org); Kay Psencik, Learning Forward (kay.psencik@learningforward.org)

Area Focus: Learning Communities
Topics: Adult development and learning, Learning Networks
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2317 | The Art and Science of Inspired Adult Learning

Building a strong, lasting, positive culture for adult learning in schools takes strong leadership. Drawing from the research of Daniel Pink and Chip and Dan Heath, participants will learn how to utilize inspiration as a tool to lean in and lift up the people with whom they work. Join us in this interactive session to define and describe how inspiration can elevate a leader’s practice and motivate all types of adult learners to be accountable for their learning. With other participants, experience how to use Elevation, Pride, Insight, and Connection (EPIC) to purposefully craft lasting moments of inspirational learning and intentionally plan for EPIC moments embedded within professional learning experiences.

Peter Carpenter, Harford County Public Schools (peter.carpenter@hcps.org)


Area Focus: Learning Communities
Topics: Adult development and learning, Facilitation, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2318 | Transforming Teacher Professional Development Through Collaborative Inquiry

Learn how one district is transforming the way teachers collaborate to address a problem of practice within their school. Participate in an interactive cycle of inquiry using real-world data followed by a facilitated session in which you and other attendees predict, analyze, determine causal factors, and collaboratively create a plan of action for a real-world school problem of practice. Experience the process of using collaborative inquiry to create deep and lasting change within a building. Leave with strategies to build strong communities of practice and develop teacher leadership within your district.

Elizabeth Myers, Pitt County Schools (myerse1@pitt.k12.nc.us)
Jeff Bell, Pitt County Schools (bellj@pitt.k12.nc.us); Lauren Bowers, Pitt County Schools (bowersl@pitt.k12.nc.us); Ashley Smith, Pitt County Schools (smitha1@pitt.k12.nc.us); Donna Steele, Pitt County Schools (steeled@pitt.k12.nc.us)

Area Focus: Learning Communities
Topics: Collaborative inquiry, Learning Networks, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2319 | The Heart and Soul of Professional Learning: Baldrige-based PLCs

We will demonstrate how to use a theory of change and logic model when implementing professional learning communities (PLCs) and the Plan, Do, Study, Act (PDSA) process within a school setting. Join other participants to learn how to establish a PLC protocol that affords all teachers a framework in which to collaborate, informally and formally on a regular basis, about instructional decisions. Also, learn how to use PLCs to drive the PDSA process, a research-based cycle for increasing student achievement, and how to recognize the qualities of a good and bad PDSA cycle. Finally, learn ways in which you can increase stakeholder buy-in for PLCs in your own schools or districts. 

Calandra Davis, Clemson University (cdavis8447@gmail.com)
Carolyn Anderson, Barnwell School District 45 (carolyn.andersonphd@gmail.com)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Learning Networks, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2320 | Next Generation Professional Learning

New learning models and systems MUST be designed with students in mind. In this session, you will rethink what educator learning should look like to support transformation and moving toward deeper learning through next generation educator learning. Dive deep into rethinking the how, why and what of professional learning, as well as the enabling conditions needed to move toward personalized/competency-based learning. Get started on design for your next generation professional learning system, with the development of early-stage prototypes.

Adam Rubin, 2Revolutions (adam@2revolutions.net)
Andy Calkins, Next Generation Learning Challenges (acalkins@educause.edu); Kristen Watkins, Dallas Independent School District (krwatkins@dallasisd.org)

Area Focus: Learning Designs
Topics: Adult development and learning, Personalized Learning (Educators and Students), Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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2321 | Nine Effective Uses of Assessments in Classrooms and Schools

Testing has come under fierce attack in recent years, but classroom assessments are at the heart of effective teaching and learning. When used as tools focused on student learning, these assessments are key to addressing troubling equity issues in schools. In this highly interactive workshop, explore nine ways that assessments are used by the most effective teachers to show progress, areas of need, and what’s working in classrooms. In small- and large-group discussions, deepen your understanding of the conditions that support successful application of all nine strategies. See how assessments, under those conditions, can drive continuous improvement, high levels of student learning, and reduction in the achievement gap.

Kim Marshall, Marshall Memo (kim.marshall48@gmail.com)


Area Focus: Outcomes - Educator and Student Learning
Topics: Continuous improvement Cycles, Formative Assessment Practices, Improving Instruction
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2322 | Visible Learning in a Brain Target Teaching Presentation

By understanding clearly about the research base of Visible Learning and what impact Visible Learning can have on learning, K–12 teachers can consider its effectiveness in classroom teaching. Join us to learn about the major influences of Visible Learning in teaching and learning are as well as the effects size; and how to incorporate those influences into your practice delivered in a brain target teaching framework. By the end of this session,  prepare lessons for Visible Learning, analyze learning and feedback, and investigate your mind frame to understand how it is intrinsically linked to the principles of mind, brain and education science.

Mirela Ramacciotti, Neuroeducamente (neuroeducamente@gmail.com)


Area Focus: Outcomes - Educator and Student Learning
Topics: Adult development and learning, Feedback and Observations, Models of professional learning
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2323 | Coaching to Increase Engagement (CANCELLED)

Data from the Gallup Organization demonstrate the connection between student engagement and achievement. If engagement is not evident, learning at high levels is much less likely. Examine various tools for measuring engagement and analyze a video of coaching interactions focused on engagement to understand how to coach teachers to build teacher capacity in increasing engagement. In addition, learn how to gather engagement data for defining and assessing engagement to have a powerful influence on student success. Leave with a draft a plan for addressing engagement back in your own school and district.

Michelle Harris, Instructional Coaching Group, LLC (harrismr1@hotmail.com)
Ann Hoffman, Instructional Coaching Group, LLC (ann@instructionalcoaching.com)

Area Focus: Outcomes - Educator and Student Learning
Topics: Coaching Practices/Programs, Culture and climate, Data-driven decision making
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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9:30am–10:30am
Thought Leaders TLxx

TL23 | Leveraging Curriculum & Teacher Leadership to Improve Student Learning

Leading states and districts are leveraging a powerful, yet under-examined, lever for improving student outcomes that is low cost and high impact: curriculum. There is emerging evidence that content-rich, standards-aligned, and high-quality curricula can powerfully influence student achievement. During this session, participants will learn about the strategies bold district and state education leaders are using to ensure high-quality standards are matched with high-quality and engaging instructional materials and meaningful teacher leadership opportunities that will lead to improved student outcomes.

Derrick Chau, Los Angeles Unified School District (derrick.c.chau@lausd.net)
Sara Alwan, Chiefs for Change (salwan@chiefsforchange.org); David Hardy, Lorain School District (dhardy@loraincsd.org); Scott Muri (superintendent@springbranchisd.com)

Area Focus: Leadership/Advocacy
Topics: College- and career-readiness/student performance standards, Improving Instruction, School Improvement/Reform, Other
Session Length: 1-hour
Audiences: Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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TL24 | How Technology and Research on Generative Change Are Transforming Brooklyn High Schools

The Brooklyn North High Schools (NYCDOE) have partnered with Learning Innovation Catalyst (LINC) to help teachers and students become  21st century learners. Leveraging the research of Arnetha Ball (Stanford University), they are utilizing the Model of Generative Change to help create sustained classroom innovation and iteration. Learn how this professional learning approach is transforming educators while preparing students for the world they navigate today and will face tomorrow.

Jason Green, Learning Innovation Catalyst (jasongreen@linc.education)
Jen Goldberg, Brooklyn North High Schools (); Meredith Lewis, Learning Innovation Catalyst (meredithlewis@linc.education)

Area Focus: Resources/Technology
Topics: Technology for professional learning, Technology to enhance student learning, Urban issues and settings
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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9:30am–11:30am
Concurrent 22xx

2201 | ELL Shadowing Data as a Catalyst for Change

Experience the power of using student shadowing data as a source for making decisions for instructional changes. Practice coding students’ engagement using a student shadowing tool designed to track students’ academic language use. Engage in a small-group protocol for analyzing the shadowing data to determine next steps for professional learning and instruction.

Beth Skelton, Educational Consultants, LLC (ellbeth@bethskelton.com)


Area Focus: Data
Topics: Data-driven decision making, English Learners / Linguistic Diversity
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2202 | Utilizing CLASS to Improve Early Childhood Quality: A Research-Practice Partnership

The Center on Research and Evaluation (CORE) at Southern Methodist University is engaged in a multi-year partnership with key community stakeholders, including a large urban district, to utilize the CLASS™ tool to measure the quality of early childhood classrooms and provide actionable data to help drive instructional coaching and quality improvement. Hear members of the partnership discuss the evaluation design, theoretical underpinnings of measuring quality and student outcomes over time, and a district model for using continuous quality data to improve early childhood quality.

Annie Wright, Center on Research and Evaluation (CORE) at SMU (anniew@smu.edu)
Dylan Farmer, Center on Research and Evaluation (CORE) at SMU (dfarmer@smu.edu); Derek Little, Dallas ISD (delittle@dallasisd.org); Dominique McCain, Dallas Independent School District (dmccain@dallasisd.org)

Area Focus: Data
Topics: Early Childhood, Evaluation and Impact, Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders

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2203 | Building an Equity Pipeline Through School-based Leadership

Examine how the design of multiple pathways for school-based administrators' learning ensures equity by providing high-quality, job-embedded professional learning that makes a positive impact on teacher growth and student achievement. Reflect on professional learning and examine ways to ensure that individual needs are met. Highlight the presence of equity in professional learning activities in your division and the impact of these opportunities on your system.

Paulette France, Virginia Beach City Public Schools (paulette.france@vbschools.com)
Donald Robertson Jr, Virginia Beach City Public Schools (donald.robertson@vbschools.com)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Leadership Development, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2204 | Achieving Educational Equity and Excellence

Explore the journey of educators in a large district in St. Louis, Missouri as they strive to achieve educational equity and excellence for students  academically and social emotionally. Learn more about how the identification of problems of practice, the development of theories of change, and the implementation of equity audits, along with a deep commitment to social justice and inclusive education, are moving one diverse district forward.

Jason Adams, Maplewood Richmond Heights Sch Dist (jason.adams@mrhschools.net)
Karen Hall, Maplewood-Richmond Heights School District (karen.hall@mrhschools.net)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Leadership Development, School Improvement/Reform, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2205 | Racial Justice in Education

Come and join us in this highly engaging two-hour session as we explore how institutional racism affects our ability to achieve equity and racial justice in education. Examine the work that National Education Association is doing to advance racial justice in education. Deepen your understanding about how to use bias awareness and culturally responsive teaching to create equitable learning opportunities so that ALL students can achieve success.

Adriane Dorrington, National Education Association (adorrington@nea.org)


Area Focus: Equity
Topics: Advocacy Efforts / Policy Development, Cultural/Gender/Racial Equity, Culturally responsive pedagogy
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2206 | Literacy Practices As Social Acts

Join us in this session, as we explore critical areas that affect students' literacy, such as: race, socialization, teachers' perceptions of their students, and text selections. Examine theories and research literature to make connections to the historical implications of race and schooling for African American students. Participate in inquiry about social justice, students' civil rights, and the institution of school and leave with pragmatic strategies to address the literacy needs of underserved populations.

Aaron Johnson, Farmington Public Schools, Farmington, MI (aaron.johnson@farmington.k12.mi.us)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Literacy
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2207 | Build Cultural Proficiency through Civil Discourse

Commit to the moral imperative of creating socially-just schools that educate all of our children in all of our schools. Learn how to constantly develop individual and collective knowledge and skills of cultural proficiency and civil discourse. Create honest dialogues using the Cultural Proficiency Continuum in tandem with the skills of pausing, paraphrasing, and posing questions to grow teachers and schools from the inside-out. Develop a plan to use civil discourse to build cultural proficiency in your school.

Bess Scott, Doane University (bess.sullivan.scott@gmail.com)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and climate
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2208 | Are Students Leading Your District?

Learn how a large district in the Metroplex has incorporated student voice into facets of curriculum design, graphic design, teacher recruitment, and technology integration using a student group called Synergy. Examine cases of students working with teachers and administrators to create a future-ready curriculum that promotes technology and incorporates collaboration and reflective thinking using their voice for lessons of tomorrow. See how new-teacher hiring and induction also benefit from student input when students share their insight in guiding the district.

Justin Terry, Forney ISD (justin.terry@edu.forneyisd.net)
Stormy Lemond, Forney ISD (stormy.lemond@edu.forneyisd.net); Kim Morisak, Forney ISD (kimberly.morisak@edu.forneyisd.net); Judy Webber, Forney ISD (judith.webber@edu.forneysid.net); Sandy Whitley, Forney ISD (sandra.whitley@edu.forneyisd.net)

Area Focus: Global/Emerging Issues
Topics: Culture and climate, Integrating student or teacher voice, Leadership Development
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2209 | Mentoring and Induction: Leveraging Professional Learning Standards for Achievement

Learn how to leverage the Learning Forward Standards for Professional Learning to design and build an effective, systematic, and sustainable new teacher mentoring and induction program. Explore professional learning and coaching designs that support new teachers with a specific focus on effective instructional practice. Leave with understanding of key components and practices to increase teacher retention, teacher effectiveness and student achievement.

Jeff Brewster, Natrona County School District 1 (jeff_brewster@natronaschools.org)
Kathy Christensen, Natrona County Schools (kathy_christensen@natronaschools.org); Karla Jump, Natrona County Schools (karla_jump@natronaschools.org)

Area Focus: Implementation
Topics: Induction and Mentoring, Models of professional learning
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2210 | Implement Well: Using IC Maps to Guide Improvement

Hear how this IB World Schools District has used Innovation Configuration maps to guide effective implementation of various continuous improvement initiatives. Learn about the key components of an IC map, one of the diagnostic tools of the Concerns-Based Adoption Model. Understand how IC maps are collaboratively developed and utilized to communicate a clear vision. Develop a draft IC Map for one or more initiatives in your school or district.

Chad Schmidt, South St Paul Public Schools (chad.schmidt@sspps.org)
Ryan Higbea, South St Paul Public Schools (rhigbea@sspps.org); Diane Tiffany, South St. Paul Public Schools (dtiffany@sspps.org)

Area Focus: Implementation
Topics: Change Management, Continuous improvement Cycles, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2211 | Spark Creativity and Innovation With STEAM

It is never to early to begin nurturing students’ creativity and problem-solving abilities. In this session you will explore implementation of STEAM in the early grades including: planning, resources, coding in preK and Kindergarten, collaborating, equipping staff, standards alignment, lessons learned, and how to replicate STEAM at every level. Be inspired to transform your campus and empower your students and staff using STEAM experiences and challenges.

Heidi Veal, Lewisville ISD (vealh@lisd.net)
Nancy Alvarez, Celina ISD (nancyalvarez@celinaisd.com)

Area Focus: Implementation
Topics: Early Childhood, Future-ready learning , STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2212 | A Transformational Journey Towards Competency-Based Education in D100

Supporting transformational innovation takes teamwork and sustained support. It is one thing to have everyone motivated, but it is another to have an entire organization passionately moving in the same direction with the same purpose. Come and hear about one middle school's journey to create a competency-based, student-centered learning environment. Such an innovation requires mindset and capacity-building but begins with visioning. Examine a case study of Belvidere South Middle School as staff move through the change process to create a student-centric learning environment. Take away tools, structures, and resources to apply and implement in your own local context.

Ben Commare, Belvidere School District #100 (bcommare@district100.com)
Autumn Elrod, Belvidere School District #100 (aelrod@district100.com)

Area Focus: Implementation
Topics: Coaching Practices/Programs, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2213 | Who is Your Learner? Supporting Leadership Through Inquiry

Learn how the school support and improvement department of a large urban school district aligned its support of principals through the development of guiding principles and pivotal instructional leadership practices. Learn about the professional learning path that is leading to sustainable changes in leadership practice. Develop a plan to establish guiding principles and pivotal instructional practices that guide the development and learning of leaders at all levels of the organization.

Sharon Williams, University of Washington, Center for Educational Leadership ( shwilliams@holmesccsd.org)
Adrienne Battle, Metropolitan Nashville Public Schools (adrienne.battle@mnps.org); Michelle Maultsbury-Springer, Metropolitan Nashville Public Schools (barbara.maultsby-springer@mnps.org); Sito Narcisse, Metropolitan Nashville Public Schools (sito.narcisse@mnps.org)

Area Focus: Implementation
Topics: Instructional leadership and supervision, Leadership Development, Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2214 | Go Slow to Go Fast: The Change Process from the Inside Out

Explore how a high school radically changed its culture and approach to leadership by applying the concept “go slow to go fast.” Review the Leadership Development Model and research-based strategies for group development used to transform teaching and learning in one school. Discover how taking the time to implement the right foundational structures and operational processes can lead to a transformation in virtually every aspect of a school by giving all stakeholders a voice, establishing collective responsibility for student achievement, building leadership capacity within a staff, and aligning everyone’s efforts. Walk away with tools, ideas, and strategies to create teacher-driven, sustainable change in your district.

Jerrod Williams , Sheridan School District (bridgetpolk@sheridanschools.org)
Rebekah McIver, Sheridan School District (beckymciver@sheridanschools.org); Dr. Bridget Polk, Sheridan School District (bridgetpolk@sheridanschools.org); Jerry Vaughn, Arkansas Leadership Academy (jlv001@uark.edu); Summer Williams, Sheridan School District (summerwilliams@sheridanschools.org)

Area Focus: Implementation
Topics: Leadership Development, Models of professional learning, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2215 | Re-Thinking Change

Transform your school or district’s change process to make a positive impact on teaching and learning. Apply a change process model to guide your future decisions in the implementation of new initiatives and discuss in a collaborative group. Gain an understanding of change research and reflect on the obstacles and successes of past initiative implementations.

Shirley Simmons, Norman Public Schools (shirleys@norman.k12.ok.us)
Beth Fritch, Norman Public Schools (bfritch@norman.k12.ok.us)

Area Focus: Implementation
Topics: Change Management, School Improvement/Reform, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2216 | Inve$tment to InvestED: Implementing Future Ready Change By Coaching

You’ve spent money on devices and tools, and hired instructional coaches, but how do you know whether their work is effective and makes a positive impact on teaching and learning? Using the lens of the Future-Ready Framework, learn from an in-district coaching practitioner effective ways to maximize pedagogical expertise, influence transformational teaching, and move the learning activities beyond digital worksheets and drill-and-kill applications. Coaches evaluate the impact on instructional practice and student learning by improving teacher pedagogical skills and increasing student learning. The “right blend” of instruction is found when experiences combine curriculum and technology through the “structured learning of information with collaborative discussions and project-based activities that allow students to use the information to solve meaningful problems or create their own products, both individually and collectively” (Darling-Hammond et al., p. 15).

Brianna Hodges, Stephenville ISD (BRIANNA.HODGES@sville.us)


Area Focus: Implementation
Topics: Coaching Practices/Programs, Deeper Learning, Instructional leadership and supervision
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2217 | Breaking Down Silos: Guilford County's Approach to Strategic Planning

Join this session to learn how a private education organization and a very large school district are working together to develop a five-year strategic plan for the district. Explore their unique cross-departmental approach to planning, including assembling a task force of internal and external stakeholders who work collaboratively to develop the plan. Participate with other attendees to take a deep dive into this approach and leave with the knowledge and tools to implement similar practices in your school or district.

Whitney Oakley, Guilford County Schools, NC (oakleyw@gcsnc.com)
Jason Stricker, Insight Education Group (stricker@insighteducationgroup.com)

Area Focus: Implementation
Topics: Continuous improvement Cycles, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2218 | Gifted Science Teacher

Teachers will enjoy a hands-on approach to teaching the underrepresented gifted child to defend their scientific gifted claims based on evidence gather during an inquiry based experimentation using labs aligned with the Next Generation Science Standards. Argument-Driven Instruction (ADI) is an innovative approach to laboratory instruction that is based on current research about how people learn science.
Anquinette Jones, Atlanta Public schools (anquinettefj@gmail.com)
Shannon Harris, Atlanta Public Schhols (rsharris01@yahoo.com)

Area Focus: Instructional Materials/Curriculum
Topics: STEM: Science, technology, engineering, and math, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2219 | Writing for Thinking: Academic Success Across Content Areas

We often think too narrowly about writing, associating it only with a stressful process connected to state testing or essays that English teachers assign. But, writing is thinking! Writing in every class strengthens students' abilities to process new information, clarify their thinking, and communicate clearly. Join this session to learn about strategies that help make writing in any content area less stressful and, more importantly, a part of the type of thinking that we want students to develop. Learn how to monitor and prioritize authentic student writing and align those writing tasks to goals for overall student improvement. Leave with an understanding about how to coordinate cross-curricular conversations about writing and create support systems for teachers who implement intentional writing opportunities.

Jennifer Gunn, Region 10 ESC (jenniferegunn@hotmail.com)


Area Focus: Instructional Materials/Curriculum
Topics: College- and career-readiness/student performance standards, Integrating student or teacher voice, Literacy
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2220 | Academy Graduates session

Stephanie Hirsh, Executive Director at Learning Forward and coach for Academy I and II, will address the new interest in the application of improvement science in communities of practice and networks for systems and schools; and de silo-ing curriculum, instructional materials, and professional learning. She will provide the evidence that informs her point of view, share useful protocols and resources, and answer questions from Academy graduates. 

Stephanie Hirsh, Learning Forward (stephanie.hirsh@learningforward.org)


Area Focus: Leadership/Advocacy
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2221 | Gift of Coaching I

A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Results Coaching Global are providing the gift of coaching in a 1:1 setting. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions for a tough situation.

NOTE: This is a not a typical concurrent session and is offered as a service for conference participants. Session is limited to 12 participants.

Repeated as 2221, 2428, 3218, and 3414.

Karen Anderson, Results Coaching Global, LLC (kaa75149@gmail.com)
Gail Hartin, Results Coaching Global, LLC (); Kathryn Kee, Results Coaching Global, LLC (kathy@resultscoaching.com); Lloyd Sain, Results Coaching Global, LLC (lloyd@resultscoaching.com); Reba Schumacher, Results Coaching Global, LLC (rebs@resultscoaching.com); Pam Smith, Results Coaching Global, LLC (pam@resultscoaching.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Leadership Development
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2222 | Sharpen Your Instructional Toolkit: Transform Curricular Walkthroughs

Build your administrative team’s circle of influence by engaging in candid and deliberate conversations about instructional leadership capacity, with an intentional emphasis on teaching practices and student learning. Highlight areas of strength and growth for professional development and share best practices. Plan walkthroughs to help leaders become more familiar with their school’s implementation of the adopted curriculum (including gaps and trends), teacher’s instructional practices, and their role as the instructional leader.

Violeta Katsikis, Cherry Hill Public Schools (vkatsikis@chclc.org)
Scott Goldthorp, Cherry Hill Public Schools (sgoldthorp@chclc.org); Farrah Mahan, Cherry Hill Public Schools (fmahan@chclc.org); Michelle Smith, Cherry Hill Public Schools (mdsmith@chclc.org)

Area Focus: Leadership/Advocacy
Topics: Instructional leadership and supervision, Instructional Rounds / Walk-Throughs
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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2223 | Expanding Teacher Influence via Innovative Pathways

Join us in this session to learn about new options for letting teachers remain in the classroom while expanding their influence through alternative pathways in the district such as leading collaborative inquiry and co-teaching with novice teachers. Deepen your understanding about the reasons teachers leave the classroom and see how you can use that understanding to create options that motivate them to stay. Apply the lessons learned in this session to support your own work in providing coaching and teacher leadership opportunities that motivate teachers to remain in the classroom.

Thomas Feller, Pitt County Schools (thomasrfellerjr@gmail.com)


Area Focus: Leadership/Advocacy
Topics: Collaborative inquiry, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2224 | Creating Organizational Coherence for Adult and Student Impact

Organizational coherence, where large numbers of people have a deeply understood sense of what has to be done and see their part in achieving it, can be rare to find but is showing promising impact on adult practice and student learning. In this session, learn how two Wisconsin districts (one rural, the other Milwaukee metro) integrate the Coherence framework (Fullan and Quinn, 2016) to focus direction, cultivate collaborative culture, deepen learning, and secure reciprocal accountability.
Joe Schroeder, Assoc of WI School Administrators (joes2326@gmail.com)
Jody Landish, School District of Waukesha (jlandish@waukesha.k12.wi.us); Ryan Nelson, Augusta Area School District (rnelson@augusta.k12.wi.us)

Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Comprehensive System Improvement/Reform, Continuous improvement Cycles, Rural issues and settings, Urban issues and settings
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2225 | (One More Way) Teachers Can Change the World

The AFT Teacher Leaders program has trained nearly 1000 classroom educators on the ins-and-outs of educational policy making and ways to mitigate its unintended consequences for the classroom. Learn how teacher-led action research and advocacy—from school boards to state legislatures—benefit the program’s participants and their students, community, and colleagues. Talk with participants who use this program to leverage educational change and foster leadership skills.
Marjorie Brown, American Federation of Teachers (mbrown@aft.org)
Zeph Capo, Houston Federation of Teachers (zcapo@hft2415.org); Elizabeth Davis, Washington Teachers Union (elizabeth.davis704@gmail.com); Julie Sellers, Cincinnati Federation of Teachers (jsellers@cft-aft.org)

Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Teacher Leaders/Mentors/Team Leaders

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2226 | Feedforward: Transforming Feedback to Empower Learning Communities

When student feedback is marked by high expectations, frequent iteration, and continuous support, conditions are set for more trusting and authentic learning communities. Learn how to design and deliver “feedforward” – a radical feedback approach that drives student creativity and ensures accountability for learning. Develop practical design strategies that foster creativity but ensure accountability and apply proven techniques that establish collective responsibility, authentic collaboration, and trust. Leave this session with an action plan to improve collaboration, communication, and personal responsibility in the problem-based learning classroom and beyond.

Joe Hirsch, Dallas ISD (jhirsch@akibaacademy.org)


Area Focus: Learning Communities
Topics: Deeper Learning, Feedback and Observations, Urban issues and settings
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2227 | Maximizing Performance and Improving Culture Together

Accelerate the development of your school system by growing a collaborative and positive culture that engages adults and students at every level. Participate in several experiential activities to create a common experience and language related to the positive practices that can fuel team success. View several videos that illustrate the impact of this work on school cultures and submit questions in real time and receive practical answers. Deepen your understanding of the impact of positive psychology on the overall school culture and academic achievement, then begin to develop a systemic plan for collaboration within high-quality teacher teams that ensure student success.

Andy DuRoss, Schaumburg School District 54 (andyduross@sd54.org)
Paul Goldberg, Schaumburg School District 54 (paulgoldberg@sd54.org); Erin Knoll, Schaumburg School District 54 (erinknoll@sd54.org); Danette Meyer, Schaumburg School District 54 (danettemeyer@sd54.org)

Area Focus: Learning Communities
Topics: Community/Family Engagement, Culture and climate, Models of professional learning
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2228 | Partnering to Evolve the School Learning Community

Learn how a principal and coach partnered to adapt a school's learning community from one that was focused heavily on data teams to one focused on building and sustaining a culture of learning through multifaceted professional learning communities. Examine the systems, structures, and decisions that were key elements in shifting the focus. See how the focus on continuous learning has strengthened the staff's collective responsibility for both student and teacher learning.

Tim Wickard, MSD of Wayne Township (tim.wickard@wayne.k12.in.us)
Nicole Caulfield, MSD of Wayne Township (nicole.caulfield@wayne.k12.in.us)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Data-driven decision making, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2229 | Improving At-Risk Student Achievement by Monitoring our Evidence

Presenters will share how the Monitoring Our Evidence protocol empowers educators to make effective teaching decisions that are timely and relevant and make a positive impact on student outcomes. The strength of this continuous feedback model is its ability to change teacher practice because it focuses on both student and teacher metacognition. Leave with an understanding of effective methods for gathering evidence of thinking. See how this continuous cycle of collaboration and data collection creates a culture of learning in which all participants have shared ownership.

Beth Zimmerman, Thames Valley District School Board (b.zimmerman@tvdsb.ca)
Linda Ruitenbeek, Thames Valley District School Board (lruitenbeek6@gmail.com)

Area Focus: Learning Communities
Topics: Data-driven decision making, Feedback and Observations, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2230 | Social and Emotional Learning in Practice: District and Community Partnerships

Curious about what it takes for a school district and nonprofit community partner to co-create and implement a comprehensive social and emotional (SEL) learning system? Join representatives from Dallas Independent School District and out-of-school time intermediary, Big Thought, as they share reflections and emerging learning from their first year implementing an aligned SEL system as part of The Wallace Foundation’s Partnership for Social and Emotional Learning Initiative.

Greg MacPherson, Big Thought (greg.macpherson@bigthought.org)
Juany Valdespino-Gaytan, Dallas Independent School District (jvaldespinogaytan@dallasisd.org)

Area Focus: Learning Communities
Topics: Partnerships and coalition building, Social Emotional Learning/Health (SEL/SEH), Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2231 | Empowering Educators with Effective Facilitation Skills and Structures for Professional Learning Communities

Understand the foundational components of an authentic professional learning community (PLC). Practice strategies and techniques that accomplished facilitators use to lead, guide, and support the success of PLCs and its members. Identify lesson study and data teams as structures that PLC teams can use to increase teacher and student performance.

Susan Leon, Broward County Public School (Susan.Leon@browardschools.com)
Diane Raude, Broward County Schools (diane.raude@browardschools.com)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Facilitation, Learning Networks
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2232 | Personalized Professional Learning

Learn to develop and put a personalized professional development program in place for educators at your school! Frequently asked questions, mistakes to avoid (and how to recover from them!), as well as data and current research supporting this practice will be explored.
Kaitlyn Mathews, Knox County Schools (kroc1188@gmail.com)


Area Focus: Learning Designs
Topics: Collaborative inquiry, Models of professional learning, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2233 | Linking Leadership Learning to Impacts on Organizational Change

Do you link the adult learning of your leaders to the outcomes and organizational change you want to see? Have you assessed what leadership skills your leaders need to have a positive impact on outcomes for students? Join us as we share how we approached the identification of leadership competencies for our research-based leadership framework and professional learning for school system leaders.

Andrea Foggy-Paxton , The Broad Center (afoggypaxton@broadcenter.org)


Area Focus: Learning Designs
Topics: Adult development and learning, Comprehensive System Improvement/Reform, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2234 | Personalizing Professional Learning

Leveraging the Standards for Professional Learning and Powerful Designs, a very large suburban Illinois district redesigned professional learning to emphasize choice. The professional learning program transformed from a few workshops and instructional coaching into a model in which all staff have choices in their professional learning needs and relevant professional learning models. Join us to learn about the research and design process we used to personalize professional learning in our district and apply them in your school or district. 

Robert Lang, Community High School District 99 (langroberte@gmail.com)
Sara Courington, Community High School District 99 (scourington@csd99.org); Georgia Hash, Community High School District 99 (ghash@csd99.org)

Area Focus: Learning Designs
Topics: Integrating student or teacher voice, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2235 | Collaborative Beginnings: Maximizing Voice & Ownership

Planning and launching a professional learning initiative at the district level can create a top-down perception that hinders buy-in. Learn how to plan for major initiatives through intentional collaboration with stakeholders from all levels of your organization. Leave with proven continuous improvement tools and protocols that we have used to initiate the work of developing a comprehensive professional learning plan, instructional framework, and teacher growth and evaluation model.

April Chauvette, Leander Independent School District (april.chauvette@leanderisd.org)
Susan Cole, Leander ISD (susan.cole@leanderisd.org); Chris Tarbet, Leander ISD (chris.tarbet@leanderisd.org)

Area Focus: Learning Designs
Topics: Comprehensive System Improvement/Reform, Distributed/Shared Leadership, Integrating student or teacher voice, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2236 | Examining Teacher Learning Culture: Leadership Reflection and Planning

Research continues to highlight that formal teacher professional learning rarely reaches the classroom in ways that make an impact on student learning. Join this session to interact with the Center for Educational Leadership's (CEL) latest thinking about leaders' roles in fostering both culture and strategy for successful teacher learning. Use tools to analyze the culture for teacher learning in your system and strategize about next steps to address it.

Joanna Michelson, Center for Educational Leadership (jlm32@uw.edu)
Jennifer McDermott, Center for Educational Leadership (jennmcd@u.washington.edu)

Area Focus: Learning Designs
Topics: Change Management, Continuous improvement Cycles, Culture and climate, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2237 | Leading Evidence-Based Instructional Transformation

Ignite your thinking about using evidence-based practices to transform the way teachers plan and deliver instruction in their classrooms. Using the groundbreaking collaboration among Doug Fisher, Nancy Frey, and John Hattie, take a deep dive into instructional strategies that work best in a three-phase model of instruction—surface, deep, and transfer learning. Explore ways to assist teachers in becoming more purposeful in designing and delivering lessons that have the greatest impact on student learning.

Cathy Lassiter, Corwin Learning (cathyjlassiter@gmail.com)


Area Focus: Outcomes - Educator and Student Learning
Topics: College- and career-readiness/student performance standards, Instructional leadership and supervision
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2238 | Now THAT'S a Good Question!

What is a good question? Or rather, how does a good question challenge students to demonstrate higher-order thinking (as categorized by Bloom's revised taxonomy) and communicate depth of knowledge (as designated by Webb's depth of knowledge levels)? Learn how to rephrase performance objectives into good questions that will build on students' background knowledge, set the instructional focus, and serve as assessments for deeper, student-centered learning experiences.

Erik Francis, Maverik Education LLC (erik@maverikeducation.com)


Area Focus: Outcomes - Educator and Student Learning
Topics: College- and career-readiness/student performance standards, Deeper Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2239 | From Teacher-Centered Staff Rooms to Student-Centered Classrooms

How often have you heard teachers say that the PD they want is “Practical strategies, modeled, with time to practice in the session and coaching feedback when we try things out in our classrooms”?  That description of teacher-centered learning and its application in the classroom is the subject of this session. Come and learn about the transfer of your own learning into the classroom to change your practice and increase your students' learning. Then you may hear your teachers say, “I wish you could have seen the motivation of the kids, and the results... beyond expectations." Come and experience; talk and transfer this critical session content to your teams.

Brian Pete, Robin Fogarty & Associate (brian@robinfogarty.com)
Richard Cohen, Metuchen Public Schools (rcohen@metboe.k12.nj.us); Robin Fogarty, Robin Fogarty & Associates (robin@robinfogarty.com)

Area Focus: Outcomes - Educator and Student Learning
Topics: Adult development and learning, Change Management, Facilitation, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2240 | Finding Significant Time for Teachers to Collaborate

The hardest part of learning new instructional strategies is finding the time to actually do the work of learning. The best learning takes place in peer groups. The school-by-design process has created up to a day a week of collaboration time. Join us to learn how to analyze your key resources (time, teachers, courses, students) and redesign your schedule so that you get better outcomes for kids and teachers. Leave knowing you can find significant time for teachers to work together (without sending the students home or increasing the budget) during this session.

Cathy Mincberg, Center for Reform of School Systems (CRSS) (mincberg@crss.org)
Melanie Pondant, Longview ISD (mpondant@lisd.org)

Area Focus: Resources/Technology
Topics: Adult development and learning, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2241 | Coaching and Mentoring in a Video World

Examine the current research around how video can be a powerful tool to support educator professional development and test out an online video platform. Experience specifically how Volusia Center for Excellence in Education (VCEE) uses video technology to support and train pre-service candidates. Learn the advantages of using video for coaching and mentoring, current best practices in the field, and how to overcome the challenges associated with this innovative technology.

Courtney Williams, Torsh (christie@torsh.co)


Area Focus: Resources/Technology
Topics: Feedback and Observations, Induction and Mentoring
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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10:30am–11:30am
Thought Leaders TLxx

TL25 | Fulfilling Teachers: Jobs to be Done

Many initiatives to develop teachers’ practices struggle to move the needle on student outcomes. The problem is often not a lack of sound instructional approaches, but a failure to account for the actual progress that teachers are already trying to make in their lives and with their students. Learn how researchers at the Christensen Institute interviewed and surveyed teachers to understand why they adopt new teaching practices. Explore their “Jobs to be Done” theory, which informs four different jobs—or reasons—that motivate teachers to change how they teach.

Thomas Arnett (tarnett@christenseninstitute.org)


Area Focus: Global/Emerging Issues
Topics: Change Management, Improving Instruction
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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TL26 | Social and Emotional Learning in Research and Practice

What are the features and best practices of effective social and emotional learning (SEL) programs? How can they be planned and carried out well, both in school and out-of-school settings?  Researchers from Harvard’s EASEL Lab discuss the recommendations in the publication Preparing for Effective SEL Implementation, supported by The Wallace Foundation. Explore how to ensure sufficient staff support and approaches to dealing with logistical and budget challenges.

Katie Brush, Harvard's EASEL Lab (keb613@mail.harvard.edu)
Bridget Laird, WINGS for Kids (bridget@wingsforkids.org)

Area Focus: Outcomes - Educator and Student Learning
Topic: Social Emotional Learning/Health (SEL/SEH)
Session Length: 1-hour
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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12:00pm–12:45pm
Lunch


12:45pm–2:00pm
General Session Keynote: Glenn Singleton


2:15pm–3:15pm
Sponsored Sessions

SP01 | Making an Impact in the Classroom using Visible Learning Research

This interactive and engaging session will take participants on a deep dive into some of the key influences captured in John Hattie’s Visible Learning research. Learn how Visible Learning can serve as a compass ensuring instructional actions are having a positive impact on the growth and achievement of students. Instructional practices that support surface, deep and transfer learning will be highlighted, and participants will leave with strategies ready for implementation into their classroom the very next day.

Sponsored by Corwin

Karen Flores, Corwin (karen.flories@corwin.com )


Area Focus: Implementation
Topic: Improving Instruction
Session Length: 1-hour

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SP02 | Developing Assessment-Capable Learners

Efficacious teachers ensure that their students are assessment-capable, which means that students understand their current level of performance and compare that with the desired level of learning. Assessment-capable learners and their teachers select direct, dialogic, and independent learning approaches they know will help attain their shared learning goals. In this session, gain insight about the six pillars Assessment-Capable Learners (ACL) demonstrate, the conditions that best support how to develop ACL, and the pathway to high-quality and equitable learning experiences.

Sponsored by Corwin

Olivia Almador-Valerio, Corwin (olivia.amadorValerio@corwin.com)


Area Focus: Data
Topic: Formative Assessment Practices

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SP03 | A Journey Worth Taking

It may seem overwhelming to turn a school around or implement change. Where to begin? At Solution Tree, we can help you face even the biggest challenges by breaking them down into manageable pieces, creating a clear plan, and supporting you throughout the implementation process. Join us for a panel discussion where educators reveal the dramatic transformations made possible when schools focus on building a culture of learning for professionals and for students.

Sponsored by Solution Tree

Erica Dooley-Dorocke, Solution Tree (erica.dooley-dorocke@solutiontree.com)


Area Focus: Implementation
Topic: School Improvement/Reform
Session Length: 1-hour

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SP04 | From Compliance to Insight

Under ESSA, school districts face increased pressure to demonstrate the impact of Title II-A funded professional learning. Learn how a collection of districts are using data on their professional learning to go beyond grant requirements. Discover practical strategies for building teacher buy-in and using formative data to power school improvement initiatives during the year.

Sponsored by KickUp, Inc.

Debra Lane, Alexandria City Public Schools (debra.lane@acps.k12.va.us)
Jeremy Rogoff, KickUp, Inc. (jeremy@kickup.co)

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SP05 | How Video-Based Reflection Is Accelerating Our Teachers' Growth

Video has become a central tool in our district and school-based professional learning. In addition to video-enhanced instructional coaching, our district is using video in four distinct ways: lesson study, action research, video clubs, and peer observation. Come to hear (and see) how we've empowered teachers to drive PL using videos of their own teaching. Attendees will receive a copy of “Evidence of Practice” book on implementing video learning.

Sponsored by Edthena

Diane Lauer, St. Vrain Valley School District (lauer_diane@svvsd.org)
David Baker, St. Vrain Valley Schools District (baker_david@svvsd.org)

Area Focus: Learning Designs
Topics: Models of professional learning, Technology for professional learning
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches

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SP06 | Increase your Impact: A PD Program Designed for Growth

Build out a professional development program for teachers that is sustained, intensive, data-driven, collaborative, classroom-focused, and job-embedded with micro-credentials, collaborative communities and more. In this session we’ll dig into what these best-practice terms from ESSA mean and how micro-credentials and other components of Frontline Professional Growth help you move your professional development program to this model that promotes teacher agency and engagement, develops internal capacity, and builds your district brand.

Sponsored by Frontline Education

Susan Walters, Frontline (swalters@frontlineed.com)
Kathy Landon, Frontline (klandon@frontlineed.com )

Area Focus: Outcomes - Educator and Student Learning
Topics: Micro-Credentials / Badging, Technology for professional learning

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SP07 | Learning Forward Foundation: Enhancing professional learning to change student achievement results

Wouldn't you like to enhance your professional learning to improve results for students? If so, come and listen to a panel of award-winning educators who are moving the learning forward. Hear from panelists how they have written and received grants to change learning for all learners. Take what you learn and think about how you might write a proposal to support your professional learning.

Sponsored by the Learning Forward Foundation

Jody Wood, Saint Louis University (jo.wood@slu.edu)
Heather Lageman, Learning Forward Foundation (heather.lageman@gmail.com)

Area Focus: Resources/Technology
Topics: Models of professional learning, Other (Gaining funding to support professional learning work)
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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SP08 | Learning Forward Academy: Should I, or Shouldn't I?

Explore the advantages and challenges of becoming a Learning Forward Academy participants from 3 current academy members (LFA19). Do you have a problem you are struggling with in your current role? Do you have a desire to participate in a cycle of continuous improvement? Come hear how the Learning Forward Academy can walk you through the Standards Into Practice framework, Innovation Configuration Maps, and many other tools which can bring clarity and a researched based formalized process that will help you address that current problem, as well as future ones.

Sponsored by the Learning Forward Academy

Jill Maras, Kaneland High School / Kaneland CUSD #302 (Jill.Maras@Kaneland.org)
Shelley Hueber, Kaneland CUSD #302 (shelley.hueber@kaneland.org); Martne McCoy, Kaneland CUSD #302 (martne.mccoy@kaneland.org)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, School Improvement/Reform
Session Length: 1-hour
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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SP09 | Teacher Leaders: Supporting & Promoting Equitable Learning Environments

New (Added 9/12)

Classrooms across our nation are becoming more diverse – from large urban centers to small rural communities. Regardless of the type of diversity that teachers are experiencing (racial, ethnic, economic, language, sexual orientation, etc), they must be able to support the learning of all students. This interactive session will explore how teacher leaders can create and advocate for socially just/ equitable learning environments. Those attending this session will receive the revised Teacher Leadership Competencies which includes the new Foundational Competencies focusing on Diversity, Equity and Cultural Competence.

Sponsored by the National Education Association

Adriane Dorrington, National Education Association (adorrington@nea.org)


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2:30pm–3:30pm
Keynote Q&A

QA02 | Tuesday Keynote Q&A with Glenn Singleton

Area Focus: Equity
Topics: Community/Family Engagement, Cultural/Gender/Racial Equity, Culturally responsive pedagogy, Culture and climate
Session Length: 1-hour
Audiences: Classified/Support Staff, District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders, Technical Assistance Providers

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3:30pm–4:30pm
Thought Leaders TLxx

TL27 | Building Leadership Capacity through a Multi-System Approach

The Galveston County Learning Leaders (GCLL), sponsored by the Houston Endowment and facilitated by Learning Forward, are intensely focused on developing a district-level professional learning community of the superintendent and district leadership teams so that they develop skills in leading effective professional learning. Learn how GCLL share learning across diverse districts to improve the design and implementation of professional learning.

Jacqueline Shuman, Santa Fe ISD (jacqueline.shuman@sfisd.org)
Steven Ebell, Clear Creek ISD (sebell@ccisd.net); Karen Engle, Clear Creek ISD (kengle@ccisd.net); Lynn Hobratschk, Friendswood ISD (lhobratschk@fisdk12.net); Holly Hughes, Clear Creek ISD (hhughes@ccisd.net); Stephanie McBride, Clear Creek ISD (ssmcbrid@ccisd.net); Kimberly Ross, Santa Fe ISD (kimberly.ross@sfisd.org); Leigh Wall (leigh.wall@sfisd.org)

Area Focus: Leadership/Advocacy
Topics: Comprehensive System Improvement/Reform, Learning Networks, School Improvement/Reform
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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3:30pm–5:30pm
Concurrent 24xx

2401 | Building Learning Designs Utilizing Multiple Data Sources

Discover how using multiple sources of data increases student ownership of learning and teacher ownership of lesson design. See how dissecting the curriculum standards guides teacher teams in collaborative discussion about the alignment of instruction, learning standard, and assessment to guide level of instruction. Reflect in a table talk about effective teacher led, collaborative planning and engage in modeling how different sources of data can lead to understanding of student learning styles that affect learning design.

Becky White, Fort Bend ISD (becky.white@fortbendisd.com)


Area Focus: Data
Topics: Continuous improvement Cycles, Data-driven decision making, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2402 | Measuring and Reporting on the Impact of Professional Learning in Early Literacy

By using five critical levels of evaluation, you can improve your district and school's professional learning program, educator practice, and student outcomes. Join us as we share how intentional comprehensive [rofessional learning planning provided a structure in one district in upstate New York to measure and report on the impact of professional learning in early literacy. Use the district's structures, processes, and tools to identify a problem of practice in your district and generate a plan to trace the impact of your efforts to address that problem.

Francine Grannell, Syracuse City School District (fgrannell@twcny.rr.com)
Alyssa Reinhart, Syracuse City School District (areinhart@scsd.us); Maureen Sweeney, Syracuse City School District (msweeney@scsd.us); Rhonda Zajac, Syracuse City School District (rzajac@scsd.us)

Area Focus: Data
Topics: Evaluation and Impact, Literacy, Other (Measuring Impact of Professional Learning)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2403 | Learning Curve: Measuring Instructional Impact on Student Learning

Come and use a research-based tool to measure the impact of instructional practices. Join this session and engage in a mathematical experience to  construct linkages between instructional practices and student learning behaviors in an effective mathematics classroom. Recognize the value of tools and a process for coaching or using with PLC teams to make the learning of collaborative work visible. Generate data-collection options for use in your school setting to measure the effectiveness of instructional practices on student learning. 

Mary Mitchell, Math Solutions (marylynnmitchell@gmail.com)
Brenda Konicke, Math Solutions (bkonicke@mathsolutions.com)

Area Focus: Data
Topics: Collaborative inquiry, Mathematics, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2404 | Continuous Improvement: An Introduction to Root Cause Analysis

Learn how to determine the root causes of district and school problems of practice by experiencing an important part of continuous improvement: root cause analysis. Engage in an interactive case study where we study one district’s problem of practice by examining summative and formative data. Create a driver diagram to best understand how to make decisions and changes that improve student learning and achievement

Allison Escher, Institute for Learning (ale31@pitt.edu)
Kerri Messler, Schenectady City School District (MesslerK@Schenectady.k12.ny.us)

Area Focus: Data
Topics: Continuous improvement Cycles, Data-driven decision making
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2405 | Program Design: Creating Deep Impact at Scale

Apply data-informed professional learning models to affect change at scale. Learn how ESC11, a service center supporting 70,000 teachers, used a blended and teacher-led model to improve literacy instruction across seven districts. Determine scalable opportunities to optimize existing resources within their own districts, including identifying and leveraging teacher leaders. Discover strategies to capture and use formative data to ensure successful implementation and increase the efficacy of your teacher trainers.

Renee Agent, Education Service Center (ESC) Region 11 (ragent@esc11.net)
Vicki Arrington, Education Service Center (ESC) Region 11 (varrington@esc11.net); Victoria Kinzig, KickUp (victoria@kickup.co)

Area Focus: Data
Topics: Data-driven decision making, Evaluation and Impact, Literacy, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2406 | Action for Equity: Everyday Dignity

Central to educational equity and cultural responsiveness is the concept of dignity. In this session, you will unpack dignity to discover its essential elements as well as the dignity distortions that, if left unresolved, block our equity aspirations. Learn to operationalize equity in contexts such as professional learning, instruction, and classroom environment by applying the Everyday Dignity framework to make cultural responsiveness actionable, shape inclusive environments, and provide a foundation for growth and achievement.

John Krownapple, Howard County Public School System (john_krownapple@hcpss.org)
Floyd Cobb, University of Denver (floyd.cobb@du.edu)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally responsive pedagogy, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2407 | Teaching (and Reaching) ALL Children!

Join us to learn how a county school district has developed model sites where special education and general education teachers collaboratively plan standards-based instruction that incorporates Universal Design for Learning. In this interactive session, observe and reflect upon collaborative planning at a model site to deepen your understanding of UDL principles and strategies. Learn about and practice applying a protocol for structuring collaboration between general education and special education. Leave with electronic resources to support collaboration efforts in your own school and district. 

Kelly Wulf, Berkeley County School District (wulfk@bcsdschools.net)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Improving Instruction, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2408 | Shifting from Zero Tolerance to Equitable Discipline

Sample a sliver of a year-long professional learning program for assistant principals, targeting disproportionate discipline consequences to students of color. Consider this impact as it relates to your own identity and how it may factor into discipline decisions for students. Leave having experienced collaborative tools that you can use to support uncomfortable conversations about equity.

Babetta Hemphill, Garland ISD (behemphi@garlandisd.net)
Jennifer Miley, Garland ISD (jrmiley@garlandisd.net); Thomas Van Soelen, Van Soelen & Associates (tmvansoelen@gmail.com)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and climate, Facilitation
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2409 | Innovative Strategies to Attain Equity Throughout the k-12 Ecosystem

Panel presentation of four EIR/i3 grantees about the ways in which their work is strategically focused at a particular point in the K-12 ecosystem, including the system level, school level and classroom level, to positively influence their organization’s attainment of equitable outcomes for all students.

Corinne Vinal, NYC Leadership Academy (cvinal@nycleadershipacademy.org)
Jennifer Beck-Wilson, National Institute for School Leadership (NISL) (jbeckwilson@nisl.org); Andrew Wayne, American Institutes for Research (AIR) (awayne@air.org ); Caitlin Wilson , National Board for Professional Teaching Standards (cwilson@nbpts.org )

Area Focus: Equity
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2410 | Professional Learning for ALL Professionals

What does it mean to truly be a learning organization? What does it look like when all departments are equally dedicated to the continuous improvement cycle? Two years ago a large suburban district in the Dallas area decided to find out. Hear panelists describe how thay are investing in noninstructional departments like Transportation, Food and Nutrition, Facilities, and Office Professionals with continuous professional learning.

Marcus Miller, Plano ISD (marcus.miller@pisd.edu)


Area Focus: Equity
Topics: Continuous improvement Cycles, Engaging/Motivating Disenfranchised Learners, School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2411 | Designing a Pathway for Standards-Based Grading

Shifting from traditional grading to a standards-based system can have a profound impact on student achievement and teacher efficacy by increasing equity and agency in classrooms. Learn systemic structures, implementation timelines, and professional learning supports to move your system to standards-based grading. Walk away armed with an understanding of current research, ways to avoid potential pitfalls, and a personalized implementation framework to begin a transition in your school district.

Susan Silva, Clear Creek ISD (susilva@ccisd.net)
Laura Adlis, Clear Creek ISD (ladlis@ccisd.net); Marny Doepken, Clear Creek ISD (mdoepken@ccisd.net)

Area Focus: Equity
Topics: Comprehensive System Improvement/Reform, Formative Assessment Practices, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2412 | History and Civics: A Systems Implementation of PBL

Learn how to shift a system to project-based learning by combining innovative social studies projects aligned to the C3 Framework and a robust professional learning system. Engage students in understanding multiple perspectives, evidenced based practice and civic debate. Leave this session with clarity on how you can impact your system by collaboratively developing curriculum through a design-based research approach.

Adrienne Dickinson, Educurious (adickinson@educurious.org)
Chris Carter, STRIVE Preparatory Schools (ccarter@striveprep.org)

Area Focus: Equity
Topics: Deeper Learning, Future-ready learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2413 | Fostering Social/Academic Growth of ELLs Through PLCs

It takes a “village” to support and foster social and academic growth in English Language Learners. Consult and collaborate in table groups with other campus leaders about the rapid changes in ELL populations and strategize on meeting their unique needs. Examine a program that has improved the successful transition of these students into a new culture and learn what worked, didn’t work, and discuss ideas about how you might implement a similar program.

Karen Engle, Clear Creek ISD (kengle@ccisd.net)
Adrian Bidulescu, Clear Creek ISD (abidulescu@ccisd.net); Veena Dass, Clear Creek ISD (vdass@ccisd.net); Paige James, Clear Creek ISD (pjames@ccisd.net); Cheryl Miller, Clear Creek ISD (cmiller@ccisd.net); Jillian Moore, Clear Creek ISD (jillian.moore@ccisd.net)

Area Focus: Global/Emerging Issues
Topics: Engaging/Motivating Disenfranchised Learners, English Learners / Linguistic Diversity, Improving Instruction
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2414 | DARING to Innovate

DARING to ensure every student graduates with the human skills necessary to succeed in our rapidly changing global society requires focus. Explore the DARING (Dreamers and doers, Aware, Resilient and healthy, Inquisitive, Nimble, and Global) strategies used by a successful public high school district. Travel virtually with us to Berlin to experience our DARING mission, process, and projects! Evaluate examples of interdisciplinary projects and apply what you learned to design professional learning that extends connections, broaden cultural awareness, and tear down the walls that limit innovation.

Rita Fischer, Community High School District 128 (rita.fischer@d128.org)
Matthew Clifford, CHSD 128 (matthew.clifford@d128.org); Tara Nieves, CHSD 128 (tara.nieves@d128.org); Mary Todoric, CHSD 128 (mary.todoric@d128.org)

Area Focus: Global/Emerging Issues
Topics: Deeper Learning, Global perspectives
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2415 | Feedback that Streamlines Efforts to Improve Teacher Performance

Formal and informal classroom observations, leadership team calibration, district focus walks and now you have mountains of feedback…what do we do NEXT to impact teacher practice and improve student success? In this collaborative session, participants will learn strategies to use feedback from all stakeholders as the lever to drive school and district professional development. Participants will leave the session with strategic tools and examples to support their daily work with schools.

Towanda Harris, Atlanta Public Schools (tlharris@atlanta.k12.ga.us)
Tom Munn, Atlanta Public Schools (tmmunn@atlanta.k12.ga.us); Will Todd, Atlanta Public Schools (wtodd@atlanta.k12.ga.us); Simone Wells-Heard, Atlanta Public Schools (swheard@atlanta.k12.ga.us); Shannon Williams, Atlanta Public Schools (shcwilliams@atlanta.k12.ga.us)

Area Focus: Implementation
Topics: Feedback and Observations, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents

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2416 | Developing a Comprehensive Standards-Based Professional Learning System

A coherent professional learning system is critical to developing the capacity of districts implementing a Multi-Tiered Systems of Support (MTSS) framework. Learn how one statewide project created a comprehensive standards-based system, tools, plans, and protocols to facilitate the design, delivery, and evaluation of professional learning and coaching supports. Materials, strategies, and case studies will be discussed, as well as how to adapt and apply these tools within your local context.

Amanda March, University of South Florida (amandamarch8@hotmail.com)
Amber Brundage, University of South Florida (abrundage@usf.edu)

Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2417 | SEED: Shifting from PD to Ongoing Professional Learning

Discover how Northwest Colorado BOCES’ i3 SEED project has contributed to a shift in the regional culture of professional learning by providing job-embedded learning experiences, engaging teachers in collaboration and reflection, and using teacher evaluation as a tool for meaningful professional growth. Learn how a blended model increases personalization for professional learning. Develop a plan for implementing responsive professional learning experiences in your own setting.

Raylene Olinger, Northwest Colorado BOCES (raylene.olinger@nwboces.org)
Julie Dalke, Northwest Colorado BOCES (julie.dalke@nwboces.org)

Area Focus: Implementation
Topics: Models of professional learning, Personalized Learning (Educators and Students), Rural issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2418 | So You're Saying There's a Chance

Are you looking for a way to focus on the work of collaborative teams and student learning, so that evaluation and coaching are not at odds? Discover how to coach teams through a process that integrates and simultaneously supports individualized teacher learning, evaluation, and high levels of student learning. In this session, participants will see how the “25-minute team professional growth plan” guides professional learning, integrates feedback and evaluation data to help teachers grow, and measures their impact on learning.

Robert Proffit, WashingtonCounty School District (robert.proffit@washk12.org)
Cheri Stevenson, WashingtonCounty School District (cheri.stevenson@washk12.org)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Educator Effectiveness, Instructional leadership and supervision
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2419 | Professional Learning Recharged: Pioneering Learning for Educators

When it comes to implementing initiatives on a campus, the challenge is not in starting the initiative, but in sustaining the initiative. Hear about one way in which a large South Texas district has supported campuses in implementing and sustaining change initiatives. Through discussion with other participants, reflection, and collaboration, you can deepen your understanding about how the district is leading professional learning with the collaborative, dynamic support of campus-based teacher leaders.

Rachelle Wooten, Fort Bend ISD (rachelle.wooten@fortbendisd.com)
Cheryle Lerch, Fort Bend ISD (cheryle.lerch@fortbendisd.com); Natachia Olivo-Ortiz, Fort Bend ISD (natachia.olivoortiz@fortbendisd.com)

Area Focus: Implementation
Topics: Change Management, Continuous improvement Cycles, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2420 | Developing Districtwide Capacity for Data-Driven Improvement

Explore how one district created structures at all organizational levels to implement a data-driven framework for instructional improvement. Consider the impact of this districtwide, job-embedded collaborative learning on teacher planning and practice and its results for student. Engage in individual reflection and interactive processes to identify the potential value of this approach to your district.

Lynne Hice, Florence High School (lhice@florencek12.org)
Jacquelyn Flowers, Florence City Schools (jflowers@florencek12.org); Jimmy Shaw, Florence City Schools (jshaw@florencek12.org)

Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, Data-driven decision making, School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2421 | Differentiated Professional Support Systems: Conditions, Challenges, and Opportunities

Explore how leaders at one middle school made a long-term investment in cultivating teacher leaders, engaging them as partners in designing and implementing a differentiated system of professional support that enhanced teacher skillfulness, school climate and culture for teachers with all levels of experience. Discover the essential conditions that increased authentic teacher collaboration and student progress. Experience structures that created robust conversations among diverse stakeholders, improving teacher and student learning.
Pam Robbins, Leadership & Learning (probbins@shentel.net)
Mary Jane Boynton, Prince William County Schools (boyntomj@pwcs.edu); Teresa Caple, Prince William County Schools (capletm@pwcs.edu)

Area Focus: Learning Designs
Topics: Learning Networks, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2422 | Correctly Compensated: How To Ensure Adult Learning is Actually Transferred to Classrooms

Experience a fully realized personalized professional learning model designed to motivate educators to transfer best practices into the classroom. Professional learning systems have historically focused on attendance for accountability. Come and learn how, by allowing for educator choice in learning topic(s) and compensating for transfer instead of seat time, you can stretch your professional learning dollars and watch your teachers grow!

Amy Geurkink-Coats, Parkway School District (acoats@parkwayschools.net)


Area Focus: Implementation
Topics: Models of professional learning, Personalized Learning (Educators and Students), Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2423 | Peer Observation & Feedback: Teachers Supporting Teachers

Empower your teachers with tools to improve their own practice and outcomes and those of their colleagues and teams by going beyond learning walks or rounds. Provide learning experiences that allow teachers to conduct high quality observations, recognize teacher impact on students, and develop impactful feedback for peers. Come hear how three districts are building capacity and a common understanding of effective teaching and learning with teams of teachers.

Patrick Flynn, ReVISION Learning Partnership (pflynn@revisionlearning.com)
Lisa Carter, CT Regional School District One (lcarter@region1schools.org); Alisha DiCorpo, New Milford Public Schools (dicorpoa@newmilfordps.org); Amy Tepper, ReVISION Learning Partnership, LLC (atepper@revisionlearning.com); Michelle Zawawi, Vernon Public Schools (michelle.zawawi@vernonct.org )

Area Focus: Implementation
Topics: Feedback and Observations, Other (Teacher Leadership/Peer Observation)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2424 | Advancing Equity With Open Educational Resources (OER)

Equitable access to high-quality classroom resources that are aligned to standards, inclusive, and relevant is critical to supporting student success. Open Educational Resources (OER), and Open Educational Practice (OEP), bring effective systemwide and teacher-led approaches to address growing needs for curriculum improvement to engage all learners. This session introduces a professional learning model for integrating OER and new practices to address equity at district, school, and classroom levels and offers hands-on practice using digital tools for collaborative curriculum improvement within PLCs.

Megan Simmons, ISKME (megan@iskme.org)


Area Focus: Instructional Materials/Curriculum
Topics: Continuous improvement Cycles, Cultural/Gender/Racial Equity, Open Educational Resources/Practices (OER/OEP)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2425 | 20/20: Making Learning Visible For Students Starts with Teacher Clarity

If you asked teachers, "What are you teaching today and why are you teaching it?" how much consistency do you think you'd find among teachers teaching the same subject or in the same grade level?  According to Hattie's research, teacher clarity has an effect size of .75! Explore the essential elements of teacher clarity and develop tools that will empower teachers in the process of defining clarity in a continual, collective way. Take away a process that may let you have a curriculum that is not merely stored on a shared hard drive, but is alive and accessed regularly as staff and teacher teams continue to define their clarity. 

Kelli Campbell, Kent Intermediate School District (kellicampbell@kentisd.org)


Area Focus: Instructional Materials/Curriculum
Topics: Adult development and learning, Improving Instruction, Instructional leadership and supervision, Other
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Teacher Leaders/Mentors/Team Leaders

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2426 | Fostering Future-Ready Innovative Thinkers Through STEM/Makerspace

Explore the positive impacts of inquiry-based instruction on students’ thinking, perceptions, and experiences. Learn how to use MakerSpace, STEAM, and NGSS ideals to foster creativity, reduce fear of failure, and offer natural differentiation through collaboration and the development of problem-solving skills. Hear how professional learning for staff can be scaffolded, yet targeted, to encourage the continuous development of future-ready learners. Experience student-centered activities that you can use tomorrow.

Stacey Linzenbold, Wyckoff School District (slinzenbold@wyckoffschools.org)
Jessica Lacasse, Wyckoff School District (jlacasse@wyckoffschools.org)

Area Focus: Instructional Materials/Curriculum
Topics: Deeper Learning, Future-ready learning , STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2427 | Coaching Teams

Participants in this session will learn how to coach teams in two areas: how to work together effectively as a team (i.e., establishing team norms, developing strategies for improving team communication, and monitoring team effectiveness), and how to use protocols for learning, including using video to learn a teaching strategy, analyze a lesson, focus on a theme, develop checklists or a playbook, or collaboratively problem solve.

Jim Knight, Instructional Coaching Group (jim@instructionalcoaching.com)


Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Models of professional learning
Session Length: 2-hours
Audience: School-based Professional Development Leaders/Instructional Coaches

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2428 | Gift of Coaching II

A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Results Coaching Global are providing the gift of coaching in a 1:1 setting. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions for a tough situation.

NOTE: This is a not a typical concurrent session and is offered as a service for conference participants. Session is limited to 12 participants.

Repeat of 2221; repeated as 3218 and 3414.

Karen Anderson, Results Coaching Global, LLC (kaa75149@gmail.com)
Gail Hartin, Results Coaching Global, LLC (gail@resultscoaching.com); Kathryn Kee, Results Coaching Global, LLC (kathy@resultscoaching.com); Lloyd Sain, Results Coaching Global, LLC (lloyd@resultscoaching.com); Reba Schumacher, Results Coaching Global, LLC (reba@resultscoaching.com); Pam Smith, Results Coaching Global, LLC (pam@resultscoaching.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Leadership Development
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2429 | Supporting Early Learning: Top Ten Components of Quality

Elementary schools are enrolling increasing numbers of young children but just providing access to programs isn't enough. The quality of the programs  makes the difference in children’s development and helps give them an equitable start to education. In this session, you'll examine teaching practices and program components that support development and learning. See how you might support implementation of developmentally appropriate, effective instructional practices aligned with early learning programs and primary grades.

Betsy Fox, New Teacher Center (bfox@newteachercenter.org)
Nicole Nelson, New Teacher Center (nnelson@newteachercenter.org)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Instructional leadership and supervision, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2430 | Touch Points: Leadership Coaching Conversations that Drive Results

Building leadership capacity in others is a core competency of game-changing school leaders. The principals we work with are on a quest to become more effective and efficient at developing leaders on their campuses but often admit they struggle to set clear expectations, to delegate responsibilities, to monitor progress, and/or to hold others accountable. To support principals in these areas, the Touch Point Protocol is a weekly coaching conversation between the principal and a developing leader that ensures both leaders consistently act based on priorities, develop teacher capacity in core areas of need, and drive targeted student outcomes.

Melissa Monaco Phillips, Teaching Trust (monaco.melissa@gmail.com)
Scott Hudnor, Big Rock Educational Services (shudnor@bigrockeducation.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Instructional leadership and supervision, Leadership Development, Principal Pathways/Pipelines
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2431 | The First Five Minutes

What should happen within the first five minutes of a presentation? Learn how to influence what people think, do, say and feel as a result of choreographing the first five minutes. Discover nine things you can do to produce a positive learning environment, a sense of community, and a willingness of participants to go on the journey with you. You will create--and share feedback about--an opening and discover how simple yet eloquent a deliberate choreography can be. What you create can be applied to meetings people look forward to, don’t look forward to, or may even be captive audience members to. Whatever your perspective, you will think differently about openings differently and may never open a meeting in the same way again.

Kendall Zoller, Sierra Training Associates (kvzollerci@gmail.com)


Area Focus: Leadership/Advocacy
Topics: Change Management, Facilitation, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2432 | Building Capacity and Developing Sustainability Through School Improvement

Explore strategies to strengthen both culture and instruction as essential components for school turnaround Examine leadership protocols to develop a sustainable system for capacity building and differentiated professional development Discover strategies associated with data-driven instruction: culture/assessment/analysis/action/reflection within the Plan-Do-Check-Act continuous improvement cycle.

Donna Snyder, Arlington Public Schools (donna.snyder@apsva.us)
Heidi Smith, Arlington Public Schools (heidi.smith@apsva.us)

Area Focus: Leadership/Advocacy
Topics: Continuous improvement Cycles, Culture and climate, Data-driven decision making, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2433 | Shifting Mindsets: A Culture of Coaching

Learn how one district is creating a cadre of lead learners who think differently about students and learning and how this work is supporting job-embedded implementation of effective instruction. See how to scaffold systems and structures to increase teacher leadership around implementation of best practices. Develop a plan for sustainable professional learning for your setting.

Kelly Wegely, Worthington Schools (kwegley@wscloud.org)
Susan Drake, Worthington Schools (sdrake@wscloud.org)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Continuous improvement Cycles, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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2434 | Overcoming Powerful Obstacles to Building Great Cultures

Why are some coworkers so challenging to work with? Would anyone consider you a difficult person? Discover why different does not have to be difficult. By making slight adjustments in your behavior, you will have a significant impact on building positive relationships. Honoring differences is the foundation for building trust, respect and commitment to common team goals. Use your own and others strengths to build positive results for everyone.

Betty Burks, N2 Learning (bettyburks@gmail.com)
Carolyn Gonzalez, Ector County ISD (carolyn.gonzalez@ectorcountyisd.org); Deanna Jackson, Schertz-Cibolo-Universal City ISD (djackson@scuc.txed.net)

Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Culture and climate, Leadership Development, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2435 | The Synergy of Partners: Efficacy

Engage in a dynamic conversation about the development of systemwide professional learning plans. Examine the mindset as well as the nature of networks and pitfalls of organizational isolationism. Join other participants in considering the role of synergy in establishing long-term internal and external partnerships. Begin to design an organizational action plan that relies on activating and supporting individual and collective efficacy.

Karen Beattie, Consultant (kbeattie@cfl.rr.com)
Sherri Prosser, John Hopkins University (skprosse1@gmail.com)

Area Focus: Leadership/Advocacy
Topics: Comprehensive System Improvement/Reform, Culture and climate, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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2436 | Engaging the Minds of Leaders

Developing thoughtful, innovative leaders and increasing their effectiveness requires a systemic approach to professional learning. Discover how the Professional Development and Educational Research Institute (PDERI) section of the Hawaii Department of Education (HIDOE) realigned its leadership programs to model support systems of professional learning that develop the capacity of leaders and deepen their thinking. The team will share its strategies and outcomes, with the intention of sparking ideas for participants to apply in their own complex contexts.

Iris Tomita, Hawaii Department of Education (Iris_Tomita@notes.k12.hi.us)
Sandra Cameli, Professional Development and Educational Research Institute (sandy_cameli@notes.k12.hi.us); Elden Esmeralda, Professional Development and Educational Research Institute (elden_esmeralda@notes.k12.hi.us); Walleen Hirayama, Professional Development and Educational Research Institute (walleen_hirayama@notes.k12.hi.us)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, Other
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2437 | Professional Learning Plans: A Toolkit for Educational Leaders

Learn how to grow your professional self and provide mentorship to other educators in your setting through individualized professional learning [lans (PLPs). Ignite professional passion by connecting practice to the impact it has on student achievement through inquiry-based learning and self-reflection. Learn how the creation of authentic learning communities and development of professional learning, using the PLP toolkit, can enhance or change campus culture and make a positive impact on teaching and learning.

Angelia Ebner, Arizona K12 Center/NAU (aebner@azk12.org)
Christie Olsen , Lake Havasu Unified School District (colsen@havasu.k12.az.us)

Area Focus: Leadership/Advocacy
Topics: Learning Networks, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2438 | Leading a Schoolwide Student-Led Discussion Culture

Do you want to lead a school where students' voices are heard regularly with deep discourse throughout every classroom? Learn about resources and information you can use use to help teachers increase the opportunities for student talk in every classroom. Join other participants in viewing and discussing video clips of student talk to recognize quality student-led discussions, then analyze data from a school to determine professional development needs. Receive and review resources to determine the current status of student talk in your schools. 

Sandi Novak, SNovak Educational Services (snovak9133@aol.com)


Area Focus: Leadership/Advocacy
Topics: Culture and climate, Instructional leadership and supervision, Integrating student or teacher voice
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2439 | Assessing and Analyzing Professional Learning Communities (PLCs) in Schools

Research evidence points to the positive impact of PLCs on teachers’ practices and student learning outcomes. Schools, however, face challenges in their effort to sustain effective PLCs. Join this session to learn how school, teacher, and district leaders, adapted and administered the Professional Learning Community Assessment, revised in a research project with 20 schools to help them self-diagnose the strengths and weaknesses of their PLCs and identify high-leverage follow-up actions. Engage with the facilitators and other participants to reflect, compare, and contrast PLCs in this context with your own and think about the next steps in the development of your schools as PLCs. 

 

Sivakumar Viswanathan, Ministry of Education (sivakumar_viswanathan@moe.gov.sg)
Nuryani Suneh, Ministry of Education (Nuryani_SUNEH@moe.gov.sg)

Area Focus: Learning Communities
Topics: Change Management, Culture and climate, Data-driven decision making
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2440 | How School Leaders Support Literacy Achievement in PLCs

Learn how a leadership and a literacy coach have teamed together to provide tangible support for a school implementing the professional learning community process. Participate in literacy instructional practices, review common formative assessments, and consider ways for discussing evidence that align to priority standards and learning targets. Recognize how principals can support teams and what they can expect to see in classrooms that engage meaningfully in literacy instruction.
Kathy Glass, Glass Educational Consulting (kathytglass@yahoo.com)
Karen Power, East Coast Education Leaders Inc. (karenpower06@gmail.com)

Area Focus: Learning Communities
Topics: Instructional leadership and supervision, Literacy
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2441 | Tips from the Tundra: Designing Large-Scale PLNs

Explore the dimensions of implementation and scale through the Alaska Professional Learning Network (PLN) and see how they designed, developed, and implemented a video-enhanced professional learning network at scale to reach and connect to its rural teachers. Contrast Alaska’s approach with other states and analyze the dimensions of implementing professional learning networks via research-based frameworks. Draft a professional learning network and investigate how to simultaneously scale and localize professional learning.

Paul Teske, Teaching Channel (pteske@teachingchannel.org)
Kathy Blanc, Alaska Council of School Administrators (kblanc@alaskaacsa.org); Tammy Morris, Alaska Council of School Administrators (tmorris@alaskaacsa.org)

Area Focus: Learning Communities
Topics: Blended/Online Learning, Rural issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2442 | Ensuring Successful Implementation Of Change

Innovations come and go, often with little to show for all the effort and money. Examine reasons why initiatives fail or succeed by analyzing the research-based instruments from the Concerns Based Adoption Model (CBAM): Levels of Use of the Innovation and Stages of Concern. Review these diagnostic tools to understand how teacher readiness plays a major role in creating sustained improvement. See first hand how the Levels of Use and Stages of Concern interact to provide data that leaders can use support teachers throughout implementation of a change.

Kay Cornell, Education Connections (kaycornell@comcast.net)


Area Focus: Learning Communities
Topics: Adult development and learning, Change Management
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2443 | Invest in Yourself

Are you taking time to develop yourself professionally? In this session, you will reflect on your own learning and professional growth plan while collaborating with other participants to maximize your own learning outside of your comfort zone. This session will focus on how we increase our capacity as learners. Reflect, discuss, and discover current modes of learning and explore new opportunities to advance ourselves as educators.

Leanne Long, Mississippi State University (leanne.long@rcu.msstate.edu)
Lois Kappler, Mississippi State University (lois.kappler@rcu.msstate.edu)

Area Focus: Learning Communities
Topics: Adult development and learning, Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2444 | Purposeful Leadership on the Journey to Implementing Professional Learning Communities that Work

Consider the research that shows professional learning communities are a powerful tool to enhance adult learning and collegial dialogue that directly impacts not only students and teachers, but school systems as a whole. Engage in an exploration of the process of creating systemic change through a three-tiered approach to implementation of professional learning communities. Receive technical assistance and leave with an action plan for implementation.

Julie Williams, SouthTech Schools (julie.williams@pbcharterschools.org)
John-Anthony Boggess , SouthTech Schools (jay.boggess@pbcharterschools.org); Debbie Cooke , WPGL Consulting (wpglconsulting@gmail.com); Nicole Handy , SouthTech Schools (nicole.handy@pbcharterschools.org)

Area Focus: Learning Communities
Topics: Change Management, Comprehensive System Improvement/Reform, Continuous improvement Cycles, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2445 | Reaching Across State Lines to Collaborate on Professional Learning

How can you incorporate professional learning across district and state lines? Finding scalable solutions to multilayered and complex problems—building a leadership pipeline; evaluating and supporting teachers and leaders; and addressing issues of diversity, equity, and inclusion—is at the top of the minds of researchers and leaders nationwide. Join us to learn how education leaders in Washington D.C., Maryland, and Virginia developed a consortium to share resources and promising practices and act as thought partners for one another to address educational goals. Discuss processes, attitudes, and attributes required in order to ensure value, worth, and sustainability of a multi-district consortium.

Debra Lane, Lane Leadership Group,LLC (lanedebrae@gmail.com)
Baek Chong, Fairfax County Public Schools (BOChong@fcps.edu); Heidi Oliver-O’Gilvie, Anne Arundel County Public Schools (hpoliver@aacps.org); Sue Sarber, Arlington Public Schools (sue.sarber@apsva.us)

Area Focus: Learning Communities
Topics: Models of professional learning, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2446 | Status Quo, Disruptor or Defender: Which Are You?

Albert Einstein shared, "No problem can be solved from the same level of consciousness that created it." Implicit in his observation is the need to encourage growth by disrupting the status quo. Join this session to understand the inverse relationship between innovation and the status quo as you identify 'blind-spots' that may go unnoticed and require examination. Leave with next steps to facilitate breakthrough disruption in your district, province, school, or team. Walk in with an open mind, and walk out with powerful choices to make.

Kenneth Williams, Unfold The Soul Inc (ken@unfoldthesoul.com)


Area Focus: Learning Communities
Topics: Culture and climate, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2447 | PD in the Mirror: Modeling Effective Blended Practices

When designing professional learning, we should strive to closely model and mirror the practice we wish teachers to adopt. We will dive into a case study of how one Midwest district is building internal capacity using the cohort approach to model pedagogical shifts, build sustainability, and effectively implement the strategies necessary for blended learning. Bring your powerful professional learning ideas to share.  Come engage and take away new knowledge to construct a “mirror plan” for your own context.

Rachel Gorton, ISD191 Burnsville-Eagan-Savage MN (rgorton@isd191.org)
Kellie Ady, Schoology (kady@schoology.com); Gina Hartman, Lindenwood University (ghartman@lindenwood.edu)

Area Focus: Learning Designs
Topics: Blended/Online Learning, Models of professional learning
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2448 | Rethinking Differentiation

A supervisor or teacher asking whether a lesson is differentiated is the wrong question, argues presenter Kim Marshall. Better to ask: "What are students supposed to be learning? Are these learning experiences the best way for them to learn it? Are all students mastering it?" Join the facilitator and other teachers and supervisors to consider how best to shift from the time-honored content/process/product approach to differentiation to a focus on unit and lesson planning, lesson execution with constant checking for understanding, and follow-up with students who aren't yet successful.

Kim Marshall, Marshall Memo (kim.marshall48@gmail.com)


Area Focus: Learning Designs
Topics: Continuous improvement Cycles, Improving Instruction
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2449 | Shifting the Lens: Professional Learning that Mirrors the Student Experience

Explore the principles of collaborative classrooms that support teachers in shifting their instruction to provide more authentic and democratic learning environments for their students. Learn how to plan for and promote active learning with a facilitative stance when engaging in professional learning. Make connections between the professional learning that teachers engage in and the instruction that students experience.

Marisa Stukey, The Center for the Collaborative Classroom (mstukey@collaborativeclassroom.org)
Dee Thompson, DeSoto County Schools (dee.thompson@dcsms.org)

Area Focus: Learning Designs
Topics: Facilitation, Literacy, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2450 | Learning From The COACHES' Perspective

Learn the outcomes of a qualitative coaching study conducted with coaches in a large southern district. Discuss how teacher-driven, individualized professional learning can result in teacher reflection and change in instructional practice and examine implications for future professional learning with coaches and instructional leaders. Apply what you learned to create a plan for working with coaches and instructional leaders in your own context.

Jamey Burns, Educational Consultant (jameyburns@hotmail.com)
Shaunte` Duggins, University of Florida- Lastinger Center for Learning (shaunte@coe.ufl.edu); Lauren GIBBS, University of North Florida (lauren.gibbs@unf.edu)

Area Focus: Learning Designs
Topics: Adult development and learning, Coaching Practices/Programs, Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches

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2451 | MAPping - a Comprehensive Professional Learning Model

This session describes the theory of action, components, and structure of the Monroe Assessment Project (MAP), a three-year initiative focusing on the embedded implementation of formative assessment for teachers, students, and administrators. Join us to examine the impact of this program on teacher instruction, student learning, and administrator capacity to sustain this work. Choose program components that you can develop into existing and future professional learning programs in your school or district.

Jeanette Adams-Price, Monroe #1 BOCES (jeanette_adamsprice@boces.monroe.edu)
Jude Dietz, Pittsford Central Schools (jude_dietz@pittsford.monroe.edu); Janet King, Fairport Central Schools (jking@fairport.org); Giselle O. Martin-Kniep, Learner Centered Initiatives (gisellemk@lciltd.org); James Peiffer, Penfield Central Schools (jude_dietz@pittsford.monroe.edu); Lorena Stabins, Monroe/Orleans Accountability, Assessment and Reporting (lstabins@bocesmaars.org)

Area Focus: Learning Designs
Topics: Formative Assessment Practices, Models of professional learning, Other (Formative Assessment as an Embedded Process)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2452 | Teacher-Led Instructional Rounds as Differentiated Professional Learning

Differentiate professional learning for teachers and leadership through teacher-led instructional rounds. Learn how to build professional capacity and leadership in your school community by advancing observations, which are conducted by both teachers and administrators, of a commonly designated problem of practice. Receive hands-on training in conducting instructional rounds, collaborative reflection, setting action-commitments for learning, as well as materials to get you started in your own grade level, school, or district.

Mary Kahn, Goleta Union School District (mkahn@goleta.k12.ca.us)


Area Focus: Learning Designs
Topics: Feedback and Observations, Improving Instruction, Instructional Rounds / Walk-Throughs, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2453 | Bridging Divides: Leveraging Online Video Coaching to Craft Communities of Practice

Online video coaching is an efficient and effective way to build a strong community of practice among diverse educators. Join instructors at the University of Colorado-Denver’s ASPIRE to Teach program as they show how they leverage technology to unite teachers and coaches from different cities, backgrounds, and areas of expertise. Consider how you might enact best practices to create a safe digital and communal space where educators help push each other to grow in the classroom.

Julia Kantor, CU Denver (julia.kantor@gmail.com)
Dane Stickney, ASPIRE to Teach (dane.stickney@cudenver.edu)

Area Focus: Learning Designs
Topics: Learning Networks, Teacher Pathways/Pipelines, Technology for professional learning
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2454 | Redesigning Professional Development for School-Based Instructional Leadership Teams

Facilitators will share their redesigned model for professional development, focused on growing the capacity within school-based leadership teams consisting of administrators, coaches, and teacher leaders. Come to this session and see how this model provides teams with opportunities for classroom-embedded professional development, time to study and practice facilitation for adult learning, and support for planning building-based professional development. Engage with facilitators and other participants to consider how these structures can support the work in your context.

Monica Chandler, Mukilteo School District (chandlerma@mukilteo.wednet.edu)
Mary Beth Crowder-Meier, Mukilteo School District (crowdermeier@gmail.com)

Area Focus: Learning Designs
Topics: Comprehensive System Improvement/Reform, Leadership Development, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2455 | Changing Patterns of Student Participation: A Partnership Approach

How can teachers change traditional patterns of classroom talk to increase dialogue with and among students –and use the same strategies to enhance conversations in professional learning teams? Explore how teachers in one school capitalized on strong internal and external partnerships to transform both classroom and professional interactions by moving to learning-focused dialogue. Investigate protocols and tech-supported strategies, including video coaching; take away tools and videotaped examples in QR codes.

Jackie Walsh, Walsh Consulting (walshja@aol.com)
Alyson Carpenter, Athens City Schools (alyson.carpenter@acs-k12.org); Anna Underwood , Athens City Schools (anna.underwood@acs-k12.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Improving Instruction, Models of professional learning, Partnerships and coalition building, Other (Dialogue--Strengthening Classroom and PLT Practice)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2456 | Developing a Professional Learning Program - The Indian Experience

Come explore the Learning Forward India Professional Learning Program (PLP), an extended learning experience that immerses teachers across India in a model of inquiry and problem-based learning. Learn how blended learning provided a common platform to encourage collaboration and knowledge sharing and accelerate program delivery. Appreciate the accomplishments of teachers who journeyed from resistance to the joy of learning and their students. Take away ideas to improve your own PLP.
Karl Clauset, National Center for School Change (khclauset@comcast.net)
Devanjali Dutt, Learning Forward India (dd@ebd.in); Sandeep Dutt, Learning Forward India (sd@ebd.in)

Area Focus: Outcomes - Educator and Student Learning
Topics: Blended/Online Learning, Deeper Learning, Global perspectives, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2457 | Motivating Students to Choose Success: Fostering a Growth Mindset

Now more than ever, fostering a growth mindset and teaching mindfulness in the classroom is a necessity. Our students are stressed and anxious. Educators know that students learn best when they are comfortable, safe, and relaxed. Come to this session and learn techniques to engage students productively and positively with strategies that develop their social and emotional skills. Explore how to create learning opportunities that reduce students’ anxiety, jumpstart their thinking, and set the stage for academic success.

Kathy Perez, St. Mary's College of California (kperez@stmarys-ca.edu)


Area Focus: Outcomes - Educator and Student Learning
Topics: Engaging/Motivating Disenfranchised Learners, Improving Instruction
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2458 | Coaching for ALL - Want to Improve Student Success? Focus on Adult Learning to Create Collective Efficacy

Imagine a school where every teacher, every year, has a personalized instructional coaching plan. In this session, you can join other participants to focus on how an Illinois suburban district develops collective efficacy using an adult learning model focused on a culture of coaching. Review strategies for implementing and scaling a systemwide adult learning model and develop action steps to implement a model in your own district.

Ken Wallace, Maine Township District 207 (kwallace@maine207.org)
Jill Geocaris, Maine Township District 207 (jgeocaris@maine207.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Adult development and learning, Comprehensive System Improvement/Reform, Models of professional learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2459 | Mathematical Discourse: Yes, Talking in Math Class!

View and analyze videos from assessment interviews with students to gain insight on the importance of listening to students in mathematics. Discuss ways to enhance discourse in the mathematics classroom to give teachers a sense of students' mathematical knowledge and skills. Design professional development experiences that increase teacher knowledge in using discourse in the classroom to examine student understanding.

Michael Busch, US Math Recovery Council (michael@mathrecovery.org)


Area Focus: Outcomes - Educator and Student Learning
Topics: Integrating student or teacher voice, Mathematics, Other (Importance of discourse in the classroom)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches

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2460 | Closing the Achievement Gap Through Collaboration, Determination, and Grit

Learn how a very large southern California district has implemented a process that combines district staff, learning community leadership, and school administration into a collaborative team addressing the needs of schools deemed at risk. Receive and review resources that show how this partnership provides targeted and intensive support to assist schools in building capacity of the school-based administrators, school-based coaches and classroom teachers through classroom walks, data reviews, collaborative planning and targeted professional development.

Rob Bixler, Orange County Public Schools (robert.bixler@ocps.net)
Maria Vazquez, Orange County Public Schools (maria.vazquez@ocps.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Coaching Practices/Programs, School Improvement/Reform, Urban issues and settings
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2461 | Accelerate Innovation with Professional Learning Models

Adopt a new professional learning model and transform adult learning experiences. In this participatory session, explore the value of each model and discover what it takes to implement innovative professional learning.

Diana Benner, TCEA (dbenner@tcea.org)


Area Focus: Resources/Technology
Topics: Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches

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2462 | Enhancing NGSS with 3D Printing

Join us on a technological journey where we infuse 3D printing into 6th–8th grade science classes to increase the depths of learning aligned with Next Generation Science Standards (NGSS). Examine the instructional planning framework used to design 3D printing projects starting with alignment with the learning target and assessment in mind and including deciding on the project-based model for students to use. Close the session by applying the framework to brainstorm project ideas for 3D printings.

Howard Frishman, Kildeer School District 96 (hfrishman@kcsd96.org)
Michelle Garlick, Kildeer School District 96 (mgarlick@kcsd96.org)

Area Focus: Resources/Technology
Topics: STEM: Science, technology, engineering, and math, Technology to enhance student learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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4:30pm–5:30pm
Thought Leaders TLxx

TL28 | The Good, the Bad, and the Promising

Stephanie Hirsh will reflect on her 30-year journey with Learning Forward. She will celebrate the good, acknowledge and learn from the bad, and highlight promising signs she sees for the future. Hear some untold stories and honor some unsung heroes. Expect to be engaged and challenged and contribute to the timeline for the future.

Stephanie Hirsh, Learning Forward (stephanie.hirsh@learningforward.org)


Area Focus: Global/Emerging Issues
Topics: Advocacy Efforts / Policy Development, Distributed/Shared Leadership, ESSA - Every Student Succeeds Act, Evaluation and Impact, Improving Instruction, Models of professional learning
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders, Technical Assistance Providers

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5:00pm–6:00pm
Learning Forward Business




Wednesday, December 5, 2018

7:45am–10:45am
Concurrent 33xx

3301 | Brave Spaces: Building Will, Skill, and Elevating Student and Teacher Voices for Educational Equity

The time is ripe for conversations about race, identity, and educational equity. Leading for equity requires us to know who we are, why we lead, and how to cultivate culturally proficient systemic change. This session will help participants clarify their moral imperative and rethink their leadership approach. Attendees will take away critical equity frameworks, skills to deploy the technology of listening, and a commitment to centering student and teacher voice.

Shane Safir, East Side Union High School District/Safir & Associates (shane@shanesafir.com)
Jamila Dugan, Safir & Associates (ms.jamilad@gmail.com); Leonard Jones, East Side Union High School District (ESUHSD) (jonesl@esuhsd.org)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Equitable Outcomes, Integrating student or teacher voice, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3302 | The Butterfly Effect: Expectations, Efficacy, and Empowerment

Imagine following a student throughout the day to note the words, actions, and structures that shape this child’s perspective on his or her ability to be successful in school. What would that data tell you? In this session, participants will unpack the expectation messages students receive and learn strategies to communicate high expectations to all students --- this is important, you can do it, I will not give up on you.

DeNelle West, Research for Better Teaching (west@rbteach.com)


Area Focus: Equity
Topics: Coaching Practices/Programs, Culture and climate, Engaging/Motivating Disenfranchised Learners, Integrating student or teacher voice
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3303 | Toolkit for a Culturally Proficient Facilitator

Refine your facilitation skills and techniques in order to help fellow educators journey toward excellence with equity in education. Learn how to shape "brave spaces" for professional learning and how to navigate the inevitable sticky situations involving race, class, and culture as a culturally proficient facilitator. Participants will use a facilitation rubric, analyze cases, and develop expertise to help them effectively facilitate groups around equity, inclusion, and cultural competence.

John Krownapple, Howard County Public School System (john_krownapple@hcpss.org)


Area Focus: Equity
Topics: Change Management, Cultural/Gender/Racial Equity, Culturally responsive pedagogy, Facilitation
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3304 | Building Comprehension Muscle for ELs

This research-based interactive session will engage participants in building an understanding of the features of complex and engaging texts for English Learner students, including what makes a text rich and worthy of study. Participants will experience selecting and evaluating texts and crafting a comprehension lesson that utilizes questioning and vocabulary instruction to build a foundation to support additional analysis and interpretation work. 

 

Rosita Apodaca, Institute for Learning (mita11@mac.com)
Sara DeMartino, Institute for Learning (smd94@pitt.edu)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, English Learners / Linguistic Diversity, Literacy
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3305 | Equity In School Discipline: Don't Suspend Me!

This workshop is designed to highlight inequities in school discipline and the disproportionately represented students of color and special education students. Learn how to develop alternative discipline methods that are restorative, reflective, and instructional using the book Don’t Suspend Me! a framework to design effective discipline with appropriate methods of supports. Leave with information you can use to effectively inequities in school discipline. 

 

Jessica Hannigan, California State University, Fresno (jhannigan@csufresno.edu)
John Hannigan, Sanger Unified (john_hannigan@sanger.k12.ca.us)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3306 | Culturally Proficient Leadership Through Adaptive Schools

Adaptive and culturally proficient leaders who recognize their own and their colleagues’ responses and reactions to cultural diversity ultimately have a profound influence on what students learn and how they learn it. This session will provide participants knowledge and tools for responding to all cultural and demographic groups in schools. Participants will explore ways to embrace cognitive conflict while fostering environments where cultural proficiency is part of one’s identity.

Phil Echols, Wake County Public Schools (pechols@wcpss.net)
Sue Presler, Thinking Collaborative (susanpresler57@gmail.com)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3307 | Can Coaching Make a Difference in Literacy Instruction?

Learn how developing a strong collaborative community of practice supported by a comprehensive coaching system has increased student achievement across urban St. Paul high schools as they have implemented Fusion Reading, an evidence-based literacy framework. Participants will examine coaching tools and will engage in coaching conversations about specific literacy practices. Participants will return to their schools with a set of templates, tools, and practical ideas that can support collegial conversations about implementation of culturally responsive teaching and learning strategies.

Christy Palmquist, St. Paul Public Schools ISD 625 (christine.palmquist@spps.org)
Barbara Vallejo, St. Paul Public Schools ISD 625 (bavallejo@minn.net)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Literacy, Title I / Economically disadvantaged population
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3308 | Bringing Our Professional Learning Forward

In this session presenters will demonstrate how they have collected, analyzed, and applied information gained from a decade's worth of Learning Forward Conferences. They will explain how they have taken universal concepts and strategically planned implementation in their school district resulting in positive impacts on students. Participants will discuss ways they might apply ideas gathered from the Learning Forward Conference to address issues, ideas, or initiatives they are experiencing at home. Join us to strategize, brainstorm, map out, and plan changes using tools like the Plan-Do-Study-Act model and the decision-making continuum. Leave equipped to systematize your district’s initiatives by working collaboratively to analyze data about current programs, evaluate their effectiveness, analyze gaps, and create a systematic action plan for change.

Sarah Mumm, Kaneland CUSD 302 (10358@kaneland.org)
Martne McCoy, Kaneland CUSD 302 (martne.mccoy@kaneland.org); Patrick Raleigh, Kaneland CUSD 302 (11509@kaneland.org)

Area Focus: Implementation
Topics: Instructional leadership and supervision, School Improvement/Reform, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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3309 | Why and How We Changed Elementary Mathematics

Broaden and deepen your understanding of the change process used to implement a district wide mathematics initiative at the elementary level. Focus on engaging and utilizing teacher leaders as models to advance the initiative and to support professional development. Participants will learn strategies to strategically plan and effectively implement district-wide staff development. 

Stephanie Ferree, Ed.D., Dallastown Area School District (stephanie.ferree@dallastown.net)
Kelly Kessler, Dallastown Area School District (kelly.kessler@dallastown.net)

Area Focus: Implementation
Topics: Continuous improvement Cycles, Mathematics, Models of professional learning, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3310 | Layering: The Power of Learning, Leveraging, and Leading

As Steve Jobs once said, ‘Simple can be harder than complex: You have to work hard to get your thinking clean to make it simple. But it's worth it in the end because once you get there, you can move mountains.’ Come learn how a large, suburban district simplified its message, crystallized its focus, and ultimately amplified its impact. Participants will simultaneously learn about strategy, while applying their learning to their own context.

 

Megan Cain, Adams 12 Five Star Schools (megan.cain@adams12.org)
David Bahna, Adams 12 Five Star Schools (david.bahna@adams12.org); Beau Foubert, Adams 12 Five Star Schools (beau.foubert@adams12.org); Trena Speirs, Adams 12 Five Star Schools (trena.speirs@adams12.org)

Area Focus: Leadership/Advocacy
Topics: Leadership Development, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3311 | SPDU Provincial Facilitator Community: An Empowerment Model

Explore the systems and structures of the Saskatchewan Provincial Facilitator Community, an innovative capacity-building model of professional learning developed by the Saskatchewan Teachers' Federation. Examine your system readiness to implement portions of this model by assessing organizational mindset and existing infrastructure to determine possible next steps that fit your context. Participants will learn about structures including professional learning supports for community members, monitoring and mentorship processes used, work plan development and organizational oversight.

Terry Johanson, Saskatchewan Teachers' Federation (johansont@stf.sk.ca)
Lindsay Shaw, Saskatchewan Teachers' Federation (shawl@stf.sk.ca)

Area Focus: Leadership/Advocacy
Topics: Learning Networks, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3312 | Writing for Publication

Share your challenges, perspectives, and successes through writing and gain valuable skills in advocating for education and promoting professional growth. Explore five key questions to ask when preparing to tell your story; collect tips on how to identify potential topics; and find your voice for publication. Get an overview of Learning Forward’s guidelines for accepting manuscripts as well as strategies for shaping your voice for a wide range of new media outlets.

Tracy Crow, Learning Forward (tracy.crow@learningforward.org)
Suzanne Bouffard, Learning Forward (suzanne.bouffard@learningforward.org)

Area Focus: Leadership/Advocacy
Topics: Advocacy Efforts / Policy Development, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3313 | Turning Ideas into Impact: Designing Innovations for Results

Every educator has to know how to work with a team to set and make progress toward shared goals. What strategies ensure that your ideas move the needle on teaching, learning, and leadership? Learn research-based approaches to scalable, sustainable improvement efforts; experience guided practice with tools; and leave with a plan to transform your next challenge into insight and impact.

Alesha Daughtrey, Year (adaughtrey@teachingquality.org)


Area Focus: Leadership/Advocacy
Topics: Change Management, Leadership Development, School Improvement/Reform, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3314 | Learning Forward by Learning Backward: Transforming an Urban System

Experience Hartford Public School’s journey to transform into a learning system through the Learning Forward Foundation Systems Grant. Take away practical tools to operationalize the components of a learning system and the Standards for Professional Learning. Reimagine your district’s professional learning system.

Sarah Diggs, Hartford Public Schools (sarah.diggs@hartfordschools.org)
Kristine Woods , Hartford Public Schools (Kristine.Woods@hartfordschools.org )

Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Learning Networks, School Improvement/Reform, Urban issues and settings, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3315 | Coaching Principals to Determine and Monitor Instructional Priorities

Experience a proven method of district ­level support that includes tiering of schools to provide appropriate level of support, data chats, one on one coaching, and instructional learning walks. These walks provide non-evaluative feedback on the instructional priorities, and allow the schools to constantly monitor their progress. Learn how to coach building leadership teams to determine and monitor data-driven problems of practice and instructional priorities throughout the school year. 

Michelle Fitzgerald, Hillsborough County Schools (michelle.e.fitzgerald@gmail.com)
Amber Cronin, Hillsborough County Public Schools (amber.cronin@sdhc.k12.fl.us); Matt DiPrima, Hillsborough County Public Schools (matthew.diprima@sdhc.k12.fl.us); Lizanne Ippolito, Hillsborough County Public Schools (lizanne.ippolito@sdhc.k12.fl.us)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Instructional leadership and supervision, Leadership Development, Principal Pathways/Pipelines
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3316 | Walking in Your Educator’s Shoes: Designing Professional Learning Journeys

Explore ways to design professional learning programs focused on your educators and their current experiences. Learn first-hand how a district with over 14,000 teachers has reimagined educator pathways and shifted 
professional learning to better meet the needs of all educators. Brainstorm with other participants to create personas and journey maps to better understand educator highs and lows throughout the year. Using design-thinking principles, creatively brainstorm opportunities to address issues and develop solutions that align with the Learning Forward Standards for Professional Learning.
Simma Reingold, Education Elements (simma@edelements.com)
Denise Tillery, Wake County Public School System (dtillery@wcpss.net)

Area Focus: Leadership/Advocacy
Topics: Integrating student or teacher voice, Personalized Learning (Educators and Students)
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3317 | Shifting Mindsets: Meaningful Coaching Strategies

Engage in a hands-on/minds-on experience based on the work of Dr. Gravity Goldberg for enhancing teaching and learning through meaningful coaching strategies. Participants will be introduced to four moves for shifting mindsets toward independence in learning: Mining, Modeling, Mirroring, Mentoring. Participants will be able to utilize the information learned immediately in their own work as coaches or other instructional leaders.

Alana Morris, Spring Branch ISD (alana.morris@springbranchisd.com)
Lesli Brown, Spring Branch ISD (lesli.brown@springbranchisd.com); Becky Singley, Spring Branch ISD (rebecca.singley@springbranchisd.com); Jesse Waltman, Spring Branch ISD (jessica.waltman@springbranchisd.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Feedback and Observations
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3318 | Laughing all the way to a Collaborative Culture

Using laughter in a variety of settings can support the reduction of stress which impedes both student and teacher thinking and learning and create professional community. Supported by research of learning and the brain, this session is designed to create a “feel good” setting triggered by the release of dopamine. Engaging in creative improvisation experiences will offer participants a tool box of strategies which can be duplicated in their own work environment.

Carole Schmidt, Formerly, South Bend Community School Corporation (Clschmidt46@gmail.com)
Ericka Harris, South Bend CommunitySchools Retired (erickakayharris@gmail.com)

Area Focus: Learning Communities
Topics: Adult development and learning, Facilitation
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3319 | Become A School That Delivers

Experience the skills, models and processes observed in schools that have delivered positive results and outcomes in over 160 schools in six countries: USA, United Kingdom, Australia, New Zealand, Norway and Sweden. Practice using tools that transform these schools within the reality of the lived lives of school leaders, staff, and community members. Learn about and practice the skills and processes that will ensure every voice is heard, thereby aligning all members of the school community to move forward in the same direction and achieve desired student outcomes and results. 

Bill Martin, Bill Martin & Associates LLC (clcoalition@yahoo.com)
Fredrik Hoper, F Hoper & Bhagar AB (fredrik.hoper@gmail.com)

Area Focus: Learning Communities
Topics: Community/Family Engagement, Continuous improvement Cycles, Global perspectives, School Improvement/Reform
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3320 | Teachers Coaching Teachers through Plan-Observe-Debrief Cycles

Need a collaborative approach to coaching teachers in intentional lesson planning and lesson delivery? Engage in coaching that builds instructional capacity of teachers and leaders, yields rigorous standards-based lessons, and develops a collaborative learning environment. Experience and discuss the steps, strategies, and structures that are key to crafting standards-based lessons that engage ALL learners in rigorous learning. Leave with the skills to apply the elements of a successful Plan, Observe, Debrief cycle to produce lessons that incorporate evidence-based instructional strategies, scaffolding, and differentiation.

Tamara Hall, WestEd (thall@wested.org)
Angela Bell-Julien, WestEd (ajulien@wested.org); Marsha Cody, WestEd (mcody@wested.org); Patricia Dienz, WestEd (pdienz@wested.org)

Area Focus: Learning Communities
Topics: Adult development and learning, Coaching Practices/Programs, Improving Instruction, Models of professional learning
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3321 | Open Your Doors; Open Your Possibilities

Join this session to learn how to transform your district’s professional learning by developing an application-based initiative that provides opportunities throughout the district for collaboration, observation, and reflection among teachers across grade levels and content. Experience a video reflection protocol and explore a process for group goal setting. Collaborate with other leaders on ways to apply this model to their own work.

Melanie Gonzales, Grapevine-Colleyville ISD (melanie.gonzales@gcisd.net)
Shannon Crawford, Grapevine-Colleyville ISD (shannon.crawford@gcisd.net); Rebecca Drummond, Grapevine-Colleyville ISD (rebecca.drummond@gcisd.net)

Area Focus: Learning Communities
Topics: Feedback and Observations, Instructional Rounds / Walk-Throughs, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3322 | Teams and Trust

No matter what relationship you consider—1-1, small team or larger group—trust is an essential element of the relationship. We will consider the synergy of four drivers— trust, collaboration, leadership and professional learning. Come prepared to discuss ways to build trust, encourage deep listening, transform resistance, and design learning structures at all levels of your system. Discuss how to enhance high relational trust on your teams and develop a plan to support and advance more collaborative work.
 
Ann Delehant, Delehant and Associates (adelehant@gmail.com)


Area Focus: Learning Communities
Topics: Change Management, Culture and climate, Leadership Development, Other
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3323 | # Powerful Task Design: Instructional Planning for Cognitive Engagement

Learn how to apply the Powerful Task Rubric for Designing Student Work© as a tool for professional reflection, analysis and planning tool. Analyze student work for cognitive demand, engaging qualities and academic strategies. Determine what engages students and allows learners to make meaning in all content areas. Leave with strategies to tweak current practice into stronger, learner-focused tasks and to build powerful formative assessments.

John Antonetti, Colleagues on Call (anton24_7@msn.com)
Terri Stice, Green River Regional Education Cooperative (terri.stice@grrec.org)

Area Focus: Learning Designs
Topics: Formative Assessment Practices, Instructional leadership and supervision
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3324 | Focus on Outcomes First for Effective Implementation

Practice developing clearly articulated outcomes that become the driving force for effective implementation of any initiative by creating a roadmap to reach your intended outcomes. The success of implementing any initiative, project, or change focused on improving teaching and learning is based on the articulation of a clear picture of the intended outcomes. Once the outcome is clear and specific, the actions required to achieve those outcomes have a greater likelihood of being implemented successfully.

Edward Tobia, Learning Forward Foundation Board Member (edftobia@gmail.com)
Janice Bradley, University of Utah (jbradley@nmsu.edu)

Area Focus: Outcomes - Educator and Student Learning
Topic: Change Management
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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3325 | Making Learning Fun; Even for Adults

How do you actively engage adult learners in professional development in a high-tech world? Explore the Learning Forward Standards to effectively provide professional development, enhance output for participant engagement, and increase student achievement. Reflecting on current practices, reflect on what changes they could make to engage adult learners and create an action plan to implement these new strategies.

Ashley Kazery , MS Department of Education (ashley.kazery@mdek12.org)
Elise Brown, Mississippi Department of education (elise.brown@mdek12.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Adult development and learning, Comprehensive System Improvement/Reform, Facilitation
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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3326 | Are Schools Ready to Promote Civic Engagement?

In this session, explore the tensions associated with having schools prepare students for civic engagement and democratic discourse in the context of current political polarization and increased pressures for students to succeed in state and other tests. Uncover strategies for equipping school boards, school leaders, and teachers with an understanding of what is necessary for schools to help students answer the question: How shall we live together?

Giselle Martin-Kniep, Learner-Centered Initiatives, Ltd (gisellemk@lciltd.org)
Lisa Brady, Dobbs Ferry School District (bradyl@dfsd.org); Lizette Ruiz, Wappingers School District (Lizzette.Ruiz@wcsdny.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Culture and climate, Integrating student or teacher voice, Models of professional learning, Other
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3327 | Level up Professional Learning Presentations with Technology

Experience technology tools to make professional learning engaging to adult learners. Level up your technology toolkit with web 2.0 tools, apps, and GSuite for Education. Leave this session with tips, tools, procedures, and presentation experiences to plan and implement professional learning.

Lisa Mason-Hollins, Caddo Parish Public Schools (pmmason-hollins@caddoschools.org)


Area Focus: Resources/Technology
Topics: Adult development and learning, Models of professional learning, Technology for professional learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3328 | Focus on Teaching: Using Video for High-Impact Instruction

Once you decide to implement video coaching as part of professional learning, what will the teachers record? How will the coaches facilitate conversations? Based on the book Focus on Teaching, this session will focus on how using video as a high-yield strategy for planning instruction and increasing student engagement can be used to support learning. Leave with a blueprint for taking action and transferring field­-tested ideas into your own context.

Jim Knight, Instructional Coaching Group (jim@instructionalcoaching.com)


Area Focus: Resources/Technology
Topics: Coaching Practices/Programs, Feedback and Observations, Improving Instruction
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Teacher Leaders/Mentors/Team Leaders

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8:45am–10:45am
Concurrent 32xx

3201 | Organizing Central Office for Collaboration and School Support: An Urban School District's Journey

NEW (added 8/28)

Many school districts share the challenge of implementing high standards and improving achievement levels for all students. While central office can be a key element of school reform, numerous studies cite the potential for central offices to impede and stymie school reform efforts. In this session learn how one of our nation’s largest urban school districts is breaking down silos and creating systematic solutions to shift the role of central office from focusing on compliance and management to modeling and supporting principals as instructional leaders, specifically in the area of literacy. Leave with knowledge of lessons learned and the processes and structures to build the capacity in central office staff and principals as instructional leaders of literacy.

Monique Felder, Metropolitan Nashville Public Schools (monique.felder@mnps.org)
Adrienne Battle, Metropolitan Nashville Public Schools (adrienne.battle@mnps.org); Erika Coleman, Metropolitan Nashville Public Schools (erika.coleman@mnps.org); Barbara Lashely, Metropolitan Nashville Public Schools (barbara.lashely@mnps.org); Michelle Maultsby-Springer, Metropolitan Nashville Public Schools (barbara.maultsby-springer@mnps.org); Sito Narcisse, Metropolitan Nashville Public Schools (sito.narcisse@mnps.org); Jill Petty, Metropolitan Nashville Public Schools (jill.petty@mnps.org)

Area Focus: Leadership/Advocacy
Topics: Instructional leadership and supervision, Literacy, Title I / Economically disadvantaged population, Urban issues and settings
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3202 | ESSA Professional Learning and Teacher Effectiveness Mandates: Using Teacher Data to Drive Instructional Improvements

Use ESSA to focus your instructional supervision on teacher growth and student learning rather than compliance. Take the time to reevaluate purpose, effectiveness, analysis of ALL data in your instructional supervision model using the most current forms of professional development: social media, PLCs, PLNs. Leave with data analysis technology tools to help you design opportunities for professional learning for teachers and coaching by administrators.

Fred Scott, TalentEd at PeopleAdmin (fred.scott@peopleadmin.com)
Lisa Andrejko, Ed.D., TalentEd at PeopleAdmin (Lisa.Andrejko@PeopleAdmin.com)

Area Focus: Data
Topics: Data-driven decision making, Educator Effectiveness, ESSA - Every Student Succeeds Act, Instructional leadership and supervision
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3203 | A School/Business/Community Partnership That Truly Benefits Kids!

Take a deep dive into how one Wisconsin School District partnered with a global business leader in Mercury Marine to begin two STEM Charter Schools. Explore how the partnership has transformed education and further engaged the business and larger community in equipping Fond du Lac, Wisconsin students for the future. Learn how to engage in similar pursuits in your home school or district.

James Sebert, Fond du Lac School District (sebertj@fonddulac.k12.wi.us)
Tim Scottberg, Fond du Lac School District (scottbergt@fonddulac.k12.wi.us)

Area Focus: Global/Emerging Issues
Topics: Deeper Learning, Partnerships and coalition building, STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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3204 | Insight: Professional Learning for Meta-Cognitive Teaching

Explore the role of insight in addressing the question, “What does engaged learning look like?” Connect with Hattie’s research on Visible Learning and Mindframes to address the problem of assessing positive impacts on student learning. Discover a model of collaborative professional learning that can help you learn how to maximize the occurrence of insight for students and improve student results.

Alexandra Gillis, Ministry of Education (Alexandra.Gillis@gov.bc.ca)
David Wilkie, SD39 Vancouver School Board (BC, Canada) (wilkie@ualberta.ca)

Area Focus: Global/Emerging Issues
Topics: Collaborative inquiry, Models of professional learning, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3205 | Empower Teacher Leadership in Student-Focused Professional Learning

Equip yourself to proactively approach the development and empowerment of teacher leaders within your building. Hear from a team of high school instructional coaches, a union representative and their assistant principal on how they developed training and provided ongoing support to help make the shift from collaborative teams to a true PLC. Leave armed with tools for responsive coaching and professional development to bring back to your staff.

Brianne Kennedy-Brooks, Elmhurst District 205 (bkennedy-brooks@elmhurst205.org)
Ryan Doherty, Elmhurst District 205 (rdoherty@elmhurst205.org); Megan Ewald, Elmhurst District 205 (mewald@elmhurst205.org); Kelly Stoia, Elmhurst District 205 (kstoia@elmhurst205.org)

Area Focus: Implementation
Topics: Continuous improvement Cycles, Leadership Development, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3206 | Designing an Effective Professional Learning System for ALL

Explore one education service agency's design of a differentiated professional learning system for ALL educators and staff. Learn how priority services, role specialization, legislative requirements, career pathways, Learning Forward's Standards for Professional Learning, use of a learning management system, and personalized learning influenced our redesigned professional learning system. Leave with a framework of continuous improvement and tools to support planning, design, implementation, and evaluation of your district's professional learning system.

Martha Condon, Heartland Area Education Agency 11 (mcondon@heartlandaea.org)
Kevin Fangman, Heartland Area Education Agency 11 (kfangman@heartlandaea.org)

Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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3207 | Empowering Cooperating Teachers to Transform Teacher Preparation

Develop skills to mentor student teachers and provide them with powerful clinical experiences. Create professional learning for ALL cooperating teachers and help take a preparation program from good to great! Explore NEA’s curriculum and blended learning strategies to develop cooperating teacher expertise both in working with their P-12 students AND also working as a teacher leader, coach, and mentor fostering growth of colleagues in the profession. Leave with strategies and skills to support more effective cooperating teachers and to foster communities of professional learning.

Blake West, National Education Association (bulwnkl@yahoo.com)


Area Focus: Implementation
Topics: Blended/Online Learning, Induction and Mentoring, Instructional leadership and supervision, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3208 | Building Educator Capacity to Prepare Students for What’s Next

How can our current systems prepare students for the complex demands of a rapidly changing world? Learn how districts have partnered with Texas OnRamps to integrate deep coaching practices and evidence-based pedagogy that impact student success and teacher excellence. Explore a model that builds individual teacher capacity to create an authentic college experience for students. Leave with insights and practical strategies for designing professional learning and development that meet your needs and the evolving needs of your students.

Jennifer Porter, University of Texas at Austin (jennifer.porter@austin.utexas.edu)
Lisa Nucci, Leander ISD (lisa.nucci@leanderisd.org); Elizabeth Swaner, Richardson ISD (elizabeth.swaner@risd.org)

Area Focus: Implementation
Topics: Coaching Practices/Programs, College- and career-readiness/student performance standards, Models of professional learning, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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3209 | Learning Together: One High School’s PLC Culture Change

Change how your school engages in PLC Development through informed decisions grounded in data and best practices. Engage teacher-learners in evidence-based conversations about how PLCs function to collaboratively meet the demands of the school. Leave empowered to engage in data-driven conversations with teams and the abiity to use a framework to identify pitfalls you may encounter along the way.

Zachary Rogstad, Alexandria City Public Schools (zachary.rogstad@acps.k12.va.us)
Benjamin Hammond, Alexandria City Public Schools (benjamin.hammond@acps.k12.va.us); Patricia Williamson, Alexandria City Public Schools (pwillia2@acps.k12.va.us)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Continuous improvement Cycles, School Improvement/Reform
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3210 | Professional Learning for Instructional Coaches: Collaborating for Growth

Learn how a collaborative partnership that includes a regional coaches council, the state education agency and 18 school districts uses the Standards for Professional Learning for ongoing, job-embedded professional development for instructional coaches. Explore the components of this professional learning cycle, experience a typical session, and discuss ways to harness the Standards of Professional Learning to facilitate growth of coaches and teacher leaders. Leave with a professional learning cycle for implementation in your school, district, or state.

Mandy Taylor, NC Department of Public Instruction (mandy.taylor@dpi.nc.gov)
April Spencer, Western Region Education Service Alliance (aspencer@wresa.org)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Technical Assistance Providers

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3211 | Too Big to Fail: Ensuring Initiatives are Successful

New initiatives require investing time, resources, and human capital. So, how do you ensure a return on that investment? Learn how one district uses data to assess the impact of their 1:1 Learning Technology Plan, create transparency between teachers and coaches, and accelerate coaches’ abilities to respond to teacher needs. Examine multiple stages of implementation and lessons learned for scaling a promising initiative across varying grade levels and student demographics.

Diane Lauer, St. Vrain Valley School District (lauer_diane@svvsd.org)
David Baker, St. Vrain Valley School District (baker_david@svvsd.org); Mindy Zacharjasz, KickUp (mindy@kickup.co)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Data-driven decision making, Evaluation and Impact
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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3212 | Educative Curriculum: One School’s Journey to Transform Instruction

Learn how one school is transforming instruction using their curriculum as a catalyst for teacher learning and increased equity and accessibility for students. This session will tell the story of how these teachers were empowered by their use of curriculum to reframe their focus on student thinking and learning. Leave with tools for examining your own curriculum and specific ways to empower teachers to partner with their curriculum.

Lauren McCaw, Manatee County Public Schools (mccawl@manateeschools.net)
Claire Riddell, Center for the Collaborative Classroom (clairemarieriddell@gmail.com)

Area Focus: Instructional Materials/Curriculum
Topics: Cultural/Gender/Racial Equity, Literacy, School Improvement/Reform, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3213 | Executive Functioning: Connecting to Success in School and Life!

Executive Functioning is for educators interested in the latest neuroscience research on the prefrontal cortex that impacts the proactive cognitive control of goal orientated behaviors which are the foundation of learning and success in life. Participants will learn about the skills students need to achieve in school and life: problem solving, working memory, organization, attention and emotional control. Leave with practical and effective strategies to develop every student's Executive Functioning--the back bone of learning.

William DeMeo, Specialty Psychological Services (specialtypsych@gmail.com)


Area Focus: Instructional Materials/Curriculum
Topics: Models of professional learning, Social Emotional Learning/Health (SEL/SEH), Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3214 | Next-Level Curriculum: Design Session for Planning for Innovation

Upgrade your curriculum design process by incorporating curriculum mapping principles, critical thinking, innovation, and personalization strategies while authentically integrating student engagement through choice and voice. During this session, presenters will model the use of targeted coaching strategies used in the design process to create high quality units that move instruction from traditional to contemporary learning. Participants will synthesize, filter and adapt the process and strategies to design a draft unit that is personalized and contributes to increased levels of student performance and engagement.

Deborah Perez, Humble ISD (dxperez@humbleisd.net)
Ann Johnson (ann.johnson@humbleisd.net); Lisa McCorquodale, Humble ISD (lmccorq@humbleisd.net); Stefanie Perry, Humble Independent School District (sxperry@humbleisd.net); Courtney Peterson, Humble ISD (cpeters@humbleisd.net); Rachel Smith, Humble iSD (rlsmith@humbleisd.net)

Area Focus: Instructional Materials/Curriculum
Topics: Future-ready learning , Induction and Mentoring, Integrating student or teacher voice
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3215 | Your Team: A Model of Collaborative Leadership

This interactive session is designed to build relational capacity between you and your team members and empower them to embrace their leadership roles on your team. Explore the differences between leadership and collaborative leadership by engaging in team-building activities. Actively participate, learn new leadership skills and leave with a plan to implement your new learning immediately upon returning to your organization!

Heather Wooldridge, Baltimore County Public Schools (Hwooldridge@bcps.org)
Kimberly Ferguson, Baltimore County Public Schools (kferguson2@bcps.org)

Area Focus: Leadership/Advocacy
Topics: Collaborative inquiry, Distributed/Shared Leadership, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3216 | Batter Up!

Grow your bench of leaders by learning how Shelby County Schools created a model of leadership development for all levels of employees. Spanning from school secretaries to principals to central office leaders and the Board of Education, continuous improvement and learning has become a part of daily operation. Apply knowledge learned in this overview session and prepare to knock leadership development in your district out of the park!

Lynn Carroll, Shelby County Schools (lcarroll@shelbyed.org)
Angela Walker, Shelby County Schools (a3walker@shelbyed.org); Leah Anne Wood, Shelby County Schools (lwood@shelbyed.org)

Area Focus: Leadership/Advocacy
Topics: Adult development and learning, Comprehensive System Improvement/Reform, Culture and climate, Leadership Development, Models of professional learning, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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3217 | Our Journey of the Heart: Developing Collective Efficacy

How do you rekindle the passions of educators around a shared commitment to the learning of all students? Follow one district's journey to address the social-emotional issues associated with poor attendance, low participation, and retention. Explore structures created to engage educators, students, and the broader community in the vision of closing the achievement gap. Leave knowing how you can adapt these to transform the culture of your school community.

Jimmy Shaw, Florence City Schools (jshaw@florence k12.org)
Jackie Flowers, Florence City School District - Florence, AL (jflowers@florencek12.org); Lynne Hice, Florence City Schools (lhice@florencek12.org); Eric Thomas, ET Inspires (info@etinspires.com)

Area Focus: Leadership/Advocacy
Topics: Culture and climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3218 | Gift of Coaching III

A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Results Coaching Global are providing the gift of coaching in a 1:1 setting. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions for a tough situation.

NOTE: This is a not a typical concurrent session and is offered as a service for conference participants. Session is limited to 12 participants.

Repeat of 2221 and 2428; repeated as 3414.

Karen Anderson, Results Coaching Global, LLC (kaa75149@gmail.com)
Gail Hartin (gail@resultscoaching.com); Kathryn Kee (kathy@resultscoaching.com); Lloyd Sain (lloyd@resultscoaching.com); Reba Schumacher (reba@resultscoaching.com); Pam Smith (pam@resultscoaching.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Leadership Development
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3219 | Walking the Tightrope: The Supervision and Coaching Balance

“Coaching” teachers is the one of the most effective means to accelerate teacher effectiveness. Learn key techniques to support your teachers through coaching practices, as well as redirecting educators when necessary using supervisory language without harming the coaching relationship. Leave with necessary skills to strategically accelerate your teachers’ instructional growth and maximize the time you have during your conversations with them.

David Santore, Delaware Academy for School Leadership (dsantore@udel.edu)


Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Instructional leadership and supervision
Session Length: 2-hours
Audience: Principals, Assistant Principals

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3220 | HEARTPRINT: Fully Engaging In The PLC Life!

Based on his best-selling book HEART!, Dr. Kanold examines a reflect, refine and act process for deepening your work as a professional educator. Explore the neuroscience connected to happiness in the workplace, examine the data on the percent of educators fully engaged in their worklife and discover the relational intelligent of your school culture. Leave understanding the impact on their Heartprint in the PLC culture.

Timothy Kanold, Loyola University Chicago (timothydkanold@gmail.com)


Area Focus: Learning Communities
Topics: Culture and climate, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3221 | LFNTX Collabor8

Learning Forward North Texas (LFNTX) exemplifies a Professional Learning Community that regularly meets to network, share strategies and work on an identified problem of practice. Learn how these districts have harnessed their collective expertise, collaboratively solved challenges and created resources to support teachers and impact students. Leave inspired and equipped to connect with others and expand your professional learning network!

Amber Jones, McKinney ISD (ajones@mckinneyisd.net)
Jessica Estillette, Arlington ISD (jestille@AISD.net); Gaya Jefferson, Arlington ISD (gjeffers@AISD.net); Ashley Nelson, Frisco ISD (nelsonas@friscoisd.org); Mindy Tolbert, Frisco ISD (tolbertm@friscoisd.org)

Area Focus: Learning Communities
Topics: Collaborative inquiry, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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3222 | Becoming a Learning Team (repeated as 3420)

While many schools use PLCs or other collaborative structures for teacher learning, little information is available that attends to exactly what happens during that collaborative time. With a focus on the day-to-day actions in classrooms between students, educators, and instructional materials, this session will provide an overview of a five-stage teacher team learning cycle, and is based on Learning Forward’s recent updated book Becoming a Learning Team. Explore steps teacher teams can take toward intentional, collaborative professional learning. Learn about one school’s application of the cycle and lessons learned along the way. (This session is repeated as 3420)

Clara Howitt, Learning Forward (clara.howitt@publicboard.ca)
Alexandra Fuentes, Learning Forward (afuentes1@gmail.com)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Learning Networks
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3223 | Observers as Learners: Instructional Rounds in San Antonio ISD (TX)

Learn how San Antonio Independent School District (TX) is using Instructional Rounds to both support schools and as a professional learning tool for school leaders. Explore the powerful learnings and unexpected outcomes and how the process was expanded in year two. Learn about the collective efficacy developed within schools and across the district, and strategize how to apply the lessons learned to your own context.

Stefani Hite, Tigris Solutions (Stef@TigrisLLC.org)
Carl Scarbrough, San Antonio Independent School District (CSCARBROUGH2@saisd.net)

Area Focus: Learning Communities
Topics: Collaborative inquiry, Instructional Rounds / Walk-Throughs, Urban issues and settings
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3224 | Partnerships of Growth that Further Student Success

Lead Learners from the Oceanside School District will share the essence of the district’s comprehensive 4-year mentoring program, its overarching mission of fostering the growth and development of its teachers, with the ultimate goal of providing the best possible learning environment for its students. Learn the specifics regarding program implementation, requirements, buy-in, compensation, and ongoing professional development. Leave with a commitment to teacher leadership, and knowledge of a mentoring program that nurtures teacher growth and student success.

 

Diane Provvido, Oceanside Schools (dprovvido@oceansideschools.org)
Phyllis Harrington (pharrington@oceansideschools.org); David Rose (drose@oceansideschools.org)

Area Focus: Learning Communities
Topics: Induction and Mentoring, Leadership Development, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3225 | Creating Conditions that Change the Game

Leading system wide change while honoring campus autonomy can sometimes feel like a game of poker. Learn how a large urban district used winning strategies to increase their odds to create a culture of collaborative learning at their schools. Explore how they placed bets on the use of social media, technology and job embedded learning to create conditions that can truly change the game. Hit the jackpot with us as we have fun and share our story!

Adriana Garza, Northside ISD (adriana.garza@nisd.net)
Trish Hinze, Northside ISD (trish.hinze@nisd.net); Don VanWinkle, Northside ISD (don.vanwinkle@nisd.net); Patricia Zamora, Northside ISD (patricia.zamora@nisd.net)

Area Focus: Learning Communities
Topics: Culture and climate, Learning Networks, Technology for professional learning, Urban issues and settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3226 | STEM and Early College HS

The Texas Science, Technology, Engineering and Mathematics (T-STEM) initiative is a foundational approach for strengthening leaders, empowering teachers and inspiring students in STEM studies. Learn how Educate Texas supports the T-STEM Network through coaching, professional development and technical assistance to support academic outcomes for students and uses the T-STEM Academies Design Blueprint to serve as a basis for assessing academies’ plans. Review the adapted T-STEM Academy Design Blueprint, the basis for assessing academic plans and unpack seven core elements essential to academy success. Leave inspired to transform classrooms and schools to meet the needs of learners in an increasingly competitive, knowledge-based and technologically driven society.

Susan Henderson, Educate Texas (shenderson@cftexas.org)


Area Focus: Learning Communities
Topics: College- and career-readiness/student performance standards, STEM: Science, technology, engineering, and math
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3227 | Is it time for you to go Edcamping?

Join this interactive session to learn about how Edcamp unconferences work, and why you might want to attend or organize one. Experience elements of the Edcamp model, identify ways it might complement other professional learning, and consider how it could benefit professional communities and leadership development. Participate in discussion of how Edcamp’s emphasis on self-directed professional learning can be balanced with the need for system-directed professional learning.

Jeffrey Carpenter, Elon University (jcarpenter13@elon.edu)
Daniel Krutka (dankrutka@gmail.com ); Amber Teamann, Wylie Independent School District (Amber.Teamann@wylieisd.net)

Area Focus: Learning Communities
Topics: Adult development and learning, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3228 | Teachers as Reflective Practitioners: Harnessing Reflective Conversations as a Tool for Professional Growth

Follow one district's journey as they set out to provide a productive, trusting environment to engage in continuous professional learning through reflective conversations. Learn how to elevate teacher voice and how to "talk about instruction" with a lens on improvement, growth and peer mentorship. Investigate how this type of teacher centered professional learning experience enhances trust and fosters a culture of reflective practice. Leave inspired and ready to conduct meaningful learning in your own school and district.

Sarah Hayden, Gresham Barlow School District (hayden6@gresham.k12.or.us)
Beth Elliot, Gresham-Barlow School District (elliot@gresham.k12.or.us); Shannon Parvankin, Gresham-Barlow School District (parvankin@gresham.k12.or.us); Samantha Salvitelli, Gresham-Barlow School District (salvitelli@gresham.k12.or.us)

Area Focus: Learning Designs
Topics: Continuous improvement Cycles, Educator Effectiveness, Feedback and Observations, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3229 | Tools for Building Consensus Around High-Quality Professional Learning

Building consensus among teachers, administrators, and district leaders around high-quality professional learning is a complex task. Learn how to use tools and resultant data to select, implement and evaluate high-quality professional learning programming. Leave with research, tools, and perspectives to apply to the development of professional learning in your home schools and districts.

Will Schwartz, Revere Public Schools (will.m.schwartz@gmail.com)
Michael Meadows, Prince George’s County Public Schools (michael.meadows@pgcps.org ); Mark Teoh, Teach Plus (mteoh@teachplus.org)

Area Focus: Learning Designs
Topics: Advocacy Efforts / Policy Development, Models of professional learning, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3230 | #21stcenturyschools: Systems, Environment, and Capacity Through Project Based Learning

Learn how to develop a 21st Century learning school using project-based learning (PBL) theory and a framework that delivers core content skills, flexible scheduling, and interconnected systems of learning. Build on research and examples from OECD, P21, and more to develop a usable model that fits your school’s needs. Realize the learning potential the PBL model leverages to establish and inspire a systems-based learning culture for all teachers.

Joel DiBartolomeo, School District of Haverford Township (jdibartolomeo@haverfordsd.net)
Karen Kunsa, School District of Haverford Township (kkunsa@haverfordsd.net); Jeff Nexbitt, School District of Haverford Township (jnesbitt@haverfordsd.net)

Area Focus: Learning Designs
Topics: Deeper Learning, Future-ready learning
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3231 | Agility in Learning Design

Engage in a collaborative, agile learning design process and deconstruct a professional learning experience. Reflect on your own learning designs through a system of quality assurance. Leave with knowledge of how to use improvement cycles to design a research-based innovative system of professional learning that links theory to practice.

Joanna Moe, Qatar Foundation (jmoe@qf.org.qa)


Area Focus: Learning Designs
Topics: Global perspectives, Models of professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3232 | Building a Robust K-12 Competency-Based Learning System

Does your school have the structures in place to effectively prepare today’s students for the unknown needs of tomorrow’s society? Is your school flexible enough to provide personalized pathways for all, with a student-centered approach? Determine your current reality through self-evaluation utilizing a unique school design rubric tool. Participants will leave this session with concrete information and realistic next steps towards developing their own competency-based learning system in their schools.

Brian Stack, Sanborn Regional School District (bstackbu@gmail.com)


Area Focus: Learning Designs
Topics: College- and career-readiness/student performance standards, Formative Assessment Practices, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3233 | Redefining Career Pathways: The Key to Retaining High Quality Educators

More than 40 percent of all teachers leave the profession within their first five years and half of those who leave are among the most effective teachers. One reason for this high attrition rate is the lack of opportunities for teachers to grow and lead. Learn how states and districts are redefining educator career pathways through micro-credentials. Leave with ideas on how to leverage micro-credentials to redefine career pathways and teacher licensure in your own district to support, grow, and retain high-quality educators.

Burak Yilmaz, Harmony Public Schools (byilmaz@harmonytx.org)
Jason Lange, BloomBoard (jclange@bloomboard.com); Allison Powell, BloomBoard (allison.powell@bloomboard.com)

Area Focus: Learning Designs
Topics: Charter Schools/Networks, Micro-Credentials / Badging, Models of professional learning, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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3234 | Who Owns the Learning?

Learn how to leverage your learning environment to deepen engagement and explore strategies to support both students and teachers to own their learning. Identify structures, processes, and tools to use in your setting. Be sure to bring a laptop or tablet to access and save digital materials for future use.
Kathy Dyer, NWEA (kathy.dyer@nwea.org)
Robin Whitacre, Consultant (robin@jrwcsi.com)

Area Focus: Learning Designs
Topics: Culture and climate, Engaging/Motivating Disenfranchised Learners, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3235 | Students With Inquiring Minds Are Scientists (S.W.I.M.A.S.)

Learn about an effective way to engage elementary students in thinking, acting, and communicating like scientists using the Students With Inquiring Minds Are Scientists (S.W.I.M.A.S.) model. Experience the S.W.I.M.A.S. process including asking researchable and investigable questions, assessing prior understanding, planning and conducting investigations, supporting claims with evidence, engaging in scientific discourse, recording and analyzing data, and reflecting on the learning. Participants will leave with the understanding of how to begin to design their own S.W.I.M.A.S. units aligned with upcoming national or state science standards.

Linda Cook, Coppell ISD (lcook@coppellisd.com)
Malachi Ewbank, Coppell ISD (mewbank@coppellisd.com)

Area Focus: Learning Designs
Topics: Collaborative inquiry, STEM: Science, technology, engineering, and math, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3236 | Feeder Pattern Structures Designed to Meet the Needs of the Adolescent Learner

The middle to high school transition experience can be a very intimidating process for many adolescents. Learn details of a feeder pattern transition process that facilitates academic promise for the adolescent learner leading to College and Career-Readiness from two Principals from Prince George’s County, Maryland. Leave with research-based adolescent development characteristics to incorporate in your classrooms and an understanding of the implementation process for successful transitions.

Helen Coley, Prince George’s County Public School (hcoley@pgcps.org)
Katrina Lamont, Prince George’s County Public School (katrina.lamont@pgcps.org); Charity Magruder, Prince George’s County Public School (charity.lawson@pgcps.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: College- and career-readiness/student performance standards, Continuous improvement Cycles, Integrating student or teacher voice, School Improvement/Reform, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3237 | The What and How of Assess-Plan-Teach

Focus on the what and how of the Assess-Plan-Teach framework being implemented in targeted special education classrooms in Las Vegas, Nevada. Examine data to show how student success is impacted by explicit instruction that is based on data-driven decision making. Leave with the components and electronic tools needed to implement the Assess-Plan-Teach framework in a district/school/classroom which promotes effective instructional strategies and leads to increased student success.

Meagan Patterson, Clark County School District (wittma@nv.ccsd.net)
Merrill Young, Clark County School District (youngml@nv.ccsd.net)

Area Focus: Outcomes - Educator and Student Learning
Topics: Continuous improvement Cycles, Data-driven decision making, Literacy
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3238 | TNTP's National Report

Engage in the findings of TNTP's most recent national report, which focused on students' academic experiences in school. Learn how to think about the quality of your own students' academic experiences and some strategies for how to improve those experiences.

Bailey Cato Czupryk, TNTP (bailey.cato@tntp.org)
Cody Keffer, TNTP (cody.keffer@tntp.org); Devon Toth Gadow, TNTP (devon.gadow@tntp.org )

Area Focus: Outcomes - Educator and Student Learning
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3239 | Intentional Coaching to Grow and Retain New Teachers

Strengthen your ability to equip new teachers with the fast-start skills they need to avoid common pitfalls the first year of teaching. Learn the four steps of the Coaching Cycle that ultimately propel student achievement through increased teacher capacity. Transform teacher retention through increased collaborative coaching while strengthening new teachers’ confidence and effectiveness in the classroom. Leave with tools, templates, and technology tips that facilitate new teacher growth and retention.

Robyn Dellamura, Fort Worth Independent School District (robyn.dellamura@fwisd.org)
Rebecca Phifer, Fort Worth ISD (rebecca.phifer@fwisd.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Induction and Mentoring, Micro-Credentials / Badging
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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11:00am–11:45am
Brunch


11:45am–12:45pm
General Session Keynote: Margaret (Meg) Wheatley


1:00pm–2:00pm
Keynote Q&A

QA03 | Wednesday Keynote Q&A with Margaret (Meg) Wheatley

Area Focus: Learning Communities
Session Length: 1-hour
Audiences: Classified/Support Staff, District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders, Technical Assistance Providers

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1:00pm–3:00pm
Concurrent 34xx

3401 | Student Voice as Data: The Impact of Student Perception Surveys

What can happen when we ask our students about their classroom experience? The results might be confirming, surprising, or even open up new questions. Attend this workshop and take a look into student perception data. Examine surveys and tools that grow your understanding of student perceptions and explore how employing these measures can make a powerful impact on classroom practice and inform teacher growth and development. 

Holli Hanson, Center For Strengthening the Teaching Profession (CSTP) (holli@cstp-wa.org)
Sue Anderson, WA Office of Superintendent of Public Instruction (sue.anderson@k12.wa.us); Nasue Nishida, Center for Strengthening the Teaching Profession (nasue@cstp-wa.org); Mary Snyder, Steilacoom Historical School District (msnyder@steilacoom.k12.wa.us)

Area Focus: Data
Topics: Culture and climate, Data-driven decision making, Integrating student or teacher voice
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3402 | A Practitioner’s Guide to Creating a Data-Informed Culture

Break down a district-wide strategic plan into actionable and measurable improvement plans. Learn how a 2017 Missouri Model School District aligned goals and data-sharing across their teachers, principals, instructional coaches, and central office administrators. Walk away with a toolkit of practical strategies and protocols for continuous improvement throughout the year.

Dr. Lorenzo Rizzi, Belton School District #124 (lrizzi@bsd124.org)
Kim Mauck, Belton School District #124 (kmauck@bsd124.org); Timothy Winkelmann, Belton School District #124 (twinkelmann@bsd124.org)

Area Focus: Data
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Data-driven decision making
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3403 | Mentoring New Teacher Mentors to Address Equity Issues

Learn how a large urban school district trains new teacher mentors to coach and address issues of equity and bias in teaching and learning. Examine customized formative assessment tools designed to enable mentors to address equity issues with new teachers. Discuss how to increase mentors’ effectiveness in differentiated coaching of new teachers with an equity lens. Review coaching strategies and language of equity-focused mentoring.

Caroline Satoda, San Francisco Unified School District (satodac@sfusd.edu)
Patrick Hennessey, BTSA Induction, SFUSD (satodac@sfusd.edu); Vanessa Hutchinson-Szekely, BTSA Induction, SFUSD (hutchinson-szekelyv@sfusd.edu); Lori Murakami, BTSA Induction, SFUSD (murakamil@sfusd.edu)

Area Focus: Equity
Topics: Coaching Practices/Programs, Induction and Mentoring, Urban issues and settings, Other
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3404 | 6 Ms of Culturally Responsive Instruction

Learn about one school district's professional learning initiative to support culturally responsive instruction from conception to classroom implementation. Examine how two classroom teachers apply professional learning to help culturally diverse students gather, process, store, retrieve, and apply academic content. Discover some ways in which district and school-based leaders collaborate to support application of professional learning in the classroom.

Mary Conage, Pinellas County School District (conagem@yahoo.com)
Felita Grant, Pinellas County School District (grantf@pcsb.org)

Area Focus: Equity
Topics: Culturally responsive pedagogy, Engaging/Motivating Disenfranchised Learners, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3405 | Equity Focused Coaching: Teaching and Reaching Students through Opportunities for Authentic Literacy

Identify opportunities for equity-focused coaching and enhance educator effectiveness in meeting the needs of diverse student groups with authentic literacy experiences. Discover an approach to creating culturally responsive learning systems where teachers’ experiences and knowledge is leveraged as a pathway for planning and supporting learning. Examine a design for structuring coaching opportunities with a focus on equity.

Genise Henry, The University of Texas at Austin (ghenry@ipsi.utexas.edu)
Dawn Filer, The University of Texas at Austin (dfiler@ipsi.utexas.edu); Rosalyn Hodge, The University of Texas at Austin (rhodge@ipsi.utexas.edu)

Area Focus: Equity
Topics: Adult development and learning, Coaching Practices/Programs, Cultural/Gender/Racial Equity, Other
Session Length: 2-hours
Audience: Teacher Leaders/Mentors/Team Leaders

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3406 | Closing Opportunity Gaps with SEL-Focused Professional Development

Research shows that social and emotional learning helps to close the achievement, opportunity, and behavior gaps – and we’re learning that social and emotional learning makes the greatest impact when it begins with adults. Develop your own social and emotional skills to support student learning and educator effectiveness and learn how social and emotional-focused professional learning for school staff can positively affect school climate and achievement and success for all students.

Jessica Lovins, WINGS for Kids (jessica@wingsforkids.org)
Nicole Williams , WINGS for Kids (nicolew@wingsforkids.org)

Area Focus: Equity
Topics: Adult development and learning, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3407 | Developing Teachers’ Mindsets for Students to Achieve

Unconscious bias often underlies lowered expectations. Lowered expectations and bias can have a limiting impact on the educational and life experiences of students.​ Learn how to accept and fulfill the responsibility for instilling a growth mindset in students, which means growth mindset starts with school leaders. See how having a growth mindset applies to leaders, teachers and students. Deepen your understanding of how adults’ belief in students’ potential can be developed by leaders through proof points and professional conversation.

Jonathan Richard, TNTP (jonathan.richard@tntp.org)
Jamila Dugan, TNTP (jamila.dugan@tntp.org)

Area Focus: Equity
Topics: Culturally responsive pedagogy, Improving Instruction, Urban issues and settings
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3408 | Take Time for You: Self-Care for Educators

Join this session to learn about a research-based framework for self-care and develop a personalized plan. Using easy-to-implement strategies, reflection prompts, and surveys, you'll walk away feeling inspired to take care of yourself so you can fully support your students. Come learn how to take time for yourself so that you can live your very best life as an educator and a person.

Tina Boogren, Marzano Research/Solution Tree (tinaboogren@live.com)


Area Focus: Implementation
Topics: Adult development and learning, Models of professional learning, Social Emotional Learning/Health (SEL/SEH), Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3409 | A Change of space: The BGenius Collaboratory

Bring your team and learn how to leverage your school’s particular vision, strengths, and stakeholders to develop a collaborative learning space. Discover how telling your school’s story can contribute to a culture of growth and leadership. Design a flexible space that promotes innovative and research-based instructional practices, allowing for both teacher reflection and observation. Explore how to use instructional coaches to create a model of embedded and personalized professional development.

Jill Maraldo, Township HS District 214 (jill.maraldo@d214.org)
Kate Glass, Township High School District 214 (kate.glass@d214.org); Timothy Kosiek, Township High School District 214 (tim.kosiek@d214org); Jeff Wardle, Township High School District 214 (jeff.wardle@d214.org)

Area Focus: Implementation
Topics: Coaching Practices/Programs, Models of professional learning, School Improvement/Reform, Other
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3410 | The Designer's Mindset: Leading Change Through Design Thinking

Modeled after the multi-stage approach employed with a cadre of site-based leaders in a large, suburban Central Texas district, this session will inspire action through a series of design cycles geared toward shifting to a learner-centric model for teaching and learning. Use needfinding, ideating, and prototyping to emerge with next steps for empowering and amplifying change within your school community. Strengthen your ability to apply design thinking approaches to future leadership and learning goals.

Elizabeth Deterra, Lake Travis ISD (deterrae@ltisdschools.org)
Tony Borash, Advanced Learning Partnerships (tony@advancedpartnerships.com); Carl McLendon, Lake Travis ISD (mclendonc@ltisdschools.org); Mary Patin, Lake Travis ISD (patinm@ltisdschools.org)

Area Focus: Implementation
Topics: Comprehensive System Improvement/Reform, Leadership Development, Models of professional learning, Other
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3411 | Digital by Design! Our Journey to Digital Learning

Before a small school system gave out Chromebooks, what needed to happen to change the learning environments? Join this session to learn how educators planned ahead for implementing devices in a 1:1 environment. Hear how they created a Digital by Design model and worked for two years to prepare teachers, students, and parents for a shift in teaching and learning. Learn about each step of the design plan and professional preparation that has changed how school and district staff view technology and instruction.

Carol Martin, Sylacauga City Schools (carol.martin@scsboe.org)
Jennifer Donahoo, Sylacauga City Schools (carol.martin@scsboe.org)

Area Focus: Implementation
Topics: Blended/Online Learning, Cultural/Gender/Racial Equity, Technology to enhance student learning
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3412 | The 3 Keys to Effective, Efficient Leadership Team Meetings

Effective leadership teams and meetings require three key levers: focus, discipline and accountability. Examine a specific protocol for creating a process and system for effective building-level leadership teams. Join other participants to reflect on your school's current leadership team systems and complete a gap analysis to identify next steps for moving into a more systematized approach.

Veronica Kunschik, Gainesville Independent School District (vkunschik@gainesvilleisd.org )
Jason Culbertson, Insight Education Group (culbertson@insighteducationgroup.com)

Area Focus: Implementation
Topics: Data-driven decision making, Distributed/Shared Leadership, Instructional leadership and supervision
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3413 | Curriculum-Embedded Assessments to Drive Instructional Change

Join presenters and participants to discuss the knowledge, skills, and tools needed to track implementation with attention to fidelity of teachers' uses of curriculum maps and student mastery of specific standards. Learn how one district developed precise assessments aligned to district curriculum maps and state standards, allowing teachers to enrich or reteach to address specific student needs. Leave with a better understanding of how to align your own district curriculum maps to student assessment to identify specific professional learning goals and address student academic needs.

Christine Nodler, Atlantic City Public Schools (cnodler@acboe.org)
Jose Jacobo, Atlantic City Public Schools (jjacobo@acboe.org)

Area Focus: Instructional Materials/Curriculum
Topics: Continuous improvement Cycles, Data-driven decision making, Formative Assessment Practices
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3414 | The Gift of Coaching IV

A powerful coach requires skill that is best developed by experiencing and observing coaching firsthand. Members of Results Coaching Global are providing the gift of coaching in a 1:1 setting. Give yourself time to explore your confidential goals and dreams. Imagine the possibilities: a goal made clear, a plan evolved, multiple solutions for a tough situation.

NOTE: This is a not a typical concurrent session and is offered as a service for conference participants. Session is limited to 12 participants.

Repeat of 2221, 2428, and 3218

Karen Anderson, Results Coaching Global, LLC (kaa75149@gmail.com)
Gail Hartin (gail@resultscoaching.com); Kathryn Kee (kathy@resultscoaching.com); Lloyd Sain (lloyd@resultscoaching.com); Reba Schumacher (reba@resultscoaching.com); Pam Smith (pam@resultscoaching.com)

Area Focus: Leadership/Advocacy
Topics: Coaching Practices/Programs, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3415 | Leadership Mindset in Action: Examples from the Field

Explore and analyze the critical role of leadership mindset as it applies to equity for students, teachers, and families. Learn how you can shift the mindset of your school or organization by engaging in practical examples that bridge culture and high-quality instruction, promote essential conversations about assumptions and bias, and encourage reflection and assessment of current schoolwide systems and implementations.

Heather Donnelly, The College at Brockport, SUNY (hdonnelly22@gmail.com)
Stefani Hite, Tigris Education Solutions, LLC (stefhite@gmail.com)

Area Focus: Leadership/Advocacy
Topics: Cultural/Gender/Racial Equity, Instructional leadership and supervision, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3416 | Growing Leadership Collaboratives -- Sustainable Shared Leadership (CANCELLED)

Imagine, there is a shared understanding that schools and districts have a responsibility to contribute to individual and collective potential. Learn how to engage in open, honest, and appreciative communication that reflects and commits to the idea that, “We are all in this together.” Utilize tools to address the gaps between your vision, student achievement goals, and practice, resulting in a graphic representation of your current reality as a starting place. Then, apply your learning to a sustainable governance model that drives student achievement and distributes leadership among the adults.  Build the capacity of a team of leaders so you gain the time and autonomy to accomplish your goals and sustain your vision and mission.

Mimi Diaz, SEEd Consultants- Growing Leadership Collaboratives (mfdiaz3539@yahoo.com)
Craig Harrer, SEEd Consultants- Growing Leadership Collaboratives (craig@seedcollaborators.com)

Area Focus: Leadership/Advocacy
Topics: Distributed/Shared Leadership, Leadership Development, School Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3417 | Zen in Ten: The 10-Minute Stress Relief Meeting

Come and hear how one school implemented a completely voluntary, ten-minutes-or-less, once-a-week morning meeting to help combat the effects of stress on the teaching staff. Participate in a variety of simple techniques you can use almost anywhere to decrease your own stress level. Learn what it takes to create this type of meeting for your team and how to navigate potential hurdles along the way.
Julie Russo, Tonawanda City School District (jrusso@tona.wnyric.org)
Lori Hershey-Smider, Tonawanda City School District (lhersheysmider@tona.wnyric.org)

Area Focus: Leadership/Advocacy
Topics: Culture and climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3418 | Building Resilience: Strategies for Managing Stress and Change

After attending this session fill your toolbox with strategies for building emotional, physical and mental resilience in your life; your building; or your district. Fortified with a better understanding of the controllable factors that contribute to teacher stress, you can share new knowledge and skills to take action to improve lives, especially in the face of change. Leave feeling less stressed and ready to serve yourself and others.

Nichole Hester, Monona Grove (nichole.hester@mgschools.net)


Area Focus: Leadership/Advocacy
Topics: Culture and climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3419 | Interdisciplinary PLC in Middle Schools: Supporting Continuous Improvement

Interdisciplinary PLCs help advance teacher practice and support student achievement. Often, however, PLC members become overwhelmed with students' behavioral and social needs and are unable to collaborate to address their academic needs. Deepen your understanding about how to support PLCs in crafting content goals, including how to engage PLCs in professional learning that supports their ability to develop interdisciplinary foci. Join other district and school instructional leaders and PLC members to engage in a process of continuous learning that maintains a focus on academic success for all students.

Krista Morrison, Institute for Learning (kristams@pitt.edu)
Antonio Farina, Schenectady City Schools (farinat@schenectady.k12.ny.us)

Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Learning Networks
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3420 | Becoming a Learning Team (repeat of 3222)

While many schools use PLCs or other collaborative structures for teacher learning, little information is available that attends to exactly what happens during that collaborative time. With a focus on the day-to-day actions in classrooms between students, educators, and instructional materials, this session will provide an overview of a five-stage teacher team learning cycle, and is based on Learning Forward’s recent updated book Becoming a Learning Team. Explore steps teacher teams can take toward intentional, collaborative professional learning. Learn about one school’s application of the cycle and lessons learned along the way.

Alexandra Fuentes, Learning Forward (afuentes1@gmail.com)
Clara Howitt, Greater Essex District School Board (clara.howitt@publicboard.ca)

Area Focus: Learning Communities
Topic: Continuous improvement Cycles
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3421 | Redesigning Staff Meetings

Learn how to transform your staff meetings to 30-minute sessions focusing on professional learning, relationship building and problem solving. Explore how the use of technology can redesign your time and enhance learning experiences for your staff. Leave with activities, resources, and topics to replicate in your own setting.

Kris Mitzner, Tays Junior High (krisdmitzner@katyisd.org)
Leah Lowry, Katy ISD (leahlowry@katyisd.org)

Area Focus: Learning Communities
Topics: Adult development and learning, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3422 | When Consensus is Elusive: Addressing Grading Practices in PLCs

Have you and your learning team members been frustrated by not coming to consensus over grading practices? This session will use several assessment and grading practices that have little or no research support to look at the broader question of how to come to agreement on challenging topics in your PLC. As presenters consider examples of selected grading practices, join other participants to brainstorm strategies that will help PLCs deal with challenging issues in general.

Bob Good, Good Learning & Teaching (rgood3657@gmail.com)


Area Focus: Learning Communities
Topics: Change Management, Facilitation, Formative Assessment Practices
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3423 | Coaching Inclusive Collaborative Teams

Build your toolbox to improve systems of communication and collaboration between special and general education teachers to maximize student achievement. Hear from special education instructional coaches who work with kindergarten through high school teachers to strengthen their inclusive practices and communicate effectively with all student stakeholders.

Heather Noncek, Elmhurst Community Unit School District 205 (hnoncek@elmhurst205.org)
Bridget McDonald, Elmhurst Community Unit School District 205 (bmcdonald@elmhurst205.org); Maureen Schroeder, Elmhurst Community Unit School District 205 (maureenschroeder@elmhurst205.org); Kelly Stoia, Elmhurst Community Unit School District 205 (kstoia@elmhurst205.org)

Area Focus: Learning Communities
Topics: Coaching Practices/Programs, Other (Special Education Teams)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3424 | Blended PD: Leveraging Tech and Video to Support Educator Growth

The data are clear: Traditional PD models aren't working. Recent research suggests that PD (and more specifically, instructional coaching) is most effective when it's proximate, frequent, and sustained. Examine how "blended" models of PD leverage technology and video to enable effective, job-embedded professional learning. And in addition to being more cost effective, teachers like it!

Anthony Fitzpatrick, Haddon Township School District (Afitzpatrick@htsd.us)
Michael Moody, Insight ADVANCE (moody@insightadvance.com)

Area Focus: Learning Communities
Topics: Models of professional learning, Technology for professional learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3425 | Book Buffet: A Tasting Menu of PD Books

Join the PD Chefs who have "cooked up" an engaging experience for your professional learning. Explore a variety of professional learning texts through a “book buffet” to improve instructional, management, leadership, and relationship skills. Leave with resources to initiate professional learning  or adult learning activities related to current educational trends.

Leah Warble, Baltimore County Public Schools (lwarble2@bcps.org)
Kim Culbertson, Baltimore County Public Schools (kculbertson2@bcps.org); Leah Wolfe, Baltimore County Public Schools (awolfe2@bcps.org)

Area Focus: Learning Communities
Topics: Adult development and learning, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3426 | A Case Study from Chicago: Leveraging a PLC to Scale Personalized Learning

Since 2014, LEAP Innovations has piloted a new model for professional learning bringing together a mix of charter, traditional public, and Archdiocese schools from urban and suburban regions to pilot and implement personalized learning strategies. Learn how LEAP’s Pilot Network models best-in-class professional learning practices to support and sustain a growing community of innovators who are driving the future of learning.

Erin Figula, LEAP Innovations (erin@leapinnovations.org)
Jen Stack, LEAP Innovations (jen.stack@leapinnovations.org)

Area Focus: Learning Communities
Topics: Learning Networks, Models of professional learning
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3427 | Developing Focused and Authentic Collaboration Using Protocols

Hear from instructional coaches who recognized a need to support teams in productive, results-based conversations. Learn how their efforts to implement protocols supported teams in building collective responsibility and in creating goals of improving student outcomes and equity for all students. Experience how team members felt about the process and how using protocols strengthened the team's ability to effectively use collaborative time.

Tracy Pattat, Clear Creek Independent School District (pattatfamily@gmail.com)
Andrea Gautney, Clear Creek ISD (angautney@gmail.com)

Area Focus: Learning Communities
Topics: Data-driven decision making, Integrating student or teacher voice, Models of professional learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3428 | Champions: The Heart of Learning and Performance

Are you wondering how you can provide effective professional learning experiences to your staff so they are prepared AND excited about teaching social and emotional learning skills to students? Leave this session with proven strategies for engaging adult learners, maximizing time and guaranteeing effectiveness. Watch your school culture transform in just one year using a proven Champion model!

Lynn Ochs, Mayerson Academy (l.ochs@icloud.com)


Area Focus: Learning Communities
Topics: Continuous improvement Cycles, Formative Assessment Practices, Models of professional learning, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3429 | The Skills that Matter: Embedding Social/Emotional Competencies

This session represents a collaborative effort with more than a thousand educators to apply research-based social/emotional instructional practices in middle and high schools. Hear about one district’s journey to schoolwide implementation, including academic and behavioral impacts. Plan for instruction of research-based intrapersonal and interpersonal competencies, which are embedded within content-area curricula, to promote positive in-school and post-school outcomes for all students.

Amy Erickson, University of Kansas (agaumer@ku.edu)
Chris Cooper, Abilene School District (ccooper@abileneschools.org); Patricia Noonan, University of Kansas (pnoonan@ku.edu)

Area Focus: Learning Designs
Topics: College- and career-readiness/student performance standards, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3430 | Keep Great Teachers in the Classroom!

Learn how a large district in Dallas-Ft. Worth area is investing and empowering classroom teachers. Come explore a program that allows teachers to advance professionally and financially while building teacher capacity, creating teacher ownership, transforming knowledge and skills into classroom practice and improving student performance. Hear how teachers are teaching and leading each other at the campus and district level; leave with handouts that define the model and share FAQs.

Karen Nix, Mesquite ISD (knix@mesquiteisd.org)
Jennifer Morris, Mesquite ISD (jmorris@mesquiteisd.org); Debi Tanton, Mesquite ISD (dtanton@mesquiteisd.org); Susan Williams, Mesquite ISD/Texas A&M Commerce (swilliams@mesquiteisd.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Adult development and learning, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3431 | From PD to Practice: Transforming Literacy Outcomes

Hear about a powerful, research-based extended learning program designed to be an innovative learning lab for teachers and students. ​Learn how to create dynamic learning opportunities that develop foundational literacy skills by supporting students' social emotional needs and providing authentic opportunities for applied learning. Experience enriched literacy strategies anchored in rich text that will bring standards-based instruction to life and help improve student outcomes.

Debbi Arseneaux, The Learning Alliance (darseneaux@thelearningalliance.org)
Leslie Connelly, The Learning Alliance/School District of Indian River County (leslie.connelly@indianriverschools.org); Fran McDonough, The Learning Alliance (fmcdonough@thelearningalliance.org ); Liz Remington, The Learning Alliance (lwoody@thelearningalliance.org)

Area Focus: Outcomes - Educator and Student Learning
Topics: Literacy, Models of professional learning
Session Length: 2-hours
Audiences: Classified/Support Staff, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3432 | Teachers Growing Teachers

Learn how one large North Texas district is utilizing a video library to highlight desired exemplar teaching and support the growth of professional practice across the district. Consider which features to include in a video library to focus and maximize individual learning. Coordinate efforts of multiple departments to develop, create, and maintain the video library.

Mike Brown, Lewisville ISD (brownmt@lisd.net)


Area Focus: Resources/Technology
Topic: Blended/Online Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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