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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.

The searchable conference program includes the complete agenda of all session types. To browse the program by day, time (set), area of focus, topic, audience, and presenter click here.

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Saturday, December 7, 2019

7:30am–6:00pm
Registration & Conference Information


9:00am–4:00pm
Preconference PC1XX

PC101-2DAY | Beyond Diversity: Introduction to Courageous Conversation and a Foundation For Deinstitutionalizing Racism and Eliminating Racial Achievement Disparities (2-Day)

Beyond Diversity is a powerful, personal transforming two-day seminar designed to help administrators, staff, and stakeholders understand the impact of race on our lives, our work, and our learning. Interactive and stirring exercises strengthen participants’ critical consciousness of race and leads them to investigate the role that racism plays in deinstitutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful and generative. We cannot solve the problems created by racism without discussing race, and Beyond Diversity with a 25-year history and over 100,000 alumni, imparts a method for having a Courageous Conversation.

Courtlandt Butts, Pacific Educational Group (djoseph@courageousconversation.com)


Area Focus: Equity
Topic: Cultural/Gender/Racial Equity
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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PC102-2DAY | Leading Change: The Transformative Power of Design Thinking (2-Day)

Implement high-impact, equity-minded systems and site-based reforms by listening first and designing second. Experience and internalize the five modes of design thinking as a continuous improvement strategy. Reflect on the power of each mode and strategize potential applications of design thinking for a change effort in your local context. Build capacity to cultivate a culture of collaboration and power cycles of team learning when solving big problems.

Nader Twal, Long Beach USD (ntwal@lbschools.net)
Jennifer Crockett, Long Beach Unified School District (jcrockett@lbschools.net)
Amy Pendray, Long Beach Unified School District (apendray@lbschools.net)


Area Focus: Leading Learning Systems
Topics: Change Management, Comprehensive System Improvement/Reform
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), Superintendents, Assistant Superintendents

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PC103 | Instructional Materials That Meet English Learners' Needs

Join Crystal Gonzales, Aida Walqui and Renae Skarin to learn high-quality, educative curriculum is a fundamental component of an educational program that helps students access rigorous content and prepares English learners for college and career. Learn fundamental design principles and guidelines for selecting or adapting high-quality materials that will support educators in improving educational outcomes for English learners. Examine sample lessons featuring specific scaffolds that simultaneously promote access to language and content. Practice reviewing learning materials and making suggestions for improvement.

Crystal Gonzales, English Learners Success Forum (cgonzales@elsuccessforum.org)
Renae Skarin, EL Success Forum (rskarin@elsuccessforum.org)
Aida Walqui, WestEd (awalqui@wested.org)


Area Focus: Instructional Materials and Curriculum
Topics: English Learners / Linguistic Diversity, Equitable Access and Outcomes
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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PC104 | The Mythbusters Guide to Educational Research

Learn how your beliefs can be reinforced or undermined by a rigorous multimethod approach to research. Explore a variety of methods, including quantitative analysis, case studies, qualitative methods, meta-analyses, and syntheses of meta-analyses. Engage in a case study addressing a problem of practice through the lens of alternative research methods. Discover how you can become better advocates for the best available research and, along the way, be willing to challenge some of the prevailing myths of education.

Douglas Reeves, Creative Leadership Solutions (douglas.reeves@creativeleadership.net)
Thomas Guskey, University of Kentucky (guskey@uky.edu)

Area Focus: Using Data and Measuring Impact
Topics: Advocacy Efforts, Data-Driven Decision Making, Evaluation and Impact
Session Length: Full day — 5-hours
Audiences: Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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PC105 | Developing Teacher Mathematical Content Knowledge & Pedagogy: A Professional Learning Model

Learn about an innovative model of professional learning in which mathematical content knowledge, pedagogical knowledge, and knowledge of student thinking are developed within the actual work of teaching. Understand equitable practices and how they can be developed within the model of professional learning. Investigate instructional routines and consider the affordances of teacher learning and student learning through engagement in the routines and analysis of lesson artifacts. Leave prepared to integrate components of the model of professional learning in your own setting.

Jennie Beltramini, Student Achievement Partners (jbeltramini@studentsachieve.net)
Jody Guarino, Orange County Department of Education (jguarino@ocde.us)

Area Focus: Equity
Topics: Mathematics, Models of Professional Learning
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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PC106 | Social and Emotional Learning, Restorative Practices, and Brave Conversations About Race

This workshop will expose participants to a powerful three-pronged whole-school model for advancing equity in our schools: Social and Emotional Learning, Restorative Practices, and Brave Conversations about race. The foundation of the equitable school is social and emotional learning for all members of the community. SEL skills enable both young people and adults to build meaningful relationships – and research tells us that young people both need and crave such connections, and that adults are not given adequate preparation in these skills prior to assuming their roles in schools. Restorative practices, and circles especially, offer a powerful container in which to practice these skills and build a deep sense of community. Participants will gain tools and strategies for framing cross-racial conversations about race and racism and engage in an interactive experience of a brave space, through enlightening, meaningful and supportive conversation.

Tala Manassah, Morningside Center for Teaching Social Responsibility (tmanassah@morningsidecenter.org)
Daniel Coles, Morningside Center for Teaching Social Responsibility (dcoles@morningsidecenter.org)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and Climate
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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PC107 | Elevating Teacher Leadership

Teacher leadership as a means to improving schools is a powerful strategy to promote effective, collaborative teaching practices that lead to increased student achievement, improve decision-making at the school and district level, and create a dynamic teaching profession for the 21st century. Explore steps to improve teacher leadership in your schools and districts. Identify and challenge assumptions that interfere with the goals of teacher leadership. Foster a collaborative culture with the ability to manage and lead change.

Ann Delehant, Delehant and Associates (adelehant@gmail.com)
Amy Colton, Center for Collaborative Inquiry (amy.colton@learningforward.org)
Debbie Cooke, WPGL Consulting (wpglconsulting@gmail.com)


Area Focus: Leading Learning Systems
Topics: Leadership Development, Teacher Leadership
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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PC108 | Learning From and With Communities to Be a Culturally Responsive Educator

Effective educators in schools today must be culturally responsive in practice to effectively support educational equity for each student. Learn key practices for developing educators’ culturally responsive practice through co-constructed school-community learning experiences. Experience through simulations learning opportunities anchored in community engagement experiences that support the development of culturally responsive practices among teachers and leaders. Develop plans for implementing school-community learning experiences for developing culturally responsive educators in their home schools, districts, and programs.

Saroja Warner, WestEd, Mid-Atlantic Comprehensive Center (swarner2@wested.org)
Alana Murray, Montgomery County Public Schools (Alana_D_Murray@mcpsmd.org)
Sean Warner, Clark Atlanta University (CAU) School of Education (swarner@cau.edu)


Area Focus: Equity
Topics: Community/Family Engagement, Culturally Responsive Pedagogy
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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PC109 | Creating a System of Support for School Improvement

Transform your school with instructional excellence, collaborative professional learning, reflective culture, and collective leadership. Build strategic, intentional systems of supports to strengthen principal and teacher leadership, goal setting, sustained professional learning, coaching, and data analysis. Identify the areas in your schools that need to be strengthened, and learn specific strategies for improving them within a system of continuous improvement.

Patrice Pujol, National Institute for Excellence in Teaching (ppujol@niet.org)
Ann Shaw, National Institute for Excellence in Teaching (ashaw@niet.org)

Area Focus: Learning Communities and Continuous Improvement
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles
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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PC110 | Teaming & Engaging Difficult Conversations: A Developmental Approach

Teaming and collaboration catalyze learning today in schools and systems. This session will provide guidance and tools to help educators engage effectively in teams and turn toward difficult conversations and situations to enhance collaboration. Explore adult developmental theory and how it supports growth and student achievement. Learn about a developmental approach to teaming and engaging difficult conversations. Develop skills for building structures and cultures that support individual and team growth.

Eleanor Drago-Severson, Teachers College Columbia University (drago-severson@tc.edu)


Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Leadership Development
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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PC111 | Facilitation Skills for Group Effectiveness

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.

Michael Dolcemascolo, Thinking Collaborative (michaeldolcemascolo@gmail.com)
Jane Ellison, Thinking Collaborative (ccsjane@gmail.com)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Culture and Climate, Facilitation, Learning Networks
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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PC112 | Walking the Talk of Educational Transformation: Leading and Learning (CANCELLED)

Engage with a story of educational transformation - informed by the knowledge of our teachers, students and community; grounded in the wisdom of our indigenous people; weaving together a global education conversation, an empowering curriculum, and learning sciences. Explore the role that school and district leadership play. Experience the frameworks and processes used to support and sustain the work and explore the possibilities for applying them in your context.

 

Denise Augustine (Swee’alt), School District 79 Cowichan (daugustine@sd79.bc.ca)
Rod Allen, School District 79 Cowichan (rallen@sd79.bc.ca)

Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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Sunday, December 8, 2019

7:30am–6:00pm
Registration & Conference Information


9:00am–4:00pm
Preconference PC2XX

PC101-2DAY | Beyond Diversity: Introduction to Courageous Conversation and a Foundation For Deinstitutionalizing Racism and Eliminating Racial Achievement Disparities (2-Day)

Beyond Diversity is a powerful, personal transforming two-day seminar designed to help administrators, staff, and stakeholders understand the impact of race on our lives, our work, and our learning. Interactive and stirring exercises strengthen participants’ critical consciousness of race and leads them to investigate the role that racism plays in deinstitutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful and generative. We cannot solve the problems created by racism without discussing race, and Beyond Diversity with a 25-year history and over 100,000 alumni, imparts a method for having a Courageous Conversation.

Courtlandt Butts, Pacific Educational Group (djoseph@courageousconversation.com)


Area Focus: Equity
Topic: Cultural/Gender/Racial Equity
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

Back to Top



PC102-2DAY | Leading Change: The Transformative Power of Design Thinking (2-Day)

Implement high-impact, equity-minded systems and site-based reforms by listening first and designing second. Experience and internalize the five modes of design thinking as a continuous improvement strategy. Reflect on the power of each mode and strategize potential applications of design thinking for a change effort in your local context. Build capacity to cultivate a culture of collaboration and power cycles of team learning when solving big problems.

Nader Twal, Long Beach USD (ntwal@lbschools.net)
Jennifer Crockett, Long Beach Unified School District (jcrockett@lbschools.net)
Amy Pendray, Long Beach Unified School District (apendray@lbschools.net)


Area Focus: Leading Learning Systems
Topics: Change Management, Comprehensive System Improvement/Reform
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), Superintendents, Assistant Superintendents

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PC201 | Learning to Be: Promoting Engagement, Identity, and Well-Being

After years of pushing relentlessly on tested achievement, there is a growing realization that young people now need to focus more on leading lives of meaning and purpose, develop self-confidence in who they are, and have a sense of belonging to other people and to something bigger than themselves. Discover how we as educators can support students to succeed and thrive. Learn how to expand your definitions of learning, promote students’ well-being, and help them grow in confidence and joy. Examine inspiring cases of schools that strengthen students' learning, engagement, identity, and well-being. Reflect with peers on their own efforts to move beyond a preoccupation with achievement and effort toward a wider commitment to learning and development.

Andrew Hargreaves, Boston College (andrew.hargreaves@bc.edu)
Dennis Shirley, Boston College, Lynch School of Education (dennis.shirley@bc.edu)

Area Focus: Social & Emotional Learning and Health
Topics: School Improvement/Reform, Social Emotional Learning/Health (SEL/SEH)
Session Length: Full day — 5-hours

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PC202 | How Curriculum and Professional Development Support Deeper Learning and 21st-Century Skills

Explore the Global Education Innovation Initiative, a research-practice collaborative that supports the transformation of public education to empower youth to participate civically and economically in a rapidly changing world. The initiative conducts research, engages in informed dialogues, and develops curriculum. Dive into the results of three studies examining the contributions of ambitious curriculum in guiding the development of cognitive and socio-emotional skills that enable students to become self-authoring individuals in a complex and uncertain world. Examine how highly effective teacher professional development programs in 10 countries support teachers in gaining the competencies to lead students in powerful learning. Learn about a professional development approach that is anchored in the development of project-based curriculum aligned with real-life challenges, as reflected in the United Nations Sustainable Development Goals.

Fernando M. Reimers, Harvard (Fernando-Reimers@harvard.edu)


Area Focus: International Perspectives and Emerging Issues
Topics: Educator Effectiveness, International Perspectives
Session Length: Full day — 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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PC203 | Becoming a Learning System

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— from district leadership to school-based leadership teams—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.

Frederick Brown, Learning Forward (frederick.brown@learningforward.org)
Nikki Mouton, Learning Forward (nikki.mouton@learningforward.org)
Wendy Robinson, Fort Wayne Community Schools (wendy.robinson@fwcs.k12.in.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, School Improvement/Reform
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), Superintendents, Assistant Superintendents

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PC204 | 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 support the development of 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.

Clara Howitt, Greater Essex District School Board (clara.howitt@publicboard.ca)
Alexandra Fuentes ()

Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, Improving Instruction
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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PC205 | The Feedback Process: The Power of Learner-Focused Feedback (FULL)

Feedback is a core part of a continuous improvement process for educators. The usefulness of feedback among educators depends on its quality, the context in which it is provided, and the frame of mind of those engaged in the process. Examine the attributes of effective feedback as well as the various types, purposes, and sources of feedback among teachers. Learn how to create a culture in which educators routinely exchange feedback, engage in interactions, and assess the effectiveness of feedback. Gain a deeper understanding of the feedback process and how to employ it to promote increased educator effectiveness.

Participants will receive a copy of The Feedback Process: Transforming Feedback for Professional Learning, by Joellen Killion.

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


Area Focus: Leading Learning Systems
Topics: Feedback and Observations, Leadership Development
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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PC206 | Developing Equitable Instructional Practice in Literacy: A Focus on K-2 Foundational Skills

All students deserve excellent foundational skills instruction that sets them on paths to college and career. But just what does equitable, standards-aligned, high-quality foundational skills instruction in a K-2 classroom look like? This session will focus on the components of a strong foundational skills experience for all students, including turnkey resources to build content knowledge and an observation tool that supports improvement of teacher practice though coaching, reflection, planning, or professional learning.

 

Tori Filler, Student Achievement Partners (tfiller@studentsachieve.net)


Area Focus: Instructional Materials and Curriculum
Topics: College- and Career-Readiness/Student Performance Standards, Equitable Access and Outcomes, Improving Instruction, Literacy
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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PC207 | Creating a Common and Actionable Mathematics Vision

Bridge the gap between the current state of mathematics instruction and your vision of success for all students. Explore how Innovation Configuration (IC) maps can serve as tools to support the work of instructional leaders in your 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.

Shelly LeDoux, Charles A. Dana Center (shelly.ledoux@austin.utexas.edu)
Katey Arrington, Charles A.Dana Center (katey.arrington@austin.utexas.edu)

Area Focus: Learning Communities and Continuous Improvement
Topics: Improving Instruction, Mathematics
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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PC208 | Coaching for Instructional Equity Using Culturally Responsive Pedagogy (FULL)

Many schools have not been able to pivot from developing cultural proficiency to using culturally responsive practices to raise achievement scores. This session will focus on designing learning experiences for teachers that help them use culture as a cognitive scaffold rather than as multicultural "window dressing" in lessons and units. Examine tools and scripts to shift negative deficit thinking about student learning ability. Learn coaching strategies for designing lessons, units, and instructional activities that are cognitively demanding and engaging for students in ways that expand students' ability to carry more of the cognitive load.

Zaretta Hammond, Transformative Learning Solutions (zlhammond@aol.com)


Area Focus: Leveraging Coaches and Mentors
Topics: Culturally Responsive Pedagogy, Improving Instruction
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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PC209 | 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 the reality is that collaborative learning does not always lead to improved practice. Explore a transformative professional learning model that uses continuous improvement cycles, teacher-led video study of classroom practice, and student-facing rubrics to strengthen instructional practice and enhance student learning. 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 and Implementation
Topics: Continuous improvement Cycles, Technology for Professional 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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PC210 | Reimagining Teacher Engagement at The Heart of Curriculum Selection and Implementation Efforts

It seems like everyone is talking about curriculum these days, particularly as districts across the country are finding more and more aligned products on the market and a variety of materials that could work for their students. Ultimately, however, the responsibility for creating a rigorous classroom environment rests with teachers, and far too often they have not been engaged in curricular decisions in meaningful ways. Learn how two districts have moved past engagement lip-service into real, thoughtful discussion and feedback to ensure the right decisions are made and that there is lasting ownership distributed throughout the teacher community. Learn from leaders from Baltimore City Public Schools (MD) and Orange County Department of Education (CA) about their successes, challenges, and recommendations for others. In this interactive session, participants will gain hands-on practice with planning tools and protocols while collaborating with the facilitators, curriculum adoption experts, and each other.

Lauren Weisskirk, EdReports (lweisskirk@edreports.org)
Shannah Estep, EdReports (sestep@edreports.org)
Jody Guarino, Orange County Department of Education (jguarino@ocde.us)
Janise Lane, Baltimore City Public Schools (JLane@bcps.k12.md.us)


Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, Instructional Leadership and Supervision, Integrating Student or Teacher Voice, Literacy, Mathematics, Teacher Leadership, 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, Superintendents, Assistant Superintendents

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PC211 | Principals and Teacher Leaders: Leading Together Toward Equitable Schools (CANCELLED)

Today’s schools must strive to ensure every student can succeed. Indeed, most are not currently designed to ensure equity. Come question your assumptions about the role of teachers as leaders who can partner with principals to advance the individual and organizational learning needed for equitable schools. Examine schools’ use of an equity framework to transform educators’ beliefs, practices and policies, and collaborate with colleagues to create a powerful plan.

Jill Harrison Berg, Jill Harrison Berg Consulting (jhberg@gmail.com)
Sonia Caus Gleason (sonia@soniacausgleason.org)
Genevra Valvo, Waltham Public Schools (genevravalvo@walthampublicschools.org)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Distributed/Shared Leadership
Session Length: Full day — 5-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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PC212 | Storytelling: Leading, Teaching, and Transforming in a New Way

A leader’s job is to influence, and stories persuade and inspire more effectively than reports, studies, statistics or PowerPoint presentations. Stories bring people together and unify them for specific purposes. Storytelling is a vital component in the toolbox of presenters, facilitators, teachers, and all leaders. Based in premier presenter Bob Garmston’s book, The Astonishing Power of Storytelling, participants will actively engage in the what, why, and how of storytelling that teaches and transforms.
Michael Dolcemascolo, Thinking Collaborative (michaeldolcemascolo@gmail.com)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Culture and Climate, 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), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC213 | Social Justice Teaching 101

Learn how to effectively implement anti-bias instruction in your classroom. Explore practical strategies for accomplishing academic and social and emotional goals. Discuss learning conditions that honor all identities and reflect diversity, equity, and justice. Explore ready-to-use materials, apply rigorous standards, and plan ways to incorporate research-based teaching practices, and leave with ideas and tools for transforming your classroom and school.

Val Brown, Teaching Tolerance (val.brown@splcenter.org)
Byron Durias, Seminole County Public Schools (byron_durias@scps.k12.fl.us)

Area Focus: Equity
Topics: Culturally Responsive Pedagogy, Culture and Climate, Social Emotional Learning/Health (SEL/SEH)
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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PC214 | The Choreography of Presenting

Imagine consistently presenting with purpose and intention in any setting with a choreographer’s mindset. Learn how communicative intelligence can enhance your ability to communicate with greater congruence and authenticity in any setting, including one-on-one, committee, and entire staff meetings. Explore the essential abilities of effective presenters, including credibility, rapport, reading a group, listening, acknowledging, responding, and recovering with grace. Practice strategies for handing challenging questions and comments from participants with dignity while maintaining a positive group dynamic.

Kendall Zoller, Sierra Training Associates, Inc. (kvzollerci@gmail.com)


Area Focus: Learning Communities and Continuous Improvement
Topics: Leadership Development, Teacher Leadership
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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PC215 | Sit & Get Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain

Visualize the worst presentation that you have ever been a part of as an adult learner. Now visualize the best. No doubt there is a considerable difference between the two. Examine six principles of adult learning theory that should be considered when interacting with faculty, staff, and professional learning communities. Experience 10 characteristics of quality professional learning that should be applied when implementing professional development. Plan your next professional learning incorporating some of the 20 brain-based strategies that take advantage of the ways adult and student brains learn best.

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


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Implementation
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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PC216 | Better Conversations

Much of our joy and sorrow in life, and our success and failure at work, are the direct result of our relationships. Our relationships flourish or fail depending on how well we communicate. Learn how to listen and communicate with empathy, find common bonds, and build emotional connections. Develop the beliefs and habits that lead to better conversations and more life-giving conversations.

Jim Knight, Instructional Coaching Group (jim@instructionalcoaching.com)


Area Focus: Leading Learning Systems
Topics: Culture and Climate, 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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6:00pm–7:30pm
Welcome Reception/Affiliate Networking




Monday, December 9, 2019

7:30am–5:00pm
Registration & Conference Information


8:00am–8:30am
Conference Overview & First Timer’s Orientation


8:45am–11:45am & cont. 2:30pm–4:30pm
11XX

1101 | Calibrating Leadership to Design Learning: A Developmental Approach

Join this interactive session bridging theory and practice in adult learning to develop school leaders' capacity and sustainability. Develop effective leadership capacities through a lens of improving the supervision of instruction by equipping them to design and implement meaningful, differentiated professional learning to support teacher learning and increase student achievement. Explore adult development theory and engage in reflection and action planning.

Eleanor Drago-Severson, Teachers College Columbia University (drago-severson@tc.edu)
Rafaela Espinal, New York City Department of Education/ Teachers College (rye2101@tc.columbia.edu)

Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, 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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1102 | Effective Teacher Supervision, Coaching, and Evaluation — Really!

Learn how frequent, short, unannounced classroom visits followed by face-to-face coaching conversations and a brief narrative summary are powerful ways to build trust, affirm good instructional practices, coach teachers, and keep administrators in touch with teaching and learning. Explore strategies to persuade skeptical colleagues of the efficacy of mini-observations and help teachers feel safe with the process. Hone your observation and feedback skills for face-to-face feedback conversations.

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


Area Focus: Developing and Supporting Leaders
Topics: Feedback and Observations, Instructional Leadership and Supervision
Session Length: Full day — 5-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1103 | Fundamentals of Professional Learning - Tips, Tools and Techniques

Professional learning that improves educator effectiveness is fundamental and leading adult learning today needs a specific skill set in order to connect teaching and learning. Engaging professional learning should be designed for transfer to the classroom for students. The purpose of this highly interactive session is to examine the attributes of result-driven professional learning while practicing tips and gaining tools for engaging the adult learner.

Renee Trotier, Rockwood School District (trotierrenee@rsdmo.org)
Dawnette Dierking Wiskur, Rockwood School District (wiskurdawnette@rsdmo.org)

Area Focus: Developing and Supporting Leaders
Topic: Adult Development and Learning
Session Length: Full day — 5-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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1104 | Leading School Change Through Human-Centered Design

Experience the power of design thinking to engage students, faculty, and parents to understand and solve school challenges. Hear school leaders’ stories on how they leveraged design thinking to support their school reform initiatives by engaging stakeholders through a design team model, a form of distributed leadership. Engage in hands-on design thinking exercises and learn how to implement the process in your school or district. Leave the workshop with the knowledge, confidence, tools, and support for using human-centered design to address school reform initiatives.

Robert Ryshke, Center for Teaching (robertryshke@westminster.net)
Laura Deisley, Lovett School (Ldeisley@lovett.org)
Wendy Kelly, Fulton County School District (Kellyw@fultonschools.org)
Stacy Perlman, Fulton County School District (Perlman@fultonschools.org)
Scott Sanchez, Nationwide Insurance (Jscottsanchez@gmail.com)


Area Focus: Learning Designs and Implementation
Topics: Change Management, Models of 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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1105 | Creating a Roadmap for Personalized Professional Learning

Examine the findings of the Institute for Teaching and Learning’s latest research project and the elements of personalization that schools and districts are leveraging to improve teaching and learning. Explore the successes and challenges, specifically looking at where personalized learning for educators and students is proceeding at similar rates and where gaps exist. Reflect on your own professional learning needs using a framework for teacher effectiveness. Design your own multimodal personalized professional learning pathway aligned to a microcredential of your choice.

Christopher Harrington, Institute for Teaching and Leading (chris@i4tl.org)
Elizabeth LeBlanc, Institute for Teaching and Leading (elizabeth@i4tl.org)

Area Focus: Learning Designs and Implementation
Topics: Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1106 | Your best “SELf” using SEL and Equitable Practices

Develop an understanding of the integration of social and emotional learning and equity by exploring self-awareness as it applies to the image you project versus your ideal image. Participate in activities that elevate self-identity, gaps between your “real” and “ideal” self, and strategies for self-improvement. Discover how this critical awareness enhances teacher-student relationships and transforms classrooms into socially and emotionally supportive learning contexts for students.

Deidre Farmbry, CASEL (dfarmbry@comcast.net)
Bloodine Barthelus, CASEL (bbarthelus@casel.org)

Area Focus: Social & Emotional Learning and Health
Topics: Adult Development and Learning, Social Emotional Learning/Health (SEL/SEH)
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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1107 | Formative Assessment in a Brain-Compatible Classroom

If you wait until summative assessment to ascertain whether students have learned what you are teaching, then you have waited too late. Learn to ask higher-level questions that cause students to think deeply. Create and assess a list of products and performances to determine if 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: Using Data and Measuring Impact
Topics: Formative Assessment Practices, Implementation
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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8:45am–11:45am
13XX

1301 | Building a Culture of Coaching Across a District

Learn about the design, implementation, and assessment of a coaching academy in one school district. Assess your school community’s needs. Explore the complexities of shifting the role of coaches in a school. Practice listening as the foundation for all coaching practices. Develop a reflective stance using strong communication skills including nonverbal communication, paraphrasing, pausing, presuppositions, and positive intention. Expand the notion of coaching beyond traditional roles and titles.

Cory Kapelski (cory.kapelski@gmail.com)
Ann Delehant, Delehant and Associates (adelehant@gmail.com )
Meredith Fortner, Alexandria City Public Schools (meredith.fortner@acps.k12.va.us)


Area Focus: Developing and Supporting Leaders
Topics: Coaching Practices/Programs, Models of Professional Learning
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1303 | Transforming School Leadership Through a Collaborative Learning Process

Learn structures and processes to strengthen leadership of all educators across the organization to ensure all students are learning at high levels. Explore systems that support ongoing, collaborative professional learning and continuous improvement to close achievement gaps. Dive into strategic processes that foster deep collaboration and inquiry among principals, central office leaders, and teachers to enhance instruction and close achievement gaps across the organization.

Michael Griffin, Northwest ISD (mgriffin@nisdtx.org)
Sandy Conklin, Northwest ISD (sconklin01@nisdtx.org)
Stephanie Espinosa, Northwest ISD (sespinosa@nisdtx.org)
Shaunda Garrison, Northwest ISD (sgarrison@nisdtx.org)
Mary Seltzer, Northwest ISD (mseltzer@nisdtx.org)


Area Focus: Developing and Supporting Leaders
Topics: Continuous improvement Cycles, Instructional Leadership and Supervision
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1304 | Juicy Sentences at the Secondary Level

Advance student access to equitable instruction through strategic implementation of a protocol that integrates reading, writing, listening, and speaking. Analyze the qualitative features of a complex text and engage in an interactive model of juicy sentence deconstruction. Develop a plan for implementation of juicy sentence instruction.

Shakiela Richardson, UnboundEd Learning (shakiela.richardson@unbounded.org)
Amy Rudat, UnboundEd Learning (amy.rudat@unbounded.org)

Area Focus: Instructional Materials and Curriculum
Topics: English Learners / Linguistic Diversity, Equitable Access and Outcomes
Session Length: Half day — 3-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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1305 | Tangible Equity Tools That Transform School Culture

Discover how leaders committed to equity can strategically frame school improvement efforts in a way that demonstrates equity in action. Learn about one school district's equity-through-dignity initiative and how one high school has transformed its culture and is seeing equitable results in disaggregated student outcome data. Leave with a framework for dignity containing tools to make equity aspirations a reality.

Trent Hall, The Core Collaborative (ryudo1089@gmail.com)
Nathan Hostetler, Francis Howell School District (nathanael.hostetler@fhsdschools.org)
John Krownapple, The Core Collaborative (john.krownapple@gmail.com)
Dave Wedlock, Francis Howell School District (dave.wedlock@fhsdschools.org)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culture and Climate
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1306 | Opportunities in Equitable Spaces: A Praxis for 6-12

Improve your understanding of culturally responsive teaching and ways to embed it into your curriculum. Develop and clarify equitable language. Design more flexible lesson plans to meet multiple needs. Review and assess your current organizational practices and learn how to dismantle the ones that do not promote equity.

Regina Armour, Concept Schools (armour@conceptschools.org)
Clare Brooks, Concept Schools (brooks@conceptschools.org)

Area Focus: Equity
Topics: Equitable Access and Outcomes, Personalized Learning (Educators and Students)
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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1307 | 6 M's of Culturally Responsive Instruction

Examine ways to be intentional in helping diverse learners gather, process, store, retrieve, and apply academic content. Explore how to engage learners from diverse cultural backgrounds through meaning, models, monitoring, the mouth, music, and movement. Reflect on your own instructional practice using the these elements as a framework.

Mary Conage, Pinellas County School District (conagem@pcsb.org)
Felita Grant, Pinellas County School District (grantf@pcsb.org)

Area Focus: Equity
Topics: Culturally Responsive Pedagogy, Engaging/Motivating Disenfranchised Learners
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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1308 | Preparing Teachers to Educate Whole Students: An International Comparative Study

Fernando M. Reimers, Harvard (Fernando-Reimers@harvard.edu)


Area Focus: International Perspectives and Emerging Issues
Topics: Educator Effectiveness, International Perspectives
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, Superintendents, Assistant Superintendents

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

Learn about an innovative professional learning model focused on developing teacher agency through formative assessment and how to incorporate four key aspects of scale in the professional learning design. Hear from one district four years into implementing a districtwide approach to formative assessment. Consider how district leaders have attended to professional learning and systems change to support each of these dimensions of scale: sustainability, spread, depth, and shift in reform ownership.

Nancy Gerzon, WestEd (ngerzon@wested.org)
Marie Mancuso, WestEd (mmancus@wested.org)

Area Focus: Leading Learning Systems
Topics: Comprehensive System Improvement/Reform, Formative Assessment Practices
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1310 | Broward's Uncommon Instructional Turnaround Model

Experience how one school district uses professional learning and a cycle of support model to build capacity to improve teacher instructional practices for leading instructional excellence. Learn how this instructional support model fosters pedagogy and builds content knowledge of a core group of school administrators, instructional coaches, and educators in the district’s most academically challenging schools. Examine how the instructional model incorporates the implementation of a standards-based lesson plan framework that brings equity and increases rigor for all scholars. Leave with an implementation plan focused on the systematic collection of target data to inform ongoing professional learning and support in turnaround schools.

Miladys Cepero-Perez, Broward County Public Schools (miladys.cepero-perez@browardschools.com)
Elicia Bennett, Broward County Public Schools, School Performance and Accountability (elicia.bennett@browardschools.com)
Fabian Cone, Broward County Public Schools, Teacher Professional Learning and Growth (fabian.cone@browardschools.com)
Celeste Goltz, Broward County Public Schools, Office of School Performance and Accountability (celeste.goltz@browardschools.com)
Ebony Wallace , Broward County Public Schools, School Performance and Accountability (ebony.wallace@browardschools.com)


Area Focus: Leading Learning Systems
Topics: Models of Professional Learning, 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), Principals, Assistant Principals

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1311 | Step In, Step Up: Women in School Leadership

Understand the issues facing women in education leadership and how these affect adults and students of all genders, system policies and practices, and the overall emphases of education reform. Identify the strengths and blind spots of the archetypal masculine and feminine leadership styles and values. Discover your own leadership style, how it influences beliefs, how it fits with gender norms and norms in education, and when to change vs. work for system change. Form a plan for the next step in your leadership development.

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


Area Focus: Leading Learning Systems
Topics: Cultural/Gender/Racial Equity, Leadership Development
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1312 | Personalized Professional Learning Structures EC-12

Learn how one district used personalized professional learning to meet teachers' unique professional learning needs. Explore key components of personalized learning and the benefit of incorporating these components into teacher professional learning structures. Reflect on professional learning within your district to identify opportunities for increasing personalized experiences. Consider the impact of personalizing teacher professional learning on student achievement and student exposure to personalized instruction.

Laura Garland, Kaneland CUSD #302 (10166@kaneland.org)
Shelley Hueber, Kaneland CUSD #302 (10204@kaneland.org)
Martne McCoy, Kaneland CUSD #302 (10324@kaneland.org)
Sarah Mumm, Kaneland CUSD #302 (10358@kaneland.org)
Patrick Raleigh, Kaneland CUSD #302 (11509@kaneland.org)


Area Focus: Leading Learning Systems
Topics: Models of Professional Learning, Personalized Learning (Educators and Students)
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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1313 | Small Changes, Big Impact: Hacking the Central Office

Central office leaders across the country continually grapple with how to lead their teams to meaningfully work differently to better serve students, teachers, and school leaders. Learn how to apply design thinking and the latest research on central office redesign in your efforts to lead and work more effectively. Leave with a change project prototype and a plan to enlist central office colleagues.

Max Silverman, Center for Educational Leadership (silvermx@uw.edu)
Ellen Dorr, Renton Public Schools (ellen.dorr@rentonschools.us)

Area Focus: Leading Learning Systems
Topics: Change Management, Comprehensive System Improvement/Reform
Session Length: Half day — 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents, Technical Assistance Providers

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1314 | Drilling Down: The Impact of Professional Learning

The professional development is planned. Now what? How can we ensure that the professional learning of administrators and teachers actually improves our effectiveness and results for students? Examine the processes and tools used to measure and report the impact of professional learning in an economically diverse, high-mobility, high-performing district.

Chad Dumas, Hastings Public Schools (chad.dumas@ames.k12.ia.us)
Dan Andrews, Ames Community School District (dan.andrews@ames.k12.ia.us)
Anthony Jones, Ames Community School District (anthony.jones@ames.k12.ia.us)
Nicole Kuhns, Ames Community School District (nicole.kuhns@ames.k12.ia.us)
Mary Morton, Ames Community School District (mary.morton@ames.k12.ia.us)


Area Focus: Using Data and Measuring Impact
Topics: Evaluation and Impact, Implementation
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 | Kids First: Urban Teachers Collaborate for Students' Success (CANCELLED)

Learn the components of a comprehensive learning design that develops and sustains authentic collaborative learning for teachers focusing on increasing high-leverage student learning strategies. Become familiar with data that highlight the literacy work of co-teaching teams and the process, skills, and tools supporting teachers’ collaborative efforts. Sketch components of a collaborative learning design that connects to your own context, including leadership, professional learning, literacy teaching practices, and student outcomes. Leave with a set of protocols, templates, and practical ideas that can support collegial conversations about implementation of effective literacy 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: Learning Communities and Continuous Improvement
Topics: Culturally Responsive Pedagogy, Literacy
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1316 | DECORate Learning Experiences: Design, Embed, Curate, Organize, Reflect

Bring your device to this interactive session and explore how to curate content for powerful moments in professional learning. Learn to leverage content from your school or district to make professional learning more personalized and meaningful. Practice strategies to create content using video and collaboration. Explore resources to organize content for meaningful learning experiences to inspire collective efficacy and bring joy to professional growth.

April Strong, Martin County School District (stronga@martin.k12.fl.us)
Danielle Farrell, Martin County School District (farreld@martin.k12.fl.us)
Heather Padgett, Martin County School District (padgeth@martin.k12.fl.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Adult Development and Learning, 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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1317 | School Turnaround Through Effective Teacher Teaming

Build a school community of trust and collective efficacy through norms, structures, and administrative support. Cultivate teacher teams that design culturally competent lessons, based on collaborative, formative data analysis, to meet the diverse needs of learners and embed the social emotional support necessary for student success. Create organizational structures and schedules that lead to sustainable improvement, increased educator effectiveness, student achievement, and school turnaround.

Kristen Palatt, Pittsfield Public Schools (kpalatt@pittsfield.net)
Nancy Love, Research for Better Teaching (love@rbteach.com)
Jennifer Stokes, Pittsfield Public Schools (jstokes@pittsfield.net)


Area Focus: Learning Communities and Continuous Improvement
Topics: Improving Instruction, School Improvement/Reform, Urban Issues and Settings
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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1318 | A Journey Toward School Improvement With CAR (Connected Action Roadmap)

Develop a foundational understanding of an organizational framework that creates a systemic, coherent plan for improving student learning and strengthening educator practice. Understand the instructional leader's role in supporting purposeful and effective professional learning communities as a vehicle for improving the whole school. Learn how this framework can provide systemic tools and structures that enable district and school leaders to continuously monitor and improve curriculum, instruction, assessment, and professional learning. Engage in self-assessment that can drive changes in leadership practice.

Janet Ciarrocca, North Brunswick Board of Education (jciarrocca@nbtschools.org)
Emil Carafa, New Jersey Principals and Supervisors Association (ecrafa@njpsa.org)
Thomas Conroy, Westwood Regional School District (thomas.conroy@wwrsd.org)
Rosemary Seitel, Englewood Public School District (rseitel@epsd.org)
Kimberly Tucker, Somers Point School District (kimtucker@sptsd.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Comprehensive System Improvement/Reform, Equitable Access and Outcomes
Session Length: Half day — 3-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1319 | Tuning Up Professional Learning to Make It Stick (FULL)

Create learning experiences that stick — that is, make a difference in educator practice and transform learning for students — through thoughtful planning of the content and design of the learning experience. Explore avenues to create memorable learning experiences and engage in a peer review protocol to examine professional learning using the Standards for Professional Learning, social and emotional learning competencies, and design elements for engaging adult learning. Upgrade current and future professional learning experiences.

Joellen Killion, Learning Forward Senior Advisor (joellen.killion@learningforward.org)
Ann McKay Bryson, SEL Rising (annmckaybryson.sel@gmail.com)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, 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, Technical Assistance Providers

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1320 | Tough Shift: Creating Change in Educator Practice

See how a district used effective protocols and learning designs to establish a cycle of continuous improvement. Engage in team learning on protocols and learning designs that will shift educator practice. Discuss how the continuous improvement cycle can help align district, campus, and department goals on professional learning and student achievement. Experience protocols and learning designs that can be applied to your problem of practice in support of your vision.

Ryan Kopp, Santa Fe ISD (ryan.kopp@sfisd.org)
Destini Martin, Santa Fe ISD (destini.martin@sfisd.org)
Michelle Pourchot, Santa Fe ISD (michelle.pourchot@sfisd.org)
Kim Ross, Santa Fe ISD (kimberly.ross@sfisd.org)


Area Focus: Learning Designs and Implementation
Topics: 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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1321 | Ripple Effects of Adult Learning: Implementation to Impact

Examine the ripple effect that was created when one school district began a change process to close the knowing-doing gap in professional learning. Hear the struggles and successes of this districtwide model. Explore components of effective change management and build a tool box to create similar programs in your own district. Learn the value of assessing the classroom impact of professional learning and how it impacts student achievement.

Anna Jackson, Lubbock Independent School District (anna.jackson@lubbockisd.org)
Misty Rieber, Lubbock Independent School District (misty.rieber@lubbockisd.org)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Change Management
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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1322 | Growing in Inquiry, Innovation, and Imagination

Discover job-embedded professional learning approaches for instructional leaders. Choose from a variety of minisessions that leverage inquiry, innovation, and imagination that promotes cultural proficiency, distributive leadership, and technology. Leave this session with concrete strategies to take back to your educational setting.

Jennifer Weisbarth, Shaker Heights City Schools (weisbarth_j@shaker.org)
Jocelyn Dietz, Shaker Heights City Schools (dietz_j@shaker.org)
Benjamin Lehman, Shaker Heights City Schools (lehman_b@shaker.org)
Lauren Meek, Shaker Heights City Schools (meek_l@shaker.org)
Lauren Priestley, Shaker Heights City Schools (priestley_l@shaker.org)


Area Focus: Learning Designs and Implementation
Topics: 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

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1323 | Coaching Teams (FULL)

Participants in this session will learn how to coach teams in two areas: (a) how to work together effectively as a team (i.e., establishing team norms, developing strategies for improving team communication, and monitoring team effectiveness), and (b) 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: Leveraging Coaches and Mentors
Topic: Coaching Practices/Programs
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1324 | Strengthening All Educators Through Mentoring and Coaching

Engage first-year teachers through observations, feedback, and solution-based action research cycles. Facilitate professional development for mentor teachers to deepen their ability to conference, observe, and give feedback to beginning teachers. Develop coaches' skills in building relationships, leading professional learning, and individual or team coaching.

Heather Clifton, Learning Forward Independent Consultant (hlclifton@gmail.com)
Erin Jacobson, Education Standards and Practices Board (ecjacobson@nd.gov)
Marijke Leibel, Education Standards and Practices Board (mleibel@nd.gov)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Induction and Mentoring, SEA: State and Provincial Education Agencies
Session Length: Half day — 3-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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1325 | Ohio’s Peer Coaching Model: Connecting Literacy Professional Development to Teacher Practice

Peer coaching provides a supportive, collaborative framework for teachers to bring professional learning to life in their classrooms. Review a peer coaching handbook to develop a common understanding of what peer coaching means. Discuss the rationale and purpose for a peer coaching model. Determine how peer coaching is used in the context of an instructional and systems coaching framework. Lay the groundwork for implementing a peer coaching model in your district and buildings.

Michelle Elia, Ohio Department of Education / Ohio's State Support Team Region 5 (michelle.elia@sstr5.org)
Carolyn Turner, Ohio Department of Education / State Support Team Region 13 (carolyn.turner@hcesc.org )
Melissa Weber-Mayrer, Ohio Department of Education (melissa.weber-mayrer@education.ohio.gov )


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Improving Instruction
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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1326 | Connecting the Dots: Integrating STEM in the Classroom

Discover how lab classroom coaching cohorts were developed and implemented in a large school district for STEM integration in science and math 6-12. Participate in a model STEM lesson, and interact with strategies to re-envision STEM implementation. Spark and develop ideas for professional learning through the structure of this model, its effectiveness in improving instruction, and how it builds capacity in teacher leaders.

Sherri Dennstedt, Cherry Creek School District (sdennstedt@cherrycreekschools.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Models of Professional Learning, Science, STEM: Science, Technology, Engineering, and Math
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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1327 | Mindsets & Moves Toward Coaching Success Part II

Engage in a hands-on experience for enhancing teaching and learning through meaningful coaching strategies. Examine four strategies for shifting mindsets toward independence in learning: mining, modeling, mirroring, and mentoring. Learn how mirroring leads to intentional, meaningful feedback that facilitates transfer of the newly learned concept or skills. Explore concrete, dynamic coaching moves to shift mindsets about teaching, learning, and coaching.

Alana Morris, Spring Branch ISD (alana.morris@springbranchisd.com)
Lesli Brown, Spring Branch ISD (lesli.brown@springbranchisd.com)

Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Feedback and Observations, Urban Issues and Settings
Session Length: Half day — 3-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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1328 | Walking the Third Path: Supporting Social/Emotional/Academic Success

Explore a clear, flexible, and innovative teaching framework that fully integrates social and emotional learning and academic development. Examine how this model supports indigenous students in remote communities, some of the nation’s most at-risk children and youth. Develop a deeper awareness of the specific elements of the teacher-student relationship that supports success. Leave with specific relationship-building and social, emotional, and academic development strategies that you can implement in your classroom.

Christine Avgeropoulos, Matawa Education (cavgeropoulos@matawa.on.ca)


Area Focus: Social & Emotional Learning and Health
Topics: Engaging/Motivating Disenfranchised Learners, International Perspectives, 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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1329 | Resilience: Connecting Mind, Body, and Spirit

Examine the impact of adverse childhood experiences within the physical, social and emotional, and academic lives of students and educators. Gain practical knowledge in social and emotional learning competencies. Become versed in key frameworks that assist educators in building students who are more resilient. Design an action plan to raise awareness about adverse childhood experiences and use this information to improve student learning.

Kristine Argue, Illinois Education Association (kristine.argue@ieanea.org)
Mary Jane Morris, Illinois Education Association (maryjane.morris@ieanea.org)

Area Focus: Social & Emotional Learning and Health
Topics: Educator Effectiveness, Social Emotional Learning/Health (SEL/SEH)
Session Length: Half day — 3-hours
Audiences: Classified/Support Staff, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1330 | Using Measurement to Support Professional Learning and Practice

Structured feedback on teaching can play a central role in both establishing standards for and providing evidence of professional learning and effective practice. Learn about measurement tools that focus on the content knowledge and teaching skill used in practices such as evaluating student work, representing content to meet student learning needs, and explaining or modeling content concepts and practices. Explore the tools and consider their usefulness in providing valuable evidence to guide professional learning and opportunities for teachers to engage around these professional competencies. Discuss strategies for using the tools in teacher learning communities, and how data can support continuous improvement and provide evidence of impact.

Geoffrey Phelps, Educational Testing Service (gphelps@ets.org)


Area Focus: Using Data and Measuring Impact
Topics: Continuous improvement Cycles, Educator Effectiveness, Feedback and Observations, 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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8:45am–9:45am
TL11 and TL12

TL11 | Leading From the Middle: Building the Professional Capital of All Educators

Drawing on their cutting-edge research, Andy Hargreaves, Dennis Shirley, and colleagues will show how schools can work together to initiate large-scale changes that benefit all students. Their book, Leading from the Middle provides a new model of change that ensures every child gets great teaching every year. Examine what role system leaders at the top should play to activate and energize more leadership from the middle. Leave with an understanding of how to harmonize your own approaches with other ongoing change initiatives from the top or bottom of your system.

Andrew Hargreaves, Boston College (andrew.hargreaves@bc.edu )
Dennis Shirley, Boston College (dennis.shirley@bc.edu)

Area Focus: Leading Learning Systems
Topics: Change Management, Comprehensive System Improvement/Reform, Distributed/Shared Leadership, School Improvement/Reform
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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TL12 | Put Your Oxygen Mask on First: Building Your Skill and Capacity to Lead Racialized Conversations

Much has been said about creating “safe” and brave spaces to have racialized conversations.  But what happens when we are “out in the wild” beyond the confines of safe spaces and our conversations take on a racial dimension?  We will examine the skills we need to easily lead racially sensitive conversations in our classrooms with students or in professional learning spaces with adults in schools or central office. Anchoring in the neuroscience from Culturally Responsive Teaching and the Brain, you will leave with a set of capacity-building activities to build your fluency and sense of distress-free authority in guiding challenging conversations

Zaretta Hammond, Transformative Learning Solutions (zlhammond@aol.com)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Literacy
Session Length: 1-hour
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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9:45am–11:45am
12XX

1201 | Leading the Way: University-District Collaboration for Leadership Preparation

Learn the essential components of a successful university-district partnership, including protocols for exploring shared values and goal-setting, timelines and models for planning outcomes, collaborative creation and scoring of applicant screening tools, and development of a co-teaching model. Explore tools and documents that support this work. Discuss how you might leverage similar initiatives in your context.

Carla Finkelstein, Towson University (cfinkelstein@towson.edu)
Debbie Piper, Baltimore County Public Schools (dpiper@bcps.org)

Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, Partnerships and coalition building, 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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1202 | Building an Operational Leadership Pipeline for Noninstructional Staff

Explore one district’s efforts to build capacity at all levels. Create an implementation plan to develop the technical skills and social and emotional intelligence noninstructional leaders need to thrive and support key school leaders and initiatives. Learn to identify candidates for a noninstructional leadership pipeline. Examine success criteria and outcomes for the pipeline, along with potential look-fors when evaluating the pipeline annually.

Justin Revell, Osceola County School District (justin.revell@osceolaschools.net)
Janice Franceschi, Osceola County School District (janice.franceschi@osceolaschools.net)

Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Leadership Development
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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1203 | Collaborative Partnerships: Using Trauma-Sensitive and Restorative Practices

Explore implementation data from two partnerships working with educators on childhood trauma and restorative practices. Learn how to develop resilient, engaged, and academically successful students by providing them with a safe, stable, and supportive school environment. Consider ways to enhance the culture and climate for staff, students, and families. Improve student outcome data with a focus on increased student achievement and a reduction in suspensions and expulsions and reported incidents of aggression.

Christopher Johnson, National Education Asociation (cjohnson@nea.org)
Deborah Stevens, Delaware State Education Association (deborah.stevens@dsea.org)

Area Focus: Equity
Topics: Culture and Climate, Equitable Access and Outcomes
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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1204 | You Can't Be It If You Can't See It

Understand the importance of having a diverse teaching staff and the impact that teachers of color have on students of color’s long-term outcomes. Gain strategies, ideas, tools, and resources on how to recruit more teachers of color. Engage in discussion and reflection on takeaways for improving teacher of color recruitment in your home district or school.

Sharon Contreras, Guilford County Schools (superintendent@gcsnc.com)
Jason Stricker, Insight Education Group (stricker@insighteducationgroup.com)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Teacher Pathways/Pipelines, 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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1205 | The Intersection of Equity and the Mathematics Standards

Promoting equity in mathematics education requires that we operate on the belief that all students can learn and ensure access to high-quality mathematics curriculum, but the details are critical. Hear real lessons learned designing mathematics curriculum and adult learning experiences to ensure grade-level learning for all students. Leave the session with practical ideas and plans to influence teacher beliefs, capacity, and implementation of aligned materials.

Peter Coe, UnboundEd (peter.coe@unbounded.org)
Rolanda Baldwin, UnboundEd (rolanda.baldwin@unbounded.org)

Area Focus: Equity
Topics: Equitable Access and Outcomes, Mathematics
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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1206 | Developing Student-Ownership: Support K-2 Students in Child-Friendly Ways

Determine what student ownership looks like for your K–2 classroom. Analyze and explain the correlation between student ownership and increased student achievement. Implement research-based practices that foster the development of student ownership in curriculum, instruction, assessment, and climate. Create an action plan for sustaining current practices and building on self-determined areas of need.

Lesley Fields, Elevated Achievement Group (lfields@eagi.org)
Robert Crowe, Elevated Achievement Group (bcrowe@eagi.org)

Area Focus: Equity
Topics: Early Childhood, Equitable Access and Outcomes
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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1207 | Research-Validated Measurement of Any District/School Curricular Quality

Use a nationally calibrated process to assess the standards rigor of student work artifacts. See concrete examples of assessment for learning in action. Consider what learning experiences we want to guarantee our students through curriculum architecture. Understand how a guaranteed curriculum supports teachers in their daily work.

Chad Vignola, Literacy Design Collaborative (chad@ldc.org)


Area Focus: Instructional Materials and Curriculum
Topics: College- and Career-Readiness/Student Performance Standards, Formative Assessment Practices
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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1208 | Using Change Tools to Guide Improvement Efforts

Explore real-time strategies for the effective use of logic models and theories of change to undergird your improvement efforts. Gain clarity around the use and purpose of logic models and theories of change for planning, implementing, and evaluating programs and initiatives. Analyze the benefits of using tools for continuous quality improvement, and actively engage in developing sample models for use in your work setting.

Nikki Mouton, Learning Forward (nikki.mouton@learningforward.org)
Joseph McFarland, Derry Township School District (jmcfarland@hershey.k12.pa.us)

Area Focus: Leading Learning Systems
Topics: Change Management, Leadership Development
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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1209 | Know your WHY and develop your HOW - PDSA!

Remember your WHY: students! Delve into and explore a continuous improvement mindset. Engage in the plan, do, study, act (PDSA) process and see examples of successful implementation and results.

Cena Davis, Southern Regional Education Board (cena.davis@sreb.org)


Area Focus: Leading Learning Systems
Topics: Continuous improvement Cycles, 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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1210 | ILT 2.0: Making the Magic Happen (CANCELLED)

Examine how inquiry cycles work alongside existing school structures to maximize impact on teacher practice and student learning. Learn about the instructional leadership team inquiry cycle. Consider how the current structure of your school’s instructional leadership team may need to be modified to support instructional priorities.

Amber Cronin, Hillsborough County Public Schools (amber.cronin@sdhc.k12.fl.us)
Yinka Alege, Hillsborough County Public Schools (yinka.alege@sdhc.k12.fl.us)
Michelle Fitzgerald, Hillsborough County Public Schools (michelle.fitzgerald@sdhc.k12.fl.us)


Area Focus: Leading Learning Systems
Topics: Collaborative Inquiry, Continuous improvement Cycles
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1211 | Transforming School Leadership: Make School Amazing for Students and Staff

Gather ideas to help leaders ignite passion and tap into the inner genius of their team in order to encourage risk-taking, learning, and growth. Discover strategies to help leaders maximize their time. Examine a coaching model designed to support leaders in giving feedback that teachers value and helps move practice forward.

Beth Houf, Fulton Public School (bhouf@fulton58.org)


Area Focus: Leading Learning Systems
Topics: Culture and Climate, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1212 | Rethinking Teacher Evaluation

The push to tie teacher evaluations to high-stakes decision-making can diminish teacher trust. Learn how one district is reframing teacher evaluation, positioning it as the natural product of ongoing supports. Identify strategies for leveraging professional growth plans and formative data to power instructional coaching. Design ongoing supports that build an environment of trust, alignment, and educator buy-in around professional learning.
Douglas Starkey, Camdenton R-III School District (dstarkey@camdentonschools.org)
Ryan Neal, Camdenton R-III School District (rneal@camdentonschools.org)
Fred Shaykis, KickUp (fred@kickup.co)


Area Focus: Leading Learning Systems
Topics: Educator Effectiveness, 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), Superintendents, Assistant Superintendents

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1213 | Increasing Student Ownership Through Collaborative Inquiry

Increase student ownership of learning by empowering teacher teams to engage in collaborative inquiry. Learn to implement a structure to execute inquiry rooted in deep implementation of the formative assessment process. Hear teams share how the collaborative inquiry impacted their professional practice. Hear students share their renewed interest in the learning process. Bring collaborative inquiry to your setting.

Brian Waterman, Lyons Township High School District 204 (bwaterman@lths.net)
Paul Bloomberg, The Core Collaborative (paul@thecorecollaborative.com)
Katherine Smith, Lyons Township High School District 204 (ksmith@lths.net)


Area Focus: Learning Communities and Continuous Improvement
Topics: Collaborative Inquiry, Continuous improvement Cycles
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1214 | Gateway to Success: Personalized Learning for Mastery

Study the five principles of competency-based education that support personalized learning for teachers and administrators that will increase learning for your students. Learn how competency-based education and personalized learning support in-depth professional learning as well as college- and career-ready graduates. Plan next steps to incorporate the tools, resources, and materials used for the transformation of learning in your school, region, and state.

Mona Yanacheak, Northwest AEA (myanacheak@nwaea.org)


Area Focus: Learning Designs and Implementation
Topics: Improving Instruction, Personalized Learning (Educators and Students)
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 | Designing Professional Development That Improves Performance

Learn and practice designing professional learning that transfers to effective on-the-job performance. Using development of teacher leaders as the performance improvement focus, apply design strategies that make learning "sticky" and reduce time to mastery. Develop a performance plan for a course and individual participants, and create an outline for design of the course using the practices found in the latest research.

Gale Hey, Instructional Insights and Impact, LLC. (mghey56@gmail.com)
Deb Page, The Institute for Performance Improvement (deb@tifpi.org)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1216 | Escape From Traditional PD With Digital Breakouts

Experience innovative, engaging professional learning through a game-based instructional design. Challenge yourself to uncover clues and complete digital puzzles in an escape room scenario. Reflect on how the learning design not only supports you as a learner in your quest to successfully “escape,” but also builds key knowledge, skills, and dispositions. Learn how to create your own digital breakouts that will teach adult learners while fostering critical thinking and collaboration.

Christina Bauer, Cleveland Heights-University Heights City Schools (c_bauer@chuh.org)
Julie Raffay, Cleveland Heights-University Heights School District (j_raffay@chuh.org)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and 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

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1217 | Teachers as Reflective Practitioners: Harnessing Reflective Conversations as a Tool for Professional Growth

Experience how reflective conversations build the capacity of teachers to improve instructional practice and promote high levels of student learning. Investigate how this teacher-centered professional learning enhances trust and fosters a culture of reflective practice. Gain skills needed to design and support this type of professional learning in your school or district.

Sarah Hayden, Gresham Barlow (hayden6@gresham.k12.or.us)
Beth Elliot, Gresham-Barlow (elliot@gresham.k12.or.us)
Shannon Parvankin, Gresham-Barlow (parvankin@gresham.k12.or.us)
Samantha Salvitelli, Gresham-Barlow (salvitelli@gresham.k12.or.us)


Area Focus: Learning Designs and Implementation
Topics: 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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1218 | Leveraging Coaching to Accelerate Impact of High-Quality Instructional Materials

Since 2016, the LIFT network, a group of Tennessee districts, have focused their efforts at improvement on literacy instruction. This session will highlight the work of two districts to change literacy practices and outcomes using high quality instructional materials across their districts. After two years of focused work, Lenoir City saw historic gains in literacy: the percentage of students scoring “on track” or “mastered” on Tennessee’s ELA exam nearly doubled last year and the state designated the district’s one elementary school a “Reward School” for its strong academic achievement and growth among all students and demographics. Of Sullivan County's eleven elementary schools, five were designated as "Reward Schools" and all elementary schools received a 3, 4, or 5 in TVAAS literacy gains. In this exciting conversation, participants will gain an understanding of how each district has built investment among adults, managed change, monitored progress, and broadened and deepened impact over time and have a chance to reflect and plan for their own work.

Robin McClellan, Sullivan County Schools (robin.mcclellan@sullivank12.net)
Angie Baker, Sullivan County Schools (angie.baker@sullivank12.net)
Sharon Roberts, Tennessee SCORE (sharon@tnscore.org)
Millicent Smith, Lenoir City Schools (mbsmith@lenoircityschools.net)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Literacy
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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1219 | Mentoring as Teacher Leadership: Creating School Learning Cultures

Developing peer mentorship capacity fosters a growth mindset that leads to improved teacher practice and student outcomes. Explore the concept of mentoring the mentor. Determine how developing a school-based mentor leadership role can shift school culture. Craft an action plan for infusing mentorship to positively impact participants’ work.

Kristin Trompeter, Miami-Dade County Public Schools (ktrompeter@dadeschools.net)


Area Focus: Leveraging Coaches and Mentors
Topics: Induction and Mentoring, Teacher Leadership
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1220 | Educator Self-Care: The Trickle-Down Effect

Learn how stress and anxiety impact the body. Experience the positive effect that simple, evidence-based strategies can have on the nervous system. Understand the latest research on regulating stress to improve learner and educator performance. Recognize the neuroscience of stress and focused breathing techniques as an intervention for stress reduction.

Michelle Mitchell, Pure Edge Foundation (michelle@pureedgeinc.org)


Area Focus: Social & Emotional Learning and Health
Topic: 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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1221 | The Role of PLCs in Building Adult SEL: Creating the Conditions for Adult Learning

Continuous improvement is a social and emotional learning activity that is often addressed with solely technical solutions. Investigate how addressing the social and emotional learning aspects of continuous improvement can catalyze your equity work. Learn how your professional learning communities can become sites for adults to cultivate their self-awareness about their effectiveness by routinely practicing and developing their social and emotional competencies in service of student learning.

Carrie Wilson, Mills Teacher Scholars of Mills College School of Education (cwilson@mills.edu)
Aija Simmons, Oakland Unified School District (aijeron.simmons@ousd.org)

Area Focus: Social & Emotional Learning and Health
Topics: Adult Development and Learning, 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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1222 | Creative Data Analysis Protocols for Analyzing Instructional Impact

Identify and implement creative methods for summarizing and analyzing districtwide or schoolwide data using a customized data analysis protocol. Next, implement changes to instruction and professional learning based on your data. Finally, use data as part of your professional learning.

Amber Del Gaiso, Special School District (akdelgaiso@ssdmo.org)
Scott Crooks, Special School District (sdcrooks@ssdmo.org)
Allison Harris, Special School District (aeharris@ssdmo.org)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Improving Instruction
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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10:15am–11:15am
TL13 and TL14

TL13 | Taking the Courageous Conversation to Scale

What efforts are involved in scaling up the Courageous Conversation throughout municipalities? Modeling the practice of adaptive leadership this panelist will contribute to the discussion by speaking to experiences that have led to healing, progression and new challenges as we navigate the complexities of achieving higher levels of racial equity at a systems level.

Courtlandt Butts, Pacific Educational Group (djoseph@courageousconversation.com)


Area Focus: Equity
Topic: Cultural/Gender/Racial Equity
Session Length: 1-hour
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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TL14 | Leveraging Curriculum for Student Success: Do’s and Don’ts from Leaders across the Field

Research shows that fewer than 20% of teachers nationwide have access to aligned, high-quality instructional materials. This disproportionately affects our poorest students and students of color. Understand the current condition of the instructional materials market. Learn from leaders at the state, regional, district and non-profit levels about how they translate policy into action, signal the importance and indicators of quality, create incentives to “make the best choice, the easiest choice”, and support implementation to ensure quality use of materials. Gain inspiration from others’ lessons learned and identify next steps for your own work.

Lauren Weisskirk, EdReports (lweisskirk@edreports.org)
Shannah Estep, EdReports (sestep@edreports.org)
Jody Guarino, Orange County Department of Education (jguarino@ocde.us)
Janise Lane, Baltimore City Public Schools (jlane02@bcps.k12.md.us)


Area Focus: Instructional Materials and Curriculum
Topics: Advocacy Efforts, Improving Instruction, Literacy, Mathematics, Open Educational Resources/Practices (OER/OEP), Policy Development
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

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12:00pm–12:45pm
Lunch


12:45pm–2:00pm
General Session with Keynote


2:30pm–4:30pm
14XX

1401 | Learning Forward 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 your 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: Advocacy Efforts/Policy Development
Topics: Advocacy Efforts, Leadership Development
Session Length: 2-hours
Audience: District Level Professional Development Leaders

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1402 | Leveraging Teacher Voice to Improve Professional Learning Quality

Learn how to approach professional learning planning as a collaboration among teachers, schools leaders, and district administrators rather than the traditional top-down model. Use our tools, case studies, and resultant data to guide you in selecting, implementing, and evaluating high-quality professional learning. Apply our research, tools, and perspectives to developing professional learning in your school or district.
 
Mark Teoh, Teach Plus (mteoh@teachplus.org)
Michael Meadows, Prince George’s County Public Schools (michael.meadows@pgcps.org )
Will Schwartz, Revere Public Schools (will.m.schwartz@gmail.com)


Area Focus: Leading Learning Systems
Topics: Allocating Resources for Professional Learning (time and dollars), Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1403 | How Leaders Build Strong Cultures in Effective Schools

Fill in the gap between the known importance of strong adult professional culture for effective schools and what leaders do daily to make it grow in a sustainable way over time. Understand the key elements of strong adult culture. Learn how successful leaders build trust. Leave with an action plan for your own leadership.

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

Area Focus: Developing and Supporting Leaders
Topics: Culture and Climate, 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

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1404 | Building Ranks: School Leadership That Gets Results

Learn about the key domains of effective leadership and the diverse practices today’s leaders employ that enhance adult and student performance. Engage in appreciative inquiry to identify leadership strengths and work collaboratively with others to maximize those practices. Select a focus area and identify effective practices that successful leaders employ that foster effective teaching and learning.

Joan Auchter, NASSP (auchterj@nassp.org)
Jana Frieler, NASSP (gfrieler@comcast.net)

Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1405 | Cultivating & Transforming Leaders Through Instructional Leadership Academy (ILA)

Empowering teacher leaders, building collective efficacy, and positively impacting students are major components of one district’s leadership academy. Learn how the academy provides the space, time, and collegial environment that foster individual and collective leadership capacity building. Examine the structures created to integrate ongoing job-embedded professional learning. Study strategies that empower teacher leaders to take ownership in monitoring professional learning’s impact on students.

Ian Buchanan, The School District of University City (ibuchanan@ucityschools.org)
Elizabeth Gardner, The School District of University City (egardner@ucityschools.org)
Tracy Hinds, The School District of University City (thinds@ucityschools.org)
Beverly Velloff, The School District of University City (bvelloff@ucityschools.org)


Area Focus: Developing and Supporting Leaders
Topics: Distributed/Shared Leadership, Teacher Leadership
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1406 | Leading Change in Reading: Developing the Content and Process to Make it Last

Learn how teachers and school leaders can embrace reading knowledge and skills while leading and managing the change in reading so teachers and students feel sustained success. Identify reading problems of practice and generate problem-solving sequences and strategies using Learning Forward’s Standards for Professional Learning. Critique the strengths and needs of your setting to implement sustainable professional learning in reading.

Jean Schedler, Priority PD (jschedler@prioritypd.com)


Area Focus: Developing and Supporting Leaders
Topics: Change Management, 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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1407 | Making PSEL Practical: Supporting and Growing Leaders

Leadership standards provide a strengths-based view of leaders who cultivate collaborative, equitable, and rigorous learning communities in schools. Explore practical ways of using the standards to develop and enhance school leaders’ understanding of their roles as well as their daily performance. Develop an understanding of the resources and options available and needed to cultivate learning leaders who embody the leadership standards goals. Draft an action plan for using leadership standards to enhance and support school leaders’ job performance.

Michael Ryan, University of Delaware (mryan@wcupa.edu)
Sharon Brittingham, University of Delaware - Delaware Academy for School Leadership (sharonbr@udel.edu)

Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Leadership Development
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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1408 | Unraveling Oppression: Interrupting the Silence

Gain understanding, insights, skills, and knowledge to create engagement rather than silence, knowledge rather than ignorance, empathy rather than apathy, all of which makes for a courageous conversation. Increase your knowledge of identity development and how this knowledge can dramatically increase a level of color consciousness. Explore tools, activities, and insights that serve to increase engagement of those involved in courageous conversations regarding oppressions. Examine unconscious bias and activities to challenge and confront personal bias.

Phil Hunsbeger, Educational Equity Consultants (philhunsberger@eec4justice.com)
Billie Mayo, Educational Equity Consultants (billiemayo@eec4justice.com)
Anthony Neal, Educational Equity Consultants (anthonyneal@eec4justice.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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1409 | Designing Professional Learning Systems for Racial Equity: Culturally Responsive Teacher Leadership Communities of Practice

Learn the research and theoretical basis for systems learning design using teacher leadership networks to impact instructional change for racial equity. Analyze sample protocols, instructional tools, learning designs, and teacher leader case studies. Reflect on how teacher leadership communities of practice can support and strengthen racial equity initiatives within your district or school.

Laura VanDerPloeg, Seattle Public Schools (lsvanderploe@seattleschools.org)
Marquita Prinzing, Seattle Education Association Center for Racial Equity (Mprinzing@washingtonea.org)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally Responsive Pedagogy
Session Length: 2-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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1410 | The Secret to Reaching ALL Students

Travel on an exciting journey leading your students toward mastery of grade-level standards through the use of flexible groups and assignments. Create deeper learning experiences for your students by not teaching to the middle but teaching to meet the needs of each individual student in this energizing and engaging session. Participate in varied tiered lessons and create grade- and subject-appropriate tiered lessons.

Debbie Cook, Montgomery Public Schools (debra.cook@mps.k12.al.us)
Tamika Lawrence, Montgomery Public Schools (tamika.lawrence@mps.k12.al.us)

Area Focus: Equity
Topics: Equitable Access and Outcomes, Improving Instruction
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1411 | Becoming Fierce Leaders of Race, Equity, and Diversity Dialogues

Examine the process, professional learning, and structures necessary to equip teachers and leaders with requisite skills to prioritize and embrace empowerment for all learners. Deepen your understanding of what it means to be a fierce leader of race, equity, and diversity dialogues. Identify challenges and barriers in society that impact educators’ ability to create and sustain cultures of empowerment for all learners. Learn key tenets within equity pedagogy and prejudice reduction strategies.

Heidi O'Gilvie, Anne Arundel County (holiver-ogilvie@aacps.org)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally Responsive Pedagogy
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1412 | Mindsets for Reaching and Teaching Historically Marginalized Youth

How might our own biases and blind spots affect our ability to improve school climate and culture? Explore an approach to professional development, centered around confronting the historical legacies of race and achievement, that supports teaching for equity and justice. Learn how a partnership between a school district and an education nonprofit led to educators becoming more self-reflective and critically conscious of their mindsets and practices. Examine the implications of this work and research for your own context and rethink schoolwide practices and policies through an equity lens.

Steven Becton, Facing History and Ourselves (steven_becton@facinghistory.org)
Brett Lawson, Frayser Community Schools (brett.lawson@fraysercs.org)

Area Focus: Equity
Topics: Adult Development and Learning, Cultural/Gender/Racial Equity
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 | Teaching, Learning and Coaching Through Educative Mathematics Curriculum

Teachers should have opportunities to learn from the work of teaching, and coaches should have curriculum structures to support this work in job-embedded ways. Examine the educative structures of a mathematics K-5 curriculum designed to support teachers and coaches. Explore how these structures empower teachers in their learning of both mathematics and pedagogy, create collaborative coaching opportunities, and put student learning at the forefront of all instructional decision-making.

Kevin Liner, Illustrative Mathematics (kliner@illustrativemathematics.org)


Area Focus: Instructional Materials and Curriculum
Topics: Adult Development and Learning, Mathematics
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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1414 | Model-Based Inquiry Using 3-D Science Practices

Experience a hands-on approach to teaching the underrepresented gifted child. Practice three-dimensional science strategies to introduce an innovative approach to laboratory instruction that applies current research about how people learn science. Perform a lab using Next Generation Science Standards. Investigate model-based inquiry and argument-driven instruction.

Anquinette Jones, Atlanta Public Schools (aqjones@atlanta.k12.ga.us)


Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, Science, STEM: Science, Technology, Engineering, and Math, Urban 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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1415 | 7 Project Based Teaching Practices in Gold Standard PBL

Explore seven key project-based teaching practices and discuss video examples of these practices in action. Learn how project-based teaching differs from traditional instruction yet still includes features familiar to many teachers. Apply your understanding of project-based teaching practices to your own professional growth or to support teachers in building their skills for creating effective projects that engage all students.

John Larmer, Buck Institute for Education (johnlarmer@bie.org)
Suzie Boss, Buck Institute for Education (suzie@bie.org)

Area Focus: Instructional Materials and Curriculum
Topics: Deeper Learning, 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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1416 | Students With Inquiring Minds Are Scientists: Continuing the Journey

Experience a model for student-driven inquiry within the science classroom. Design a unit using tools and resources to assess the levels of student thinking. Learn how the model supports three-dimensional learning.

Linda Cook, Coppell ISD (lcook@coppellisd.com)
Malachi Ewbank, Coppell ISD (mewbank@coppellisd.com)

Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, Instructional Leadership and Supervision, Personalized Learning (Educators and Students), Science
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, Teacher Leaders/Mentors/Team Leaders

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1417 | The New Model of Change

Learn how change happened quickly in the nation’s second-poorest educational system, with results that have a dramatic and positive impact on equity and excellence. Understand the flaws in prevailing change models and evaluate alternative change processes. Apply a model of change to your needs. Synthesize the best leadership and teaching strategies to create an action plan.

Douglas Reeves, Creative Leadership Solutions (douglas.reeves@creativeleadership.net)
Sudha Enkatesan, San Bernardino City Unified School District (sudha.venkatesan@sbcusd.k12.ca.us)

Area Focus: Leading Learning Systems
Topics: Change Management, Equitable Access and Outcomes
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1418 | Breaking the PD Mold Without Breaking the Bank

Big ideas, big needs, little budget — no problem. Learn how to design effective professional learning with little to no budget impact. Engage in conversations that start with what you have as a launchpad for innovative professional learning that impacts student success. Leave with ideas on how to stretch your professional learning reach through technology, creative partnerships, and capacity building.

Edna Phythian, Plano ISD (edna.phythian@pisd.edu)
Ashley Helms, Plano ISD (ashley.helms@pisd.edu)
Marcus Miller, Plano ISD (marcus.miller@pisd.edu)


Area Focus: Leading Learning Systems
Topics: Allocating Resources for Professional Learning (time and dollars), 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), School-based Professional Development Leaders/Instructional Coaches

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1419 | Cultivating Reflection Through Project-Based Learning

Learn from one charter network's journey from a data-driven school focused on rigorous instruction to one that leverages the practice of reflection in project-based learning in a way that maintains rigor, informs planning, and supports student learning. Motivate a mindset shift by building sustainable routines, while continuing to gather, analyze, and integrate meaningful data. Develop a plan to impact your school system and build connections with others.

Alexandra Goodell, Educurious Partners (agoodell@educurious.org)
Grace Bird, STRIVE Prep Charter Schools (ccarter@striveprep.org)
Adrienne Dickenson, Educurious Partners (adickenson@educurious.org)


Area Focus: Leading Learning Systems
Topics: Comprehensive System Improvement/Reform, 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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1420 | Teaching Comes First: Developing a Better Assessment Strategy

The most effective approach to revising assessment strategy is to look at the assessment system as a whole and focus on supporting great teaching and learning. Experience how one organization addresses common challenges related to assessment volume, purpose, and quality. Engage in case studies of real systems, and leave with steps your system can take to address equity for students through assessments.

Kori Hamner, Achievement Network (khamner@achievementnetwork.org)


Area Focus: Leading Learning Systems
Topics: Comprehensive System Improvement/Reform, Formative Assessment Practices
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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1421 | Virginia is for LEARNERS: Redefining State-Level PL

Learn how state, university, and community leaders partnered to develop and implement a three-year professional learning framework for up to 60 leadership teams. Unpack the implementation strategy and resources associated with the first-year implementation that includes regional, virtual, and district-hosted coaching rounds. Review artifacts developed by teams across the state and discuss the readiness for a similar initiative in other provinces and states.

Amos Fodchuk, Advanced Learning Partnerships, Inc (amos@advancedpartnerships.com)
Gena Keller, Virginia Department of Education (gena.keller@doe.virginia.gov)
Pamela Moran, Virginia School Consortium for Learning (pmpmoran@gmail.com)


Area Focus: Leading Learning Systems
Topics: Learning Networks, Models of Professional Learning, SEA: State and Provincial Education Agencies
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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1422 | Leveraging Video-Powered Collaboration, PLCs, and Coaching With Microcredentials

How do you balance district goals, build teacher capacity, and address the personalized learning needs of your teachers? Experience how one middle school uses video-powered learning through site-created microcredentials so teaching and learning improve through the eyes of their students. Learn the why, what, and how to creating your own implementation plan using coaching, professional learning communities, or video-learning clubs in your own district.

Donna Spangler, Derry Township School District (dspangler@hershey.k12.pa.us)
Erick Valentin, Derry Township School District (evalentin@hershey.k12.pa.us)
Laurie Wade, Derry Township School District (lwade@hershey.k12.pa.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Micro-Credentials / Badging, 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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1423 | Using Improvement Science to Improve Science

Implementing continuous improvement cycles can be equally exciting and daunting. Learn how a university-district partnership with Learning Forward’s What Matters Now Network is examining the alignment of teachers’ instructional practice with the Next Generation Science Standards within their regular school-level professional learning communities. Hone your data evaluation skills in a simulated plan-do-study-act cycle using formative data. Leave with simple and adaptable protocols that make getting started manageable in your district or organization.

Jean Snell, Center for Educational Innovation and Improvement at the University of Maryland (jsnell@umd.edu)
Victoria Kinzig, KickUp (victoria@kickup.co)
Godfrey Rangasammy, Prince Georges County Public Schools (godfreyr@pgcps.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Collaborative Inquiry, Continuous improvement Cycles, Learning Networks, Models of Professional Learning, Science
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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1424 | Developing a Strategic Plan Using the Standards of Professional Learning as the Foundation

Explore how Learning Forward’s Standards for Professional Learning can engage teachers and apply teachers’ learning to refine and strengthen their practice. Apply the standards to change theory, logic models, and strategic plans. Gain a comprehensive view of how the Standards for Professional Learning can support any initiative. Leave with an outline of a plan that ties directly into your setting.

Greg Betts, Westside Community Schools (betts.gregory@westside66.net)
Julee Sauer, Papillion La Vista Community Schools (jrsauer@paplv.org)

Area Focus: Learning Communities and Continuous Improvement
Topics: Advocacy Efforts, School Improvement/Reform
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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1425 | Supporting School Improvement: Strategies for School Leaders

Increase your understanding of the design and implementation of school improvement plans and how to create systems for sustaining ongoing improvement. Learn about four key elements that are critical to a school improvement plan. Analyze these elements in your school setting and identify areas for growth. Leave with action steps and insights into developing and implementing a high-quality school improvement plan.

Patrice Pujol, National Institute for Excellence in Teaching (ppujol@niet.org)
Tracy Hypolite, St. John the Baptist Parish Public School System (thypolite@stjohn.k12.la.us)

Area Focus: Learning Communities and Continuous Improvement
Topics: Instructional Leadership and Supervision, 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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1426 | “What’s Your Problem?”

Learn how educators at a pre-K-2 school used their problem of practice and voices to guide the transformation of teaching and learning, resulting in improved student achievement. Consider how the problem of practice sparked discussion about continuous improvement that changed the school culture and educator practice. Explore how student reading has steadily improved over the past five years. Acquire strategies and tools to apply in your setting.

Syeda Carter, Salem City School District (carter@salemnj.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, Equitable Access and Outcomes
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1427 | Collaborative Instructional Planning for English Learners With Disabilities

Engage in collaborative conversations focusing on instructional practices for English learners with disabilities, including how to advance academic language development and academic achievement. Reflect on the necessity of professional collaboration in working with English learners with disabilities. Participate in a lesson-tuning protocol to tune a lesson that targets English learners with disabilities to make appropriate accommodations to instruction.

Bejanae Kareem, WestEd (bkareem@wested.org)
Silvia DeRuvo, WestEd (sderuvo@wested.org)

Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, 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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1428 | Accelerate Student Learning Through Meaningful Technology Integration

How do lead learners support teachers with the integration of technology by using a framework focused on technology, pedagogy, and content knowledge? Hear about one school district's diffusion of technology with authentic, purposeful, and collaborative implementation to accelerate learning. Leave with an understanding of how to coordinate efforts with curriculum to lead purposeful integration of technology with a focus on content and pedagogy.

Vanitha Chandrasekhar, Long Beach Unified School District (vchandrasekhar@lbschools.net)
Enrico Biscocho, Long Beach Unified School District (ebiscocho@lbschools.net)
Javier De Santiago, Long Beach Unified School District (jdesantiago@lbschools.net)


Area Focus: Learning Designs and Implementation
Topic: Technology to Enhance Student 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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1429 | Growth in Math Through Personalization and Visible Learning

Hear how three coaches collaborated with 14 elementary teachers to create structures and systems to support individual students as visible learners. Develop an understanding of learner agency and gain insight into structures that support students in working along a progression of proficiency. Leave with an understanding of how to make math personal and a plan for implementation.

Ashley Duvall, Liberty Public School District #53 (ashley.duvall@lps53.org)
Ashley Allen, Liberty Public School District #53 (ashley.allen@lps53.org)
Molly Henley, Liberty Public School District #53 (molly.henley@lps53.org)


Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, Mathematics, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1430 | A District’s Journey Toward Empowering Globally Competent Learners (CANCELLED)

In an era of personalized, deep, and empowered learning, a common direction and implementation strategy are essential. Travel through one district’s journey toward empowering globally competent learners. Reflect on and analyze data that measured the impact of this professional learning. Leave with ideas, strategies, and electronic resources to support your own planning.

Liz Nowlan, Anglophone East School District (elizabeth.nowlan@nbed.nb.ca)
Bryan Ouellette, Anglophone East School District (bryan.ouellette@nbed.nb.ca)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, International Perspectives, 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), Principals, Assistant Principals

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1431 | Teach the Way Brains Best Learn

Boost achievement and dramatically reduce achievement gaps by aligning how we teach with how students’ brains best attend to, process, retain, and recall information. Experience simple, research-proven instructional strategies that are aligned with six fundamental principles of brain-friendly teaching. Make teaching more effective and enjoyable by helping dendrites branch, improving students’ ability to transfer information from working to long-term memory, and narrowing achievement gaps.

Garrett Prevo, Willard Public Schools (g818prevo@gmail.com)
Vern Minor, Kagan Professional Development (vern@kaganonline.com)

Area Focus: Learning Designs and Implementation
Topics: Educator Effectiveness, Improving Instruction
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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1432 | Learn! Teach! Lead!

Learn how teacher pipelines are instrumental to developing and retaining teachers. Explore how these programs are instrumental in developing site-based teacher leaders who support and address all teachers’ needs. Study the model’s theoretical constructs, elements and components, associated competencies and standards, inherent training, and activities that support professional growth and teacher retention. Identify next steps for modifying and implementing pipelines and models that support teacher retention.

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


Area Focus: Learning Designs and Implementation
Topics: Implementation, 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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1433 | Engaging With Mentors to Improve Teacher Effectiveness

A strong mentoring program in vital to retaining early career teachers. Engage in learning activities to understand ways to establish an environment that promotes teacher effectiveness and increases student learning. Examine a mentoring program that builds a thorough understanding of the professional learning opportunities the Danielson Framework provides to enhance coaching conversations, classroom visits, and teacher evaluation.

Karyn Wright, Danielson Group (kwright444@cox.net)
Elizabeth Dampf, Round Lake Area Schools 116 (edampf@rlas-116.org)

Area Focus: Leveraging Coaches and Mentors
Topics: Induction and Mentoring, Teacher Leadership
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1434 | Coaching Right From the Beginning

Discover keys for equipping beginning teachers for successful, rewarding careers to increase instructional excellence and equity for all students. Engage with experienced coaches to explore the benefits of a confidential, nonevaluative approach to coaching that results in self-directed professionals. Gather practical design tips and an overarching philosophy that will support your school in retaining and training excellent teachers.

Alicia Moore, District of Springfield R-12 (acmoore@spsmail.org)
Sarah Logan, District of Springfield R-12 (slogan@spsmail.org)

Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, 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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1435 | Aligning & Strengthening Support: Strategies for Accelerating Teacher Development

How do you align layers of support in order to provide teachers with a consistent coaching experience at every level? Learn how one school district systematized and streamlined processes to maximize human and fiscal resources, accelerate teacher practice, and improve student learning outcomes. Create your own district plan to implement high-leverage actions to streamline job-embedded continuous cycles of improvement.

Nakia Hardy, Durham Public Schools (nakia.hardy@dpsnc.net)
Dietrich Danner, Durham Public Schools (dietrich.morrison-danner@dpsnc.net)
Lorene McNulty, Durham Public Schools (Lorene_McNulty@dpsnc.net)
Chanel Sidbury, Durham Public Schools (chanel.sidbury@dpsnc.net)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Educator Effectiveness, 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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1436 | Designing an Evidence-Based Teacher Induction Program

Explore how one school system implemented an evidenced-based teacher induction program. Identify the key components and benefits of an evidence-based teacher induction program. Examine standards for induction programs. Create an action plan for implementing an evidence-based teacher induction program in your district.

Linda Holdipp, Department of Education in Bermuda (lindalambert@hotmail.com)
Jenna Bean, Department of Education in Bermuda (kenjiswife@gmail.com)
Laurel Burns, Department of Education in Bermuda (mslaurelburns@gmail.com)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Induction and Mentoring
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1437 | Mentoring and Induction: Leveraging the Standards for Professional Learning for Achievement

Learn how to leverage Learning Forward's Standards for Professional Learning to design and build an effective, systematic, and sustainable new teacher mentoring and induction program. Explore key components and practices to increase teacher retention, teacher effectiveness, and student achievement. Reflect on what elements of the standards are embedded in or missing from your current induction and mentoring systems.

Karla Jump, Natrona County School District (karla_jump@natronaschools.org)
Lynn Kahler, Natrona County School District 1 (lynn_kahler@natronaschools.org)

Area Focus: Leveraging Coaches and Mentors
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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1438 | Being Wrong Has Never Felt So Right

Getting students to adopt a growth mindset and have grit and perseverance in a task is often dependent on the task design. Learn how to restructure traditional tasks in ways that promote intellectual safety through personal response. Explore how to craft learning tasks that promote growth mindset by focusing on intellectual and emotional safety. Apply a rubric for designing student work as a tool for professional reflection, analysis, and planning.

Darbie Valenti, St. Joseph School District (valedarb@gmail.com)
John Antonetti, Colleagues on Call (anton24_7@msn.com)

Area Focus: Social & Emotional Learning and Health
Topics: Engaging/Motivating Disenfranchised Learners, Improving Instruction
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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1439 | Status Quo Disruptor or Defender: Which Are You?

Understand the inverse relationship between innovation and the status quo. Become familiar with the mindset and practices of status quo defenders and status quo disruptors. Identify blind spots in our work that go unnoticed and require examination. Leave with best next steps to facilitate breakthrough disruption in your district, province, school, or team.

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


Area Focus: Social & Emotional Learning and Health
Topic: Culture and Climate
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1440 | Supporting Student Success: Encouraging Empathy and Social and Emotional Learning in your Inclusive Classroom

Explore strategies for building positive classroom culture, strengthening community, and preparing students to be successful. Learn techniques to promote students’ self-awareness, self-management, social awareness, and decision-making skills. Empower students with strategies to build confidence, cooperation, curiosity, and communication skills in the classroom. Leave with activities and techniques that can be used immediately in your classroom to improve students’ attitudes and beliefs about self, others, and school. 

Kathy Perez, St. Mary's College of California (kperez@stmarys-ca.edu)


Area Focus: Social & Emotional Learning and Health
Topics: Engaging/Motivating Disenfranchised Learners, 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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1441 | Small Schools, Big Results

Hear how one small, rural middle school went from low-performing to high-performing in seven years. Explore ways to implement effective professional learning community practices and tweak them to fit your small, rural school. Learn about collaborative tools, succinct and reliable baseline data, growing vertical collaborative content teams, and defining high levels of learning for all students. Consider strategies for surviving small-town culture wars when education becomes political.

Breez Daniels, Hot Springs County School District #1 (bdaniels@hotsprings1.org)
Stephanie Metz, Hot Springs County School District #1 (smetz@hotsprings1.org)

Area Focus: Using Data and Measuring Impact
Topics: Models of Professional Learning, Rural 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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1442 | Gateway to Excellence: Assessing Professional Learning With

Engage in conversations on the assessment of implementation of professional learning and the assessment of impact. Examine research to support effective professional learning assessment that will establish and sustain effective practices. Explore your own context and entry point for assessing professional learning. Craft a plan for assessing professional learning effectively and systematically supporting all staff and students.

Anastasia DiFedele-Dutton, Hartford Public Schools (difea001@hartfordschools.org)
Madeline Negron, Hartford Public Schools (madeline.negron@hartfordschools.org)
Daisy Torres, Hartford Board of Education (daisy.torres@hartfordschools.org)


Area Focus: Using Data and Measuring Impact
Topics: Evaluation and Impact, 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), School-based Professional Development Leaders/Instructional Coaches

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1443 | Impactful Communities of Practice: Teams That Work

Learn how to talk about data with a team of adult learners in a nonthreatening, nonjudgmental way. Understand the deeper whys and hows behind creating a high-functioning team ready to tackle the difficult issues facing schools. Leave with strategies to shift the dynamics on a school team for deeper learning and honest exploration of data.

Elizabeth Myers, Pitt County Schools (myerse1@pitt.k12.nc.us)
Jeff Bell, Pitt County Schools (bellj@pitt.k12.nc.us)

Area Focus: Using Data and Measuring Impact
Topics: Adult Development and Learning, 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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1444 | Bite-Sized Transformations: Ensuring Equity in Pre-K

Explore the implications of a coaching dashboard and performance data on practices of professional learning to determine student impact and teacher effectiveness. Learn how one urban charter school network ensures equity in classroom practices for our youngest learners. Journey with an instructional leader as they put equitable practices into action and push student outcomes.

Lauren Chisholm, AppleTree Institute for Education Innovation (lauren.chisholm@appletreeinstitute.org)
Alison Waddy, AppleTree Early Learning Public Charter Schools (alison.waddy@appletreeinstitute.org)

Area Focus: Using Data and Measuring Impact
Topics: Coaching Practices/Programs, Early Childhood
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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1445 | Developing Teacher Leaders Through Video Analysis

Learn how district and university partners developed, researched, and sustained a five-year video-based analysis of practice science teacher leader program with educative curriculum materials. Come to hear, see, and experience how the partnership empowered teachers to drive professional learning using videos of their own teaching. Leave with samples of tools and protocols used to facilitate conversations that support teacher collaboration about the science content storyline and making student thinking more visible.

Stephanie Baker, Pomona Unified School District (stephanierbaker52@gmail.com)
Robyn Stankiewicz, Pomona Unified School District (robyn.stankiewicz@pomona.k12.ca.us )
Nicole I. Z. Wickler, California State Polytechnic University, Pomona (nizwickler@cpp.edu )


Area Focus: Instructional Materials and Curriculum
Topics: Models of Professional Learning, Science
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2:30pm–3:30pm
Keynote Q&A 1, QA01

QA01 | Monday Keynote Q&A with Sonja Santelises

Keynote speaker Sonja Santelises will answer your questions in this special session after the keynote address on Monday.

Sonja Brookins Santelises, Baltimore City Schools (CitySchoolsCEO@bcps.k12.md.us)


Area Focus: Leading Learning Systems
Topics: Equitable Access and Outcomes, Leadership Development, Urban Issues and Settings
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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3:45pm–4:45pm
TL 15

TL15 | Strengthening school leadership and getting results: The Principal Pipeline

Gaining clarity on a district’s leadership standards, being intentional about tapping potential leaders, engaging with pre-service partners to strengthen principal preparation, and developing tracking systems to effectively document a leader’s professional journey can produce significant benefits for districts, schools, and students, new research finds. Learn how district leaders from New York City and Charlotte-Mecklenburg used these and other strategies to strengthen the principalship, decrease principal turnover, and achieved improved results for students as part of The Wallace Foundation’s Principal Pipeline Initiative.

Jevelyn Bonner-Reed, Charlotte-Mecklenburg Schools (jevelynd.bonner-reed@cms.k12.nc.us)
Larry Woodbridge, NYC Department of Education (LWoodbr@schools.nyc.gov)

Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, Principal Pathways/Pipelines, School Improvement/Reform
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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4:30pm–6:00pm
Reception with Sponsors




Tuesday, December 10, 2019

7:00am–7:30am
Learning Forward Foundation Net-Walking for Learning


7:30am–5:00pm
Registration & Conference Information


7:30am–8:30am
Sponsor Showcase, SPXX

SP01 | 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

Michael Maffoni, Solution Tree (mjmaffoni@gmail.com)
Tesha Ferriby Thomas, Solution Tree (tthomas@misd.net)
John Hannigan, Sanger Unified School District (jhannigan@fcoe.org)
Jessica Hannigan, Fresno State (jhannigan@csufresno.edu)
Jesse Loudenbarger, Solution Tree (Jesse.loudenbarger@solutiontree.com)
Karen Power, Solution Tree (Karenpower06@gmail.com)
Jeanne Spiller, Kildeer Countryside School District 96 (jspiller@kcsd96.org)


Area Focus: Learning Designs and Implementation
Topic: School Improvement/Reform
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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SP02 | School-Union Collaboration that promotes Student and Public School Success

Explore multiple models of school-union collaboration that have resulted in student and public school success, particularly around the needs for:

- Cultural competency training
- Grow your own, educator recruitment programs
- Effective professional learning
- Early career educator engagement and support
- Educational Support Professional training programs. 

As you learn about these models, you will also identify what needs you wish to address, and identify some potential partners, funding or grant opportunities that could aid you with this venture. The National Education Association members contribute approximately $9 million a year to support the NEA GPS Fund. Through this fund, local and state affiliates work with partners to impact student success and aid educators in being more effective.

Sponsored by NEA

Barbara J Hopkins, National Education Association (bhopkins@nea.org)


Area Focus: Leading Learning Systems
Topics: Allocating Resources for Professional Learning (time and dollars), Models of Professional Learning
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

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SP03 | Now We’re Talking… but with Video

Shrinking budgets, tight schedules, better research, and technology are leading educators to rethink the way we support teachers… but with classroom video. How do we make the shift? Attend a diverse panel of High-Impact Instructional Leaders discussing their journey around implementing personalized professional development pathways with video for all their teachers. - How did they start? - What outcomes are they realizing? - What best practices would they recommend?

Sponsored by Sibme

Justin Baeder, The Principal Center (justin@principalcenter.com)
Michael Fumagalli, Lombard School District 44 (mfumagalli@sd44.org)
Tonya Goree, Cypress Fairbanks ISD (tonya.goree@cfisd.net)
Joseph Salley, Atlanta Public Schools (jlsalley@atlanta.k12.ga.us)
Donna Spangler, Derry Township School District (dspanger@hershey.k12.pa.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Change Management, Personalized Learning (Educators and Students)
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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SP04 | PLC+: The Plus Is YOU

PLC+ is a practical and evidence-based framework focused on supporting the planning and implementation of both student and teacher learning. In the same way that teachers work to identify the learning needs of their students, it is important that PLC’s identify the learning needs of their adult learners in order to develop the most appropriate instruction for students in their classroom. In this session, attendees will learn how PLC+ can refresh current collaborative structures and help support teachers’ decision-making in the context of self and collective efficacy, expectations, equity, and the activation of their own learning.

Sponsored by Corwin

Douglas Fisher, San Diego State University, Department of Educational Leadership (dfisher@sdsu.edu)
Nancy Frey, San Diego State University, Department of Educational Leadership (nfrey@sdsu.edu)

Area Focus: Learning Communities and Continuous Improvement
Topics: Collaborative Inquiry, Personalized Learning (Educators and Students)
Session Length: 1-hour
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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SP05 | Reigniting Your Professional Learning through VITAL PLCs

Learn how to foster shared leadership that encourages teachers to engage in collaborative teaching and learning cycles designed to provide formative feedback on all phases of teaching, including lesson planning, implementation, and analysis of student work. Explore productive and efficient ways to use professional learning communities as a vehicle to drive improvements in standards-based instruction and student achievement.

Sponsored by WestEd

Melissa Strand, WestEd (mstrand@wested.org)
Johanna Barmore, WestEd (jbarmor@wested.org)
Suzanne Goff, Brockport Central School District (suzanne.goff@bcs1.org )


Area Focus: Learning Communities and Continuous Improvement
Topics: Feedback and Observations, Improving Instruction
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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SP06 | Professional Learning Data: How To Do Checkups, Not Autopsies

Professional learning requires an investment in time and resources. How do you ensure a return on that investment before it's too late to make course corrections? In this session, learn how three districts have implemented a job-embedded learning system to streamline professional learning workflows, understand teacher progress toward organizational priorities, and power continuous improvement with actionable data. Leave with strategies for ensuring your district is using professional learning data for checkups, not autopsies.

Sponsored by KickUp

Jeremy Rogoff, KickUp (jeremy@kickup.co)
Anna Jackson, Lubbock ISD (anna.jackson@lubbockisd.org)

Area Focus: Using Data and Measuring Impact
Topics: Allocating Resources for Professional Learning (time and dollars), Comprehensive System Improvement/Reform, Data-Driven Decision Making
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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SP07 | Planning for Responsive Professional Learning

Based on Tom Gusky’s five levels of evaluating professional learning, we introduced a new framework for professional learning. We will discuss how this framework was developed, why we felt the need for a different way to deliver professional learning in schools, and some of our lessons learned in the field. There will be opportunity to reflect on your own professional learning planning efforts and evaluate it next to Gusky’s five levels. We will discuss next steps for responsive professional learning.

Sponsored by NWEA

Robyn Sturgeon, NWEA (robyn.sturgeon@nwea.org)
Robin Whitacre, NWEA (robin.whitacre@nwea.org)

Area Focus: Learning Designs and Implementation
Topic: 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), School-based Professional Development Leaders/Instructional Coaches

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SP08 | A System's Approach to School Improvement

In 2018-19, Metro Nashville Public Schools’ MAP reading data grew faster than the nation in grades 3-8 and TN Ready reading data grew faster than the state for the first time. The district also increased dual enrollment participation, dual enrollment pass rates, industry certifications, and participation in industry certification exams. District-wide average ACT scores increased and suspensions decreased. Learn how the school district began to “focus on focus” by creating a system where departments helped one another achieve the collective goals of the organization through an innovative partnership with the Arbinger Institute.

Sponsored by Intentional Leadership LLC

Shawn Joseph, Fordham University (shawn@josephandassociatesllc.com)
Sharon Gentry, Metro Nashville Public Schools (sharondixongentry@outlook.com)
Mike Merchant, Arbinger Institute (mmerchant@arbinger.com)


Area Focus: Leading Learning Systems
Topic: Partnerships and coalition building
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, Superintendents, Assistant Superintendents

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8:45am–11:45am & cont. 2:30pm–4:30pm
21XX

2101 | Formative Assessment as Collaborative Inquiry for Equity (CANCELLED)

This session will introduce participants to a formative assessment process when embedded in their daily instruction results in continuous improvement, student agency, and greater equity. Participants will explore the four phases of the process along with the long-standing enduring strands of educational equity, leaving with a clearer picture of how formative assessment engages both teachers and students in collaborative inquiry.
Amy Colton, Learning Forward Michigan (amy.colton@learningforward.org)


Area Focus: Equity
Topics: Equitable Access and Outcomes, 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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2102 | The Empathetic School: The Science and Art of Belonging (CANCELLED)

Explore the possibilities if our teaching and leadership focused on understanding the students and teachers around us and encouraged us to make decisions based on what would serve them best. Examine assumptions, beliefs, and blind spots as we see how empathy for others and school change decision-making are inextricably connected. Discuss five key principles for teaching, leading, and learning that would drive us all toward empathy, joy, and benefit. See how approaches focused on trust, voice, and the appreciation of the full humanity of every member of the school community can make schools and classrooms more humane and effective places.

Michael Murphy, Education Success Systems (mmurphy170@gmail.com)


Area Focus: Leading Learning Systems
Topics: Change Management, Culture and Climate
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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2103 | Designing an Educator Microcredential System for Impact

Explore the educator microcredential ecosystem and how it can support personalizing professional learning in your school, district, or state. Develop a deeper understanding of the theory of change supporting microcredentials, how districts and states have been implementing microcredentials, and recognition and incentive structures. Design a microcredential implementation plan that addresses specific challenges or needs in your school, district, or state.

Odelia Younge, Digital Promise (odelia@digitalpromise.org)
Kristen Franklin, Digital Promise (kfranklin@digitalpromise.org )

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Micro-Credentials / Badging
Session Length: Full day — 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2104 | Build Consistency and Confidence Throughout Your PD Program

Learn how to prepare your facilitators to consistently develop engaging and effective professional learning for adult learners. Discover how one school district has built a certification program and provides coaching supports for all staff who engage in professional learning with instructional and noninstructional staff. Practice using planning and coaching tools, with time to customize them for use with your district team.

Chrys Browne, Wake County Public School System (cbrowne@wcpss.net )
Simma Reingold, Education Elements (simma@edelements.com)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Facilitation, Leadership Development
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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2105 | Coaching Thinking: Sustaining the Deepest Change

Learn how coaching thinking creates a culture of thought and reflection for students and adults. Understand the relationship between thinking, cognition, and behavior. Enhance your listening skills. Increase your knowledge of how to focus a coaching conversation on thinking.

Jane Ellison, Thinking Collaborative (ccsjane@gmail.com)
Stacey Paulson, Jefferson County Public Schools (slpaulson@comcast.net)
Magali Saez-Cox, Jefferson County Public Schools (msaezcox@jeffcoschools.us)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Instructional Leadership and Supervision
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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2106 | Social and Emotional Health: A Classroom Game Changer

A solid understanding of social and emotional health is the one thing no educator can afford to ignore. Learn about social and emotional health and easy-to-grasp concepts in neuroscience to help you understand what is happening in students’ brains and how to use that information to enhance learning. Walk away with simple, tangible strategies to implement immediately.

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


Area Focus: Social & Emotional Learning and Health
Topic: Social Emotional Learning/Health (SEL/SEH)
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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8:45am–11:45am
23XX

2301 | Teams and Trust

Trust is an essential element of any relationship. Explore the synergy of four drivers — trust, collaboration, leadership, and professional learning. Consider 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.

Ann Delehant, Delehant and Associates (adelehant@gmail.com)


Area Focus: Developing and Supporting Leaders
Topics: Collaborative Inquiry, Leadership Development
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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2302 | Implementing Collective Leadership to Create Collective Responsibility

Learn how schools can move from traditional top-down structures to a more collectively-led model so that all educators take collective responsibility for student learning. Explore the Center for Teaching Quality’s new playbook for doing so, which includes information about the types of professional learning that may need to take place to make this shift. Leave this session with an action plan for taking the appropriate next step for your context.

Alesha Daughtrey, Center for Teaching Quality (adaughtrey@teachingquality.org)


Area Focus: Developing and Supporting Leaders
Topics: Distributed/Shared Leadership, Teacher Leadership
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2303 | Garnering Feedback on Your Feedback

Learn how teachers and leaders in an urban district developed an Innovation Configuration map that enabled observers to garner feedback on their feedback. Examine your own beliefs and experiences about written feedback. Write and receive feedback about your written feedback. Assess your feedback using an Innovation Configuration map.

Thomas Van Soelen, Van Soelen & Associates (tmvansoelen@gmail.com)
Shannon Kersey, Fulton County Schools (kersey@fultonschools.org)
Rebecca Williams Perkins, Fulton County Schools (perkinsr@fultonschools.org)


Area Focus: Developing and Supporting Leaders
Topics: Feedback and Observations, Implementation, 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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2304 | Building a Culture of Ownership

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

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


Area Focus: Developing and Supporting Leaders
Topics: 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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2305 | Making a Difference in Science Teaching and Learning (CANCELLED)

Experience key aspects of an intensive, videocase-based, anlaysis of practice science professional learning program that has been tested in large and small districts. Learn about the program's impact on teacher practice and student learning as well as how to sustain it through teacher leadership development. Access tools and processes for using video to improve teacher practice and student learning.

Jody Bintz, BSCS Science Learning (jbintz@bscs.org)
Lacey Eckels, Jefferson County Public Schools (lacey.eckels@jefferson.kyschools.us)

Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, Science, Teacher Leadership, 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), School-based Professional Development Leaders/Instructional Coaches

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2306 | Equity in Action: The Building Blocks for Inclusive Learning Environments

Learn how you can dismantle the district policies, classroom instruction, and methods of community engagement that contribute to systematic educational inequality. Examine research-based practices for addressing the root of inequality, and identify strategies and resources that build educator capacity to eradicate it. Leave with an equity action plan you can begin using immediately in your school or district.

Monica Washington, BetterLesson (texastoy14@gmail.com)


Area Focus: Equity
Topics: Culturally Responsive Pedagogy, Equitable Access and Outcomes
Session Length: Half day — 3-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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2307 | Nurturing and Enriching Equity in Educational Communities: Building a Longer Table

Learn strategies and activities for raising equity awareness so that you can name, explore, and weave them throughout the curriculum. Discuss equity through the lens of positive, personal, and cultural identity. Engage in facilitated conversations focused on cultural biases, universal equity, resilience, and weaving equity into the curriculum and culture of your setting.

Andrea McComb, SD#43 Coquitlam (amccomb@sd43.bc.ca)
Beth Applewhite, SD#43 Coquitlam (bapplewhite@sd43.bc.ca)
Gayle Bedard, SD#43 Coquitlam (gbedard@sd43.bc.ca)
Reno Ciolfi, SD#43 Coquitlam (rciolfi@sd43.bc.ca)
Patricia Gartland, SD#43 Coquitlam (pgartland@sd43.bc.ca)
Riley McMitchell, SD#43 Coquitlam (rmcmitchell@sd43.bc.ca)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally Responsive Pedagogy
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2308 | Isms Promote Schisms: The Brain, Bias, and Equity

Explore how implicit biases impact our professional practice. Learn what’s going on subconsciously in the brain, how our unconscious “isms” impact everything we do, and how we can become more aware of our unconscious biases and modify our behavior so our classrooms become more equitable places for learning. Leave with a list of next steps you can take to transform your school into a more equitable learning environment.

Willy Wood, Open Mind Technologies, Inc. (willy.wood@yahoo.com)
ClauDean Kizart, St. Louis Regional Professional Development Center at Education Plus (ckizart@edplus.org)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally Responsive Pedagogy
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2309 | Accessing and Deepening Understanding of Complex Text

Engage in reading a series of informational texts that will help us feel the shift of knowledge and its importance in supporting the growth of all learners. Use tools within a framework that builds background knowledge and makes explicit processes for comprehending complex text. Learn about how one state is using these tools to support experienced and new teachers and develop a plan to take this work forward in your own setting.

Kelly Wegley, Learning Forward Independent Consultant (kelly.wegley@learningforward.org)
Wanda Mangum, Learning Forward Independent Consultant (loveliteracy2@gmail.com)

Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, 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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2310 | I Have High-Quality Curricular Materials. Now What?

Learn how to deepen teacher capacity in developing the content knowledge needed to more expertly leverage your curricular materials, teach to the rigor of the Common Core Standards, and adapt materials for your students, thus resulting in a more equitable learning experience. Experience and discuss components of a professional learning approach grounded in continuous improvement that is job-embedded, team-based, curriculum-specific, and led by a content leader. Self-assess your current conditions, and analyze artifacts from school districts to support planning for your own context.

Area Focus: Instructional Materials and Curriculum
Topics: Comprehensive System Improvement/Reform, Improving Instruction, Mathematics
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2311 | Cultural Equity in Professional Learning Design for Educators

Engage in a process of collaborative inquiry into equity challenges for educators accessing professional learning. Design professional learning that is intentionally inclusive of language and culture. Learn how one professional learning institute has designed culturally responsive professional learning for a diverse audience of educators within an international educational context, and reflect on how this model can be used in your own context.

Joanna Moe, Education Development Institute (jmoe@qf.org.qa)
Ghada Haddad, Education Development Institute (ghaddad@qf.org.qa)

Area Focus: International Perspectives and Emerging Issues
Topic: Equitable Access and Outcomes
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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2312 | What Is the Power of Leading With Questions?

Explore the role and power of asking questions to build instructional leadership and organizational capacity. Reflect on the use of questions in your leadership practice, and learn how other senior district leaders lead with questions. Access powerful questions and coaching strategies designed to build leadership capacity, foster collaboration and trust, and spark innovation.
 
Donna Micheaux, Micheaux Educational Consulting (dwmicheaux@comcast.net)
Jennifer Parvin, Parvin and Associates (jlParvin12@gmail.com)

Area Focus: Leading Learning Systems
Topics: Adult Development and Learning, Leadership Development
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2313 | Worthwhile Walk-Throughs

Conducting walk-throughs is often seen as a necessary evil in a leader’s job, but, done well, walk-throughs can be the ultimate source of personalized coaching. Review tools and structures that have proven invaluable to one school district. Study the link between classroom observations and professional growth. Brainstorm ways to improve your district’s walk-through process.

Elizabeth Dampf, Round Lake Area Schools CUSD 116 (edampf@rlas-116.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Feedback and Observations, Instructional Rounds / Walk-Throughs
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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2314 | Effective Literacy Practices Across the Disciplines: Aligning Literacy Supports Across Contents and Teams

Explore how teacher teams at a middle school in a large urban district are strengthening their schoolwide literacy program by providing structured opportunities for professional learning and literacy leadership development. Study a reading strategy that sets aside time during the school day to provide individualized reading support. Acquire new ideas for building internal coherence within and across academic learning communities on effective literacy practices.

Eileen Herusso, New York City DOE; Middle School Quality Initiative (EHerusso@schools.nyc.gov)
Grace Chiu, New York City DOE; Middle School Quality Initiative (gracemaychiu@gmail.com)
Angela Hargrove, NYC DOE; Middle School Quality Initiative (AHargrove3@schools.nyc.gov)
Erin Lynch, NYC DOE; Middle School Quality Initiative (MSQI) (ELynch3@schools.nyc.gov)


Area Focus: Learning Communities and Continuous Improvement
Topics: Literacy, SEA: State and Provincial Education Agencies, Title I / Economically Disadvantaged Population, Urban Issues and Settings
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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2315 | # Powerful Task Design: Instructional Planning for Cognitive Engagement

Define rigor and cognitive engagement as a product of five design elements. Participate in high-impact tasks of technology and thinking, then analyze the components of rigor to find what engages students and allows learners to make meaning in all content areas. Use a tool to tweak current practice into stronger, learner-focused tasks and  build powerful formative assessment from the standards.

John Antonetti, Colleagues on Call (anton24_7@msn.com)
Terri Stice, Green River Regional Education Cooperative (terri.stice@grrec.org)

Area Focus: Learning Designs and Implementation
Topic: 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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2316 | The Top 5 StaPLes of Valuable Professional Learning

Learn what one district has identified as the top five components for designing valuable professional learning to support their strategic plan and continuous improvement efforts. Examine adult learning strategies, materials, and resources that you can add to your professional learning toolbox for easy implementation in your school or district.

Carrie Saunders, Richardson ISD (carrie.saunders@risd.org)
Morgen Crowder, Richardson ISD (morgen.crowder@risd.org)
Gaya Jefferson, Richardson ISD (Gaya.Jefferson@risd.org)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Facilitation
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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2317 | Systems Coaching: Building Collective Capacity for Change

Learn how districts have designed professional learning plans and systems coaching practices to facilitate school improvement. Study a tool to inform the design, delivery, and evaluation of systems coaching at the individual, school, and district levels. Use and adapt resources, tools, materials, and planning documents to facilitate job-embedded systems coaching at the school and district levels.

Sarah Thoman, University of South Florida (sthoman@mail.usf.edu)
Amanda March, Florida Problem Solving/Response to Intervention (PS/RtI) Project (amarch@usf.edu)

Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, Implementation
Session Length: Half day — 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Technical Assistance Providers

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2318 | Leveraging Collaborative Partnerships to Build Systemic Mathematics Change

Learn how a mathematics learning community built systemic partnerships designed to enhance teacher practice. Explore the structures, strategies, and tools that promote teacher leadership and sustainability. Examine quantitative and qualitative data that illustrate the effectiveness of the process. Create an action plan for how to implement this learning in your setting.

Angela Keene, SESC Educational Coop (angela.keene@sesccoop.org)
Elizabeth Hubbard, Clay County Middle School (elizabeth.hubbard@clay.kyschools.us)
Jennifer McDaniel, Southeast South-Central Eductional Cooperative (jennifer.mcdaniel@sesccoop.org )
Leslie Texas, Leslie Texas Consulting (texasconsulting@bellsouth.net)


Area Focus: Learning Designs and Implementation
Topics: Mathematics, 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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2319 | Text Set Cohorts: Authentic Educator Learning

Create authentic learning experiences for educators that allow them to demonstrate their efficacy through products that promote challenging and equitable experiences for their students. Learn how one school district implemented a text set cohort model and built a national platform for educators to share their work. Leave with a compilation of resources and a customized plan for your district’s needs.

Angela Gunter, Green River Regional Educational Cooperative (angie.gunter@grrec.org)
Jeanette Barreiro, Daviess County Public Schools (jeanette.barreiro@daviess.kyschools.us)
Jana Bryant, Daviess County Public Schools (jana.bryant@daviess.kyschools.us)


Area Focus: Learning Designs and Implementation
Topics: Equitable Access and Outcomes, Improving Instruction
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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2320 | Changing Minds: Coaching for a Learner Mindset

As administrators and coaches, we know that educators operate from a learner mindset when they continually build their instructional practice and bring out the best in students. Learn skills for coaching self and others towards active mindset awareness and navigation. Acquire strategies for coaching educators to reflect on their unconscious beliefs and take action steps toward adopting a learner mindset.

Elita Driskill, Arlington ISD (dedrisk@gmail.com)
Sue Chapman, Math Solutions (slcbte@gmail.com)

Area Focus: Leveraging Coaches and Mentors
Topics: Adult Development and Learning, Coaching Practices/Programs, Collaborative Inquiry
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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2321 | Accelerating Change: Building a Coaching Culture to Improve Instruction (CANCELLED)

Examine the impact of innovative coaching methods and identify salient instructional coaching components that align with specific school needs. Discern impact areas at your school that would benefit from coaching models and programs. Create an action plan with detailed strategies and timelines on how to infuse coaching structures at your school to promote instructional shifts, teacher growth, and student achievement.

Byron Durias, Seminole County Public Schools (Bryon_Durias@scps.k12.fl.us)
Lauren Hamilton, Seminole County Public (lauren_hamilton@scps.k12.fl.us)
Kathryn Murrow, Seminole County Public (kathryn_murrow@scps.k12.fl.us)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Improving Instruction, Urban Issues and Settings
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 | Amplify Your Impact: Coaching Collaborative Teams in a PLC at Work

Learn how to increase your district's and school’s capacity to successfully coach and support collaborative teams as they implement best professional learning community (PLC) practices. Examine why coaching collaborative teams is so important to successfully implementing the PLC process. Engage in hands-on activities that unpack the process of coaching teams through a framework of clarity, feedback, and support.

Michael Maffoni, 41 North Consulting (mjmaffoni@gmail.com)
Tesha Ferriby Thomas, Macomb Intermediate School District (tthomas@misd.net)

Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, 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 | Academy Only Session

This session is for Learning Forward Academy graduates. Hear from Andy Hargreaves as he shares his recent work on leading collaborative professionalism and its implications for Academy graduates. This session will be an interactive conversation with Q&A.

Andrew Hargreaves, Boston College (andrew.hargreaves@bc.edu )


Area Focus: Developing and Supporting Leaders
Topics: Collaborative Inquiry, Leadership Development, Social Emotional Learning/Health (SEL/SEH)
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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2324 | Improving Resilience Through the Arts

Experience how movement, music, and drawing align cognitive, physical, and emotional processes to improve learning. Engage the mind and body with activities for all ages of learners. Learn to use trauma-sensitive strategies with adults in professional learning that can then be applied in K-12 classrooms.

Cally Flox, Brigham Young University (cally_flox@byu.edu)
Chris Roberts, Provo City School District (chrisr@provo.edu)

Area Focus: Social & Emotional Learning and Health
Topics: Culture and Climate, 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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2325 | The Neuroscience of Social and Emotional Teaching, Leading & Learning

Students need emotionally intelligent teachers and leaders in order to be well-adjusted, engaged, and happy. Learn to create and maintain healthy learning environments. Experience how the brain pays attention and makes decisions, and explore how emotions and thinking are intertwined by engaging in activities designed to foster an attitude of gratitude, optimism, and a growth mindset.
Lisa Lucas, West Chester University (llucas@wcupa.edu)
Chelsea LaRose, Downingtown Area School District (clarose@dasd.org)

Area Focus: Social & Emotional Learning and Health
Topics: Culture and Climate, 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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2326 | Assessing Impact: From Research to Practice

Learn how to construct an evaluation framework for professional learning using best practices from Joellen Killion’s Assessing Impact. Practice developing an aligned data plan that defines the when, what, and how of data collection. Build evaluation muscle by using one district’s real-life framework to analyze and interpret data from its new teacher induction program.

Tina Maksche, Special School District St. Louis County (TMaksche@ssdmo.org)
Joellen Killion, Learning Forward Senior Advisor (joellen.killion@learningforward.org )
Victoria Kinzig, KickUp (victoria@kickup.co)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, 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), Superintendents, Assistant Superintendents

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2327 | Assess/Plan PL with the Standards Assessment Inventory

Learn how to use Learning Forward's Standards Assessment Inventory (SAI) and Standards Into Practice: Innovation Configuration Maps to introduce the Standards for Professional Learning to leaders and faculty and assess the current level of implementation of the standards in your school, district, state, or province. Analyze actual electronic SAI data and collaborate on either school- or district-level decisions based on the data. Refine your data into a school or district continuous improvement plan and deepen your understanding of how to guide school and district faculty and staff through the design of standards-based, sustainable, long-term school and district/state/province improvement plans.

Stephen Preston, Learning Forward Independent Consultant (stevepreston1@comcast.net)


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

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2328 | What Teacher Teams Do to Maximize the Power of Formative Assessment

Unleash the power of teacher teams to maximize the impact of formative assessment on student achievement, engagement, and equity though application of a four-step formative assessment cycle where teachers: clarify learning targets and success criteria; infuse formative assessment throughout instruction; analyze student work frequently and in depth; and provide timely, targeted feedback, reteaching, and extension. Experience activities for building teachers' expertise in each of these high-impact steps.

Nancy Love, Research for Better Teaching (love@rbteach.com)
Robin Whitacre (robin@jrwcsi.com)

Area Focus: Using Data and Measuring Impact
Topics: Collaborative Inquiry, 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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2329 | Data Culture Development: Building Up From the Bottom (CANCELLED)

Discover the transformation effort that has taken place in one school district through the two-year development of a data culture. Learn about the impact a data-wise staff and student body can have on your school system. Leave this session inspired to bolster your data culture knowing the impact it will have for your school or district.

Gregory Kibler, Youngstown City School District (gregory.kibler@youngstown.k12.oh.us)
Timothy Filipovich, Youngstown City School District (timothy.filipovich@youngstown.k12.oh.us)
John LaPlante, Youngstown City School District (John.LaPlante@youngstown.k12.oh.us)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, 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, Superintendents, Assistant Superintendents

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8:45am–9:45am
TL21 and TL22

TL21 | It's a Brain Issue, Not a Behavior Issue: How Trauma and Toxic Stress Impact the Brain

We may not always know it, but many of our students arrive at school each day with the weight of the world on their shoulders, having experienced adversities that impact their physical and emotional wellbeing and make it incredibly difficult to excel at school. But with curiosity, compassion, and the right tools, we can create school environments where all students can thrive. This lecture will focus on how trauma and toxic stress impact student brains and what that means for school staff. Participants will learn about typical and trauma-impacted brain development, trauma-informed practices, student resilience, and the importance of staff wellness.

Jenny Betz, WestEd (jbetz@wested.org)


Area Focus: Social & Emotional Learning and Health
Topics: Culture and Climate, Integrating Student or Teacher Voice, Social Emotional Learning/Health (SEL/SEH)
Session Length: 1-hour
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TL22 | Analyzing Assignments for Rigor and Equity (FULL)

Assignments play a critical role in determining the degree to which students are being fully prepared for college and careers. Assignments also offer a window into instruction, teacher expectations of their students, how teachers understand their standards, and how students interact with the curriculum. Research from the Education Trust has revealed that nearly two decades after many states have adopted higher rigor standards, students continue to be given assignments far below the rigor demanded to be successful in college and careers. This session will contain a review of recent research on the quality of assignments and provide an overview of a framework for participants to analyze assignments in their schools and districts.

Tanji Reed Marshall, The Education Trust (treedmarshall@edtrust.org)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Formative Assessment Practices
Session Length: 1-hour
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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9:45am–11:45am
22XX

2201 | Leading for Equity: Transforming Leadership Development to Scale

Hear about a partnership that is building leadership capacity throughout all layers of the organization, from principal supervisors to teacher leaders. Learn how communities of practice, leadership walks, and coaching serve as the primary learning designs to increase leaders’ use of a framework that supports continuous school improvement. Apply tools to plan leadership development to scale. Identify and target leadership development needs in your context.

Tiffany Perkins, Guilford County Schools (perkint2@gcsnc.com)
Denise Corbett, New Leaders (dcorbett@newleaders.org)
John R. Jenkins, New Leaders (jjenkins@newleaders.org)


Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, Principal Pathways/Pipelines, 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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2202 | Dynamic University-District Partnership Transforms Principal Preparation

Explore the dynamic transformation of a principal preparation program, built on an established and committed university-district partnership. Examine critical components, including an assessment of foundational needs, equity and access, cross-institutional stakeholder collaboration, scope/sequence redesign, syllabi revision, university faculty/mentor principal co-teaching, aligned internship, culminating experience, and funding sources. Glean valuable insight from longitudinal data and recommendations for building capacity of tomorrow’s educational leaders to better serve our nation’s most vulnerable youth.

Salwa Zaki, Washoe County School District (szaki@washoeschools.net)
Jafeth Sanchez, University of Nevada, Reno (jesanchez@unr.edu)

Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2203 | Making OER Work for Educators and Students

Open educational resources (OER) can be a powerful tool for meeting the needs of students as well as deeply developing educators. Explore the instructional strategies and support systems necessary for the effective curation, vetting, and implementation of rigorous open education resources that help enable deep collaboration and knowledge building for educators. Learn about a variety of OER content and tools that support student engagement and personalized learning to consider in your classroom. 

Nithi Thomas, The Learning Accelerator (nithi.thomas@learningaccelerator.org)


Area Focus: Instructional Materials and Curriculum
Topics: Open Educational Resources/Practices (OER/OEP), Personalized Learning (Educators and Students)
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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2204 | English Learner Inclusive Instructional Materials

Join Crystal Gonzales, Aida Walqui and Renae Skarin to understand the research base and receive concrete guidance for embedding effective English learner supports in core English language arts and math curricula. English learners deserve access to grade-level rigorous content, but what does this actually look like in instructional materials? Leave with tools and resources to evaluate and refine your current materials.

Crystal Gonzales, English Learners Success Forum (cgonzales@elsuccessforum.org)
Renae Skarin, English Learners Success Forum (rskarin@elsuccessforum.org)
Aida Walqui, WestEd (awalqui@wested.org)


Area Focus: Instructional Materials and Curriculum
Topics: English Learners / Linguistic Diversity, Equitable Access and Outcomes, Improving Instruction, Literacy, Mathematics
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, Teacher Leaders/Mentors/Team Leaders

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2205 | Raise Student Achievement Via Student-Led Discussions, Close Reading and Writing

Hear how schools in two states achieved their highest state assessment scores using writing as a tool for learning, along with student-led discussions and close reading. Learn latest evidence-based approaches for teaching writing, student-led discussions, and close reading. Receive tools that you can use immediately. See data from district and state assessments that show gains made by students after they learned with this approach.

Leslie Laud, Bank Street College of Education (leslielaud@gmail.com)
Tony DiManna, Cumberland Public Schools (tony.dimanna@cumberlandschools.org)
Maggie Luma, West Virginia DOE (myelencsi@k12.wv.us)
Susan O'Neil, Worcester Public Schools (oneilsp@worcesterschools.net)


Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, Literacy
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2206 | Is Your Professional Learning Effective? Learning Walks Can Answer That!

Translating new professional learning into action means teachers take risks to help students learn. Investigate the learning walk process, which showcases how carefully crafted questions can highlight the implementation effectiveness of the new professional learning teachers employ. Explore the process (how to gather information from what students can be seen and heard doing with a 5- to 7-minute walk-through), the protocol, and the procedure for formative collaborative feedback.

Kathy Dyer, NWEA (kathy.dyer@nwea.org)
Samantha Boudreau, Hollis School District (samantha.boudreau@sau41.org)
Elizabeth Keegan, Hollis School District (elizabeth.keegan@sau41.org)


Area Focus: Leading Learning Systems
Topics: Collaborative Inquiry, 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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2207 | Start Where You Are

Use three simple strategic tools to analyze a structural or cultural need in your school. Design a framework and action steps that leverage and connect with existing resources. Learn how to use individual strengths to build team capacity and develop a peer coaching practice.

Niamh McQuillan, Baltimore County Public Schools (nmcquillan@bcps.org)


Area Focus: Leading Learning Systems
Topics: Change Management, Comprehensive System Improvement/Reform
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 | Supporting a Coherent Instructional Vision

Discover how the ninth largest school district in the nation implements and supports a districtwide vision of instruction through a series of professional learning and distributive leadership processes. Experience the multifaceted and systematic supports that deepen instructional capacity through a reciprocal leadership pathway. Leverage your existing systems for professional learning and leadership pathways to support instructional expertise.

Stephanie Wyka, Orange County Public Schools (stephanie.wyka@ocps.net)
Jamie Davis, Orange County Public Schools (jamie.davis@ocps.net)

Area Focus: Leading Learning Systems
Topics: Comprehensive System Improvement/Reform, Improving Instruction, Instructional Leadership and Supervision, 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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2209 | Seven Secrets to Transform Learning!

Learn the secrets to champion transparency and put students at the center of the learning process. Explore what happens when students are able to identify and set individual learning targets, self-assess their progress, and adjust to achieve their performance goals. Leave ready to clarify learning expectations for students and use the secrets to lead a seismic shift from a culture of ambiguity and student compliance to a culture of learning.

Steve Retzlaff, Ashland School District (Steve.Retzlaff@ashland.k12.or.us)
Katherine Holden, Ashland School District (katherine.holden@ashland.k12.or.us)

Area Focus: Leading Learning Systems
Topics: Improving Instruction, Integrating Student or Teacher Voice, School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2210 | Lean on Me: Sustaining a Mentor Community

Learn how a statewide mentoring program helped teachers become teacher leaders and built a tight-knit community across districts and parishes. Explore the impact of the program on the mentors and the teachers they work with. Analyze ways to form strong networking bonds within the education community across schools and districts to support teacher leaders, especially those in isolated roles.

Jamey Burns, Learning Forward Independent Consultant (jameyburns@hotmail.com)
Leighann Fields, St. Landry Parish School Board (llf4076@slp.k12.la.us)
Leslie McFarland, Calcasieu Parish Public Schools (leslie.mcfarland@cpsb.org)
Brandon Pleasant, Calcasieu Parish School Board (brandon.pleasant@cpsb.org)
Kimberly Poirrier, Acadiana Renaissance Charter Academy (kpoirrier@acadianacharter.org)
Kasey Salvaterra, Bienville Parish (kasey.salvaterra@bpsb.us)
Missy Wetzel, Allen Parish School Board (miss.wetzel@allen.k12.la.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Induction and Mentoring, Learning Networks, Teacher Leadership
Session Length: 2-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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2211 | Building the Efficacy and Capacity of Your Professional Learning Team Facilitators

One of the critical components of a successful learning team is the strength of the learning team facilitator. Explore ways to invest in the professional capital of  teacher leaders that do the work of moving learning teams to a place where the focus is on student success as well as ways to increase the knowledge, skills, and dispositions of team members. Examine the tools, protocols, and  technical and adaptive structures that aid in the development of this important role.

John Eyolfson, Cherry Creek School District (jeyolfson@cherrycreekschools.org)
Kellie Randall, Cherry Creek School District (krandall2@cherrycreekschools.org)
Jim Roome, Cherry Creek School District (jroome@cherrycreekschools.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, Facilitation, Leadership Development
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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2212 | Building Collective Efficacy Through Collaborative Response to Intervention

The most effective response to intervention frameworks bring professionals together to use the conversation about students as a mechanism to enhance teacher instructional capacity and maximize distributed coaching. Come examine the essential elements of a framework that values purposeful collaboration, action-focused responses, data-informed discussions, and timely intervention to ensure all students can experience success. Explore the lessons learned in inclusive organizations where educators are empowered through collaborative processes that enhance professional capacity and honor the collective wisdom of those working directly with students.

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

Area Focus: Learning Communities and Continuous Improvement
Topics: Distributed/Shared Leadership, International Perspectives, 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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2213 | MTSS: Analysis to Action

Multi-Tiered System of Support (MTSS) is a framework in which data-based problem-solving and decision-making is practiced across all levels of the educational system for supporting students. Learn how one school district partnered with a university consultant to create a systematic approach to implementing the MTSS process. Take a closer look at the data within your own district to identify interventions. Leave with tools to help move your process forward.

Carrie Reich, Grain Valley R-5 Schools (creich@gvr5.net)
Matt Burns, University of Missouri (burnsmk@missouri.edu)
Kendra Carpenter, Grain Valley School District (kcarpenter@gvr5.net)
Carrie Turner, Grain Valley School District (cturner@gvr5.net)


Area Focus: Learning Communities and Continuous Improvement
Topics: Data-Driven Decision Making, Equitable Access and Outcomes, Literacy, Partnerships and coalition building
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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2214 | Extreme Makeover: Online PD Edition

Give your online professional development the makeover it’s been craving. Learn how to design online courses to engage participants in collaborative learning communities. Explore strategies to develop relationships, create meaningful assessments, and set goals to strengthen the instructional practices of your team. Leave with the spark needed to redesign online courses for maximum engagement.

Elise Brown, Mississippi DOE (elise.brown@mdek12.org)
Kristina Livingston, Mississippi DOE (klivingston@mdek12.org)

Area Focus: Learning Designs and Implementation
Topics: Blended/Online Learning, Models of Professional Learning, Technology for 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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2215 | Learner Profile Implementation via Strategic Planning and Coaching

Study the process by which a school district developed a learner-centric model and profile through interdepartmental collaboration. Access and interact with the common language framework, professional learning resources, and formative metrics that support the scale-up of the learning model and learner profile. Engage in a design-thinking session using these resources to develop a sequence of priorities that you can apply in your district.
Amos Fodchuk, Advanced Learning Partnerships, Inc (amos@advancedpartnerships.com)
Andrew Baker, Henrico County Public Schools (adbaker@henrico.k12.va.us)
Tony Borash, Advanced Learning Partnerships, Inc. (tony@advancedpartnerships.com)
Kourtney Bostain, Henrico County Public Schools (kdbostain@henrico,k12.va.us)
Adam Garry, Dell EMC (adam_garry@dell.com)


Area Focus: Learning Designs and Implementation
Topics: Change Management, 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), Superintendents, Assistant Superintendents

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2216 | Promoting an Inquiry Mindset: Celebrating Curiosity

Inquiry-based learning is a form of active learning that starts by posing questions, problems, or scenarios rather than simply presenting established facts or portraying a smooth path to knowledge. Explore how teachers can take an inquiry stance through a set of principles that create an inquiry mindset. Engage in discussions focused on constructing strategies around “What do effective inquiry teachers do?”.

Jamie Quirk, Springfield Public Schools (jquirk@spsmail.org)
Janell Bagwell, Springfield Public Schools (jbagwell@spsmail.org)

Area Focus: Learning Designs and Implementation
Topics: Deeper Learning, 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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2217 | Launching Problem-Based Learning Experiences in the Classroom

This interactive session showcases a Problem-Based Learning model that empowers teachers to design and facilitate engaging learning opportunities that are connected to their local community. Participants will experience the launch of a problem-based learning unit and discover how to design authentic learning environments in which students apply content knowledge while practicing key skills to demonstrate a high level of mastery. Problem-based learning examples will be shared from core content areas.

Dillon Chevalier, Austin Independent School District (dillon.chevalier@austinisd.org)
Matthew Castilleja, Austin Independent School District (matthew.castilleja@austinisd.org)

Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Deeper Learning, Urban Issues and Settings
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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2218 | One Size Can Fit All

Size doesn't prohibit quality professional learning. Learn how an observation protocol strengthens the peer-observation model and maximizes the effectiveness of low-cost, in-house professional development. Examine how the model empowers teachers, fosters a districtwide culture of collegiality and collaboration, and translates to increased teacher effectiveness and student learning. Create an action plan for implementing or improving the effectiveness of job-embedded professional learning.

Dawn McNeeley, Smithton R-IV School District (mcneeleyd@smithton.k12.mo.us)
Amanda Wolford, American Alliance for Innovative Systems (awolford@aais.us)

Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Improving Instruction, 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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2219 | Introducing Your Best Self: An Exercise in How Microcredentials Work

Microcredentials have been trending in recent years as a competency-based form of professional learning and certification. Learn how microcredentials work and — and just like a true microcredential — you’ll be learning by doing. Follow the process of completing a microcredential on how to introduce your best self following the same learning cycle as a microcredential. Understand how microcredentials work and why they are such an effective form of professional learning.

Amber Roderick-Landward, Canyons School District (Amber.Roderick-Landward@canyonsdistrict.org)
Jason Lange, BloomBoard (jclange@bloomboard.com)

Area Focus: Learning Designs and Implementation
Topics: Micro-Credentials / Badging, 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

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2220 | Giving Observation-based Feedback on Classroom Practice: Supporting Teacher Professional Learning

Identify critical strengths and weaknesses of different approaches to observation-based feedback by exploring three recent collaborative research and development projects. Focus on content-specific and content-neutral instructional rubrics and interpret evidence about implementation and impact. Join colleagues to discuss ideas about new approaches to observation-based feedback that support teacher professional learning and identify approaches for further development that will support your coaching efforts.

Andrew Wayne, American Institutes for Research (awayne@air.org)
Anna Savitsky, Teachstone (anna.savitsky@teachstone.com)
Toni Smith, American Institutes for Research (tsmith@air.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Feedback and Observations, 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), School-based Professional Development Leaders/Instructional Coaches

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2221 | Tools for Creating a System of Personalized Learning

Experience how one school district creates a culture of continuous improvement based on research and application of best practices for 80+ secondary instructional coaches. Learn how to sustain and deepen the learning of instructional coaches with varying skill and experience levels. Leave with multiple tools to design personalized learning for instructional coaches that meet your district’s unique needs.

Cazilda Steele, Katy ISD (cazildacsteele@katyisd.org)
Jacqueline Zimmerman, Katy ISD (jacquelinemzimmerman@katyisd.org)

Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, 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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2222 | The Skills That Matter: Systematically Embedding Social and Emotional Competency Instruction and Practice

Use an implementation road map to plan instruction of research-based intrapersonal and interpersonal competencies, embedded within content-area curriculum, supporting positive in-school and post-school outcomes for all students. Examine implementation examples at the teacher, school, and district levels, as well as various approaches to measuring impact. Set personal and schoolwide goals through self-assessment.

Pattie Noonan, University of Kansas (pnoonan@ku.edu)
Hollie Becker, Lansing School District (drholliebecker@gmail.com)
Jennifer Coffey, US Department of Education (Jennifer.Coffey@ed.gov)
Amy Gaumer Erickson, University of Kansas (agaumer@ku.edu)


Area Focus: Social & Emotional Learning and Health
Topics: College- and Career-Readiness/Student Performance Standards, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2223 | Innovating Teacher Professional Learning: Partnering to Provide Evidence for Program Improvement

In this session, participants will get a look under the hood at how two cutting-edge professional learning designs are tinkering toward excellence and sustainability through the collection and use of data on implementation. Researchers from American Institutes of Research will share examples of measures and processes for providing collaborative evidence-based feedback that’s informative and actionable, including missteps to avoid. How to leverage research/practice partnerships from the standpoint of a provider or school or district professional learning leader will also be explored.

Sarah Caverly, American Institutes for Research (scaverly@air.org)
Jane Coggshall, American Institutes for Research (jmcconnochie@air.org)
Elizabeth Foster, Learning Forward (elizabeth.foster@learningforward.org)
Jim Furman, Danielson Group (furman@danielsongroup.org)
Yvonne Godber, Teachstone (yvonne.godber@teachstone.com)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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2224 | Connecting Assessment to Learning: A Multiple Measures Approach

An effective assessment system is one that incorporates formative, interim, and summative assessment to provide meaningful information for different stakeholders in the educational system. Enhance your understanding of the purposeful design and data limitations of each type of assessment within your local assessment system to gain greater insights about where students are and where they need to be in their K-12 learning journey. Evaluate the effectiveness of your assessments to ensure they are producing informative and valid evidence of student understanding, from the very individualized information of formative assessment to the broader view of summative.

Deborah Farrington, Cognia, formerly AdvancEd/Measured Progress (deborah.farrington@cognia.org)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Improving Instruction
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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2225 | Build a Culture of Continuous Improvement by Measuring for Professional Learning Impact

Learn how one school district's professional learning team is building a culture of continuous improvement to close the opportunity achievement gap and elevate student success through district-led professional learning. Explore ways to measure the success of district-led professional learning through a coherent system of design, facilitation, and participatory follow-up to measure shifts in teachers practices and student outcomes over time. Create your own professional learning impact plan.

Laura Summers, University of Colorado, Denver (laura@laurasummers.com)
Joellen Kralik, Denver Public Schools (joellen_kralik@dpsk12.org)
Amanda Skrzypchak, Denver Public Schools (amanda_skrzypchak@dpsk12.org)


Area Focus: Using Data and Measuring Impact
Topics: Comprehensive System Improvement/Reform, Evaluation and Impact, Mathematics, Urban Issues and Settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents

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10:15am–11:15am
TL23 and TL24

TL23 | An Evidence-Based Strategy to Improve Student Achievement

Research across the decades has confirmed that effective school leadership is associated with better outcomes for students and schools. But how can school districts develop and sustain a large corps of highly-qualified leaders? [LP1] A recent RAND report evaluates six large school districts’ efforts to build “principal pipelines” by better preparing, selecting, evaluating, and supporting principals, and finds that these efforts were feasible, affordable, and effective. This presentation will provide an overview of the key findings from the report, including how building principal pipelines produced positive effects in student outcomes and principal retention.

Susan Gates, RAND Corporation (sgates@rand.org)


Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, Principal Pathways/Pipelines, School Improvement/Reform
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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TL24 | Pride of Ownership: Professional Standards for Teaching and Learning

The word ‘Standard’ likely stems from an old combination of two words: Stand and Hard. How can educators in all spheres leverage professional teaching standards to “stand hard” for their profession, career growth, teaching practices, advocacy within school communities, and other endeavors? Gain insights about the history and content of teaching standards--created by teachers, for teachers--over the past several decades and the evidence of their relevance and usefulness. Leave with concrete strategies for applying and leveraging these standards in your own careers and initiatives.
Kristin Hamilton, National Board for Professional Teaching Standards (KHamilton@nbpts.org)


Area Focus: Leading Learning Systems
Topics: Allocating Resources for Professional Learning (time and dollars), Career Pathways, Teacher Leadership
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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12:00pm–12:45pm
Lunch


12:45pm–2:00pm
General Session with Keynote


2:30pm–4:30pm
24XX

2401 | Providing Innovation Through Collaboration, Communication, Creativity, and Critical Thinking

When students are in control of their own time and have a voice in their learning, they are more likely to be successful. Learn how flexible modular scheduling can be effective in your school and how to start, implement, and communicate this type of scheduling with all stakeholders to ensure its success and validation. Study ways to measure and record students’ skills in different academic subject areas while also documenting these skills on student transcripts to ensure high school graduation and post-secondary entrance.

Thomas Schmidt, Bismarck Public Schools (tom_schmidt@bismarckschools.org)
Nadine Butts, Bismarck Public Schools (nadine_butts@bismarckschools.org)

Area Focus: Advocacy Efforts/Policy Development
Topics: Integrating Student or Teacher Voice, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2402 | Building Teacher Leaders Through District-Serving Teacher Residency Programs

Explore the components and shifts that high-performing residency programs have made to develop highly effective teachers and teacher leaders. Examine ways to structure and support teachers to be instructional leaders in your district. Learn how to use data from teacher leaders to refine your professional learning.

Erica Hines, National Center for Teacher Residencies (ehines@nctresidencies.org)
Rosemary Baker, National Center for Teacher Residencies (rbaker@nctresidencies.org)
Shannon Jax, St. Paul Public Schools Urban Teacher Residency (shannon.jax@spps.org)
Channing Jones, Minneapolis Public Schools (channing.jones@mpls.k12.mn.us)
Cha Yang, St. Paul Public Schools Urban Teacher Residency (cha.yang@spps.org)


Area Focus: Developing and Supporting Leaders
Topics: Teacher Leadership, Title I / Economically Disadvantaged Population
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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2403 | Building Leadership That Promotes Excellence and Equity

Identify key leadership principles that promote excellence and equity for every student. Examine a tool to reflect on your practice and identify actions and commitments. Create an action plan for how this learning could be implemented in your setting.

Cori Groth, University of Utah (cori.groth@utah.edu)
Tiffany Hall, Salt Lake City School District (Tiffany.Hall@slcschools.org)

Area Focus: Developing and Supporting Leaders
Topic: Leadership Development
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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2404 | The 5-Star Meeting: Improving Your Team’s Impact & Effectiveness

Experience how educators in one school district use a team meeting protocol to communicate effectively and remain focused on their goals for school improvement, ensuring that initiatives are on track by collaborating on high-yield strategy. Observe a live instructional leadership team meeting, hear from the leaders using the protocol, and examine your approach to team meetings.

Pete Leida, Colonial School District (peter.leida@colonial.k12.de.us)
Sherrie Clark, Colonial School District (sherrie.clark@colonial.k12.de.us)
James Comegys, Colonial School District (james.comegys@colonial.k12.de.us)
Nneka Jones, Colonial School District (nneka.jones@colonial.k12.de.us)


Area Focus: Developing and Supporting Leaders
Topics: Distributed/Shared Leadership, School Improvement/Reform
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2405 | A Systems Approach to Prioritizing Feedback to Teachers

Explore how to build a formative observation protocol around your organization’s initiatives. Examine ways to streamline feedback processes for maximum effectiveness and work with teachers of varying skill and will levels. Leave with strategies to build systemwide expectations for feedback that are focused on a growth mindset for everyone.

Kate Maxlow, Hampton City Schools (kmaxlow@hampton.k12.va.us)
Raymond Haynes, Hampton City Schools (rhaynes@hampton.k12.va.us)

Area Focus: Developing and Supporting Leaders
Topics: Feedback and Observations, 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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2406 | Impact: State/District Equity Focused Leadership Academies

Engage in rich conversations about how one state’s implementation of urban district and state-level equity focused leadership academies resulted in improved leadership practices. Examine the learning designs, implementation processes, and evidence of impact on leadership and teaching practices of two co-designed leadership academy models that built capacity for enacting effective equity-focused leadership practices in turnaround and urban schools. Explore the tools, frameworks, strategies, feedback loops, and leadership principles that guided leaders' learning, ownership, implementation, and impact.

Janice Bradley, University of Utah (janice.bradley@utah.edu)


Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2407 | Growing Teacher Leader Capacity Through a District Coaching Program

Explore a district's comprehensive job-embedded coaching framework and how teacher leader professional learning builds knowledge, skills, and dispositions to work with teachers and teams at their schools. Learn about the framework that grounds the comprehensive coaching program and how professional learning for teacher leaders is customized to meet the needs of a diverse school district.

Nadira Singh, Gwinnett County Public Schools (nadira_singh@gwinnett.k12.ga.us)


Area Focus: Developing and Supporting Leaders
Topics: Coaching Practices/Programs, Teacher Leadership, Urban Issues and Settings
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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2408 | Supporting Teachers Through Feedback to Empower Student Ownership

Identify the tools, skills, and dispositions needed to move from student-centered to student-owned learning. Learn to support teachers in this shift by refining how you observe instruction and provide feedback. Focus your interactions with learners within a five-step process to drive ownership.

Amy Tepper, ReVISION Learning (atepper@revisionlearning.com)
Patrick Flynn, ReVISION Learning (pflynn@revisionlearning.com)

Area Focus: Developing and Supporting Leaders
Topics: Feedback and Observations, Improving Instruction
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2409 | Leading to Bridge the Multigenerational Gap

Learn how one district’s professional learning for administrators and mentors builds collaboration and respect among colleagues from various generational groups. Identify generational biases and recognize how different work and communication styles affect the school or department environment and culture. Examine real-world scenarios and explore how leaders can effectively bridge the multigenerational gap, resulting in a stronger sense of community.

Caroline Satoda, San Francisco Unified School District (satodac@sfusd.edu)
Lori Murakami, San Francisco Unified School District (murakamil@sfusd.edu)
Diane Thompson, San Francisco Unified School District (thompsond1@sfusd.edu)


Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Leadership Development
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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2410 | Cultivating a Collaborative Culture of Collective Efficacy to Positively Impact Student Learning

Delve into the dimensions of collective teacher efficacy and its critical impact on student achievement and school improvement. Analyze expressions of professional behavior in schools and develop principal supports for high-impact professional learning. Apply learning leadership tools and protocols to identify specific school-level supports to foster and promote collective teacher efficacy in schools.

Chuck Wagner, Gloucester County Public Schools (chuck.wagner@gc.k12.va.us)


Area Focus: Developing and Supporting Leaders
Topics: Improving Instruction, 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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2411 | When Resistance Is in the Room

Leaders striving to develop culture, relationships, and program changes face resistance. Explore the nonverbal and verbal patterns you might consider using to open a meeting or professional learning when you know resistance is in the way. Create and practice an opening to a professional learning experience or meeting where you know resistance will be present.

Kendall Zoller, Sierra Training Associates (kvzollerci@gmail.com)


Area Focus: Developing and Supporting Leaders
Topics: Facilitation, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2412 | Reimagining Teacher Learning: Evaluation and Culturally Responsive Teaching

Explore one district’s efforts to transform its classrooms into more culturally responsive environments to ensure its teachers meet the needs of all students, particularly those in the achievement gap. Learn how to use an evaluation tool to grow and support teachers in their implementation of culturally responsive teaching and how can leaders use the data to drive future learning in their school. Study the research behind culturally responsive teaching and how it can inform work across all facets of a district.

Adrian Singletary, Park Hill School District (singletary@parkhill.k12.mo.us)
Jasmine Briedwell, Park Hill School District (briedwellj@parkhill.k12.mo.us)
Kirsten Clemons, Park Hill School District (clemonsc@parkhill.k12.mo.us)
Jaime Dial, Park Hill School District (dialj@parkhill.k12.mo.us)
Bill Redinger, Park Hill School District (redingerb@parkhill.k12.mo.us)
Corey Willich, Park Hill School District (willichc@parkhill.k12.mo.us)


Area Focus: Equity
Topics: Culturally Responsive Pedagogy, Educator Effectiveness
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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2413 | Does ALL Really Mean ALL?

Identify the extraordinary constituent groups in your school and collectively work through a process of how we can better recognize, understand, and serve these students. Explore the obstacles they may face and consider possible responses. Gain insights and avenues for increasing success for all students.

Julie Sperry, St. Louis Regional Professional Development Center (jsperry@edplus.org)
Jennee Gregory, University of Northwest Missouri (jbarnes@nwmissouri.edu)
Gena McCluskey, University of Missouri- Columbia (mccluskeyg@missouri.edu)


Area Focus: Equity
Topics: Culturally Responsive Pedagogy, Equitable Access and Outcomes
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 | Shared Responsibility: A Schoolwide Approach for Supporting ELLs

By starting with an equity-based mindset from leadership through all levels, all educators can bring in a “language lens” for multilingual populations in any classroom. Discover how proactive, embedded professional learning can transform the whole school to respond to increasing cultural and linguistic diversity. Explore hands-on tools for developing or refining your priority practices for pedagogy and professional learning to support your school cohesively and proactively.

Sarah Ottow, Confianza (sarah@ELLconfianza.com)
Marisa Manella Nathan, Confianza (marisa@ELLconfianza.com)

Area Focus: Equity
Topics: English Learners / Linguistic Diversity, 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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2415 | The Rhythm of Thinking: Promoting Equity and Access

Engage in dialogue around educational equity while deeply examining beliefs and practices that impact instructional practice. Participate in an interactive approach that blends visual tools and culturally responsive instructional strategies to accelerate student learning. Feel empowered by learning and using new strategies that connect to youth culture and incorporate rhythm to engage and deepen learning.

Kati Pearson, Lake County Schools (pearsonk@lake.k12.fl.us)


Area Focus: Equity
Topics: Culturally Responsive Pedagogy, Equitable Access and Outcomes
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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2416 | Instructional Routines: Professional Learning that Supports Equitable Practices in Mathematics

Learn about an innovative professional learning model in which teacher and student learning are developed within the actual work of teaching. Understand equitable practices and how they can be developed through instructional routines in this classroom-embedded professional learning model. Participants in this session will have a chance to unpack and practice instructional routines and identify ways they can be leveraged to support change in teachers’ beliefs, knowledge, and practice. Participants will have time to plan for integrating routines into professional learning in their schools.

 

Jennie Beltramini, Student Achievement Partners (jbeltramini@studentsachieve.net)
Jody Guarino, Orange County Department of Education (jguarino@ocde.us)

Area Focus: Instructional Materials and Curriculum
Topics: Equitable Access and Outcomes, Improving Instruction, Mathematics, 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, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2417 | Systems at Work in Mathematics

Hear about one school district’s shift from a focus on formative assessment lessons to embedding powerful mathematics practices into everyday instruction. Learn how to organize and create a coherent message that blends district initiatives with the practices used in math instruction. Interact with models for instructional frameworks, professional learning, and sustaining the shifts needed to improve student outcomes within math classrooms.

Sara Downs, Jefferson County Public Schools (sara.downs@jefferson.kyschools.us)
Andrea Higdon, Jefferson County Public Schools (andrea.higdon@jefferson.kyschools.us)
Stacy Justus, Jefferson County Public Schools (stacy.justus@jefferson.kyschools.us)
Casey Watson, Jefferson County Public Schools (casey.watson@jefferson.kyschools.us)


Area Focus: Instructional Materials and Curriculum
Topics: Improving Instruction, Mathematics
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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2418 | No More Either/Or: Harmonizing Creativity AND Assessment

Learn how assessment and creativity live hand-in-hand in everyday classrooms. Explore the four stages of the creative process and the assessment processes essential for creativity to flourish. Learn how to successfully unlock creativity in every classroom and empower all learners to navigate their own creative learning stories.

Katie White, North East School Division (k.white@sasktel.net)


Area Focus: Instructional Materials and Curriculum
Topics: Deeper Learning, 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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2419 | Supercharge Lessons and Teaching With Drama

Explore dramatic methods that can be incorporated into all content in grades 3-12. Learn how these methods can facilitate student learning for critical content that students, particularly underachieving students, would otherwise not master or be interested in. Practice creating a drama-based lesson and learn how to create workshops for your staff.

Stanley Pogrow, San Francisco State University (stanpogrow@att.net)


Area Focus: Instructional Materials and Curriculum
Topics: Deeper Learning, Improving Instruction
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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2420 | Collaborating With Difficult People: Outward Mindset At Work

Build more productive collaborative relationships with the teams that contribute to great teaching and learning: educators, students, parents, and community members. Practice proven strategies for improved communication and engagement, and brainstorm together how to overcome specific situations at work, grounded in a culture that values the worth of each person. Learn the secret to transforming the most challenging person in any group.

Blake West, National Education Association (bwest@nea.org)


Area Focus: Leading Learning Systems
Topics: Culture and Climate, Facilitation
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2421 | Five Drivers of Change in Professional Learning Organizations

Explore five drivers of change that will impact learning over the next decade. Consider a new landscape of choices for transforming teaching and learning through a highly effective professional learning framework. Shape a future of learning in which all students can thrive.

Jill Gildea, Park City School District (drjillgildea@gmail.com)
Elizabeth (Liz) Freeman, Community School District 300 (Drlizfreeman@gmail.com)

Area Focus: Leading Learning Systems
Topics: Change Management, 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), School-based Professional Development Leaders/Instructional Coaches

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2422 | Meeting the Professional Learning Standards through Microcredentials

Assess your current professional learning against Learning Forward’s Standards for Professional Learning and learn about a statewide pilot of microcredentials as personalized professional learning. Explore a process of evaluating professional learning connected to Response to Intervention (RTI), leading to the development of customized RTI microcredentials. Develop next steps for your professional learning system.

 

Machel Mills, BloomBoard ( Machel.Mills@Gmail.com)


Area Focus: Leading Learning Systems
Topics: Micro-Credentials / Badging, SEA: State and Provincial Education Agencies
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 | Strategic Onboarding of Teachers Into Next Generation Models

Understand the unique challenges in onboarding teachers into next generation models. Learn how school districts and charter management organizations are onboarding teachers into their innovative personalized and blended learning models. Reflect on their models and develop your own school’s onboarding road map.

Jin-Soo Huh, Distinctive Schools (jhuh@distinctiveschools.org)
Lisa Manross ()
Stephen Pham, The Learning Accelerator (stephen.pham@learningaccelerator.org)


Area Focus: Leading Learning Systems
Topics: Induction and Mentoring, 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), Principals, Assistant Principals

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2424 | Raising the Bar Together! A Collaborative Approach for Becoming a Citywide High-Quality Early Learning System

Identify key components of a high-quality pre-K-3 learning system. Examine critical competencies for early learning leaders, and analyze a process to establish a strategic vision for pre-K-3 alignment across systems. Create an action plan for applying this learning in your setting.

Sarah Baray, Pre-K 4 SA (sarah.baray@sanantonio.gov)
Julia Schneider, Northeast Independent School District (jschne@neisd.net)
Kristin Willmann, Edgewood Independent School District (Kristin.willmann@eisd.net )


Area Focus: Leading Learning Systems
Topics: Comprehensive System Improvement/Reform, Early Childhood, SEA: State and Provincial Education Agencies
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2425 | Pivotal Practices of Instructional Leadership: How Principal Supervisors Serve as the Catalyst of Change in Breaking Down Silos and Aligning School Supports

Learn how a large diverse urban school district mobilized district resources and reorganized for collaborative work to build pivotal principal instructional leadership capacity. Develop an understanding of how to recognize and eliminate random acts of principal support. Learn how to break down organizational silos and foster collaboration.

Karen DeSouza Gallman, Metro Nashville Public Schools (karen.desouzagallman@mnps.org)
Carl Carter, Metro Nashville Public Schools (carl.carter@mnps.org)
Larry Miles, Metro Nashville Public Schools (larry.miles@mnps.org)
Michelle Springer, Metro Nashville Public Schools (barbara.maultsby-springer@mnps.org)


Area Focus: Leading Learning Systems
Topics: Continuous improvement Cycles, Instructional Leadership and Supervision, 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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2426 | A Great Teacher for Every Classroom

Learn about one school district’s efforts to design a professional growth system to improve the quality of teaching at all levels. Examine the systematic, job-embedded support provided to all participating teachers. Leave with plans to develop any or all components of the system to increase teacher efficacy at your district.

Mariana Robles, Riverside Unified School District (mrobles@rusdlearns.net)
Jamie Aballi, Riverside Unified School District (jaballi@rusd.k12.ca.us)
William Kaufhold, Riverside Unified School District (wkaufhold@rusd.k12.ca.us)
Tonja Underwood, Riverside Unified School District (trichardson@rusd.k12.ca.us)


Area Focus: Leading Learning Systems
Topics: Improving Instruction, 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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2427 | Stop Putting Out Fires and Lead!

Learn the difference between a culture of crisis and a culture of learning. Analyze your actions in a typical school day to create structures that develop a culture of learning. Leave with a plan of proactive strategies to use in your school.

Elizabeth Scott, Doane University (bess.sullivan.scott@gmail.com)


Area Focus: Leading Learning Systems
Topics: Culture and Climate, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2428 | The Instructional Leadership Corps: Teachers Building Peer Capacity

Learn how a model in which expert teachers organize local professional development has resulted in changes in instructional practice and student learning. Identify the potential benefits and challenges in such a model. Understand how the model supports structures that foster instructional change and strategic relationships that support deeper, more widespread professional learning.

Melissa Gilbert, Stanford Center for Opportunity Policy in Education (mgilbert@stanford.edu)
Dion Burns, Learning Policy Institute (dpburns@learningpolicyinstitute.org)
Marlene Fong, California Teachers Association (mfong@cta.org)
Ma Bernadette Salgarino, Santa Clara County Office of Education (bernadette_salgarino@sccoe.org)
Linda Tolladay, Madera Unified School District (lindatolladay@maderausd.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Implementation, Models of Professional Learning
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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2429 | The Expert Next Door: Peer Observations and Feedback

Discover the benefits of working with a colleague to observe each other’s lessons and provide feedback. Study the steps for successfully launching and implementing this effective peer partnership practice and plan for how to overcome typical challenges. Learn how to use tools for planning, observing, analyzing, and providing feedback with your colleagues.

Kathleen Sheehy, LearningAI (sheehykathleenmarie@gmail.com)
Leslie Ceballos, Allen ISD (leslie.hirsh@gmail.com)

Area Focus: Learning Communities and Continuous Improvement
Topics: Feedback and Observations, Teacher Leadership
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2430 | What Comes First, the Team or the Work?

Explore the ingredients for building high-functioning teams. Analyze breakdowns in team dynamics, relationships, and productivity, and identify strategies that will meet the needs of specific teams and team members. Plan for future team meetings using strategies and collaborative processes.

Ashley Helms, Plano ISD (ashley.helms@pisd.edu)
Beth Brockman, Plano ISD (beth.brockman@pisd.edu)

Area Focus: Learning Communities and Continuous Improvement
Topics: Adult Development and Learning, Facilitation
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2431 | Teamwork Makes the Dream Work: CoPs in Action

Learn how district and school leaders and instructional coaches work side by side to ensure continuous improvement of teacher effectiveness in a community of practice. Examine tools, protocols, and resources used to collect data, analyze patterns, and identify actionable next steps for improving instructional implementation and monitoring teacher growth. Brainstorm ways to transfer this knowledge into action.

Gyimah Whitaker, Fulton County Schools (whitakerg1@fultonschools.org)
Tracey Clark, Fulton County Schools (clarktd@fultonschools.org)
Kine Geathers, Fulton County Schools (geathers@fultonschools.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Improving Instruction, Literacy
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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2432 | Behavior Solutions: Connecting PLCs, RTI, and Essential Behavior Standards

Delve into the actions necessary to build effective professional learning communities (PLC) as a vehicle for improving academic and social behavior outcomes for all students. Learn how to use Response to Intervention (RTI) to ensure every student’s success. Apply essential academic and social behavior standards, processes, tools, and resources to help your school function as a PLC for each tier of needed supports.

Jessica Hannigan, California State University (jhannigan@csufresno.edu)
John Hannigan, Fresno County Superintendent of Schools (jhannigan@fcoe.org )

Area Focus: Learning Communities and Continuous Improvement
Topics: Data-Driven Decision Making, 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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2433 | Mentoring Pre-K-8 Principals: Pillars for Success

Learn skills and strategies that address the specific needs of pre-K-8 school principals. Probe the essential pillars of effective principal practice and assess your current leadership level. Explore lessons learned from pre-K-8 principals.

Gracie Branch, NAESP (gbranch@naesp.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Distributed/Shared Leadership, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals

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2434 | Reflection: The Driver for Boosting Emotional Intelligence

Examine the connections between emotional intelligence and the effectiveness of teachers and leaders. Learn how coaches, teachers, and school leaders in one school district are leveraging reflection practices to boost emotional intelligence. Explore and apply video learning strategies as a tool to deepen reflection and amplify educator learning for the benefit of the learners you serve.

Delrose Adkinson, Newport News Public Schools (delrose.adkinson@nn.k12.va.us)
Billie Hart, Newport News Public Schools (Billie.Hart@nn.k12.va.us )
Gaynell Lyman, Advanced Learning Partnerships (gjlyman@gmail.com)


Area Focus: Learning Designs and Implementation
Topics: Educator Effectiveness, 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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2435 | Creativity Mindset of the Educational Designer

Explore how to increase student creativity by weaving it into your existing fabric of research-based best practices. Learn how research-based creativity classroom practices benefit learners of all ages and backgrounds to increase student’s self-efficacy, mindset, and achievement. Design instruction that promotes creativity in the classroom and professional learning that helps teachers increase creative practices.

Lisa Merideth, Maryville University (lmerideth@maryville.edu)
Michelle Hunter, Maryville University (mhunter1@maryville.edu)
Ramiliya Sporny, Maryville University (rsporny1@live.maryville.edu)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, 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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2436 | Transformational Change Through Personalized Professional Learning

Learn how personalized professional learning supports developing learning cycle pathways that allow for innovation, analysis using multiple data metrics, and revision with purposeful feedback to enhance student learning and empower educators to take risks in a well-planned system for growth. Leave with tools to make content for adult learners more relevant, authentic, and driven by individuality and voice.

Januario Gutierrez, Chicago Public Schools (jgutierrez1@cps.edu)


Area Focus: Learning Designs and Implementation
Topics: Models of Professional Learning, Personalized Learning (Educators and Students), 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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2437 | Designing for Success: Creating and Sustaining Equitable STEM Project-Based Learning

Learn how middle school science teachers engaged in a two-year process to co-design a STEM project-based learning curriculum that ensures every student has access and opportunity to STEM careers. Study the design process and determine what constitutes high-quality STEM project-based learning. Leave this session with clarity on how you can impact your system by creating and sustaining systemwide, equitable STEM teaching and learning.

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


Area Focus: Learning Designs and Implementation
Topics: Equitable Access and Outcomes, 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), Principals, Assistant Principals

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2438 | Developing Assessment Capable Learners and the Journey to Becoming a National Blue Ribbon School

Follow a National Blue Ribbon School’s efforts to build assessment capable learners. Learn how to implement assessment capable learning strategies to increase teacher and student efficacy and achievement and create a school culture that promotes feedback, learning, and collaboration. Understand how developing assessment capable learners supports an effective model of Multi-Tiered System of Support.

Carrie Schwierjohn, Meramec Valley R-III School District (cschwierjohn@mvr3.k12.mo.us)
David Quanz, Meramec Valley R-III School District (dquanz@mvr3.k12.mo.us)

Area Focus: Learning Designs and Implementation
Topics: Improving Instruction, 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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2439 | Redefining Site-Based Coaching Networks

Learn how one school redefined coaching support to improve instruction and create engaging learning opportunities for all students. Examine how the leadership team carefully crafted interdisciplinary coaching roles to strategically assign initiatives and duties to facilitate this model of layered coaching support. Create your own action plan to provide opportunities for teacher and student success through your coaching program.

Shannon Bogle, Hillsborough County Public Schools (shannon.bogle@sdhc.k12.fl.us)
Danielle Buchert, Hillsborough County Public Schools (danielle.buchert@sdhc.k12.fl.us)
Jake Russell, Hillsborough County Public Schools (jake.russell@sdhc.k12.fl.us)


Area Focus: Leveraging Coaches and Mentors
Topic: Implementation
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 | A Cradle to Career Certified Coaching Model

Learn how investing in coaching capacity results in improved teacher practice, program quality, and student outcomes. Explore a coaching model that is rooted in a partnership approach and promotes culturally responsive practices, facilitates data-driven decision-making, nurtures ongoing critical reflection, and models a parallel process for providing effective feedback. Examine artifacts from a competency-based certification program and learn how states are using this as a strategy to address issues of equity.

Valerie Ibarra, VIM Leadership Coaching (vimleadershipcoaching@gmail.com)
Jamey Burns, Learning Forward Independent Consultant (jameyburns@hotmail.com)

Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Comprehensive System 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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2441 | Staying on the Same Page: New Teacher Supports

Explore strategies for aligning structures designed to support new teachers. Learn about current practices for programs, including new hire orientation, teacher induction, job-embedded mentoring, and professional development specifically designed for novice teachers. Leave with a plan to implement systems for new teacher support in your school or district.

Meredith Mehra, School District of Philadelphia (mmehra@philasd.org)
Cristina Hart, School District of Philadelphia (cehart@philasd.org)
Marjani Merritt, School District of Philadelphia (mmerritt@philasd.org)
Yolanda Philmore, School District of Philadelphia (yphilmore@philasd.org)
Daria Silvestro, The School District of Philadelphia (dsilvestro@philasd.org)
Kathryn Walsh, School District of Philadelphia (kbooth@philasd.org)


Area Focus: Leveraging Coaches and Mentors
Topic: Coaching Practices/Programs
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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2442 | Leveraging the Power of Coaching

Explore how one school district transformed its culture through coaching and collective efficacy. Hear from principals and instructional coach supervisors to learn what the research says about instructional coaching, specific strategies to increase success, and lessons learned along the way. Leave with an action plan for implementation of a successful campus or districtwide coaching model.

Mary Seltzer, Northwest ISD (mseltzer@nisdtx.org)
Cara Carter, Northwest ISD (ccarter@nisdtx.org)
Sandy Conklin, Northwest ISD (sconklin01@nisdtx.org)
Shaunda Garrison, Northwest ISD (sgarrison@nisdtx.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Improving Instruction
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2443 | Social and Emotional Literacy: Learning Is a Connection Project

Gain a deeper understanding of social and emotional literacy and why it is critical to connect students to each other and to academic content. Identify the three core competencies of enriched literacy and how they can shape teaching and learning. Experience and take away research-based strategies that will help you create a community of learners in your school.

Debbi Arseneaux, The Learning Alliance (darseneaux@thelearningalliance.org)
Leslie Connelly, The Learning Alliance (lconnelly@thelearningalliance.org)
Fran McDonough, The Learning Alliance (fmcdonough@thelearningalliance.org)
Liz Remington, The Learning Alliance (lwoody@thelearningalliance.org)


Area Focus: Social & Emotional Learning and Health
Topics: Culture and Climate, Literacy
Session Length: 2-hours
Audiences: Classified/Support Staff, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2444 | Creating Trauma-Sensitive Schools

Gain insight into the prevalence of trauma in schools today and recognize its impact on learning and behavior. Identify assessments and data already in use in your school that can assist and track the implementation of trauma-informed practices. Leave with specific strategies for creating trauma-informed classrooms and schools.

Melissa Sadin, Unity Charter School (melissa.sadin@gmail.com)


Area Focus: Social & Emotional Learning and Health
Topics: Social Emotional Learning/Health (SEL/SEH), Title I / Economically Disadvantaged Population
Session Length: 2-hours
Audiences: Classified/Support Staff, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2445 | Leveraging Schoolwide SEL to Create Supportive and Equitable Learning Environments

Apply research-based strategies for implementing systemic, schoolwide social and emotional learning to promote educational equity. Coordinate and build on evidence-based practices and programs by understanding and initiating a process for schoolwide implementation. Identify and examine indicators of high-quality implementation as well as strategies for addressing challenges.

Justina Schlund, Collaborative for Academic, Social and Emotional Learning (jschlund@casel.org)
Claire Schu, Collaborative for Academic, Social and Emotional Learning (cschu@casel.org)

Area Focus: Social & Emotional Learning and Health
Topics: Comprehensive System Improvement/Reform, Culture and Climate
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2446 | Student-Centered District Improvement in Jackson Public Schools

Hear how a large urban district conducted a nine-month study to inform comprehensive district reform. Learn the steps they took to gather stakeholder feedback, assess needs, and analyze data spanning finances, staffing, and student performance to understand their challenges and set goals for improvement. Reflect on how to assess needs and take action toward improving teaching and learning at scale in your district.

Errick Greene, Jackson Public Schools (ergreene@jackson.k12.ms.us)
Michael Moody, Insight Education Group (moody@insighteducationgroup.com)

Area Focus: Using Data and Measuring Impact
Topics: Comprehensive System Improvement/Reform, Data-Driven Decision Making
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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2447 | Assessing Impact Through a Comprehensive English as a Second Language (ESL) Program Review (CANCELLED)

Learn how one school district implemented a comprehensive English as a Second Language program review to assess impact and make data-based decisions on future directions. Examine multiple data collection methods. Create an action plan for implementing a program review.

Clara Howitt, Greater Essex County District School Board (clara.howitt@publicboard.ca)
Janis Foy, Greater Essex County District School Board (jan.foy@publicboard.ca)

Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, English Learners / Linguistic Diversity, International Perspectives
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2448 | Investing in Equity: Critical Practices for Increasing Educator Diversity

Creating the right internal infrastructure is necessary for states and districts working to achieve equitable outcomes for all students. Without the right staffing, stakeholder engagement, and data framework, even the best strategies around equity are not sustainable. This is particularly true for increasing the racial diversity of the teacher workforce, one of the most important and beneficial strategies for all students. Learn about an ambitious effort to provide equitable outcomes for all students in one of the largest and most diverse districts in the country and walk away with the right framework and best practices for increasing the racial diversity of the teacher workforce. Obtain model strategies that can inform state and school district policies and practices to achieve greater racial diversity in the teacher workforce.

Saroja Warner, WestEd (swarner2@wested.org)
Eric Duncan, WestEd (eduncan@wested.org)
John Marshall, Jefferson County Public Schools (KY) (john.marshall@jefferson.kyschools.us)


Area Focus: Using Data and Measuring Impact
Topics: Cultural/Gender/Racial Equity, Data-Driven Decision Making, Teacher Pathways/Pipelines, 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, Teacher Leaders/Mentors/Team Leaders

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2449 | Leading for Equity and Effective Governance

Fordham University's Graduate School of Education is creating an Institute for Equity and Effective Governance. Learn about the institute, why mindset matters, and what superintendents, school boards, and union leaders can do collectively to improve system-wide mindsets, collaboration, and performance.

Shawn Joseph, Fordham University (shawn@josephandassociatesllc.com)
Sharon Gentry, Metro Nashville Public Schools (sharondixongentry@outlook.com)
Mike Merchant (mmerchant@arbinger.com)


Area Focus: Equity
Topics: Educator Effectiveness, Equitable Access and Outcomes
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2:30pm–3:30pm
Keynote Q&A 2, QA02

QA02 | Tuesday Keynote Q&A with EdTalk Panelists

Keynote panelists will answer your questions in this special session after the keynote address on Tuesday.

Frederick Brown, Learning Forward (frederick.brown@learningforward.org)
Michael J. Petrilli, Thomas B. Fordham Institute (fordhaminstitute.org)

Area Focus: Equity
Topics: Advocacy Efforts, College- and Career-Readiness/Student Performance Standards, Cultural/Gender/Racial Equity, Culture and Climate, Improving Instruction, Policy Development
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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3:45pm–4:45pm
TL25

TL25 | Looking Back, Forging Ahead: A Conversation With Dennis Sparks

Learning Forward has long led the charge to define effective professional learning and to connect and support those responsible for leading learning in districts and schools. In celebration of its 50th anniversary, join the organization’s first executive director Dennis Sparks, who led then-NSDC until 2007. Pull up a chair for a conversation about key moments in the field’s history and the role NSDC-Learning Forward played. Share ideas about what may come next and hear Sparks’s insights from a career’s worth of experiences in educational leadership and professional learning.

Dennis Sparks, Learning Forward (thinkingpartner@gmail.com)


Area Focus: International Perspectives and Emerging Issues
Topics: Career Pathways, Comprehensive System Improvement/Reform, Culture and Climate, Educator Effectiveness, Implementation, Leadership Development
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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5:00pm–6:00pm
Learning Forward Business Meeting




Wednesday, December 11, 2019

7:00am–1:30pm
Registration & Conference Information


7:30am–8:30am
Fast Forward Sessions, FFXX

FF01 | 90 Second Solutions

Examine the process and success behind a time-sensitive model of professional learning and how to eliminate the variable of time. Learn how teacher leaders can contribute successful instructional strategies that build teacher capacity and impact classroom instruction within and outside of their school. Leave with resources to develop a plan for your school or district.

Brittany Saunders, Rowan-Salisbury Schools (brittany.saunders@rss.k12.nc.us)
Crystal Merck, Rowan-Salisbury Schools (crystal.merck@rss.k12.nc.us)
Angela Waldo, Rowan-Salisbury Schools (angela.waldo@rss.k12.nc.us)


Area Focus: Learning Designs and Implementation
Topics: Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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FF02 | Analyzing Textual Data for Understanding Teacher Professional Growth (CANCELLED)

Hear an overview of text-mining techniques and results of an analysis of journal artifacts to understand teacher professional development. Gain an understanding of the importance of evaluating nonstructured data using text-mining techniques. Identify the general workflow of text-mining analysis for journals from professional learning sessions and teacher professional growth patterns through tables and graphs.

Javier Leung, Network for Educator Effectiveness (leungj@missouri.edu)


Area Focus: Using Data and Measuring Impact
Topics: Continuous improvement Cycles, Evaluation and Impact
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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FF03 | Disrupt the Cycle of Ineffective Equity Work

Discover the traps school districts consistently repeat in their efforts to achieve greater equity in their schools. Learn about the cycle of inequity and the steps needed to break the cycle. Gain a clearer picture of those elements getting in the way of equity.

Floyd Cobb, Core Collaborative (fcobb2@yahoo.com)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, School Improvement/Reform
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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FF04 | 6½ Years of Bergen County Curriculum Consortium

Learn how 70-plus school districts come together in an organized consortium focused on school improvement and best practices in curriculum and instruction. Explore how the lessons learned can be applied to your own district to leverage resources and best practices. Hear about innovative professional learning for school leaders on a variety of topics relatable to every kind of demographic.

Cathy Danahy, Bergen County Curriculum Consortium (cdanahy@allendalek8.com)
Nicole De Bonis, Bergen County Curriculum Consortium (debonisnic@hhschools.org)
Allison Evans, Bergen County Curriculum Consortium (aevans@carlstadtps.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Adult Development and Learning, Learning Networks
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
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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FF05 | On-Demand Video Support for New Teachers

Explore what you can do to support and retain your newest teachers while they are in the midst of trying to survive their first year. Examine a video library that offers targeted weekly support around the needs of the beginning teacher created by one district's classroom teachers and staff. Walk away with a video timeline, resources that drove the timeline, and access to the district's video library.

Jennifer Morris, Mesquite ISD (jmorris@mesquiteisd.org)
Debi Tanton, Mesquite ISD (dtanton@mesquiteisd.org)

Area Focus: Leveraging Coaches and Mentors
Topic: Induction and Mentoring
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
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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FF06 | Social Media in 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)


Area Focus: Learning Communities and Continuous Improvement
Topic: Learning Networks
Session Length: Fast Forward Presentation — 6 minutes 40 seconds
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Technical Assistance Providers

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7:30am–8:30am
Learning Forward Showcase, LFXX

LF01 | Finding Answers to Problems of Practice

The Learning Forward Foundation offers scholarship opportunities for individuals and teams interested in attending the Learning Forward Academy to receive coaching and support in solving your problem of practice. Explore how to submit an application for a scholarship. Learn about the Academy experience from previous scholarship winners and hear how they have made changes in their own systems to enhance learning for teachers and students.

Jody Wood, Learning Forward Foundation (jwood23@slu.edu)


Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Implementation, School Improvement/Reform
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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LF02 | Learning Forward Consulting Services

See how Learning Forward partners with states, districts, and schools to provide comprehensive professional learning and ongoing support for educators at all levels. Explore the learning designs for our work with district leaders, principals, coaches, and school-based learning teams, and earn how our consulting services impact teaching and learning in schools. Get sample tools and protocols from our consulting work and speak to our consultants about how we can turn your school or district into a true learning system.

 

Tom Manning, Learning Forward (tom.manning@learningforward.org)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Comprehensive System Improvement/Reform, Continuous improvement Cycles
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, Superintendents, Assistant Superintendents

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LF03 | Learning Forward Networks for Continuous Learning and Improvement: Creating Scalable Solutions

Learning Forward’s networks are grounded in the Standards for Professional Learning. Learning teams design and implement professional learning interventions using continuous improvement concepts, and disciplined inquiry and problem solving that lead to improved practice. Learn about the cycles teams use to address their defined problems and conditions that contribute to successful teams. Receive a protocol used in the networks and speak to network members and consultants about how network membership might benefit your district or school.

Michelle Bowman, Learning Forward (michelle.bowman@learningforward.org)
Nick Morgan, Learning Forward (nick.morgan@learningforward.org)

Area Focus: Learning Communities and Continuous Improvement
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Evaluation and Impact, Implementation, Learning Networks, Models of Professional Learning, Urban Issues and Settings
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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7:30am–8:30am
Networking Meetup Sessions, NWXX

NW01 | Networking with Superintendents

Meet other superintendents to share conference highlights and reflect on something you've heard or learned that changed your thinking. Discuss common themes among speakers or talk about on idea you might like to try implementing in your district.
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 and improve professional learning systems. Join in a dialogue and share effective practices in this networking session.
Session Length: 1-hour
Audience: Principals, Assistant Principals

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NW03 | Networking for District and Central Office Professional Learning Leaders

Connect with other central office personnel to share effective strategies for supporting improvement, ESSA, implementation, coaching/supervising principals, and other district-led activities. Consider the role of central office in supporting and evaluating the impact of professional learning and instructional coaching.
Session Length: 1-hour
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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NW04 | Networking for Coaches and Teacher Leaders

Meet with other coaches and 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.
Session Length: 1-hour
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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NW05 | Networking for Urban District Leaders

Join a discussion about the major issues facing urban 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 leads to student success.
Topic: Urban Issues and Settings
Session Length: 1-hour

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NW06 | 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 college- and career-ready standards, and new assessments.
Session Length: 1-hour
Audiences: Policy Makers and Community Stakeholders, Technical Assistance Providers

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7:30am–8:15am
Round Tables, RTXX

RT01 | Leading and Learning with Character: Developing Educational Leaders

Learn about the work being done in one state to support school district leaders in evidencing leadership and school board standards. Engage in activities that will expand your understanding of the importance of facilitated conversation around ethical decision-making. Consider how to replicate this work in your setting, with a focus on rural schools.

Denise Schares, University of Northern Iowa (denise.schares@uni.edu)


Area Focus: Developing and Supporting Leaders
Topics: Leadership Development, Rural Issues and Settings
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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RT02 | Personalizing Professional Learning for Adults (FULL)

Examine three dimensions of personalized learning, applying to both students and teachers. Gain an understanding of the nuanced relationship between individualization and personalization. Identify action steps for enacting personalized professional learning in your school.

Paul France, Corwin Press (paul.emerich.france@gmail.com)


Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Personalized Learning (Educators and Students)
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT03 | Engaging Low-Income Gifted Students With STEAM

Learn how to use arts integration for middle school math and science as a way to differentiate instruction and keep students engaged. Identify common struggles for low-income gifted students, such as perfectionism and an inability to connect what they are learning to career pathways, and share ideas on how to address these hurdles in the classroom and through collaborative partnerships. Leave with ideas to improve learning opportunities for low-income gifted students.

Ashley Ryan Nuckolls, Dramatic Results (ashley@dramaticresults.org)
Tori-Ann Hampton, Dramatic Results (tori@dramaticresults.org)

Area Focus: Equity
Topics: Models of Professional Learning, Title I / Economically Disadvantaged Population
Session Length: Roundtable — 45 minutes
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Teacher Leaders/Mentors/Team Leaders

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RT04 | Fostering Student Culture and Building Community Relations

Learn how an elementary school created a culture of unity and togetherness with a very diverse student population. Experience the system the school used to motivate and inspire students to learn and achieve while incorporating character education to support the academic and social needs of all students. Leave with ideas and strategies for you to incorporate similar programs in your school or classroom.

Allen Hicks, Stafford County Public Schools (hicksaj@staffordschools.net)
Nicole Ochs, Spotsylvania County Public Schools (nochs@spotsylvania.k12.va.us)

Area Focus: Equity
Topics: Community/Family Engagement, Culture and Climate
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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RT05 | Bias, Culture, and Equity: It's Not Just About Race (FULL)

Explore how culture, inequity, and unconscious bias inclusive of — but not limited to — race impact our decision-making processes, lead to inequitable practices, and unconsciously taint our school culture. Examine individual biases and gain tangible strategies to adjust them. Engage in activities that focus on identifying biases and brainstorming solutions that will improve school culture.

ClauDean Kizart, St. Louis Regional Professional Development Center at Education Plus (ckizart@edplus.org)


Area Focus: Equity
Topics: Culture and Climate, Educator Effectiveness
Session Length: Roundtable — 45 minutes
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT06 | Engaging Gifted African American Males in Culturally Responsive Math Tasks

Learn how to implement culturally responsive teaching methods in math for gifted African American students. Explore ways to classroom environments that engage diverse learners with culturally based student activities and math tasks. Examine strategies that will engage students in meaningful tasks while also addressing the standards of mathematical practices.

Lisa Hinton, Clayton County (zhinton@bellsouth.net)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally Responsive Pedagogy
Session Length: Roundtable — 45 minutes
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT07 | Strategic Planning That Advances Equity (FULL)

Examine how a coherent and viable standards-aligned curriculum advances equity. Learn how one school district set long-term goals with scaffolded yearly actions to build the collective efficacy of leadership and teacher teams that align professional learning community (PLC) work on curricula-based high-quality instruction for all students. Leave with a sample implementation plan focused on systematic and scaffolded learning to ensure delivery of a common curriculum.

Charles Sampson, Freehold Regional High School District (csampson@frhsd.com)
Nicole Hazel, Freehold Regional High School District (nhazel@frhsd.com)
Shanna Howell, Freehold Regional High School District (showell@frhsd.com)
Kristine Jenner, Freehold Regional High School District (kjenner@frhsd.com)
Renee Schneider, Freehold Regional High School District (rschneider@frhsd.com)
Maria Steffero, Freehold Regional High School District (msteffero@frhsd.com)


Area Focus: Equity
Topics: Equitable Access and Outcomes, Instructional Leadership and Supervision
Session Length: Roundtable — 45 minutes
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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RT08 | Changing Educational Ecosystems of Underestimated Populations

Learn about a program focused on massive change management in a short period of time and what it takes to ensure that all students are provided with a high-quality and cutting-edge technology-rich instructional ecosystem. Discuss the research, outcome, and methods of providing an instructional environment to our highest-need students that is on par with their more affluent counterparts.

Dan Foreman, Digital Promise (dforeman@digitalpromise.org)


Area Focus: Equity
Topics: Change Management, Equitable Access and Outcomes
Session Length: Roundtable — 45 minutes
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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RT09 | Demonstration Teachers: Building a Network for Peer Observation (FULL)

Learn about one district's demonstration teachers and classrooms. Examine the process created to identify these teachers and how they are accessed throughout the district. Leave with information on how you can implement these opportunities in your own district.

Lisa Friesen, North Kansas City Schools (lisa.friesen@nkcschools.org)
Kristin Bundy, North Kansas City Schools (Kristin.bundy@nkcschools.org)
Casi Hodge, North Kansas City Schools (casi.hodge@nkcschools.org)
Sarah Kemp, North Kansas City Schools (sarah.kemp@nkcschools.org)


Area Focus: Leading Learning Systems
Topics: Adult Development and Learning, Teacher Leadership
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT10 | Ensuring New Teachers Succeed: A Collaborative Partnership (FULL)

Examine characteristics of effective, research-based teacher induction programs. Explore the components of a partnership between a university and school district to launch an induction program. Evaluate the impact of the program, and discuss ways to establish or enhance new teacher induction programs in your district or state.

Beckie Stobaugh, Western Kentucky University (rebecca.stobaugh@wku.edu)
Pam Jukes, Western Kentucky University (pam.jukes@wku.edu)
Christina Noel, Western Kentucky University (Christina.noel@wku.edu)
Melissa Stephanski, Warren County Schools (melissa.stephanski@warren.kyschools.us)


Area Focus: Leading Learning Systems
Topics: Coaching Practices/Programs, Induction and Mentoring
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT11 | Administrative Action to Increase Teacher (and Student) Empowerment

Examine actions by district and building-level administrators that correlate with increased positive impact on teacher mindset, motivation, self-efficacy, and empowerment. Reflect on which actions might most benefit your own setting, and design an action research plan for testing one of these best practices. Report back to the group at a follow-up webinar one month later to share and learn from one another’s post-conference experiences.

Elizabeth LeBlanc, Institute for Teaching and Leading (elizabeth@i4tl.org)
Christopher Harrington, Institute for Teaching and Leading (chris@i4tl.org)
Christopher Harrington, Institute for Teaching and Leading (chris@i4tl.org)


Area Focus: Leading Learning Systems
Topics: Distributed/Shared Leadership, Leadership Development
Session Length: Roundtable — 45 minutes
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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RT12 | How Instructional Rounds Improved Our Professional Learning (FULL)

Explore how one small district used instructional rounds to collect data to assist with school improvement plans and create a systemic approach to meeting the professional learning needs of teachers and administrators using collaborative practices. Leave with an instructional rounds protocol and samples of how to use the data in school improvement plans and for systemic professional learning needs.

Doris Ellison, Castle Rock School District (dellison@crschools.org)
Darla Gilman, Castle Rock School District (dgilman@crschools.org)
Tiffaney Golden, Castle Rock School District (tgolden@crschools.org)
Veronica Heller, Castle Rock School District (vheller@crschools.org)
Carl Stello, Castle Rock School District (cstello@crschools.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Improving Instruction, Instructional Rounds / Walk-Throughs
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RT13 | Leveraging Professional Development to Maximize Transformational Learning (FULL)

Learn how an innovative professional learning design process fosters a systemic districtwide approach to transforming teaching and learning. Explore one district's commitment to differentiated professional learning and its transformational learning framework designed to build teacher and administrator capacity. Engage in the critical dispositions necessary to transform learning and select professional learning focus areas relevant to your school or district needs.

Nicole Devries, Virginia Beach City Public Schools (Nicole.DeVries@VBSchools.com)
Lesley Hughes, Virginia Beach City Public Schools (Lesley.Hughes@vbschools.com)
James Pohl, Virginia Beach City Public Schools (James.Pohl@vbschools.com)


Area Focus: Learning Designs and Implementation
Topics: Change Management, Personalized Learning (Educators and Students)
Session Length: Roundtable — 45 minutes
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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RT14 | Switching Gears! Designing a Digital Ecosystem with Microcredential Badges to Create Professional Learning (FULL)

Learn how one school district designed and implemented a digital ecosystem with microcredential badges to create professional learning. Analyze the benefits of constructive feedback and teacher reflection on the use of online professional learning. Explore how to diversify online professional learning to meet the skills and needs of all educators.

Dina Perez, Dallas ISD (diperez@dallasisd.org)
Jennifer Sallee, Dallas ISD (jesallee@dallasisd.org)

Area Focus: International Perspectives and Emerging Issues
Topics: Micro-Credentials / Badging, Technology for Professional Learning
Session Length: Roundtable — 45 minutes
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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RT15 | Montana's Hub: Online Teacher Professional Development (FULL)

Learn how one state engages teachers in meaningful asynchronous online professional development. Explore techniques for increasing engagement, promoting reflection, and assessing learning. Walk away with tools to guide course design, review, and management.

Colet Bartow, Montana Office of Public Instruction (cbartow@mt.gov)
Carli Cockrell, Montana Office of Public Instruction (Carli.Cockrell@mt.gov)
Christy Mock-Stutz, Montana Office of Public Instruction (CMock-Stutz@mt.gov)


Area Focus: Learning Designs and Implementation
Topics: Blended/Online Learning, Personalized Learning (Educators and Students), SEA: State and Provincial Education Agencies
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT16 | Formative Feedback Increases Efficacy, Effectiveness, and Student Learning (FULL)

Explore ways that coaches and mentors effectively support novice teachers to build educator efficacy and effectiveness and increase student learning. Experience how one school district’s induction program uses principles of practice to increase equity for learners and feedback that promotes teacher growth and development focused on student learning. Leave with key components of an induction program that strengthens reflective practices of new teachers to facilitate maximum teacher and student growth.

Linda Cowan, Northshore School District (lindacowan1@mac.com)


Area Focus: Leveraging Coaches and Mentors
Topics: Feedback and Observations, Induction and Mentoring
Session Length: Roundtable — 45 minutes
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT17 | Coaching the iCoaches: Developing the Effectiveness of Instructional Coaches to Increase Student Learning (FULL)

Explore ways to implement systems to create, develop, and sustain effective instructional coaches that narrow student achievement gaps. Identify successful coaching practices to help teacher leaders meet short- and long-term goals. Walk away with successful coaching practices and strategies to sustain professional learning and improve student achievement.

Delia Racines, Azusa Unified School District & The University of Southern California (DeliaVT00@aol.com)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Leadership Development
Session Length: Roundtable — 45 minutes
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT18 | St. Louis: Through the Eyes of A Child

Learn how to create a social justice curriculum that inspires students to explore the history, diversity, cultures, and people in their community. Surface your own biases about unfamiliar neighborhoods in your home city, and explore ways to encourage students and families to broaden their experiences. Leave with tools that include social justice read-alouds, a template for creating this curriculum in your school, and a list of potential community partners.

Julia R Wilkins, Independent Schools of St. Louis (juliarwilkins@gmail.com)


Area Focus: Instructional Materials and Curriculum
Topics: Community/Family Engagement, Deeper Learning
Session Length: Roundtable — 45 minutes
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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RT19 | Park Based Learning: Think Outside the Classroom (CANCELLED)

Investigate a student-centered learning model that connects teachers with free curriculum resources about national parks. Reflect on your pedagogy to see how you can integrate student-centered learning techniques focused on engagement and better learner outcomes into your practice. Leave with access to free high-quality resources to use in your setting.

James Fester, Hill-Murray (james.fester@gmail.com)


Area Focus: Instructional Materials and Curriculum
Topics: Open Educational Resources/Practices (OER/OEP), Technology to Enhance Student Learning
Session Length: Roundtable — 45 minutes
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT20 | Perfect Teaching for Imperfect Students and Teachers (FULL)

Examine the characteristics, attitudes, and actions that surface in research of teacher and learner descriptions of effective relationships. Learn how to use these characteristics and their researched effects as talking points in courageous conversations with colleagues about what students need to engage in learning. Leave with the ability to start courageous conversations using these attributes as talking points.

Emily Haas Brown, MSD of Lawrence Township (emilybrown@msdlt.k12.in.us)


Area Focus: Social & Emotional Learning and Health
Topic: Social Emotional Learning/Health (SEL/SEH)
Session Length: Roundtable — 45 minutes
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT21 | Social and Emotional Learning: Plan Do Study Act (FULL)

Investigate the process of going from strategic planning to engaging students and teachers in measuring the effectiveness of social and emotional learning. Learn about tools and resources that measure how students feel about their competency in areas such as self-efficacy, grit, growth mindset, social awareness, and self-management. Examine how students provide their perceptions around school safety, sense of belonging, and teacher-student relationships.

Travis Bracht, Affton School District (tbracht@afftonschools.net)


Area Focus: Social & Emotional Learning and Health
Topics: Integrating Student or Teacher Voice, Social Emotional Learning/Health (SEL/SEH)
Session Length: Roundtable — 45 minutes
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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RT22 | Who I Am (FULL)

Deepen your understanding of identity and its impact on students. Examine and reflect on research that supports understanding identity before you can change behavior. Develop a plan to use in your classroom, school, or district.

Stephanie Hayward, The Institute for Excellence in Education (shayward@excellenceined.org)
Molly Sholten, Institute for Excellence in Education (msholten@exccellenceined.org)

Area Focus: Social & Emotional Learning and Health
Topics: Culture and Climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: Roundtable — 45 minutes
Audiences: Classified/Support Staff, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RT23 | Looking for Improvement: Adult Learning Competencies Driving Learning (FULL)

Examine the adult learning strategies that led to one school district’s growth in its instructional look-fors, as measured by observed student behaviors. Investigate which strategies might be successful in your school or district. Leave with a series of self-reflection questions to use in determining which findings might apply to your setting, as well as how to adapt them for your teachers and learners.

Stephen Pham, The Learning Accelerator (stephen.pham@learningaccelerator.org)
Amalia Lopez, Lindsay Unified School District (amlopez@lindsay.k12.ca.us)

Area Focus: Using Data and Measuring Impact
Topics: Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: Roundtable — 45 minutes
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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8:45am–10:45am
32XX

3202 | Building Students’ Knowledge in the Early Grades

Learn instructional techniques that facilitate knowledge building and accelerate young children’s vocabulary acquisition. Examine why exposure to rich content and vocabulary not only supports students’ critical thinking skills and strengthens reading comprehension, but also promotes equity. Walk away with an understanding of instructional design practices and strategies that can be applied to support this goal.

Christina Erland, Core Knowledge Foundation (cerland@coreknowledge.org)
Kristen Rodriguez, Core Knowledge Foundation (krodriguez@coreknowledge.org)

Area Focus: Instructional Materials and Curriculum
Topics: Equitable Access and Outcomes, Literacy
Session Length: 2-hours
Audiences: School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3203 | Confronting Ourselves: Race in Student Discipline

Immerse yourself in our yearlong professional development for assistant principals, targeting disproportionate discipline consequences to students of color. Consider your own identity and how it may factor into discipline decisions for students. Leave having experienced collaborative tools to have uncomfortable conversations about equity.

Babetta Hemphill, Garland ISD (behemphi@garlandisd.net)
Mary Garcia, Garland ISD (MAGarci2@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, Implementation, 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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3204 | Using Student Voice and Choice to Achieve Equity

Learn how standards and 21st-century skills can be taught through student interests and projects. Understand how student voice and choice, responsive spaces, community, reality pedagogy, and equitable learning environments impact student engagement, learning, and achievement. Create a plan for meeting state standards via student projects.

Lisa Hilpert, Webster Groves School District (hilpert.lisa@wgmail.org)
Sam Pitlyk, Webster Groves School District (pitlyk.sam@wgmail.org)
John Simpson, Webster Groves School District (simpson.john@wgmail.org)


Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, 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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3205 | Deepening Equitable and Inclusive Practices for Educators

Build knowledge and skills to apply the Danielson Framework for Teaching as a tool for equitable and effective teaching practices. Practice using prompts and questioning techniques to investigate implicit bias and broach conversations around equity, diversity, and inclusion. Learn how one school district prioritizes race and equity work by developing districtwide foundational coursework geared around equity and implicit biases. Develop strategies for professional learning.

Karyn Wright, The Danielson Group (kwright444@cox.net)
Lindsay Berger, Seattle Public Schools (lbberger@seattleschools.org)

Area Focus: Equity
Topics: Cultural/Gender/Racial Equity, Culturally Responsive Pedagogy
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3206 | Teaching Controversial Issues Using the LETS ACT Framework

Empower your students by learning how to equitably and effectively engage them in contemporary controversial issues. Experience and design political lessons using a framework that guides teachers in their pedagogical efforts to explore contemporary controversies that affect our students’ lives and identities. Review the research on how teaching controversial political issues in classrooms works to enhance student civic competence, social equity, and the health of our democracy.

Genevieve Caffrey, University of Missouri Columbia (genevievecaffrey@gmail.com)


Area Focus: Equity
Topics: Educator Effectiveness, Social Studies
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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3207 | 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)


Area Focus: Developing and Supporting Leaders
Topics: Advocacy Efforts, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3208 | Women in Leadership and Learning (W.I.L.L)

Explore ways to develop women leaders within your organization. Study current research on leadership opportunity gaps and engage in hands-on activities to inspire women leaders to impact organizational success. Leave with strategies for developing a program to support emerging and established women leaders in your setting with perspectives from leaders representing two districts involved in this work.

Amber Whetstine, El Paso County, Colorado School District 49 (awhetstine@d49.org)
Erica Mason, Douglas County School District (elmason@dcsdk12.org )
Kathy Pickering, El Paso County, Colorado School District 49 (kpickering@d49.org)


Area Focus: Developing and Supporting Leaders
Topics: Cultural/Gender/Racial Equity, Leadership Development
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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3209 | Learn, Grow, Serve: Design-Based Leadership for Transformational Change

Learn how one school district is creating the conditions for growing teacher leadership through professional learning in which teams of teacher leaders and administrators identify, examine, and solve complex problems of practice. Experience protocols that build capacity for shared and change leadership, leveraging the design process to create transformational change.

Anna Surratt, Virginia Beach City Public Schools (anna.surratt@vbschools.com)
Janene Gorham, Virginia Beach City Public Schools (janene.gorham@vbschools.com)
Shelley Labiosa, Virginia Beach City Public Schools (shelley.labiosa@vbschools.com)


Area Focus: Developing and Supporting Leaders
Topics: Distributed/Shared Leadership, 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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3210 | Instructional Competencies for Today’s Personalized Learning Educators

Explore the job-embedded knowledge and skills educators must acquire, apply, and demonstrate to create thriving personalized learning environments. Review teacher practices that bolster whole-child instruction. Learn how these competencies are at work in-real world classrooms and how they align to your current practice.

Jilliam Joe, LEAP Innovations (jilliam@leapinnovations.org)
Jen Stack, LEAP Innovations (jen@leapinnovations.org)

Area Focus: Developing and Supporting Leaders
Topics: Adult Development and Learning, Educator Effectiveness
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3211 | Curricular Quality Through Cycles of Continuous Improvement

Identify how continuous cycles of improvement can meet your implementation needs. Investigate critical topics that lead to successful implementation of curriculum, regardless of the stage of implementation. Create a working definition of curriculum that relates to your local context.

Rene Diamond, Tennessee Department of Education (rdiamond@tn.gov)


Area Focus: Instructional Materials and Curriculum
Topics: Continuous improvement Cycles, Implementation, SEA: State and Provincial Education Agencies
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 | Partnering With Your Curriculum: A True Learning Center for Adults and Children

Discover how one school district created a new way of shaping schools to impact student achievement. Learn how the district shifted leadership roles, adopted a rich curriculum resource, and offered thoughtful professional learning to its teaching staff. Hear the data gathered to inform their work. Create a plan for supporting curriculum resources with professional learning in your setting.

Isabel Sawyer, Center for the Collaborative Classroom (isawyer@collaborativeclassroom.org)
Maria Arnett, Center for the Collaborative Classroom (marnett@collaborativeclassroom.org)
Kelli Cedo, Hampton City Schools (kcedo@hampton.k12.va.us)


Area Focus: Instructional Materials and Curriculum
Topics: Allocating Resources for Professional Learning (time and dollars), 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), School-based Professional Development Leaders/Instructional Coaches

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3213 | Cross-Curricular Enriched Literacy in Title I Schools

Learn about one elementary school’s student-centered learning initiative to support the progression of students’ literacy and mathematical skills by means of a cross-curricular, enriched literacy approach. Study and apply  ways to foster and facilitate children’s literacy and math skills by acknowledging and validating their social and emotional needs. Examine innovative, research-based instructional techniques rooted in authentic text that, when implemented, will support and strengthen standards-based instruction and elevate overall student achievement.

Tammy Proctor, Somerset County Public Schools (Tproctor@somerset.k12.md.us)
Maria Williams, Somerset County Public Schools (mwilliams@somerset.k12.md.us)

Area Focus: Instructional Materials and Curriculum
Topics: Literacy, Social Emotional Learning/Health (SEL/SEH)
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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3214 | Bulgaria Innovation Initiative: A Bulgaria/USA Professional Learning Collaboration

Examine design and implementation strategies for a cross-cultural, cross-lingual international change initiative. Learn about programmatic and systematic successes, challenges, and lessons learned. Deepen your understanding with probing and clarifying questions so you are better prepared to develop design and implementation strategies of your own work.

Kyle Haver, Bank Street College of Education (kylehaver@yahoo.com)
Natalia Miteva, America for Bulgaria Foundation (nmiteva@us4bg.org)

Area Focus: International Perspectives and Emerging Issues
Topics: Collaborative Inquiry, Implementation, International Perspectives, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3215 | Becoming a Learning Team

This session offers an overview of a five-stage teacher team learning cycle, and is based on Learning Forward’s recent 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. Upon completion of this session, participants will be able to: --Use the team learning cycle to create a team environment that promotes continuous improvement --Develop an understanding of this cycle of continuous improvement. --Use one school's experience to boost their learning of what constitutes effective team work. --Use identified tools to measure team progress.

Leslie Ceballos, Allen ISD (leslie.hirsh@gmail.com)


Area Focus: Learning Communities and Continuous Improvement
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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3216 | Lead With Intention: 8 Areas for Reflection and Planning for School Leaders

Explore eight areas to consider in effectively leading a learning community focused on high levels of achievement for all students. Gain an understanding of what “leading with intention” means for school leaders at all levels. Examine effective habits that create a positive mindset, and practice with tools and resources for implementing focused daily leadership actions.

Jeanne Spiller, Kildeer Countryside School District 96 (jspiller@kcsd96.org)
Karen Power, Solution Tree (Karenpower06@gmail.com)

Area Focus: Learning Communities and Continuous Improvement
Topic: Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3217 | Collaboration: If You Build It, Will They Come?

Be inspired by one district’s efforts to leverage a middle school’s best practices across the district. Consider ways to build capacity in teacher leadership opportunities that will promote and sustain change for all educators. Develop an action plan to improve the culture of collaboration for your team, school, or district.

Meg Roa, Volusia County Schools (mrroa@volusia.k12.fl.us)
Kellie McClarty, Volusia County Schools (kmcclart@volusia.k12.fl.us)
Kristin McCrory, Volusia County Schools (kjmccror@volusia.k12.fl.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Culture and Climate, Teacher Leadership
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3218 | Fostering an Inclusive Collaborative Culture

Examine ways to enhance the collaboration of general educators, special educators, English learner specialists, and related service providers. Hear one district’s efforts to build a shared investment in the growth and success of all learners. Develop clear expectations and roles with all stakeholders to foster effective communication with all team members.

Heather Noncek, Elmhurst CUSD 205 (hnoncek@elmhurst205.org)
Pia Bartolai, Elmhurst CUSD 205 (pbartolai@elmhurst205.org)
Kate Cortez, Elmhurst CUSD 205 (kcortez@elmhurst205.org)
Bridget McDonald, Elmhurst CUSD 205 (bmcdonald@elmhurst205.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Collaborative Inquiry, Culture and Climate, Equitable Access and Outcomes
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3219 | Deep Learning: Math Immersion Pre-K-12

Examine one district’s innovative approach to professional development that leverages community partners and teacher leadership to make deep, sustainable change to mathematics instruction. Reflect on how engaging in deep learning develops a committed group of educators who serve as change agents throughout the district. Identify a pervasive problem in your district that could benefit from a systematic approach to deep learning as a solution.

Beverly Velloff, The School District of University City (bvelloff@ucityschools.org)
Denise Gregory, Washington University Institute for School Partnership (dmgregory@wustlisp.org)
Jeff Kennedy, Washington University Institute for School Partnership (kennedyj@wustlisp.org)


Area Focus: Learning Communities and Continuous Improvement
Topics: Deeper Learning, Mathematics
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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3220 | Building a Community of Practice Through the Lenses of Equity, Social Emotional Learning & Continuous Improvement

Gain knowledge, resources, and capabilities on the intersections of social emotional learning, equity, and continuous improvement to develop new or enhance existing communities of practice. Experience protocols used to develop and strengthen communities of practice, and reflect on how and where these practices might support work in your setting. Leave with an extensive external review of an existing project detailing associated research, implementation process, structures, impact, and potential next steps.

Marguerethe Jaede, Future Ready Columbus (marguerethe.jaede@frcbus.org)
LaShaun Carter, Franklin County Children Services (lkcarter@fccs.us)

Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, Cultural/Gender/Racial Equity, Urban Issues and Settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, School-based Professional Development Leaders/Instructional Coaches

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3221 | Eyes-on-Learning: A Lab Approach to Improving Mathematics Achievement

Build your capacity to examine the link between specific mathematics teaching practices and student learning. Learn about a coaching and professional learning process that increases teacher effectiveness through formative assessment aligned with research-based instructional practices and curriculum standards. Plan for implementation of this lab approach to empower teachers and students as learners and mathematicians and improve mathematics achievement in your own setting.

Sue Chapman, Math Solutions (slcbte@gmail.com)
Mary Mitchell, Math Solutions (mmitchell@mathsolutions.com)

Area Focus: Instructional Materials and Curriculum
Topics: Coaching Practices/Programs, Mathematics
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3222 | Building capable learners: Starting with teacher clarity

Working to build more capable learners? Learn from a district who is customizing professional learning and utilizing visible learning in coaching conversations to guide instructional decisions. Prioritize learner outcomes by aligning standards, activities, and assessments in this interactive session.

 

Tara Harvey, Liberty Public Schools (tara.harvey@lps53.org)
Carrie Gabriel, Liberty Public Schools (carrie.gabriel@lps53.org)
Kara Vandas, Corwin (kara.vandas@corwinlearning.net)


Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, Models of Professional Learning, Personalized Learning (Educators and Students)
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 | Presentation: A Layered Gateway to Success

Learn how one school district developed an academy to personalize growth for its employees. Explore lessons learned after the culmination of the first academy and share your experiences personalizing learning for all employees. Identify next steps toward developing your own academy or incorporating components of the work into your system.

Jessica Waltman, Spring Branch ISD (jessica.waltman@springbranchisd.com )
Alana Morris, Spring Branch ISD (alana.morris@springbranchisd.com)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and 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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3224 | Designing a Competency Based PL System for ALL

Explore one education service agency's design of a competency-based 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. Consider 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: Learning Designs and Implementation
Topics: Career Pathways, 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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3225 | Learning Together: New Literacies for Teachers and Students

Learn how schools can create teacher inquiry learning communities to support authentic use of new literacies, even when teachers are technology beginners. Experience a questioning protocol to distill and refine inquiry questions. Leave with agendas, samples, and results so you can design implementation strategies to build common, yet individualized, professional learning for teachers.

Sarah Negrete, Elko County School District (snegrete@ecsdnv.net)
Holly Marich, Elko County School District (holmarich@gmail.com)

Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Learning Networks, Literacy, 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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3226 | PDSA: Innovative Approach to Impact Student Literacy Growth

Learn to facilitate text-based planning, analyze walk-through qualitative data and student assessment data, and implement a plan-do-study-act cycle through professional learning communities to build capacity for teacher leadership and collective efficacy for increasing student literacy outcomes. Leave with an implementation plan for text-based planning.

Jennifer Jones, Metro Nashville Public Schools (jennifer.jones2@mnps.org)
Erika Coleman, Metro Nashville Public Schools (erika.coleman@mnps.org)

Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, 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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3227 | Transforming Student Learning: System Learning Through an Equity Lens (CANCELLED)

Explore the challenges faced by large urban districts to transform student learning through professional learning about anti-racism and anti-oppression. Gain understanding of the importance of building an organizational culture that fosters shared leadership. Examine the essential role the superintendent of schools plays with principals in the school improvement process.

Kathy Witherow, Toronto District School Board (kathy.witherow@tdsb.on.ca)
Colleen Russell-Rawlins, Toronto District School Board (colleen.russell-rawlins@tdsb.on.ca)

Area Focus: Leading Learning Systems
Topics: Continuous improvement Cycles, Distributed/Shared Leadership, International Perspectives
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents

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3228 | Accelerating Teacher Understanding of Learning Sciences

Reimagine classroom instruction in your school or district through the lens of mind, brain, and education science. Experience how a small private school and a large public district have leveraged collaboration and technology to help students and teachers learn, work, and thrive. Leave with resources, tools, and ideas to ensure that what you’re doing is informed by research about how the brain learns best.

Margaret Lee, Frederick County Public Schools (megvertebrae@gmail.com)
Glenn Whitman, Center for Transformative Teaching & Learning (gwhitman@seas.org)

Area Focus: Leading Learning Systems
Topics: Educator Effectiveness, Improving Instruction
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3229 | Seeing is Believing: Video Coaching for Induction

Explore the journey one district has taken to revitalize its induction program to both prepare new hires to meet classroom demands and meet the individual learning needs of each new teacher. See how incorporating video can advance teacher learning through goal setting, self-reflection, and mentor feedback in private online learning teams. Leave with tools and ideas for establishing learning communities built on trust that will impact student achievement.
Tina Smith, Clarksville-Montgomery County School System (tina.smith@cmcss.net)
Sara Hendrix, Clarksville-Montgomery County School System (sara.hendrix@cmcss.net)

Area Focus: Leading Learning Systems
Topics: Induction and Mentoring, 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), Principals, Assistant Principals

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3230 | Design and Implement Professional Learning to Improve Results

Examine a professional learning plan with multiple processes, learning designs, and protocols to use within learning communities. Identify strengths and weaknesses in your current professional learning plan. Create a professional learning plan driven by data, aligned with the Standards for Professional Learning, and monitored for implementation and increased student outcomes.

Crystal Magers, Springfield Public Schools (clmagers@spsmail.org)
Robyn Hagerman, Springfield Public Schools (rshagerman@spsmail.org)

Area Focus: Leading Learning Systems
Topics: Instructional Leadership and Supervision, 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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3231 | Coaching for Culture: Building Student Ownership in Math

Experience the coaching process firsthand. Learn how to use the coach-teacher relationship to build an ongoing and meaningful partnership rooted in formative practice, student ownership, and 21st-century math instruction. See the coaching process through the lenses of administrator, coach, teacher, and student, based on the research of Darling-Hammond, Hattie, Marzano, and Boaler.

Katie Smith, Lyons Township High School District 204 (ksmith@lths.net)
Virginia Condon, Lyons Township High School District 204 (vcondon@lths.net)
Adam Roubitchek, Lyons Township High School District 204 (aroubitchek@lths.net)
Jonathan Schaefer, Lyons Township High School District 204 (jschaefer@lths.net)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Mathematics
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 | Culture of Building Capacity: Recruitment -> Onboarding -> Mentoring -> Retention

Learn about one district’s efforts to revamp recruitment, provide personalized onboarding and mentoring experiences, align professional learning to a revised definition, and commit to building each staff member's capacity to ensure every student has exemplary educators. Engage in reflective activities, analyze your district, and grow your professional learning network.

Kelly Wessel, Blue Valley Unified School District (kcwessel@bluevalleyk12.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Culture and Climate, 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), School-based Professional Development Leaders/Instructional Coaches

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3233 | My Good School Program: Experiential Learning for ALL

Explore a program for the personal and social development of all staff and students. Learn about the four key program elements that create an experiential learning environment in the school and larger community. Understand how to overcome the skill gap students face while addressing their individual social-emotional and academic needs, and take away tools and ideas to improve your schools.

Karl Clauset, National Center for School Change (khclauset@comcast.net)
Sandeep Dutt, Learning Forward India (sd@ebd.in)

Area Focus: Social & Emotional Learning and Health
Topics: College- and Career-Readiness/Student Performance Standards, International Perspectives, 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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3234 | Backtracking Apathy: The Why & How of Teaching Motivation

Learn how people’s stories of discouragement and disengagement can translate into stories of resilience and re-engagement for students and colleagues. Reflect on your own stories of discouragement or disengagement, using a process that can be personalized for your school, classroom, and students. Leave with a tool to initiate discussion and the drive to establish continuous change toward the explicit teaching, assessing, and learning of intrinsic motivation.

Chris Holmes, Miriam Academy (cholmes@miriamstl.org)


Area Focus: Social & Emotional Learning and Health
Topics: Engaging/Motivating Disenfranchised Learners, Integrating Student or Teacher Voice
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3235 | Initiating Action Research in Classrooms

Learn how to solve challenges, obstacles, or roadblocks in your classroom by conducting action research. Examine the foundational underpinnings of action research, the action research cycle, the purposes of action research, and action research examples. Create your own action research plan.

Paula Egelson, Southern Regional Education Board (paula.egelson@sreb.org)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Teacher Leadership
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3236 | The SLO Challenge: Getting to the Next Level

Learn about the levels of rigor and detail needed to implement student learning objectives districtwide. Investigate how this measurable process can improve student achievement and teacher practice. Explore how to align student learning objectives with teacher evaluation and professional learning activities such as coaching and mentoring to move your district to the next level through this measure of student growth.

LaToya Dansby, Texas Center for Educator Excellence (ldansby@txcee.org)
Sara Borchgardt, Texas Center for Educator Excellence (sborchgardt@txcee.org)

Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Improving Instruction
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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3237 | Measures That Matter: Rethinking ELA Data Analysis

Learn how one school district is transforming traditional data analysis by triangulating multiples sources of information about students’ literacy, language, and content progress. Examine ways this model targets root causes for low performance and drives evidence-based support strategies for the students who need it most. Consider ways to replicate this in your school or district.

Brittany Jacobs, TNTP (Brittany.jacobs@tntp.org)


Area Focus: Using Data and Measuring Impact
Topics: Data-Driven Decision Making, Title I / Economically Disadvantaged Population
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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11:00am–11:45am
Brunch


11:45am–12:45pm
General Session with Keynote


1:00pm–3:00pm
34XX

3401 | Developing a Results-Driven Instructional and Accountability System to Improve Outcomes For All Learners

Learn how one district designed a system of learning, support, and accountability based on academic achievement data. Collaborate with other leaders facing some of the same challenges in their school or district. Develop a plan to implement an aligned learning system in your school or district.

Chad Sutton, North Kansas City Schools (chad.sutton@nkcschools.org)
Kristin Havens, North Kansas City Schools (Kristin.Havens@nkcschools.org)

Area Focus: Developing and Supporting Leaders
Topics: Comprehensive System Improvement/Reform, Instructional Leadership and Supervision
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3402 | A Systemwide Approach to Quality Improvement

Learn how the Standards for Professional Learning and principles of continuous quality improvement can streamline initiatives and create a culture of learning and growth. Participate in a gap analysis that can be replicated in your school or district. Leave with ideas on how to align priorities and initiatives to build leader and teacher capacity.

Debbie Yonke, Republic R-3 (debra.yonke@republicschools.org)
Matt Pearce, Republic R-3 (matt.pearce@republicschools.org)

Area Focus: Leading Learning Systems
Topics: Change Management, Comprehensive System Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Superintendents, Assistant Superintendents

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3403 | TeamWORK Toolbox: Tools to Do the Real Work in Group Talk and Collaboration

Explore research-based strategies and skills to develop effective and productive teams, ready to do the work of closing the student achievement gap. Participate in simulations where you role-play various group dynamics. Walk away with tools and resources to make you a more effective leader.

Jana Parker, Lindbergh Schools (jparker@lindberghschools.ws)
Peggy Dersch, EducationPlus (pdersch@swbell.net)

Area Focus: Developing and Supporting Leaders
Topics: Distributed/Shared Leadership, 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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3404 | Designing a Pathway for Standards-Based Grading

Hear how 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.

Marny Doepken, Clear Creek ISD (mdoepken@ccisd.net)
Laura Adlis, Clear Creek ISD (ladlis@ccisd.net)
Susan Silva, Clear Creek ISD (susilva@ccisd.net)


Area Focus: Equity
Topics: 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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3405 | Supporting Diverse Learners to Engage with Complex Text

Explore how leaders can ensure that diverse learners are deeply engaged in reading and discussing complex texts. Assess your instructional leadership and analyze research, resources, and video to deepen your understanding of evidence-based strategies and effective professional learning. Leave with an action plan to conduct observations and provide professional learning to support your literacy teachers to deliver equitable instruction to diverse learners.

Ethan Mitnick, SchoolKit (ethan@schoolkitgroup.com)


Area Focus: Instructional Materials and Curriculum
Topics: Instructional Leadership and Supervision, Literacy
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3406 | Mindfulness and Literacy: Crafting Literacy Units of Study for All Students

Explore how mindfulness and social and emotional learning can support students’ learning. Learn what a balanced literacy approach to reading instruction could look like in your school. Plan a unit of study based on social and emotional learning skills that will support your students developmentally.

Maxine Welcome-Joyner, Relay Graduate School (maxine.welcome@gmail.com)
Amy Schmidt, NWEA (amy.schmidt@nwea.org )

Area Focus: Instructional Materials and Curriculum
Topics: Literacy, 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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3407 | Surviving the Transition to Standards-Based Learning

Explore common or likely obstacles in implementation of standards-based learning. Experience activities and strategies to help students, families, and the community understand the importance of the transition. Adapt or develop strategies, activities, and tools to address relevant obstacles in your own school or district.

Stanton Williams, Champlain Valley School District (slwilliams@cvsdvt.org)
Emily Rinkema, Champlain Valley School District (erinkema@cvsdvt.org)

Area Focus: Leading Learning Systems
Topics: Comprehensive System Improvement/Reform, Implementation, 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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3408 | Leading Learning Systems Through Coherence

Hear how one district redesigned the ways that educators reflect on their effectiveness and personalize and share their learning. Learn how to create a coherent learning system in which appraisal, professional learning, and district goals feed each other to improve students’ experiences. Create plans to transform your learning system.

Robert Lang, Community High School District 99 (rlang@csd99.org)
Lisa Lichtman, Community High School District 99 (llichtman@csd99.org)
Isabelle Menke, Community High School District 99 (imenke@csd99.org)
Henry Thiele, Community High School District 99 (rlang@csd99.org)


Area Focus: Leading Learning Systems
Topics: 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), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3409 | Flexible Learning Experiences (FLEX): Redesigning Professional Learning

Examine the strengths and challenges of creating a flexible platform for professional learning that fits busy schedules and varying skill levels. Consider how to reconstruct activities to stimulate reflective professional growth when completed outside of the typical format. Explore how to empower fellow educators to take control of their professional learning through autonomous tasks that motivate adult learners to personalize their experiences.

Marie Henderson, Hays Unified School District 489 (mhenderson@usd489.com)
Kyle Carlin, West Central Kansas Special Education Cooperative (kcarlin@usd489.com)

Area Focus: Leading Learning Systems
Topics: Adult Development and Learning, Personalized Learning (Educators and Students)
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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3410 | Measurable Growth Through Structured Collaboration

Learn how using a teacher collaborative team rubric creates a focus and goal for continuous, authentic improvement while allowing teachers the opportunity to own their learning. Examine shared practices of teacher and principal leadership that have evidenced measurable growth for struggling students in various subgroups. Leave with tools that make the task of monitoring instruction and coaching for greater effectiveness more concrete.

Brandon Doubek, Creative Leadership Solutions (drbdoubek1005@gmail.com)
Michelle Cleveland, San Bernadino Unified School District (michelle.cleveland@sbcusd.k12.ca.us)

Area Focus: Leading Learning Systems
Topics: Continuous improvement Cycles, Improving Instruction
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3411 | Co-Teaching: Administrators and Teachers Get Better Together

Learn how co-teaching between administrators or instructional coaches and classroom teachers can act as a catalyst for instructional improvement. Review a successful model for co-teaching, from planning logistics to leveraging the learning at a site or district level. Leave prepared to implement a co-teaching model in your setting.

Jody Guarino, Orange County Department of Education (jguarino@ocde.us)
Gabriel Del Real, Newport Mesa Unified School District (gdelreal@nmusd.us)
John Drake, Newport Mesa Unified School District (jcdrake@nmusd.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Improving Instruction, 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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3412 | Personal Learning Plans: A Collaborative Approach to Teacher-Directed Professional Development

Explore the benefits of personal learning plans, which guide teachers through a yearlong cycle of inquiry to improve their practice. Examine the roles coaching, collaboration, and professional learning communities play in supporting teachers with research, data, and the implementation of meaningful strategies that lead to more student and school success. Leave with ideas for how to incorporate a comprehensive plan for professional learning in your setting.

JoAnn Groh, City Center for Collaborative Learning (jgroh@paulofreireschool.org)
Chad Blair, City Center for Collaborative Learning (Cblair@paulofreireschool.org)

Area Focus: Learning Communities and Continuous Improvement
Topics: Adult Development and Learning, Collaborative Inquiry
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3413 | The Reality of Collaboration

Learn how collaboration empowers you to solve challenges and create resources to support teachers and impact students. Participate in a reality TV-themed journey in collaboration that will inspire you to connect with others. Engage in hands-on challenges and leave with an expanded professional learning network.

Mindy Blackman, Frisco ISD (blackmanm@friscoisd.org)
Ashley Nelson, Frisco ISD (nelsonas@friscoisd.org)

Area Focus: Learning Communities and Continuous Improvement
Topics: Collaborative Inquiry, 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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3414 | We've Got This: Teachers Leading Communities of Practice

Promote teacher collective efficacy and celebrate what you are doing right in your school’s community of practice. Evaluate protocols and resources that address areas that drive a focused learning community of practice. Use the research base to analyze areas of success and opportunities for refinement within your community of practice.

Amelia Johnson, Southern Methodist University (ameliaj@smu.edu)


Area Focus: Learning Communities and Continuous Improvement
Topics: Adult Development and Learning, 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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3415 | Empower, Support, and Collaborate!

Explore how local leaders tap into expertise across districts to share resources, problem-solve, and develop learning opportunities for themselves and the teachers and students they support. Learn to create purposeful learning experiences that address hot topics in education, research-based learning, and your own growth. Leave with tips on how to connect across district lines to study best practices and build cohesion in how we grow educators and students.

Kelly Klocke, Bayless (kklocke@bayless.k12.mo.us)
Laila Crabtree, Ladue School District (lcrabtree@ladueschools.net)
Tracy Hinds, The School District of University City (thinds@ucityschools.org)
Julie Paur, Webster Groves School District (paur.julie@wgmail.org)
Arionna Ralleigh , Confluence Academies (arionnaeralleigh@gmail.com )


Area Focus: Learning Communities and Continuous Improvement
Topics: Learning Networks, 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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3416 | Involve! Inspire! Ignite! PD That Counts

Explore how topic study supports the improvement of teaching and learning districtwide through job-embedded professional development focused on research, peer observation, reflection, and application. Examine ways to empower staff to be leaders in your school or district while continuing to grow as individual staff members. Learn how to expand professional development by using teacher leadership roles.

Shelli Baldwin, Platte County R-3 School District (baldwins@platteco.k12.mo.us)
Mike Brown, Platte County R-3 School District (brownm@platteco.k12.mo.us)
Aaron Duff, Platte County R-3 School District (duffa@platteco.k12.mo.us)
Alicia Wilson, Platte County R-3 School District (wilsona@platteco.k12.mo.us)


Area Focus: Learning Communities and Continuous Improvement
Topics: Collaborative Inquiry, Continuous improvement Cycles
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3417 | Becoming a Learning Team

This session offers an overview of a five-stage teacher team learning cycle, and is based on Learning Forward’s recent 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. Upon completion of this session, participants will be able to: --Use the team learning cycle to create a team environment that promotes continuous improvement --Develop an understanding of this cycle of continuous improvement. --Use one school's experience to boost their learning of what constitutes effective team work. --Use identified tools to measure team progress.

Leslie Ceballos, Allen ISD (leslie.hirsh@gmail.com)


Area Focus: Learning Communities and Continuous Improvement
Topics: Continuous improvement Cycles, Teacher Leadership
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3418 | 5 Dysfunctions of Low-Impact PLCs (and What to Do About Them)

Learn five common characteristics of low-performing professional learning communities (PLCs) and how to fix them. Gain understanding of what a high-functioning, authentic PLC does — and doesn’t — do. Identify the root causes of dysfunction and determine what changes must be made to PLCs in your school.

Daniel R. Venables, Center for Authentic PLCs / The Grapple Institutes (danielvenables@gmail.com)


Area Focus: Learning Communities and Continuous Improvement
Topics: Adult Development and Learning, Collaborative Inquiry, 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, School-based Professional Development Leaders/Instructional Coaches

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3419 | Leading Systemic Capacity Building in Professional Learning Design

Learn how the design of an adolescent literacy professional learning program integrates social and personal aspects of adult development to open up new ways of thinking about students' capacities and your role. Examine a statewide and district-level rollout of this professional learning and apply lessons learned to your own context. Examine the concept of capacity building for teacher leaders, including aspects of social and personal dimensions as well as the necessary knowledge and skills.

Linda Friedrich, WestEd (lfriedr@wested.org)
Heather Lageman, Learning Forward of Maryland (heather.lageman@gmail.com)
Cecilia Roe, Maryland State Dept of Ed (cecilia.roe@maryland.gov)
Pam Wolff, Baltimore County Public Schools (pwolff@bcps.org)


Area Focus: Learning Designs and Implementation
Topics: Literacy, Models of 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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3420 | Designing Effective, Meaningful Professional Learning: A Singapore Model (CANCELLED)

Understand what makes professional learning effective and meaningful, especially in the context of an international district. Experience how school-based professional learning in this district is conceptualized, facilitated, and evaluated. Engage in a discussion on how school-based evaluation of professional learning can be done.

Goh Sao-Ee, Ministry of Education Singapore (goh_sao_ee@moe.gov.sg)
Wen Ling Chan, Ministry of Education Singapore (chan_wen_ling@moe.gov.sg)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Models of Professional Learning, SEA: State and Provincial Education Agencies
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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3421 | High-Leverage Practices for High-Quality Instruction

Learn how teacher educators, administrators, and coaches can embed high-leverage practices into professional development using practice-based learning. Explore resources and tools that can assist you in designing focused professional learning to increase educator effectiveness that leads to improved student outcomes. Begin creating a professional learning plan that addresses priority high-leverage practices using practice-based learning.

Abigail Foley, AIR/CEEDAR Center (afoley@air.org)
Mary Brownell, CEEDAR Center (mbrownell@coe.ufl.edu)
Lindsey Hayes, AIR/CEEDAR Center (lhayes@air.org)
Lynn Holdheide, AIR/CEEDAR Center (lholdheide@air.org)


Area Focus: Learning Designs and Implementation
Topics: Implementation, 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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3422 | Technology and The Creative Classroom

Engage students using active learning strategies using their language: technology. Learn tools and strategies to infuse creativity, collaboration, student voice, and formative assessments that inspire deeper learning and inform in-the-moment instructional decisions. Leave with a tool kit of strategies to easily infuse technology into what you are already doing with students.

Laura Sawyer, Polk County Public Schools (laura.sawyer@polk-fl.net)
Will Austin, Polk County Public Schools (will.austin@polk-fl.net)
Kitty Sawyer, Polk County Public Schools (kitty.sawyer@polk-fl.net)


Area Focus: Learning Designs and Implementation
Topics: Integrating Student or Teacher Voice, 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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3423 | Using Blended Coaching to Grow New Leaders

Learn how former school leaders coach new school leaders using blended coaching. Identify foundational coaching skills and blended coaching strategies. Examine materials and protocols for coaching and create an action plan to implement blended coaching in your district.

Sharon Brittingham, Delaware Academy for School Leadership (sharonbr@udel.edu)
Jackie Lee, Delaware Academy for School Leadership (jackielee@udel.edu)
Dave Santore, Delaware Academy for School Leadership (davidsantore@comcast.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Adult Development and Learning, Coaching Practices/Programs
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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3424 | Coaching Teachers to Move Into the Realm of Personalized Learning

Provide educators with support to accelerate personalized learning implementation. Identify and use specific coaching styles when partnering with teachers to implement student ownership, standards-based learning, and customized pathways to create a personalized learning community. Gain access to resources, a repository of possible coaching questions, and engage in reflection and discussion.

Lauren Vaclavik, Kaneland CUSD 302 (23903@kaneland.org)
Elsa Glover, Kaneland District #302 (10175@kaneland.org)
Kirstin Murphy, Kaneland District #302 (11521@kaneland.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3425 | Putting You Back Into YouTube

Observe how teacher development specialists, mentors, and coaches in one district use free YouTube applications to provide feedback and coaching commentary while simultaneously creating a library of resources and a digital space for one-on-one coaching. Leave with step-by-step instructions and examples of how to use YouTube.

Noel Hart, Clayton County Public Schools (noel.hart@clayton.k12.ga.us)
Sean Antonetti, Clayton County Public Schools (sean.antonetti@clayton.k12.ga.us)
Ave Tatum, Clayton County Public Schools (ave.tatum@clayton.k12.ga.us)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Technology for 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), Teacher Leaders/Mentors/Team Leaders

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3426 | Coaching for the Greatest Impact

Explore what constitutes an effective coaching conversation and the metacognition behind the processes. Gain knowledge of the preparation, planning, tools, processes, and protocols that make this approach successful. Practice conducting coaching conversations and reflect on current practices to plan how to enhance your existing coaching system.

Brittenie Polk, Gainesville ISD (bpolk@gainesvilleisd.org)
Jason Culbertson, Insight Education Group (culbertson@insighteducationgroup.com)
Lindsey Davis, Gainesville ISD (ldavis@gainesvilleisd.org)
Kim Day, Insight Education Group (day@insighteducationgroup.com)
Keli Royal, Gainesville ISD (kroyal@gainesvilleisd.org)


Area Focus: Leveraging Coaches and Mentors
Topics: Coaching Practices/Programs, Feedback and Observations
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3427 | Connecting Social and Emotional Learning with High-Impact Instruction

Learn how one district began exploring social and emotional learning (SEL) at the secondary level by introducing SEL competencies and the teaching practices that promote social, emotional, and academic skills. Identify a strategic implementation plan for integrating social and emotional teaching practices at the secondary level. Generate action steps to promote social and emotional learning in your school or district.

Jodi Grosse, Ed.S., Millard Public Schools (jtgrosse@mpsomaha.org)
Todd Tripple, Millard Public Schools (tetripple@mpsomaha.org)

Area Focus: Social & Emotional Learning and Health
Topics: Improving Instruction, 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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3428 | Developing SEL Skills for Students and Teachers

Learn how to help students develop social and emotional skills to better manage their relationships. Participate in an assessment and sharing session to learn how one district is working in a consortia to build the capacity of staff and build the district’s social-emotional program for students. Develop an action plan to incorporate or improve work in your own school or district. 

Robert Hassler, Exemplary Schools Organization (dr.b.hassler@gmail.com)
Vincent Cotter, Exemplary Schools Organization (vinnysup@aol.com)
Allyn Roche, Spring-Ford School District (aroch@spring-ford.net)


Area Focus: Social & Emotional Learning and Health
Topics: Leadership Development, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3429 | Core Learning Teams Cultivating Heart-Centered Communities

Experience a microsimulation that will further your understanding of neuroscience, mindfulness, executive functioning, and a nationally validated, data-driven online professional development planning and monitoring tool. Identify the urgency to address common stressors and trauma that impact children and schools. Evaluate your school culture and identify potential action steps.

Christine Mason, Center for Educational Improvement (cmason@edimprovement.org)
Kathryn Retzel, Lee Public Schools (klretzel@leepublicschools.net)
Michele Rivers Murphy, Center for Educational Improvement (drmicheleriversmurphy@gmail.com)


Area Focus: Using Data and Measuring Impact
Topics: Adult Development and Learning, 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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1:00pm–2:00pm
Keynote Q&A 3, QA03

QA03 | Wednesday Keynote Q&A Taylor Mali

Keynote speaker Taylor Mali will answer your questions in this special session after the keynote address on Wednesday.

Taylor Mali (taylormali.com)


Area Focus: Social & Emotional Learning and Health
Topics: Advocacy Efforts, Community/Family Engagement, Educator Effectiveness, Integrating Student or Teacher Voice
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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