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

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Saturday, December 5, 2020

9:00am–4:00pm
PreConference Saturday

PC101 | Coaching Matters

Not all coaching programs produce equal results. Learn about a framework that specifically describes what needs to be in place for a coaching program to be effective. Explore how using the framework can help to create, assess, and improve coaching programs. Examine the roles of coaches and the coach champion (primary advocate for the coaching program) and the essential characteristics of effective building-level instructional coaching programs. Walk away with practical examples, tools, and rubrics from the second edition of Coaching Matters (Learning Forward, 2020).
Cindy Harrison, Learning Forward (harrison.cindy@gmail.com)
Heather Clifton, (hlclifton@gmail.com)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Instructional Improvement, Models of Professional Learning
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC102 | Claiming Your Power: Facilitation Strategies for Teachers and Others

Address major challenges, tensions, and questions around managing meetings. See how to produce engagement and buy-in and make meetings productive even when there is insufficient time, conflict, and difficult people. Get teacher and administrative clarity on decision-making. Acquire tools, concepts, and experience-based research in this interactive session appropriate for teachers and others without role authority, such as curriculum specialists, counselors, instructional support persons, and department and grade-level heads.
Robert Garmston, Facilitation Associates (fabobg@gmail.com)
Carolyn McKanders, Facilitation Associates (carolyn.mckanders@gmail.com)

Area Focus: Leadership Development
Topics: Adult Development and Learning, Facilitation, Leadership Development
Session Length: 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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PC103 | Becoming a Learning System

Explore how school districts, charter management organizations, and networks of traditional and nontraditional schools can create environments that foster effective teaching and learning. Understand the assumptions guiding this work and Learning Forward’s vision for a learning system. Discuss the changing role of a district or charter management central office necessary to support the work of building leaders and their leadership teams. Examine the link between standards-based professional learning, improved practices of teachers and leaders, and increased student learning to gain a system focus. Participants will receive a copy of Becoming a Learning System (Learning Forward, 2013).
Frederick Brown, Learning Forward (frederick.brown@learningforward.org)
Kay Psencik, Learning Forward (psencikmk@outlook.com)

Area Focus: Learning Communities and Networks
Topics: Continuous improvement Cycles, Learning Networks, Models of Professional Learning
Session Length: 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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PC104 | Belonging Through a Culture of Dignity

Too often, equity implementation reinforces a vicious cycle of failure, largely because the keys to success are missing. Learn how to make equity actionable through the concepts of dignity and belonging. Experience a framework that helps districts, schools, and educators get their equity implementation right. Participants should bring a copy of Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation (Mimi & Todd Press, 2019). A limited number of copies will be available for sale on site.
John Krownapple, Dignity Consulting (john.krownapple@gmail.com)
Floyd Cobb, Cobb Consulting (fcobb2@yahoo.com)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes, Implementation, Title I / Economically Disadvantaged Population
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC105 | Becoming a Learning Team

Gain step-by-step guidance in using collaborative learning time for teachers to solve specific student learning challenges. Examine a process for using student data to craft student and educator learning goals leading to learning plans, implementation steps, and progress monitoring. Focus on the role of learning teams in implementing high-quality instructional materials and what that means for student and educator learning goals and agendas. Participants will receive a copy of Becoming a Learning Team (Learning Forward, 2018, 2nd ed.).
John Eyolfson, Learning Forward (johneyolfson@gmail.com)
Stephanie Hirsh, Learning Forward (stephanie@hirshholdings.com)
Kellie Randall, Learning Forward (Kellie.randall@learningforward.org)


Area Focus: Learning Designs and Implementation
Topics: Continuous improvement Cycles, Data-Driven Decision Making, Educator Effectiveness, Implementation, Instructional Improvement
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC106 | Assessing Impact: Evaluating Professional Learning

Measuring the quality, effectiveness, and impact of professional learning requires thoughtful planning and implementation of an evaluation process. Acquire an eight-step process for evaluating professional learning. See how to assess the evaluability of a program; formulate evaluation questions; and construct an evaluation framework that includes data sources, data collection methods, and data analysis. Learn to apply the process to create a plan for evaluating your own professional learning programs. Participants will receive a copy of Assessing Impact: Evaluating Professional Learning (Corwin/Learning Forward, 2018, 3rd ed.).
Joellen Killion, Learning Forward (joellen.killion@learningforward.org)


Area Focus: Learning Designs and Implementation
Topics: Assessment Practices, Data-Driven Decision Making, Evaluation and Impact
Session Length: 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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PC107 | Equity Literacy for Leaders

Begin building a brave community and creating a more equitable learning environment by examining how your personal experiences and attitudes impact your professional practices as you prepare students for a global 21st-century world that’s not race neutral. Use your sphere of influence to create a space for accountability that addresses the individual intersecting social identities of students, cultivates their cultural capital, and empowers them intellectually and emotionally while sustaining professional learning for adults around educational equity and racial literacy. Learn to lead your school or district through a process that assesses the adaptability of your organization while modeling lifelong learning.
Corrie Wallace, Cultivating Opportunities for Respectful Reflection on Identity through Education (corrie@corriellc.com)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Equitable Access and Outcomes, Title I / Economically Disadvantaged Population, Urban Issues and Settings
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC108 | Elevating Teacher Leadership

Teacher leadership is a powerful strategy for continuous improvement of teaching and learning. It promotes collaborative cultures, collective responsibility, teacher agency and credibility, and improved decision-making at school and district levels, resulting in equitable learning outcomes. See how teacher leadership has also proven to address teacher shortages. Explore how teacher leaders take responsibility for innovation and change. Acquire skills to advocate for and improve teacher leadership in schools and districts.
Ann Delehant, Delehant and Associates (ann.delehant@learningforward.org)
Amy Colton, Center for Collaborative Inquiry (acolton2@gmail.com)
Debbie Cooke, WPGL Consulting (wpglconsulting@gmail.com)


Area Focus: Leadership Development
Topics: Continuous improvement Cycles, Culture and Climate, Distributed/Shared Leadership, Instructional Improvement, Teacher Leadership
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC109 | Shall We Dance? Understanding Choreography for Social and Emotional Learning Implementation

The commitment to developing and implementing schoolwide and districtwide practices for social and emotional learning requires establishing foundational awareness and understanding, developing and communicating a philosophical rationale, and revisiting and revising structures and routines. Learn about the organizational choreography needed for the work of social and emotional learning (SEL), and see how to place the social and emotional needs of students at center stage while sharing the spotlight with the traditional focus on academics. Examine both the mind moves and the machine moves necessary for having SEL serve as the catalyst for more supportive organizational rhythms, enabling more students to thrive.
Deidre Farmbry, The Collaborative for Academic, Social and Emotion Learning (CASEL) (dfarmbry@comcast.net)
Bloodine Barthelus, Collaborative for Academic, Social, and Emotional Learning (CASEL) (bbarthelus@casel.org)

Area Focus: Social & Emotional Learning
Topics: Brain Friendly Teaching & Learning, Engagement and Motivation of Disenfranchised Learners, Social Emotional Learning/Health (SEL/SEH), Title I / Economically Disadvantaged Population
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC110 | Best Practices in Supporting LGBTQ+ Students

Focus on the experiences and needs of LGBTQ+ young people in school settings. Acquire language and terminology, understand identity development, and experience opportunities for reflection, dialogue, and skill building.
Nat Duran, Illinois Safe Schools Alliance (nat.duran@phimc.org)
Grecia Magdaleno, Illinois Safe Schools Alliance (grecia.magdaleno@phimc.org)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Equitable Access and Outcomes, Social Emotional Learning/Health (SEL/SEH)
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC111 | Supporting Teachers in Next Generation Science Teaching

A framework with a research-based vision for science teaching and learning has led to new science standards across three-fourths of the U.S. Focus on the key instructional shifts targeted by these standards, including the central role of using students’ own questions to drive their learning and connecting students’ science learning to their own lives. Discover how these shifts are reflected in instructional materials and the types of classroom discourse needed to support these approaches, in which students build, test, and refine their science ideas. Examine the role of coaches, principals, and professional learning providers in supporting teachers to make these shifts. Explore how to conduct and debrief classroom observations for this type of teaching.
Brian Reiser, Northwestern University (reiser@northwestern.edu)
Katherine McNeill, Boston College (kmcneill@bc.edu )

Area Focus: High Quality Curriculum
Topics: Educator Effectiveness, Inquiry-Based Instruction, Instructional Improvement, Open Educational Resources/Practices (OER/OEP), Science
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC112 | Seeking Equity Through Truth and Reconciliation

What happens when leaders, both formal and informal, seek to understand the truth of historical oppression and how that oppression continues to exist deep in our structures? See how taking purposeful, significant actions toward reconciliation can move education toward equity for all. Experience truth through a facilitated, collective, interactive telling of the story of colonization designed to promote awareness of multiple worldviews.
Denise Augustine, Ministry of Education (denise.augustine@gov.bc.ca)
Roderick Allen, Rod Allen Consulting (rodallen16@shaw.ca)

Area Focus: International Perspectives and Emerging Issues
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes, Trauma-Informed Practice
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders

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PC113 | Leading Groups: Effective Strategies for Building Professional Community

Group leaders wear many hats at once as they bring positional responsibility, technical knowledge, and information to meetings and work sessions. Explore a leadership repertoire that flexes between the stances of presenting, collaborating, and facilitating when communicating important information. Explore ways skillful leaders manage three simultaneous agendas with and for their groups: task focus, process skill development, and relational development. Master the mindful leader’s delicate balancing act by understanding when and how leaders should assert themselves with their groups and when and how to integrate themselves within their groups.
Laura Lipton, Mira Via (lelipton@miravia.com)
Bruce Wellman, Mira Via (bwellman@miravia.com)

Area Focus: Leadership Practices
Topics: Adult Development and Learning, Facilitation, Leadership Development, Teacher Leadership
Session Length: 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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12:00pm–1:00pm
PreConference Lunch




Sunday, December 6, 2020

9:00am–4:00pm
PreConference Sunday

PC201 | Engagement by Design: The Impact of Relationships, Clarity, and Challenge

Focus on ways to engage students and ensure they are learning more. Explore ways in which leaders can help teachers build and maintain healthy, growth-producing relationships with students. Ensure teachers know what students need to learn, communicate learning expectations to students, and reach agreements on what learning success looks like. Explore the role of challenging learning tasks and understand the role difficulty and complexity play in students' learning.
Douglas Fisher, San Diego State University and Health Sciences High and Middle College (dfisher@sdsu.edu)
Nancy Frey, San Diego State University and Health Sciences High and Middle College (nfrey@sdsu.edu)

Area Focus: High Quality Curriculum
Topics: Curricular Rigor, Educator Effectiveness, Engagement and Motivation of Disenfranchised Learners, Instructional Improvement, Instructional Leadership and Supervision, Literacy
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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PC202 | Grading

Changing the way we grade and report student learning requires challenging some of education’s longest-held traditions. Learn what research says about effective grading and reporting policies and practices and the importance of fairness and honesty in grading. Explore a variety of ways to report student learning progress to parents and families, along with procedures for implementing new reporting structures, including standards-based grading.
Thomas Guskey, University of Kentucky (guskey@uky.edu)


Area Focus: Research & Impact
Topics: Assessment Practices, College- and Career-Readiness/Student Performance Standards, Curricular Rigor, Data-Driven Decision Making
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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PC203 | Collaborative Inquiry for Effective Implementation of Culturally Responsive Practices

How do school districts translate a vision to become more culturally responsive into real practice that deepens student relationships, builds academic mindsets, and increases student ability to engage in rigorous learning that moves the needle on achievement results? See how to overcome the implementation gap by using collaborative inquiry methods that facilitate deep changes in mindset as well as instructional norms for leaders and teachers. Explore the role that collaborative inquiry methods play in executing an effective implementation plan to integrate culturally responsive practices into social and emotional learning (SEL) initiatives as well as instructional initiatives centered around literacy, math, and STEM. Learn from case studies and experience an opportunity to review and revise your existing plans as you apply what you learn.
Zaretta Hammond, Transformative Learning Solutions (zlhammond@aol.com)


Area Focus: Equity & Excellence
Topics: Change Management, Collaborative Inquiry, Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Equitable Access and Outcomes, Implementation, Social Emotional Learning/Health (SEL/SEH), Title I / Economically Disadvantaged Population
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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PC204 | Relentless: Building a Culture of Continuous Improvement in Schools as Professional Learning Communities

Explore how to create and sustain a culture of continuous improvement in schools working as professional learning communities. Gain the tools and strategies that have supported award-winning Adlai E. Stevenson High School for 25 years.
Eric Twadell, Adlai E. Stevenson High School (etwadell@d125.org)


Area Focus: Learning Communities and Networks
Topics: Continuous improvement Cycles, Culture and Climate, Learning Networks, Models of Professional Learning
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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PC205 | The Art and Science of Implementation

Often our best efforts do not result in the change we imagined, most often due to the lack of clarity of the change or intervention and the implementation process. Examine how to support implementation through diverse professional learning opportunities and address conditions such as shared vision, leadership, time, resources, research, evidence, and community engagement. See how thoughtful implementation planning, including an evaluation framework to know if your efforts are having an impact, will lead to continuous improvements supporting educator and student success.
Val Olekshy (volekshy@gmail.com)
Shannon Noble, Fort McMurray Public Schools (shannon.noble@fmpsd.ab.ca)

Area Focus: Learning Designs and Implementation
Topics: Change Management, Continuous improvement Cycles, Evaluation and Impact, Implementation
Session Length: 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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PC206 | Learning-Focused Feedback

Feedback is a core part of the learning process for students and adults, but not all feedback, especially with adults, promotes change in practice. Examine and challenge your assumptions about feedback. Explore learning-focused feedback and its use. Learn to use the feedback process to overcome obstacles. Participants will receive a copy of The Feedback Process: Transforming Feedback for Professional Learning (Learning Forward, 2019).
Joellen Killion, Learning Forward (joellen.killion@learningforward.org)


Area Focus: Leadership Practices
Topics: Educator Effectiveness, Feedback and Observations, Leadership Development
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC207 | “Sit and Get” Won't Grow Dendrites: 20 Instructional Strategies That Engage the Adult Brain

Visualize the worst presentation that you have ever been a part of as an adult learner. Now visualize the best one. No doubt there is a considerable difference between the two. Learn 20 strategies that you can use to make your professional learning experience unforgettable. Examine techniques that result in sustained adult behavior change.
Marcia Tate, Developing Minds (marciata@bellsouth.net)


Area Focus: Leadership Practices
Topics: Brain Friendly Teaching & Learning, Change Management, Facilitation
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC208 | The Power You Carry: How to Become a Brain Builder to Help All Children Thrive

By understanding and addressing the impact of adversity on learning, we can put all children on a path toward healthy development and academic achievement. Examine the way schools can be designed to become supportive, trustful environments for children, where they develop the skills and mindsets that are requisite for success in school, work, and life. Review research showing that supportive, buffering relationships with adults can prevent and even reverse the negative effects of traumatic experiences. Leave with concrete strategies to apply the science to interactions with students.
Amy Nicholson, Turnaround for Children (anicholson@tfcusa.org)


Area Focus: Social & Emotional Learning
Topics: Brain Friendly Teaching & Learning, Social Emotional Learning/Health (SEL/SEH), Trauma-Informed Practice
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC209 | The Impact Cycle: Essential Skills for Instructional Coaches

For more than two decades, Jim Knight and his research colleagues in Kansas have been working to identify best practices for instructional coaching. Hear about the results of their findings in the impact cycle, a simple and powerful way coaches can help teachers improve teaching to improve student learning.
Jim Knight, University of Kansas (jim@instructionalcoaching.com)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Instructional Improvement, Instructional Leadership and Supervision
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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PC210 | Social and Emotional Learning to Support Rigorous Disciplinary Literacy

How students approach challenges and persevere plays a crucial role in their success with disciplinary learning and literacy. Reflect on classroom cases and engage in routines designed to elicit students’ strengths and build classroom collaboration in the context of developing adolescents’ academic literacy. Gain an insider’s view of how enacting a professional learning design encourages middle and high school teachers to focus on growth and mastery, identity and community, passion and purpose, self-efficacy, metacognitive awareness, and metacognitive control to promote positive academic and social and emotional outcomes.
Linda Friedrich, WestEd (lfriedr@wested.org)


Area Focus: Social & Emotional Learning
Topics: Curricular Rigor, Literacy, Models of Professional Learning, Secondary Education, Social Emotional Learning/Health (SEL/SEH)
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC211 | Social Justice Teaching 101

Learn how to effectively implement anti-bias instruction in classrooms. Discover practical strategies for accomplishing academic and social and emotional goals side by side. Discuss learning conditions that honor all identities and reflect diversity, equity, and justice. Explore ready-to-use materials and see how to apply rigorous standards and ways to incorporate research-based teaching practices. Leave with ideas and tools for transforming classrooms and schools.
Val Brown, Teaching Tolerance (val.brown@splcenter.org)
Byron Durias, Seminole County Public Schools (byron_durias@scps.k12.fl.us)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes, Social Emotional Learning/Health (SEL/SEH)
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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PC212 | Networks for Continuous Learning and Improvement

Learning Forward networks, grounded in the Standards for Professional Learning, leverage learning teams to design and implement professional learning interventions. Experience how networks use equity-centered improvement theory and methods that lead to improved practice. Join with facilitators of the Redesign PD Community of Practice and the What Matters Now Network to learn about the process and the outcomes. Assess the current state of your professional learning and then ideate testable interventions, strategies, promising solutions, and possible change ideas to identify those specific to your local context. Try out protocols using data to make progress against outcomes or indicators that are predictive of longer-term success. Leave with tools for developing a theory of improvement. This session is designed for district teams of 3-5 members.
Michelle Bowman, Learning Forward (michelle.bowman@learningforward.org)
Elizabeth Foster, Learning Forward (elizabeth.foster@learningforward.org)
Melinda George, Learning Forward (melinda.george@learningforward.org)
Nick Morgan, Learning Forward (nick.morgan@learningforward.org)


Area Focus: Learning Communities and Networks
Topics: Comprehensive System Improvement/Reform, Data-Driven Decision Making, Implementation, Learning Networks
Session Length: 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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PC213 | Intentionally Developing Educators: Effectively Accelerating Adult Learning

Research shows that adults working together can effectively increase student achievement. Use a model for leadership professional learning to assess your departments, grade levels, or schools to effectively collaborate, learn, and develop together. Develop specific, focused strategies to build a flexible repertoire and skill set to focus on your work supporting colleagues’ development as a learning community.
Abrams Jennifer, Jennifer Abrams Consulting (jennifer@jenniferabrams.com)
Bill Sommers (sommersb4@gmail.com)

Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Assessment Practices, Learning Networks, Models of Professional Learning
Session Length: 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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PC214 | Becoming a Learning Principal

What does it mean to be an authentic learning principal and learning leader? Apply a learning and improvement lens to the principal’s major responsibilities. Assess your current state and consider reasons to invest in new learning and new actions. Dig into cases of high-performing and low-performing schools to distinguish effective principal practices. Examine how investing in learning and improvement produces higher levels of performance and impact for staff and students. Receive a copy of the newly released The Learning Principal coauthored by the session facilitators.
Frederick Brown, Learning Forward (frederick.brown@learningforward.org)
Stephanie Hirsh, Learning Forward (stephanie@hirshholdings.com)
Kay Psencik, Learning Forward (psencikmk@outlook.com)


Area Focus: Leadership Practices
Topics: Instructional Improvement, Instructional Leadership and Supervision, Learning Networks, Principal Pathways/Pipelines
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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PC215 | Leveraging Collective Efficacy to Achieve Quality Implementation

Quality implementation of evidence-based strategies remains a consistent and widespread challenge when it comes to school improvement efforts despite the plethora of research. Learn evidence-based practices and share ways to tap into the sources of collective efficacy through powerful professional learning to make support work in schools and classrooms.
Jenni Donohoo, Praxis-Engaging Ideas (jenni.donohoo@learningforwardontario.ca)
Steven Katz, University of Toronto, OISE (steven.katz@utoronto.ca)

Area Focus: Learning Designs and Implementation
Topics: Change Management, Continuous improvement Cycles, Implementation, School Improvement/Reform
Session Length: 5-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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12:00pm–1:00pm
Preconference Lunch


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




Monday, December 7, 2020

8:00am–8:15am
Conference Overview & First Timers' Orientation


8:30am–9:30am
Innovator/Author/Researcher , IAR11

IAR11 | Despite the Best Intentions: How Racial Inequality Thrives in Good Schools

Building on their award-winning book, Despite the Best Intentions: How Racial Inequality Thrives in Good Schools, Amanda Lewis and John Diamond will discuss how racial inequality is embedded in school organizational practices and routines and what educators can do to disrupt that process. Leave with tools to better understand racial inequality in your own context and some ideas for what to do about it.

Amanda Lewis, University of Illinois at Chicago (aelewis@uic.edu)
John Diamond, University of Wisconsin-Madison (jbdiamond@wisc.edu)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Title I / Economically Disadvantaged Population, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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8:45am–11:45am
Concurrent Sessions, 13XX

1301 | The Story of Instructional Coaching

Hear about the evolution of instructional coaching from its beginning, and learn how to implement many practical practices that will make a difference right away. Leave with tools you can use during coaching.

Jim Knight, University of Kansas (jim@instructionalcoaching.com)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Instructional Improvement
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1302 | Coaching for Equity in the English Language Arts Classroom

Learn key coaching concepts and tools to assist in adapting and delivering content-specific, job-embedded coaching support to English language arts teachers, including ways of partnering with both inexperienced and experienced teachers. Gain an understanding of a variety of coaching skills, methods, and stances to facilitate teacher learning and application of learning in content-specific classrooms.

Sharron Helmke, Learning Forward (sharronhelmke@gmail.com)
Wanda Mangum (theresspm@gmail.com)
Theress Pidick, Denver Public Schools (theresspm@gmail.com)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Literacy, Other
Session Length: 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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1303 | Real-Time Coaching: Impacting Teaching in the Moment

Learn how to incorporate real-time coaching into your context. Examine the mindsets and necessary conditions to successfully use real-time coaching. Analyze the continuum of invasive coaching strategies and weigh the benefits of each to maximize impact. Practice real-time coaching strategies, and create a plan for implementing real-time coaching.

Ashley Novack, Mastery Schools (ashley.novack@masterycharter.org)
Danielle Duncan, Mastery Schools (danielle.duncan@masterycharter.org)
Samantha Ingram, Mastery Schools (samantha.ingram@masterycharter.org)
Lisa Owen, Mastery Schools (lisa.owen@masterycharter.org)
Anjulie Williams, Mastery Schools (anjulie.williams@masterycharter.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Feedback and Observations
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1304 | Create Inclusive Spaces for LGBTQ+ Students and Staff

Consider what you need to know and do to be an inclusive educator for LGBTQ+ students. Gain an understanding of the terms, the difference between gender identity and gender expression, as well as sexual orientation and more. Learn how to foster an inclusive environment for LGBTQIA students and staff. Explore ways to include LGBTQIA history into your lessons. Identify and challenge assumptions and prejudice that inhibits inclusive classrooms such as bias, homophobia, and heteronormativity.

Kaetchen Haugen, Lakeville Area Schools (Haug1911@isd194.org)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1305 | The True North: How Canadian Educators Are Confronting Bias

Share a powerful experience in dialogue in which we surface our personal biases. Explore the challenges of equity in the current educational climate. Participate in uncovering how we might lift others up through empowerment, and develop capacity for crafting conversations that count. Brainstorm strategies to create small moments that lift others up.

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 & Excellence
Topics: Culture and Climate, Equitable Access and Outcomes, International Perspectives
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1306 | Critical Consciousness: The Leadership Imperative

Engage in conversations aimed at raising your critical consciousness around such topics as the causes and consequences of historical and contemporary racism and systemic oppression. Leave with a set of actionable tools and techniques to help you and your fellow leaders identify policies and professional learning practices that support a profound vision of social justice and equity for all students.

Rainey Briggs, Middleton School District (rbriggs@mcpasd.k12.wi.us)
Percy Brown, Middleton School District (pbrown@mcpasd.k12.wi.us)
Eric Runez, DeForest School District (erunez@deforestschools.org)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes, Leadership Development, Models of Professional Learning
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1307 | The Secrets to Making High-Quality Curriculum Effective

Increase your understanding of how district and school leadership teams used weekly professional learning and individual coaching in classrooms to implement a new high-quality curriculum and go further with existing materials. Learn key steps such as adopting an instructional framework, anchoring coaching and feedback in the curriculum, blending support for curriculum and instructional practices, and evaluating progress. Analyze how to support teachers and school leaders to implement and effectively use curriculum in your school or district, and develop next steps to strengthen the integration of curriculum and instructional support.

Davita Lancelin, National Institute for Excellence in Teaching (dlancelin@niet.org)
Angela Davis, St. John the Baptist Parish Public School System (andavis@stjohn.k12.la.us)

Area Focus: High Quality Curriculum
Topics: Change Management, Curricular Rigor, Feedback and Observations, Implementation, Instructional Improvement, Instructional Leadership and Supervision, Models of Professional Learning
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1308 | DARING to Innovate

Examine the strategies used by a successful public high school district to ensure every student graduates with the skills necessary to succeed in our rapidly changing global society. Explore professional learning that empowers teacher leaders, extends connections, broadens cultural awareness, and tears down the walls that limit innovation. Travel virtually to explore professional learning and curriculum design structures as well as sample projects aligned to the student skills and competencies identified in our profile. Design a strategy to implement in your setting.

Rita Fischer, Community High School District 128 (rita.fischer@d128.org)
Amanda Carroll, Community High School District 128 (amanda.carroll@d128.org)
Joe O'Brien, Community High School District 128 (joseph.obrien@d128.org)


Area Focus: International Perspectives and Emerging Issues
Topics: Deeper Learning, Leadership Development, Secondary Education, Teacher Leadership
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1309 | Teacher Leadership That Impacts Professional Learning Systems

Identify specific pathways of support for teacher leader development and outcomes, and reflect on the current reality for such opportunities in your school or district. Continue to build capacity while also considering responsibilities within your system by sharing a statement of intent for feedback and support from our formal network of teacher leaders.

Nicholas Strecker, Kirkwood School District (nick.strecker@kirkwoodschools.org)
Heather Carroll, Ferguson-Florissant School District (hcarroll@fergflor.org)
Stacey Cook, St. Louis Public Schools (stacey.cook@slps.org)
Erin Lawson, Orchard Farm R-V School District (elawson@ofr5.com)
Amy McBride Barker, Kirkwood School District (Amy.Barker@kirkwoodschools.org)


Area Focus: Leadership Development
Topics: Adult Development and Learning, Distributed/Shared Leadership, Feedback and Observations, Induction and Mentoring, Leadership Development, Leadership Pathways, Teacher Leadership
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1310 | Coaching Systems That Transform High Schools

Hear from a principal and coach at an urban high school about coaching systems that work. Consider the conditions necessary for effective coaching relationships. Examine systems that support adult development and hold adults accountable for taking up their own learning to improve teacher practice and student outcomes. Practice a coaching conversation and explore a sample coaching ecosystem as a tool for reflection on your own context.

Dr. Maurice Swinney, Chicago Public Schools (mswinney@cps.edu)
Sarah Howard, Network for College Success (showard@uchicago.edu)

Area Focus: Coaching
Topics: Adult Development and Learning, Coaching Practices/Programs, Distributed/Shared Leadership, Secondary Education, Urban Issues and Settings
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1311 | Forces of Influence: Leveraging Relationships for Effective Change

Boost your ability to cultivate and sustain strong relationships using a series of leadership moves known as the Forces of Influence to help others to be as successful as they can be. Explore the basics of relationships; dive into the pushes, pulls, shoves, and nudges that make up the Forces of Influence; and challenge yourself to self-assess your use of the forces to drive change and learning for all.

Meghan Everette, Salt Lake School District (meghankeverette@gmail.com)
Fred Ende, Putnam Northern Westchester BOCES (fende@pnwboces.org)

Area Focus: Leadership Development
Topics: Change Management, Leadership Development
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1312 | Data-Driven Dialogue: Facilitating Collaborative Inquiry

Explore and apply a three-phase model that supports productive collaborative inquiry. Investigate strategies and structures that reduce defensiveness and create shared responsibility for student learning. Hone practical tools for discovering assumptions, promoting data-focused inquiry, and developing shared understandings of problems and possible solutions.

Bruce Wellman, MiraVia LLC (Bwellman@miravia.com)
Laura Lipton, MiraVia (Lelipton@miravia.com)

Area Focus: Leadership Practices
Topics: Change Management, Collaborative Inquiry, Culture and Climate, Data-Driven Decision Making, Leadership Development
Session Length: 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1313 | Transforming School Leadership Through a Collaborative Learning Process

Explore the collaborative inquiry approach used by a fast-growth school district. 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. Work collaboratively to design structures that will move your organization and professional learning forward.

Michael Griffin, Northwest ISD (mgriffin.2008@yahoo.com)
Kim Becan, Northwest ISD (kbecan@nisdtx.org)
Sandy Conklin, Northwest ISD (sconklin01@nisdtx.org)
Stephanie Espinosa, Northwest ISD (sespinosa@nisdtx.org)
Logan Faris, Northwest ISD (lfaris@nisdtx.org)
Mary Seltzer, Northwest ISD (mseltzer@nisdtx.org)


Area Focus: Leadership Practices
Topics: Collaborative Inquiry, Continuous improvement Cycles, Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Instructional Leadership and Supervision, Models of Professional Learning
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1314 | Transforming Schools for Learning: Creating the Culture

Learn about and analyze key elements of schools in all kinds of settings that are experiencing high levels of student learning and success. Examine strategies that have made possible the transformation of schools at the deepest levels. Develop potential plans of action to address both culture and promising initiatives. Identify powerful leverage points for change and key constituencies to engage in planning and implementation. Connect with a network of colleagues to continue discussions and support beyond this session.

Blake West, NEA (bwest@nea.org)


Area Focus: Leadership Practices
Topics: Change Management, Culture and Climate, Implementation, Learning Networks, School Improvement/Reform
Session Length: 3-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1315 | Navigating the Change Process by Reimagining Secondary Mathematics

Learn how a large suburban high school district is leading change and using the shift to an integrated mathematics curriculum as a catalyst for reimagining the high school mathematics experience. Explore key strategies for generating support from multiple stakeholders, planning job-embedded professional learning, and monitoring and assessing the impact of change. Reflect on your learning and connect it to your own context.

Melissa Dudic, Maine Township High School District 207 (mdudic@maine207.org)
Dawn Bodden, Maine Township High School District 207 (dbodden@maine207.org)
Jen Loika, Maine Township High School District 207 (jloika@maine207.org)
Mike Smith, Maine Township High School District 207 (mikesmith@maine207.org)
Jill Sweetwood, Maine Townshp High School District 207 (jsweetwood@maine207.org)


Area Focus: High Quality Curriculum
Topics: Change Management, Implementation, Mathematics, Secondary Education, STEM: Science, Technology, Engineering, and Math
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1316 | Collaborative Work

Discuss ideas, creativity, trust, and the importance of the creative minds of good people on our teams. Consider the challenges faced by systems and focus on collaborative work and creativity to inspire new possibilities. Examine voice, collaborative work, and creativity as strategies to identify the possibilities, make better decisions, and build high-trust teams. Develop a plan to use these ideas in your environment.

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


Area Focus: Learning Communities and Networks
Topics: Collaborative Inquiry, Culture and Climate, Facilitation, Student or Teacher Voice
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1317 | Effective Equity Implementation that Changes the Status Quo

Hear how a district is helping educators clearly see inequity and equipping them to do something about it. Learn an approach that facilitates a shared commitment that results in collective action for equity and inclusion. Move beyond the dysfunctional implementation, episodic events, mandated trainings, and symbolic compliance that fall short of systemic transformation to take effective action.

John Krownapple, The Core Collaborative (john.krownapple@gmail.com)
Megan Stryjewski, Wentzville School District (meganstryjewski@wsdr4.org )

Area Focus: Learning Designs and Implementation
Topics: Change Management, Culturally Responsive Pedagogy, Culture and Climate, Implementation, School Improvement/Reform
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1318 | Accelerating Our Collective Efficacy Through Professional Learning Rounds

Explore a systematic professional learning approach where all educators collaboratively focus on knowing their impact right in their own classrooms. Learn how professional learning rounds increase student learning through collaborative, school-based shared teacher/administrative leadership. Leave with tools for customizing professional learning rounds to impact your own professional learning system.

Pam Rosa, Rosa Educational Consulting (pam@rosaeducationalconsulting.com)
Jennifer Hix, Batavia Public Schools (jennifer.hix@bps101.net)
Haley Nickolauou, Batavia Public Schools (haley.nickolaou@bps101.net)
Ming Shelby, Batavia Public Schools (ming.shelby@bps101.net)


Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Instructional Improvement, Instructional Rounds / Walk-Throughs
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1319 | Setting the Stage: Supporting Grade-Level Instruction and Personalized Learning

Hear how a large urban district is rolling out a technology-based personalized literacy instructional program while also implementing a core literacy curriculum. Learn about the professional learning strategies and learning designs that are creating a cycle of continuous improvement within and across individual schools. Reflect on how your school or district might use these tools and strategies to implement grade-level instruction and personalization together.
Katie Shuman, CenterPoint Education Solutions (kshuman@cpeducation.org)
District 19 Staff, District 19, New York City Public Schools (Unknown@unknown.org)
Jacqueline Kennedy, Learning Forward (jacqueline.kennedy@learningforward.org)


Area Focus: Learning Designs and Implementation
Topics: Blended/Online Learning, Change Management, Continuous improvement Cycles, Implementation, Literacy, Models of Professional Learning, Personalized Learning (Educators and Students), Technology to Enhance Student Learning, Urban Issues and Settings
Session Length: 3-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1320 | Design Innovation to Improve Impact for Professional Learning

Engage in a process of self-evaluation and redesign to examine how to innovate your professional learning designs to improve impact. Develop your understanding of the role of the Standards for Professional Learning in professional learning design. Delve deeper into the standards as a way of reflecting on a case study and your own designs through the lens of impact.

Jay Arduser, Qatar Foundation (jarduser@qf.org.qa)
Joanna Moe, Qatar Foundation (jmoe@qf.org.qa)

Area Focus: Learning Designs and Implementation
Topics: Data-Driven Decision Making, Evaluation and Impact, Models of Professional Learning
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1321 | Connecting Professional Learning Needs, Microcredentials, and Improvement Strategies

Learn how schools and districts have used microcredentials to design a personalized professional learning system and created impact that has shifted educator and student outcomes. Hear from educators in schools and districts who have done this work and explore the Center for Teaching Quality’s facilitation system-building work with microcredentials. Craft an action plan to guide strategic use of tools in your local context.

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

Area Focus: Learning Designs and Implementation
Topics: Micro-Credentials / Badging, Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1322 | Transforming Your Grading System: Why and How

Listen to a leading researcher on grading and assessment present evidence challenging conventional grading policies and practices. Learn steps for successfully transitioning to a grading system that reports multiple measures of a student’s performance. Hear a district’s firsthand experience in revising its grading system and reporting methods to align with a districtwide purpose statement committed to communicate student learning at a specific point in time.

Katherine Smith, Lyons Township High School Dist 204 (ksmith@lths.net)
Scott Eggerding, Lyons Township High School District 204 (seggerding@lths.net)
Dr. Thomas Guskey, University of Louisville and University of Kentucky (guskey@uky.edu)


Area Focus: Research & Impact
Topics: Assessment Practices, Implementation
Session Length: 3-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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1323 | Got Impact? Maximize Coaching Results With “Glass-Box” Evaluation

Learn how to use data to illuminate the impact of coaching, open dialogue among stakeholders, and accelerate coaches’ ability to respond to teacher needs. Examine how one district applied the principles of glass-box program evaluation, including analyzing and interpreting authentic data to understand how program components interact to impact results of instructional coaching. Create a logic model to design, implement, and evaluate your professional learning program. Leave with tools and protocols for optimizing coaching time for teacher support.
Diane Lauer, St. Vrain Valley School District (lauer_diane@svvsd.org)
Joellen Killion, Learning Forward ( joellen.killion@learningforward.org)
Victoria Kinzig, KickUp (victoria@kickup.co)


Area Focus: Research & Impact
Topics: Coaching Practices/Programs, Data-Driven Decision Making, Evaluation and Impact, Feedback and Observations, Instructional Improvement
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1324 | Positively Impact Your School with Social and Emotional Learning for Adults

Learn about educator social and emotional learning practices that are positively linked to student outcomes, classroom quality, and the culture and climate of schools. Engage in hands-on activities using research-based social and emotional learning strategies that make a positive impact on educators, students, and schools. Develop an action plan for implementing these research-based social and emotional learning strategies in your school.

Mylien Duong, Committee for Children (mduong@cfchildren.org)
Alicia Eriwin, Wayne Township (Alicia.Erwin@wayne.k12.in.us)
Douglas Fisher, San Diego Unified School District (dfisher@sdsu.edu)
Nancy Frey, San Diego Unified School District (nfrey@sdsu.edu)
Tammy Huson, Independent Schools of Puget Sounds (tammy.fisher@stthomasschool.org)


Area Focus: Social & Emotional Learning
Topics: Adult Development and Learning, Culture and Climate, Social Emotional Learning/Health (SEL/SEH)
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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

1101 | Supporting Internationally Educated Teachers Through Mentor Coaching

Develop coaching and mentoring skills to support professional growth in staff. Learn how to support the integration of internationally educated teachers in schools. Practice strategies you can adapt to your contexts and apply in interactions with different stakeholders to support continuous improvement for students.

Nadine Trépanier-Bisson, Ontario Principals' Council (ntrepanier@principals.ca)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Continuous improvement Cycles, Induction and Mentoring, International Perspectives, Other
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1102 | Changing Minds: Coaching for a Learning Mindset

Learn skills for coaching yourself and others toward active mindset awareness and navigation. Acquire strategies for coaching educators to reflect on their unconscious beliefs and take action steps toward adopting a learning mindset. Devise an application plan to implement these understandings to address a problem of practice from your own context.

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

Area Focus: Coaching
Topics: Adult Development and Learning, Coaching Practices/Programs
Session Length: 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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1103 | I Can't Teach What I Don't Know: Teaching Teachers and Administrators to be Fierce Leaders of Race, Diversity, and Equity Dialogue in Schools

Learn about 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 leaders 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. Examine key tenets within equity pedagogy and prejudice reduction strategies.

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


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Leadership Development
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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1104 | Formative Assessment in a Brain-Compatible Classroom

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 succeed at any teacher-made or standardized test.

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


Area Focus: High Quality Curriculum
Topics: Assessment Practices, Brain Friendly Teaching & Learning, Deeper Learning
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1105 | Start Building Communication and Collaboration in Teams: Developmental Strategies

Gain an understanding of 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: Leadership Development
Topics: Adult Development and Learning, Change Management, Culture and Climate, Leadership Development
Session Length: 5-hours
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1106 | Thinking Through Evaluation

Learn how to integrate knowledge and skills into any evaluation system to bring a growth-producing dimension often missing from traditional evaluation. Enhance your skills as a listener and your knowledge of how to support thinking during the evaluation process. Gain increased confidence in using evaluation as an opportunity to support growth.

Jane Ellison, Thinking Collaborative (ccsjane@gmail.com)
Jenny Cunneen, Fairfax County Public Schools (iovinojm@gmail.com)

Area Focus: Leadership Practices
Topics: Evaluation and Impact, Feedback and Observations, Leadership Development
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1107 | Step In, Step Up Leadership: Helping Women Step In and Up

Gain an understanding of 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 and the need to add, not substitute, the feminine to the current overemphasis on the masculine style. 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 next steps in your leadership development.

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


Area Focus: Leadership Development
Topics: Culture and Climate, Educator Effectiveness, Leadership Development, Leadership Pathways
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1108 | 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 through 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)
Kristen Palatt, Pittsfield Public School (kpalatt@pittsfield.net)
Nina Smith, Research for Better Teaching (smith@RBTeach.com)


Area Focus: Learning Communities and Networks
Topics: Assessment Practices, Collaborative Inquiry, Continuous improvement Cycles, Data-Driven Decision Making, Engagement and Motivation of Disenfranchised Learners, Equitable Access and Outcomes, Other
Session Length: 5-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1109 | Personalizing Your Professional Development: A Mindset Shift for Administration, Staff & Students

Explore one district’s process of planning professional development that mirrors the student experience of personalizing learning and growth, customizes to the personal growth needs of staff, incorporates engagement through gamification, focuses on the ability to learn when you disrupt the norm through innovation and choice, creates a sequence academy professional development approach to large-scale implementations and learning shifts, and establishes collective efficacy among stakeholders for student learning growth. Discover ways to develop professional learning that values each educator and engages and inspires all.

Sarah Mumm, Kaneland School District 302 (10358@kaneland.org)
Laura Garland, Kaneland School District 302 (10166@kaneland.org)
Nancy Meisenger, Kaneland School District 302 (10334@kaneland.org)
Patrick Raleigh, Kaneland School District 302 (11509@kaneland.org)
Rachael Walker, Kaneland School District 302 (89127@kaneland.org)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Problem-Based Learning
Session Length: 5-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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9:45am–10:45am
Innovator/Author/Researcher, IAR12

IAR12 | The New Thinking About Principal Supervisors

As school districts work to bolster instruction and student achievement, principal supervision is showing promise as part of a comprehensive plan. Researchers from Vanderbilt University and Mathematica explored the implementation and impact of the Principal Supervisor Initiative, a four-year, Wallace-supported venture launched in 2014 by six large districts to help principals support good instruction. Hear what researchers and district leaders are learning about the supervisor’s role in promoting high-quality teaching and learning.
Ellen Goldring, Vanderbilt University ()


Area Focus: Leadership Practices
Topics: Instructional Leadership and Supervision, Leadership Pathways, Principal Pathways/Pipelines, School Improvement/Reform
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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9:45am–11:45am
Concurrent Sessions, 12XX

1201 | Teacher Coaches Encouraging Excellence in Teaching and Learning

Learn how to help create a forward thinking culture and foster teacher efficacy. Develop an understanding of the benefits of common planning, learning walks, and reflective teaching. Explore strategies to empower and support new and veteran teachers in their pursuit of achieving the common goal of student success. Leave knowing how to establish teacher leader criteria to begin implementation at your school site.

Christina Nall, Wakulla County (Christina.Nall@wcsb.us)
Kerry Adams, Wakulla County (kerry.adams@wcsb.us)
Sunny Chancy, Wakulla County (Sunny.Chancy@wcsb.us)
Mandy Everton, Wakulla County (mandy.everton@wcsb.us)
Lisa Puzon-Brown, Wakulla County (lisa.brown@wcsb.us)
Nicholas Weaver, Wakulla County (nicholas.weaver@wcsb.us)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Culture and Climate, Implementation, Induction and Mentoring, 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, School-based Professional Development Leaders/Instructional Coaches

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1202 | Sustainable and Successful Secondary Coaching

Build success in your secondary instructional coaching program as we identify indicators of successful coaching components. Analyze these systemic components as we look at one successful secondary coaching program. Reflect forward and create action steps to help build the sustainability of effective coaching through a multipronged approach.

Kim Jones, Lewis Central Community School District (kjones@lewiscentral.org)
Jennifer Johnson, Lewis Central CSD (jjohnson@lewiscentral.org)
Christina Woodward, Lewis Central CSD (cwoodward@lewiscentral.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Leadership Development, Secondary Education
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1203 | Standards Innovation Lab

Join us at the Standards Lab. Review the current draft of the updated Standards for Professional Learning. Discuss research, tools, and updates with Learning Forward staff and project advisors. Offer input and feedback or just engage in a Standards conversation.

Elizabeth Foster, Learning Forward (elizabeth.foster@learningforward.org)
Tracy Crow , Learning Forward (tracy.crow@learningforward.org)
Paul Fleming , Learning Forward (paul.fleming@learningforward.org)


Area Focus: Equity & Excellence
Topic: Comprehensive System Improvement/Reform
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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1204 | Deeper Learning: The Key to Achieving Equity

Explore the what, why, and how of deep learning: What it is, why it’s so central to the goal of achieving equity, and how to make it work in your school or district. Learn how to build a deep learning culture that teaches all students the skills they need to make meaning, think conceptually, and transfer their learning to the real world. Consider ways to use the deep learning approach to increase student engagement, address cultural relevance and diversity, and help all students see themselves in the curriculum. Walk away with a set of instructional tools and strategies that help develop all students’ deeper learning skills.

Harvey Silver, Silver Strong & Associates (hsilver@thoughtfulclassroom.com)
Ida Teverbaugh-Turpin, Silver Strong & Associates (iturpin.thoughtfulclassroom@gmail.com)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Deeper Learning, Equitable Access and Outcomes, Instructional Improvement, 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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1205 | Deepening Equity Using the Framework For Teaching

Engage in a reflective learning experience that builds knowledge and skills to apply the Danielson Framework for Teaching to equity. Analyze how cultural competence, high expectations, developmental appropriateness, attention to individual students, and student assumption of responsibility are inextricably linked to equity and learning outcomes for students. Use the Framework for Teaching to develop professional learning or systems opportunities to assure and maintain equitable practices that raise pedagogical skill and student achievement.

Brian Johnson, The Danielson Group (johnson@danielsongroup.org)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Equitable Access and Outcomes, 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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1206 | Be the Change: Designing Urban Professional Learning Frameworks

Learn six key components for effective urban professional learning programs. Using your current district professional learning framework, engage in a reflective protocol and collegial discourse to determine areas of strengths and growth. Create or strengthen a professional learning framework that addresses the unique needs of an urban school district.

Susan Pelezo, Aldine ISD (slpelezo@aldineisd.org)


Area Focus: Learning Communities and Networks
Topics: Evaluation and Impact, Leadership Development, Learning Networks, 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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1207 | Culturally Responsive Pedagogy: Evidence-Based Practices for Equitable Teaching

Learn the goals and conditions for student learning through culturally responsive teaching practices. Assess your cultural competence and develop practical strategies for connecting with all students and adapting your teaching to the way your students learn. Improve your intercultural skills and learn how to select and develop culturally relevant and responsive materials and assessments.

Rocio del Castillo, Huntley Community School District (rdelcastillo@district158.org)
Julia Cloat, Kaneland Community Unit School District #302 (jcloat@gmail.com )

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Equitable Access and Outcomes, 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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1208 | Grow-Your-Own High School Programs and Partnerships

Learn about grow-your-own teacher pipelines and programs, as well as supporting research. Explore supporting data and resources for grow-your-own as a strategy for educator recruitment and retention. Develop a list of potential partners for implementing a grow-your-own model in your context.

Erin Ashcraft, Kentucky Department of Education (erin.ashcraft@education.ky.gov)


Area Focus: Equity & Excellence
Topics: Data-Driven Decision Making, Partnerships and coalition building, Resources for Professional Learning (time and dollars), Secondary Education, Teacher Pathways/Pipelines
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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1209 | Lessons Learned: Reflecting on Implementation and Professional Learning

Learn from a national panel of district leaders who are working to transform literacy instruction by positioning educative curriculum at the heart of professional learning. Consider new ways to use existing professional learning structures, explore ways to increase access and equity through the use of instructional materials, and see how small, medium, and large districts across the U.S. are working to transform teacher practice and impact student achievement.

Marisa Ramirez Stukey, Center for the Collaborative Classroom (mstukey@icloud.com)
Montize Aaron, Pattonville School District (maaron@psdr3.org)
Janet Kaylor, Huntsville City Schools (janet.kaylor@hsv-k12.org)
Bethany Van Osdel, Burnsville-Eagan Savage ISD 191 (bvanosdel@isd191.org)
Kathleen Vasquez, Seattle Public Schools (kavasquez@seattleschools.org)


Area Focus: High Quality Curriculum
Topics: Culturally Responsive Pedagogy, Culture and Climate, Implementation, Instructional Leadership and Supervision, Literacy, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents, Technical Assistance Providers

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1210 | The Power of Profiles: Developing Learners and Leaders at All Levels

Learn how one district builds leaders at all levels using learner profiles with personal plans, pathways, and competency frameworks to meet each learner’s needs. Explore the importance of self-awareness in learner engagement. Understand how the profile creates a process for building trusting relationships, expanding networks, and constant reflection and growth as learners of all ages and organizations of all types reflect and constantly iterate to achieve their next best place. Reflect on personal practice and begin to develop a profile.

Johnna Noll, Norris School District (jnoll@norrisacademywi.org)
Kate Peterson EdD, Norris School District (kpeterson@morrisacdemywi.org)

Area Focus: Leadership Development
Topics: Comprehensive System Improvement/Reform, Culture and Climate, Leadership Development, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1211 | The School Leader Paradigm: Becoming While Doing

Explore the competencies a successful school leader must possess to positively impact their school, community, and themselves. Apply the dimensions of a successful school within your current context. Examine the cycle of inquiry and how this can develop both the school leader and the school to be more successful. Learn about the leadership continuum of launching, building, and mastering and how each stage connects to the competencies and dimensions of the school leader paradigm.

Jason Leahy, Illinois Principals Association (jason@ilprincipals.org)
Todd Bess, Indiana Association of School Principals (tbess@iasp.org)
Scott Seaman, Association of Washington School Principals (scott@awsp.org)


Area Focus: Leadership Development
Topics: Culture and Climate, Instructional Leadership and Supervision, Leadership Development
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1212 | Thought Partners for Change

Learn and discuss strategies to build teacher leadership capacity that impacts professional learning communities (PLCs) and teacher leadership. Practice ways to support the work of PLCs among thought partners in your school. Discuss strategies to develop the leadership capacity of teachers that will impact their PLC work. Explore ways to connect professional learning plans to teachers’ work in their PLCs. Leave with an action plan for supporting teachers in their PLCs to make a difference.

Cindy Harrison, Instructional Improvement Group (harrison.cindy@gmail.com)
Carla Schmidt, Elmhurst Community School District 205 (cschmidt@elmhurst205.org)
Christine Trendel, Elmhurst Community Unit School District 205 (ctrendel@elmhurst205.org)


Area Focus: Leadership Practices
Topics: Instructional Leadership and Supervision, Leadership Development, Learning Networks, Models of Professional Learning, 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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1213 | Designing and Implementing a Personalized, Competency-Based Professional Learning System

Learn how a midsize district empowered teachers to drive their own professional learning using personalized learning structures and pedagogy. Explore resources that can help you develop a personalized, competency-based professional learning system in your school or district. Draft a learning progression to use in your own setting. Create an action plan to guide your next steps.

Kevin Schuttinger, Prior Lake-Savage Area Schools (kschuttinger@priorlake-savage.k12.mn.us)
Mark Paulsen, Prior Lake-Savage Area Schools (mpaulsen@priorlake-savage.k12.mn.us)

Area Focus: Learning Designs and Implementation
Topics: Implementation, Personalized Learning (Educators and Students), Resources for Professional Learning (time and dollars), Student or Teacher Voice
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1214 | Four Steps to a Successful Professional Learning Revolution

Reimagine what engaged professional learning should look like, recognizing that better ideas emerge when school leaders empower teachers. Own adult learning in intentional ways throughout the learning organization through clear focus. Find personal relevance in effective professional learning experiences. Experience deeper learning competencies through prototyping within an interactive workshop.

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

Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Deeper Learning, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1215 | What Matters Now: Using Science to Improve Science

Learn about the What Matters Now Network and one participating state’s focus on preparing teachers to teach and students to learn using curriculum and instructional materials aligned with the Next Generation Science Standards. Gain understanding of the importance of data-informed decision-making and strategy development. Learn about What Matters Now Network tools used to transform school-based professional learning communities (PLCs). Build a plan for using improvement science for school-based learning.

Melinda Griffith George, Learning Forward (melinda.george@learningforward.org)
Segun Eubanks, University of Maryland (seubank2@umd.edu)

Area Focus: Learning Communities and Networks
Topics: Data-Driven Decision Making, Instructional Leadership and Supervision, Learning Networks, Models of Professional Learning, STEM: Science, Technology, Engineering, and Math
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1216 | Building Collaborative Teams: Tools for Making Data Actionable

Learn how to empower adult learners through development of collaborative culture. Discover and engage with the process of collaborative inquiry to address problems of practice in your school teams. Leave with strategies for building and maintaining effective data-driven communities of practice.
Jeffrey Bell, Mr. (bellj@pitt.k12.nc.us)
Kacie Daw, Pitt County Schools (grayk@pitt.k12.nc.us)
Leia-Sierra Grigg, Pitt County Schools (griggl@pitt.k12.nc.us)
Ann Marie Mehdi, Pitt County Schools (mehdia@pitt.k12.nc.us)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Collaborative Inquiry, Data-Driven Decision Making, Learning Networks, Other
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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1217 | Eight-Step Problem Solving: A Team-Based Systems Improvement Process

Explore a structured, eight-step planning and problem-solving model to collaboratively address complex systems-level issues that commonly interfere with implementation and sustainability of coherent, standards-aligned professional learning systems. Practice explicit organizational change strategies, problem-solving skills, coaching methods, and team facilitation techniques for systems improvement. Use and adapt resources, materials, videos, and case studies to address organizational barriers and solve systems-level problems in your context.

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


Area Focus: Learning Designs and Implementation
Topics: Change Management, Coaching Practices/Programs, Comprehensive System Improvement/Reform, Facilitation, Implementation, 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), Principals, Assistant Principals

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1218 | Personalized Professional Learning Structures for Early Childhood to 12th Grade

Gain an understanding of the personalized professional learning structures used to meet the unique learning needs of teachers in a district that ranges from early childhood to 12th grade. Learn how the district incorporated best practices in professional learning to foster common foundational understandings of district initiatives while simultaneously motivating and inspiring teachers to engage in professional learning capitalizing on their interests and passions. Identify opportunities to increase personalized experiences in your own district.

Laura Garland, Kaneland 302 (laura.garland@kaneland.org)
Jake Countryman, Kaneland CUSD #302 (10610@kaneland.org)
Shelley Hueber, Kaneland CUSD #302 (10204@kaneland.org)
Martne McCoy, Kaneland CUSD #302 (10324@kaneland.org)
Sarah Mumm, Kaneland CUSD #302 (11613@kaneland.org)
Patrick Raleigh, Kaneland CUSD #302 (11509@kaneland.org)


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

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1219 | This is Not Your Ordinary Professional Learning

Take professional learning to a new level by going beyond the core content areas. Learn how one district designed and implemented professional learning in Positive Behavior Interventions and Supports, urban education, and teacher support and coaching to promote teacher growth and retention. Explore the design process, samples of course work, and data to determine impact on teacher retention, growth, and student achievement.

Ave Tatum, Clayton County Public Schools (ave.tatum@clayton.k12.ga.us)
Sean Antonetti, Clayton County Public Schools (sean.antonetti@clayton.k12.ga.us)
Stefanie Harmon, Clayton County Public Schools (stefanie.harmon@clayton.k12.ga.us)
Linda Kight, Clayton County Public Schools (linda.kight@clayton.k12.ga.us)
Melissa Sloan, Clayton County Public Schools (melissa.sloan@clayton.k12.ga.us)
Nichelle Williams, Clayton County Public Schools (nichelle.williams@clayton.k12.ga.us)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Coaching Practices/Programs, Data-Driven Decision Making, Educator Effectiveness, Induction and Mentoring, Urban Issues and Settings
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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1220 | Student Peer Feedback: How It Impacted Our Classroom Community and Learner Achievement

Explore alternatives to grading papers. Find out what happens when students are empowered to give each other feedback on their learning. Talk with elementary students who took charge of the learning process through peer feedback and learn how it positively impacted their achievement and self-reflection. Leave with resources to implement the practices in your context.

Shawn Galvin, School District of Janesville (sgalvin@janesville.k12.wi.us)
Amy Eckels, School District of Janesville (aeckels@janesville.k12.wi.us)
Carrie Mergen, School District of Janesville (cmergen@janesville.k12.wi.us)


Area Focus: Social & Emotional Learning
Topics: Assessment Practices, Feedback and Observations, Personalized Learning (Educators and Students), Social Emotional Learning/Health (SEL/SEH), Student or Teacher Voice
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1221 | Using Academics to Develop Social and Emotional Competence

Learn why social and emotional competence is essential for student empowerment and success. See how opportunities to teach social and emotional skills are present in daily academic work. Collaborate with others and engage in redesigning instruction to include social and emotional learning. Leave with experiences and strategies to innovate social and emotional instruction in your school or district.

Holly Martin, Mountain Brook Schools (martinh@mtnbrook.k12.al.us)
Mike Anderson, Mike Anderson Consulting LLC (mike@leadinggreatlearning.com)

Area Focus: Social & Emotional Learning
Topics: Brain Friendly Teaching & Learning, Engagement and Motivation of Disenfranchised Learners, Instructional Improvement, 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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1222 | Psychological Safety and Professional Learning: One of the Most Salient Factors in Opening a True Learning Space

Gain an understanding of psychological safety, which allows individuals in an organization to feel safe to say what they want to say, take risks, and bring themselves fully to work. Explore concrete strategies for building psychological safety in teams, schools, and districts. Leave with awareness of how to increase the efficacy of professional learning efforts in your school based on a psychologically safe foundation.

Tracy Vandeventer, Ogden School District (tracy@solsol.co)


Area Focus: Leadership Practices
Topics: Change Management, Culture and Climate, Facilitation, 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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12:00pm–12:45pm
Lunch


12:45pm–2:00pm
General Session Keynote: Dan Heath


2:30pm–3:30pm
Keynote Q&A, QA01

QA01 | Monday Keynote Q&A With Dan Heath

Keynote speaker Dan Heath will answer your questions in this special session after his keynote address on Monday afternoon.
Dan Heath, Duke University ()


Area Focus: Leadership Practices
Topics: Change Management, Leadership Development
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2:30pm–3:30pm
Innovator/Author/Researcher, IAR13

IAR13 | Communicating Mathematically Across Difference in the Work of Teaching

Students may differ from their teachers in age, gender identity, racial identity, language, social class, and experience. These differences compound the complexity of communicating because implicit racial and gender biases affect teachers’ orientations to seeing students’ capabilities. Understand how to communicate mathematically across difference in ways that disrupt the marginalization of students underrepresented in mathematics. See how to support teachers in shifting from predominant patterns of overlooking or misinterpreting underrepresented students to focusing on students’ strengths, developing fluency and attunement in hearing, and talking across difference. Leave with an understanding of how a special kind of mathematical fluency in action can contribute to improving both theory and practice in teaching across difference.
Deborah Loewenberg-Ball, University of Michigan (dball@umich.edu)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Educator Effectiveness, Equitable Access and Outcomes, Instructional Improvement, Mathematics, Rural Issues and Settings, STEM: Science, Technology, Engineering, and Math, Title I / Economically Disadvantaged Population, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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2:30pm–4:30pm
Concurrent Sessions, 14XX

1401 | Extreme Makeover: Co-Teaching Edition

Discover a new way of co-teaching that enables coaches and mentors to effectively support teachers in meeting their goals in real time. Study the various methods for co-teaching that yield maximum impact on teacher practice. Plan for how to implement these co-teaching methods into your coaching and mentoring cycles.

Leslie Ceballos, Allen ISD (leslie.hirsh@gmail.com)
Kathleen Sheehy, Learning Forward (sheehy.kathleen.marie@gmail.com)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Induction and Mentoring
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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1402 | What Fuels Coaches? Supporting Those Who Support Others

Learn how professional learning directors in an urban and a rural school district intentionally increased the capacity of coaches in their districts. Compare and contrast your coaching norms to that of others. Examine ideas shared to support, empower, and increase the capacity of coaches, and identify the strategies that will work best in your setting.

Kathy Gross, Engrossed in Service, LLC (ikgross2013@gmail.com)
Debbie Yonke, Republic R-III School District (debra.yonke@republicschools.org)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Educator Effectiveness, Rural Issues and Settings, 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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1403 | The Future of Scalable, On-Demand, Video Coaching

Explore how virtual coaching models that are coupled with competency-based learning structures can provide the personalized, relevant support teachers need to be more effective in their classrooms. Learn how this cost-effective approach supports educators as they pursue National Board Certification.

Dr. Beth Maloney, NBCT, Dysart Unified School District (lucia@bloomboard.com)
Jason Lange, BloomBoard (lucia@bloomboard.com)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Models of Professional Learning, Resources for Professional Learning (time and dollars), Technology for Professional Learning, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1404 | Practice Makes Perfect: How Aurora Public Schools Uses Virtual Reality to Coach Teachers

Learn why virtual reality simulations are effective tools for training teachers on strategies for better classroom management and a more equitable learning environment. Hear how one district is integrating virtual reality into existing structures for teacher development and the outcomes associated to increase teacher retention. Experience simulations in virtual reality that blend artificial and human intelligence, and gain an understanding of how technology can be leveraged to deliver immersive learning scenarios.

Michele Ming, Aurora Public School Distric (mrming@aurorak12.org)
Jennifer Bielke, Aurora Public Schools (jrbielke@aurorak12.org)
Sara Bokhari, Mursion (sara.bokhari@mursion.com)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Collaborative Inquiry, Equitable Access and Outcomes, Induction and Mentoring, Technology for Professional Learning, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1405 | Coaching Coaches: Systematic Support for Professional Learning

Examine the components of a model that addresses racial disparities in achievement and the need for a collaborative culture throughout a large, urban district. Learn about the development and implementation of an innovative coaching program that hires, trains, and provides ongoing, embedded support for teacher leaders as they support continuous improvement efforts in their schools. Analyze ways to use components and strategies within the model to increase professional learning in your context.

Megan Dols Klingel, Saint Paul Public Schools (megan.dols@spps.org)
Christina Babadjanian, Saint Paul Public Schools (christina.babadjanian@spps.org)
Heidi Dunlap, Saint Paul Public Schools (heidi.dunlap@spps.org)
Dawn Ransom, Saint Paul Public Schools (dawn.ransom@spps.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Continuous improvement Cycles, Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes, Models of Professional Learning, 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, School-based Professional Development Leaders/Instructional Coaches

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1406 | Differentiated Models of Professional Learning for Educators

Examine how to use blended learning to address the identified needs of educators in all stages of the profession. Explore principles and features from research that impact professional growth, while making smart use of technology to optimize teachers’ learning and amplify offline efforts. Engage in blended professional learning activities and consider ways to incorporate them in your own setting.

Erin Jacobson, ESPB-North Dakota Teacher Support System (ecjacobson@nd.gov)
Sharon Grady, Iridium Learning & Consulting (sagrady01@gmail.com)
Marijke Leibel, ESPB-North Dakota Teacher Support System (mleibel@nd.gov)
Alyson Mike, Iridium Learning & Consulting (alyson.mike@gmail.com)


Area Focus: Learning Designs and Implementation
Topics: Blended/Online Learning, Coaching Practices/Programs, Rural Issues and Settings, 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), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1407 | Levitate: Linguistically Diverse Instruction Using Video Application

Learn concrete practices and processes for virtually coaching educators to better understand and instruct your linguistically and culturally diverse learners. Gain awareness about critical skills for building virtual partnerships with educators and how trust is best cultivated. Walk away with practical strategies, planning tools, and new ideas for expanding your linguistically and culturally diverse instructional support for all educators in your school, district, or organization.

Sarah Ottow, Confianza: Educating for ELL Equity (sarah@ellconfianza.com)
Catherine Guimaraes, Teaching Channel (cguimaraes@teachingchannel.com )

Area Focus: Coaching
Topics: Coaching Practices/Programs, Culture and Climate, English Learners / Linguistic Diversity, Instructional Improvement, Instructional Leadership and Supervision, Technology for Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1408 | Defining and Operationalizing Innovative and Effective Coaching Models

Explore five design principles essential to defining and operationalizing an effective and innovative coaching model for school leaders. Learn about research-informed design, selection criteria and qualifications for coaches, standards and competencies for coaches, support and development of coaches, and the use of protocols and tools that foster learning transfer and application of new knowledge. Apply your learning to the design or improvement of local instructionally focused leadership coaching programs for school principals.

Alicia Haller, DuPage Regional Office of Education (ahaller@dupageroe.org)
Linda Shay, Illinois State University Center for the Study of Education Policy (lashay@ilstu.edu)

Area Focus: Coaching
Topics: Coaching Practices/Programs, 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, Superintendents, Assistant Superintendents

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1409 | Leveraging Equity for Strategic District Transformation

Experience how a midsized urban district in the Southeast used equity as a catalyst to develop and achieve the strategic plan goals to increase equity and close gaps in students’ educational experiences. Analyze steps that have been taken to address academic disparities and look at change actions by stakeholder groups that are bringing issues of access and high expectations to the forefront. Learn how the district designs and facilitates robust, differentiated, culturally responsive, and customized professional learning to strengthen and sustain leadership capacity among principals and all staff. Leave prepared to assess change actions and refine equity plans within your local context.

Kelvin Bullock, Durham Public Schools (Daniel.Bullock@dpsnc.net)
Nakia Hardy, Durham Public Schools (Nakia.Hardy@dpsnc.net)
Lori McNulty, Durham Public Schools (Lorene.mcnulty@dpsnc.net)


Area Focus: Equity & Excellence
Topics: Comprehensive System Improvement/Reform, Cultural/Gender/Learning Differences/Racial Equity, Equitable Access and Outcomes
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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1410 | Building a Diverse Workforce in Education

Gain understanding of the importance of building a diverse workforce in education. Share evidence of success from elementary classroom teachers of color. Discuss various strategies and programs to increase minority candidates in the education field.

Marlene Lovanio, Capitol Region Educational Council (mlovanio@crec.org)
Ushawnda Mitchell, Capitol Regional Educational Council (umitchell@crec.org)

Area Focus: Equity & Excellence
Topics: Culture and Climate, Equitable Access and Outcomes, Induction and Mentoring, Teacher Pathways/Pipelines
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents, Technical Assistance Providers

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1411 | Culture Building, Student Voice: An Equity Journey

Gain an understanding of why schools must relentlessly focus on belongingness as they explore the concepts of equity, access, and achievement. Develop your own action plan for facilitating conversations with students and staff based on hearing about one school's journey. Leave with tools for facilitating courageous conversations about student experience.

Jennifer Tyrrell, Consolidated High School District 230 (jtyrrell@d230.org)
Trent Hall, Department of Human Rights (ryudo1089@gmail.com)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Equitable Access and Outcomes, Social Emotional Learning/Health (SEL/SEH), Student or Teacher Voice
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1412 | Meaningful Career Conversations: Building Capacity of School-Based Personnel

Learn how one district's work-based learning and counseling teams are developing the skills and efficacy of counselors, teachers, and other caring adults in schools to host relevant conversations in support of the successful implementation of individual career and academic plans. Build your career and college knowledge and work to integrate ideas into your district or school efforts to identify students' passions, engage them in exploration opportunities and extracurricular activities, and choose courses that align with their goals. Analyze materials and engage in firsthand practice using student-based scenarios that address persistent inequities in urban education.

Theress Pidick, Denver Public Schools (theress_pidick@dpsk12.org)
Monica Schultz, Denver Public Schools (monica_schultz@dpsk12.org)
Antoinette West, Denver Public Schools (antoinette_west@dpsk12.org)


Area Focus: Equity & Excellence
Topics: College- and Career-Readiness/Student Performance Standards, Culturally Responsive Pedagogy, Engagement and Motivation of Disenfranchised Learners, Equitable Access and Outcomes, Leadership Development, Leadership Pathways, Personalized Learning (Educators and Students), Urban Issues and Settings
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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1413 | Teacher Moves for Empowerment

Learn how to create empowered classrooms using intentional teacher moves. Connect with a continuum that one district is using to build the capacity for empowerment while teachers reflect and grow in their practice. Leave with new ideas and tools that teachers can use during the process of planning, implementing, and measuring high-quality practices for personalized and problem-based learning.

Jeanne McQueen, School District of Clayton (jeannemcqueen@claytonschools.net)
Jennifer Riley, School District of Clayton (jenniferriley@claytonschools.net)
Alicia Schuh, School District of Clayton (aliciaschuh@claytonschools.net)


Area Focus: Equity & Excellence
Topics: Adult Development and Learning, Culturally Responsive Pedagogy, Implementation, Instructional Improvement, Problem-Based 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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1414 | Analyzing Policy Documents With a Gender Equity Lens

Examine gender parity in curriculum, instruction, assessment, and leadership. Review curriculum and policy documents and explore opportunities for collaborative revision while considering gender equity implications of each sample document. Develop a tool to assess gender disparities in your setting.

Lauren Bailes, University of Delaware (lbailes@udel.edu)
Amy Schrepfer-, Marlboro High School (tarter.amy@gmail.com)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Leadership Development, Policy 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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1415 | High-Quality Instructional Materials, Engagement, and Achievement in English Language Arts

See how the implementation of high-quality instructional materials leads to higher achievement for all students. Examine the ways a middle school in a rural district used instructional coaches to support English language arts teachers in the implementing its new curriculum. Learn how rigor and high expectations for student learning led to increased teacher and student engagement.
Kelly Ryder, Hayward Community School District (kryder@hayward.k12.wi.us)
Jennifer Laird, Hayward Community School Distrit (jlaird@hayward.k12.wi.us)

Area Focus: High Quality Curriculum
Topics: Coaching Practices/Programs, Curricular Rigor, Instructional Improvement, Instructional Leadership and Supervision, Literacy, Rural Issues and Settings, Secondary Education, Other
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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1416 | Designing Quality Professional Learning for Next Generation Science Standards Through Project-Based Learning

Identify the attributes of a high-quality project-based learning curriculum for science. Analyze examples from middle school science project-based learning units to showcase the attributes of high-quality science project-based learning in support of the Next Generation Science Standards. Engage with an iterative framework for designing or adapting project-based learning curricula in science classrooms. Apply learning to your school or district contexts, especially for science educator professional learning experiences.

Elaine Klein, Educurious (eklein@educurious.org)
Veronica Cassone McGowan, Educurious (vmcgowan@educurious.org )
Shannon Heckelsmiller, Tahoma School District (sheckels@tahomasd.us)
Sara Nachtigal, Educurious (snachtigal@educurious.org)


Area Focus: High Quality Curriculum
Topics: Problem-Based Learning, Science, Secondary Education, 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, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1417 | Bold Leadership: Leadership that Makes a Difference

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 your unique leadership strengths and focus areas and work collaboratively with others to maximize those practices. Create a road map for implementing the effective practices successful leaders employ that foster effective teaching and learning.

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

Area Focus: Leadership Development
Topics: Adult Development and Learning, Collaborative Inquiry, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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1418 | Elevating Professional Practices Through a Systematic Approach

Learn how one high-performing district used a scaffolded approach to improve instructional practices, nurture teacher leaders, and increase student performance through teacher leadership teams. Examine the structure, forms, and feedback process the district used. Create an action plan to use in your school or district.

Dr. Heather Short, Penn-Harris-Madison School Corporation (hshort@phm.k12.in.us)
Lavon Dean-Null, Penn-Harris-Madison (ldean-null@phm.k12.in.us)

Area Focus: Leadership Development
Topics: Comprehensive System Improvement/Reform, Feedback and Observations, Instructional Improvement, Leadership Development, Teacher Leadership
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1419 | Paying It Forward: Secrets of Mentoring New Leaders

Examine current practices of support for mentoring new school leaders and the influence on their professional development. Develop practices of leadership mentor/mentee relationships that advocate, cultivate, and support school leader professional development based on past and emerging data. Connect skillful school leader mentoring with school improvement and success for all students. Create an action plan of support for school leader mentees that addresses the structure, culture, and systems within your school setting.

Lynn Bush, Northeastern Illinois University (l-bush2@neiu.edu)
LeViis Haney, Rich Township HIgh School District # 227 (Lhaney@rich227.org)
Noreen Powers, Northeastern Illinois University (npowers@neiu.edu)
Terry Stirling, Northeastern Illinois University (t-stirling@neiu.edu)
Leticia Valadez, Melrose Park School District #89 (leticia.valadez@maywood89.org)


Area Focus: Leadership Development
Topics: Data-Driven Decision Making, Instructional Leadership and Supervision, Leadership Development, Principal Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1420 | Using Change Tools to Guide Improvement Efforts

Learn real-time strategies for the effective use of logic models and theories of change to undergird improvement efforts. Gain clarity on 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 develop sample models to 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: Leadership Practices
Topics: Change Management, Continuous improvement Cycles, Evaluation and Impact, Leadership Development
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1421 | Changing Mindsets from Silos to Systems

Learn how to establish systems and structures that break down a culture of silos. Experience a large district's culture shift that rewards collaboration over isolation. Create a plan and develop a shared vision for increasing intradepartmental communication to positively impact services that support teaching and learning.

Karen Gregory, Prince Georges County Public Schools (karen2.gregory@pgcps.org)
Melissa Ellis, Prince George's County Public Schools (melissa.ellis@pgcps.org)
Pearl Harmon, Prince George's County Public Schools (pearl.harmon@pgcps.org)
Kristi Holden, Prince George's County Public Schools (kristi.holden@pgcps.org)
Monique Lamar, Prince George's County Public Schools (monique.lamar@pgcps.org)


Area Focus: Leadership Practices
Topics: Culture and Climate, Learning Networks, 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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1422 | Maximizing Impact of Professional Learning Through Alignment and Coherence

Learn about a tool for examining how leaders can maximize impact by creating an aligned and coherent professional learning system that focuses on improving teaching and learning. Explore how professional learning designs can have more impact if they are coherent in their design and intentionally aligned with school and district goals and vision. Identify leadership actions for collecting evidence and ongoing monitoring that promote an intentionally aligned and coherent professional learning system.

Cori Groth, University of Utah (cori.groth@utah.edu)
Bryan Becherini, University of Utah (bryan.becherini@utah.edu)
Amber Clayton, Granite School District (asclayton@graniteschools.org)
Andrea Rorrer, University of Utah (andrea.rorrer@utah.edu)
Lisa Wisham, University of Utah (lisa.wisham@utah.edu)


Area Focus: Leadership Practices
Topics: Comprehensive System Improvement/Reform, Data-Driven Decision Making, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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1423 | Avoiding Initiative Fatigue While Still Making Change Happen

Learn how one district measures the magnitude of initiatives and keeps the total amount of change in the sweet spot between so much change that nothing gets done well and not enough. Determine how to calculate the magnitude of both individual change efforts and all efforts in an organization, and how to stay within your organization’s limits.

Laurence Spring, Schenectady City School District (springl@schenectady.k12.ny.us)


Area Focus: Leadership Practices
Topics: Change Management, Implementation
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1424 | Learning Forward Affiliate Leaders' Network

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: Learning Communities and Networks
Topics: Advocacy Efforts, Implementation
Session Length: 2-hours

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1425 | Professional Learning Teams: Supports, Strategies, Systems, and Structures

Follow a large district’s path to implement professional learning teams. Examine the agendas, norms of collaborative work, coaching, and policy the district used. Identify the strategies and processes necessary to develop and support highly effective professional learning teams.

Phil Echols, Wake County Public School System (pechols@wcpss.net)
Wendy Clark, Wake County Public School System (whclark@wcpss.net)

Area Focus: Learning Communities and Networks
Topics: Implementation, Learning Networks, Models of Professional Learning, Policy Development, School Improvement/Reform
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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1426 | Teacher Orientation Program: Shifting the Paradigm from Surviving to Thriving With a Mentorship Focus

Examine how one district is providing personalized new staff mentorship to its employees. Learn ways to provide meaningful, relevant support while considering each member’s role, experience, and interest. Walk away with tips and tools for using the whole district community in a comprehensive orientation and mentoring program.

Andy Flodberg, Yorkville CUSD 115 (aflodberg@y115.org)
Patrick Jecmen, Yorkville School District 115 (pjecmen@y115.org)
Patrick Jecmen, Yorkville School District 115 (pjecmen@y115.org)


Area Focus: Learning Communities and Networks
Topics: Induction and Mentoring, Learning Networks, 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, Teacher Leaders/Mentors/Team Leaders

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1427 | Implementing Teacher-Centered Professional Learning at the School Level

Learn how one professional development team took a school-mandated professional learning focus and transformed it into a teacher-centered experience based on professional learning communities. Explore tools and learning designs to successfully empower teachers to take ownership of their learning, as well as that of their students. Reflect on your own efforts to develop strong professional learning communities and develop a plan for increasing your impact.

Kate Cottrell, Gimnasio La Montaña (kncottrell@gmail.com)
Claudia Gualtero, Gimnasio La Montaña (claudiagualtero@glm.edu.co)
Mónica Juliao, Gimnasio La Montaña (monicajuliao@glm.edu.co)


Area Focus: Learning Communities and Networks
Topics: International Perspectives, 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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1428 | Instructional Coaching: A Goal Worth Growing For

Learn about one district’s journey toward competency-based education through parallel improvement of curriculum and professional learning through the evolution of the instructional coaching model, student-centered curriculum redesign, and professional learning structures. Reflect on your own organizational goals, plan how to get there, and designate the support structures that will empower the work. Leave with tools to assess existing professional learning systems and structures.

Joy Bauman, Belvidere CUSD 100 (jbauman@district100.com)
Autumn Elrod, Belvidere CUSD 100 (aelrod@district100.com)

Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Coaching Practices/Programs, Comprehensive System Improvement/Reform, Instructional Improvement
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1429 | How Leaders Can Foster Teachers’ Courageous Problem-Solving

Examine how one high school leadership team is supporting its math department to understand its own strengths and potential, develop shared vision for all students, and co-identify and tackle a significant shared problem of student learning. Leave with tools, processes, and examples to support condition-setting for teacher problem-solving and plan for your next steps.

Joanna Michelson, Center for Educational Leadership (jlm32@uw.edu)
Felicie Becker, Quincy School District (fbecker@qsd.wednet.edu)
Annette Lembcke , Quincy School District (alembcke@qsd.wednet.edu)
Marcus Pimpleton , Quincy School District (mpimplet@qsd.wednet.edu)


Area Focus: Learning Communities and Networks
Topics: Instructional Leadership and Supervision, Mathematics, Secondary Education, STEM: Science, Technology, Engineering, and Math, Student or Teacher Voice
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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1430 | The Power of Innovation Grants

Learn how you can build a culture of collaboration, inquiry, and innovation through school innovation grants. Explore how to use innovation grant processes to build a network of educators focused on providing supported practice into current pedagogy. Consider ways to provide and support quality, meaningful, descriptive feedback when communicating student learning digitally to developing inclusive learning communities. Deepen your pedagogy practices and grow students’ engagement and ownership of their learning.  

Elizabeth Taylor, Richmond School District (etaylor@sd38.bc.ca)
Jane MacMillan, School District 38 Richmond (jmacmillan@sd38.bc.ca)

Area Focus: Learning Communities and Networks
Topics: Collaborative Inquiry, Engagement and Motivation of Disenfranchised Learners, Inquiry-Based Instruction, International Perspectives, Learning Networks, 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), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1431 | Designing, Pursuing, and Synthesizing Professional Learning for Impact

Learn how to establish the climate necessary for inquiry and collaborative inquiry. Discover new ways to grow educational expertise, support teachers new to the profession, and differentiate learning for accomplished teachers and leaders. Learn about a powerful cycle of professional inquiry whereby teachers design and initiate their own professional learning as driven by student data, school or district goals, and professional teaching standards. Engage in thought, strategic discussions, and activities that can identify alignment or misalignment between educational goals and student achievement.

Angelia Ebner, Arizona K 12 Center (aebner@azk12.org)
Danielle Brown, Arizona K12 Center (dbrown@azk12.org)

Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, 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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1432 | Designing Professional Learning to Support Teacher Self-Efficacy

Explore Bandura’s research and learn about the four access points for improving teacher self-efficacy. Analyze an example of this research put into practice in the context of a multiday, yearlong professional learning program. Walk away with practical ideas for implementing this research in your own context.

Lauren Slanker, Museum of Science and Industry (lauren.slanker@msichicago.org)
Alison Engel, Museum of Science and Industry (alison.engel@msichicago.org)
Will Henry, Museum of Science and Industry (will.henry@msichicago.org)
Karin Klein, Museum of Science and Industry (karin.klein@msichicago.org)
Patty Messersmith, Museum of Science and Industry (patricia.messersmith@msichicago.org)
Jérôme Patoux, Museum of Science and Industry (jerome.patoux@msichicago.org)


Area Focus: Learning Designs and Implementation
Topics: Instructional Improvement, 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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1433 | #professionallearningrocks

Learn how one district transformed its professional learning for teachers by listening, responding to feedback, and making data-informed decisions through workplace satisfaction metrics. Identify similarities between your current process and the model process, and determine components of a quality implementation plan. Highlight metrics for benchmarking and data collection regarding implementation success. Create action steps for implementation in your school or district.

Renee Fitzsimmons, Lake Forest School District 67 (rfitzsimmons@lfschools.net)
Rebecca Jenkins, Lake Forest School District 67 (rjenkins@lfschools.net)
Amy Lamberti, Lake Forest School District 67 (alamberti@lfschools.net)
Jeff McHugh, Lake Forest District 67 (jmchugh@lfschools.net)


Area Focus: Learning Designs and Implementation
Topics: Data-Driven Decision Making, Feedback and Observations, Implementation, Personalized Learning (Educators and Students), Resources for Professional Learning (time and dollars)
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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1434 | Engaging Instructional Support Teams to Increase Student Achievement

Explore and interact with an innovative approach to paraeducator professional learning that has direct impact on student achievement by effectively engaging a school’s instructional paraeducator team. Consider how your school or organization can maximize workforce engagement to benefit students within special populations. Examine the platforms used and hear about our specific learning expeditions to assist in developing a vision and action plan for your school.

Nancy Routson, Arlington Public Schools (nancy.routson@apsva.us)
Eric Underhill, Arlington Public Schools (eric.underhill@apsva.us)

Area Focus: Learning Designs and Implementation
Topics: Educator Effectiveness, Instructional Leadership and Supervision, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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1435 | How Do You Spell Success? Let Us Count The Ways

Learn how district leaders worked with an elementary school to build success criteria in numeracy and literacy as a way to determine that standards are implemented with fidelity and students understand what is being taught. Identify how to build success criteria around a stated objective and create a model of success criteria to use in your setting.

Tanna Nicely, Knox (tanna.nicely@knoxschools.org)


Area Focus: Learning Designs and Implementation
Topics: Assessment Practices, College- and Career-Readiness/Student Performance Standards, Evaluation and Impact, Instructional Improvement, Literacy, Mathematics
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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1436 | Forget-Me-Not: Professional Learning for Substitutes and Teacher Support Staff

Learn how to leverage partnerships to offer professional learning for substitutes and teacher support staff to ensure a quality learning environment. Explore internal and external partnerships or coalitions linked to intended outcomes on student learning. Leave with tools to design a job-embedded or Saturday professional learning conference focused on meeting holistic student needs.

Gaya Jefferson, Richardson ISD (gaya.jefferson@risd.org)
Morgen Crowder, Richardson ISD (morgen.crowder@risd.org)
Dr. Terry Harris, Richardson ISD (terry.harris@risd.org)
Carrie Saunders, Richardson ISD (carrie.saunders@risd.org)


Area Focus: Learning Designs and Implementation
Topics: Implementation, Learning Networks, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents, Technical Assistance Providers

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1437 | Mathematics: A Journey Toward Enjoyment and Impact

See how one district implemented a curriculum framework, best teaching practices, and both personal and a whole district professional learning plan to improve math instruction and student learning. Explore how to develop a mathematical mindset in your school and district as the foundation of change in the mathematical classroom. Assess your school or district’s mathematical mindset and practices and work to develop your own plan for professional learning that will lead to improved educator performance, student achievement, and more enjoyment in the math classroom.

 

Lisa Hess, Governor Mifflin School District (Lisa.Hess@gmsd.org)
Rick Lapi, Governor Mifflin School District (Rick.Lapi@gostangs.org)

Area Focus: Learning Designs and Implementation
Topics: Implementation, Instructional Leadership and Supervision, Mathematics, 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, Superintendents, Assistant Superintendents

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1438 | Assess and Plan Professional Learning With the Standards Assessment Inventory

Learn how to use Learning Forward’s Standards Assessment Inventory and Innovation Configuration maps to introduce the Standards for Professional Learning to leadership and faculty. Assess the current level of standards implementation in your context. Analyze assessment data and collaborate on school- or district-level decisions based on the data. Refine your data into a school or district continuous improvement plan to 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.

Tom Manning, Learning Forward (tom.manning@learningforward.org)
Eric Brooks, Yuma Union High School District (ebrooks@yumaunion.org)

Area Focus: Research & Impact
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Data-Driven Decision Making, Evaluation and Impact, 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), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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1439 | Assessment Systems Built to Support Development of Literacy

Explore how districts can ensure all educators have the knowledge and skills to implement an assessment system that supports and integrates curriculum, instructional practices, and assessment results in the development of early literacy for all students. Learn how one state is meeting this challenge while increasing your knowledge of the different purposes and uses of assessment, the essential role of collaborative, inquiry-based professional learning, and the needed system supports.

Amy Colton, Learning Forward MI (acolton2@gmail.com)
Kathy Dewsbury-White, Michigan Assessment Consortium (kdwhite@michiganassessmentconsortium.org)
Melissa Usiak, MI ASCD (musiak@michiganascd.org)


Area Focus: Research & Impact
Topics: Adult Development and Learning, Assessment Practices, Collaborative Inquiry, Instructional Leadership and Supervision, Literacy
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, Teacher Leaders/Mentors/Team Leaders

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1440 | Explicitly Supporting Teacher and Student Mental Wellness with Bite-Sized Stress Management Tools

Explore a curriculum that equips teachers and students with concrete strategies to reduce anxiety and stress while building resilience. Gain knowledge of the brain science of stress and co-regulation. Learn stress-reducing tools and create a plan to implement them in your setting. Leave with concrete ideas about how to support both student and teacher well-being.

Gina Leach, ASSET Education (gina@asset-edu.org)
Tessa Zimmerman, ASSET Education (tessa@asset-edu.org)

Area Focus: Social & Emotional Learning
Topics: Brain Friendly Teaching & Learning, Social Emotional Learning/Health (SEL/SEH), Trauma-Informed Practice
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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4:30pm–6:00pm
Reception with Conference Sponsors




Tuesday, December 8, 2020

7:00am–8:00am
Learning Forward Foundation Net-Walking for Learning


8:45am–9:45am
Round Tables, RTTXX

RTT01 | Intentional Coaching: Reflective Interactions Without Evaluative Checklists

Hear how coaches from different districts transitioned from content-specific coaching practices to a proven video- and strength-based model targeting classroom interactions to drive powerful academic and social outcomes. Learn the basic features of this structured, ESSA Title II-eligible coaching model. Discuss why focusing coaching conversations on interactions and instructional context helps teachers engage students more deeply in the content. Leave with sample prompts and materials for use.

Jody Flowers, Waco ISD (jody.flowers@wacoisd.org)
Yvonne Godber, Teachstone (yvonne.godber@teachstone.com)
Meg Ryan, Louisa County Public Schools (ryanmm@lcps.k12.va.us)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Feedback and Observations, Instructional Improvement, Instructional Leadership and Supervision
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTT02 | PILLARS of Support for New Special Educators

Learn how a coaching and mentoring program led by university faculty addresses the challenge of attracting and retaining high-quality special educators to rural areas. Identify major challenges faced by new special educators. Examine planning forms used to guide teachers toward improvement using the problem-solving process. Discuss outcomes and potential application of the coaching and mentoring program’s framework or components.

Melissa Jones, Eastern Illinois University (mljones2@eiu.edu)
Shawn Huisinga, Indiana State University (Shawn.huisinga@indstate.edu)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Induction and Mentoring, Rural Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT03 | Instructional Coaches Support Teachers, But Who Supports Coaches?

Learn how one research-based coaching model dedicates time and resources to support coach skill development and reflection. Reflect on current coach support structures in your district. Brainstorm opportunities to grow coaching content knowledge, peer support, and supervisor feedback. Share resources and ideas to build coaching skills and understanding of adult learners to maximize coaching effectiveness.

Destiny Woodbury, Teachstone (destiny.woodbury@teachstone.com)
Tim Edge, Victor Valley Union HSD (4_edges@verizon.net)

Area Focus: Coaching
Topics: Adult Development and Learning, Coaching Practices/Programs, Educator Effectiveness, Feedback and Observations, Resources for Professional Learning (time and dollars)
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT04 | Hip-Hop Pedagogy and Literacy Instruction

Gain an awareness of the relationship between cultural competence, culturally responsive education, and hip-hop pedagogy. Learn strategies for engaging middle-level students in literacy instruction. Leave with practical tips for implementing hip-hop pedagogical approaches to engage diverse learners.

Jahkari Taylor, Purpose Pushers LLC (jtwithapurpose@gmail.com)


Area Focus: Equity & Excellence
Topics: Culturally Responsive Pedagogy, Literacy, Title I / Economically Disadvantaged Population, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT05 | The Intersection of Change Management and Equity

Consider the lessons one school organization learned about change management and the intersection of stakeholder voices and equity. Explore how the organization applied aspects of the Concerns-Based Adoption Model to school start-up and turnaround. Examine structures to engage staff and student perspective, voice, and partnership. Practice using a personalized Innovation Configuration.

Cassie Williams, Distinctive Schools (cwilliams@distinctiveschools.org)
Katherine O'Connor , Distinctive Schools (koconnor@distinctiveschools.org )

Area Focus: Equity & Excellence
Topics: Change Management, Student or Teacher Voice, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT06 | Flip the Script on Professional Learning

Learn how one K-12 district flips the script on professional learning by using a process in which the system owns the problems and the teachers own the solution. Explore how teams of teachers and administrators use a collaborative problem-solving process and grow their own agency and collective efficacy, which correlates to a positive impact on student achievement.

Cyndia Acker-Ramirez, Culver City Unified School District (cyndiaacker-ramirez@ccusd.org)
Kati Krumpe, Torrance Unified School District (krumpe.kati@tusd.org)
Katie Laskasky, Loyola Marymount University (klaskasky@gmail.com)


Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Models of Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT07 | Community as Curriculum: Supporting Educators and Students in Inquiry-Based Explorations

Dive into an inquiry-based design approach that led educators through a three-week learning experience on local and global issues. Discuss how to best serve educators’ unique learning styles and develop action-driven, academically rigorous projects that engage students in their world. Design a learning experience for your school, district, or community using inquiry-based design practices.

Samantha Lizak, Chicago Public Schools (srlizak1@cps.edu)
Kristin Blathras, Chicago Public Schools (kblathras@cps.edu )

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Inquiry-Based Instruction
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT08 | The Novice-Expert Collaborative: Student Teaching Support Team

Learn about one university’s design for teacher preparation that provides a circle of expert support for candidates through three academic terms. Gain understanding of the integrated roles of experts throughout the program. Examine the details of the program design and guiding documents, and watch a video of expert team interactions with a student teacher. Apply and customize these design principles to your context.

Jack Denny, National Louis University (jack.denny@nl.edu)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Distributed/Shared Leadership, Induction and Mentoring, Partnerships and coalition building
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT09 | Pedagogical Problem Solving Through Action Research

Redesign your professional learning program and ignite teacher agency through this interactive workshop that models blended, personalized professional development. Explore Stanford University research on effective teacher professional learning that shifts mindset and outcomes from initiative overload to teacher as pedagogical problem-solver. Create a plan to help your teacher community take innovative action in your classes and learn from your students to drive ongoing learning and growth.

Jason Green, LINC, the Learning Innovation Catalyst (jasongreen@linclearning.com)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Technology for Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTT10 | Building Efficacy in the Leadership Pipeline

Learn how a university and three district partners collaborated on a complex professional learning system for principals who formally mentor aspiring school leaders to build a pipeline of efficacious, highly qualified school leaders. Examine how principles of social justice and social and emotional learning guide the creation and implementation of mentor professional learning. Consider the scalable, long-term impact that professional learning in coaching for principals can have for the aspiring leaders whom the principals mentor. Walk away with a deeper understanding of how leaders develop their own efficacy and that of others.

Sharon Moffitt, Florida Atlantic University (smoffitt@fau.edu)
Melanie Stefanovic, Florida Atlantic University (mstefanovic2013@fau.edu)

Area Focus: Leadership Development
Topics: Coaching Practices/Programs, Leadership Development, Partnerships and coalition building, Principal Pathways/Pipelines
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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RTT11 | Leading for Social Justice: Ensure LGBTQ Equity

Learn about the major areas leaders can improve within their schools to provide social justice for LGBTQ students. Identify and address social justice issues related to LGBTQ issues by doing a self-analysis for each of the five major areas that provide support. Leave with a plan for how to improve inclusion of LGBTQ students.

Jo Wood, saint louis university (jo.wood@slu.edu)
Bryan McDonald, University of Central Missouri (bmcdonald@ucmo.edu)

Area Focus: Leadership Practices
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Leadership Development
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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RTT12 | Building Bridges Across Identity and Multigenerational Differences

Learn how a large urban district designed professional learning for administrators and mentors on building collaboration and respect among colleagues from various generational and identity groups. Identify generational and identity biases as well as work and communication styles, and recognize what affects the workplace environment and culture. Examine real-world scenarios, and explore how leaders can effectively bridge the multigenerational gap and identity differences to build a strong community.

Caroline Satoda, San Francisco Unified School District (satodac@sfusd.edu)
Lori Murakami, SFUSD Induction Program (murakamil@sfusd.edu)
Diane Thompson, SFUSD Induction Program (Thompsond1@sfusd.edu)


Area Focus: Leadership Practices
Topics: Adult Development and Learning, Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTT13 | Get Here! Realistic Interventions for the Chronically Absent

Deepen your understanding of why chronic absenteeism is an important data point for school and student success. Learn a practical way to distill data on chronically absent students to focus on the most at-risk chronically absent students. Leave with specific and not time-intensive interventions for building administrators, counselors, social workers, and teachers to support getting chronically absent students back in the classroom.

Justin Clark, Eisenhower High School (justin.clark@chsd218.org)


Area Focus: Leadership Practices
Topics: Data-Driven Decision Making, School Improvement/Reform, Title I / Economically Disadvantaged Population
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT14 | Co-Leadership: Two Heads Are Better Than One

Learn how a co-leadership model helped one school think innovatively to address its immediate needs. Identify the key components of an effective co-leadership model. Leave with an understanding of co-leadership and tips on how to create a successful model for your school.

Charo Chaney, Keith Country Day School (charo.chaney@keithschool.net)
Ashleigh Van Thiel, Keith Country Day School (ashleigh.vanthiel@keithschool.net)

Area Focus: Leadership Practices
Topics: Distributed/Shared Leadership, Leadership Development, Leadership Pathways
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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RTT15 | Alabama Professional Learning Centers: A Catalyst for Change

Consider how to align your professional learning to meet the needs of students and educators. Learn how one state’s professional learning centers created a collaborative, valid needs assessment to align professional learning throughout the state. Discuss Guskey’s model and practical applications of the model as a way to align the services to schools and districts. Share, compare, and discuss your models of professional learning evaluation.

Stephanie Hulon, University of South Alabama (sihulon@southalabama.edu)
Patty Maze, Athens State University (patricia.maze@athens.edu)
Holly Morgan, University of Alabama (hgmorgan@ua.edu)
Angie Pelton, Alabama State Department of Education (apelton@alsde.edu)


Area Focus: Learning Communities and Networks
Topics: Learning Networks, Models of Professional Learning, Partnerships and coalition building
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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RTT16 | Principal Networks: Developing Principal Collegiality, Trust, and Capacity

Learn how network groups or communities of practice can enhance principals’ understanding, build self-efficacy, and sharpen their skills as leaders. Drawing on research and principals’ experiences, discover the great value of networks to engage with peers who face similar teaching and learning challenges. Gain an understanding of how principals working together in a network develop their own leadership skills to stimulate and enable meaningful, collaborative learning, build relational trust and increase leadership capacity.

Siobhan Dennis, Wilson Language Training (siobhan.dennis999@gmail.com)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Leadership Development, Learning Networks
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals

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RTT17 | Fostering Teacher Agency Through Relevant Personalized Professional Learning

Hear how one school district reimagined its professional learning and leveraged the teacher evaluation system to foster a culture of personalized professional learning and promote teacher agency. Explore the connections between professional learning and evaluation, and reflect on the need to manage the tension between teacher agency and school and district goals. Consider resources and opportunities available within your school or district to promote a culture of personalized professional learning.

Anna Surratt, Virginia Beach City Public Schools (anna.surratt@vbschools.com)


Area Focus: Learning Designs and Implementation
Topics: Educator Effectiveness, Instructional Leadership and Supervision, Personalized Learning (Educators and Students), Resources for Professional Learning (time and dollars)
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT18 | Engaging Instruction: Fun Isn’t a Bad Word!

Explore how modeling best practices in adult learning motivates teachers to engage their students. Examine how use of time and data impact effective lesson execution. Learn songs and games for teaching phonemic awareness and phonics. Review lessons to define the elements that make them engaging. Leave with a list of elements for planning engaging lessons, and be ready to apply them to your own lesson planning and instruction.

Little Tom Jackson, Reading in Motion (ltjackson@readinginmotion.org)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Brain Friendly Teaching & Learning, Data-Driven Decision Making, Educator Effectiveness, Instructional Improvement, Resources for Professional Learning (time and dollars)
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT19 | Improving Intervention Systems to Optimize Teaching and Learning

Examine a set of tools and processes for designing or refining intervention systems in elementary, middle, and high school settings so that they function as learning systems with feedback loops providing actionable information to teachers, interventionists, coaches, school leaders, and district leaders. Engage in discussion on how this set of tools can be used to build capacity for teachers and leaders that deepens their expertise in literacy, assessment, data use, and in professional learning itself.

 

Rachael Gabriel, University of Connecticut (rachael.gabriel@uconn.edu)


Area Focus: Learning Designs and Implementation
Topics: Assessment Practices, Collaborative Inquiry, Data-Driven Decision Making, Educator Effectiveness, Literacy
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTT20 | Branding in Education

Learn how one district used research on design theory and branding to inform the development of district brand standards and associated learning content. Examine the planning, implementation, evaluation, and continuous improvement processes used to develop a course for central services staff who facilitate professional learning and presentations to diverse audiences. Explore new ways to look at the visual design of your presentation materials through practical insights, examples, and activities.

James Banks, Wake County Public School System (jbanks3@wcpss.net)
Kristin Hendricks, Wake County Public School System (khendricks830@gmail.com)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Models of Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT21 | Using Innovative Technology in Mathematics Professional Development

Learn about the potential uses of mixed-reality classroom simulation. Explore evidence about the impact of the professional learning on teacher classroom practice. Collaboratively discuss potential next steps for application of this kind of professional learning approach to further educators’ professional learning.

Melissa Yisak, AIR (myisak@air.org)
Rachel Garrett, American Institutes for Research (rgarrett@air.org)
Melinda Griffin, AIR (mgriffin@air.org)
Toni Smith, AIR (tsmith@air.org)


Area Focus: Research & Impact
Topics: Mathematics, Models of Professional Learning, Technology for Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT22 | Middle School Discovery

Examine a research project that uses a plan-do-study-act (PDSA) cycle to identify and study the implementation of five middle school practices to understand and describe their use, adaptation, and fidelity in middle school classrooms. Leave with an understanding of how to use the PDSA cycle and the continuous improvement model to identify example classroom practices and provide educators with useful tools to support implementation of exemplar classroom practices. Identify resources to improve practices.

Joe Tilley, Center for Responsive Schools (joe@responsiveclassroom.org)


Area Focus: Research & Impact
Topics: Collaborative Inquiry, Continuous improvement Cycles, Implementation
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT23 | The Power of Greetings: A Professional Learning Protocol to Improve Culture and Climate and Positive Student Behavior

Learn about a professional learning protocol to introduce schoolwide greetings as a norm that improves culture and climate and raises positive student behavior. Apply the research of greetings to a professional learning structure that can be adapted for any school setting. Adapt the professional learning protocol to your school's needs so that greeting becomes a regular routine.

James Martin, Granite School District (jimm.wtc@gmail.com)
Tracy Vandeventer, Ogden School District (tracy@solsol.co)

Area Focus: Research & Impact
Topics: Culture and Climate, Engagement and Motivation of Disenfranchised Learners
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT24 | Preservice Teachers’ Perceptions of Urban Schools, Year 2

Gain insight into factors driving the critical and escalating shortage of high-quality teacher education program graduates in urban schools based on misperceptions of urban school environments. Learn procedures for evaluating student teachers’ perceptions of urban school environments and be able to use these data to promote effective in-house training practices and placement of high-quality graduates in urban schools. Examine research that will assist you in developing strategies to address students’ misperceptions about urban schools in your teacher education programs. Walk away with strategies to advocate for realignments in teacher training competencies/standards related to urban education at state and national levels.

Kathleen Cripe, Youngstown State University (ktcripe@aol.com)
Kenneth Miller, Youngstown State University (klmiller@ysu.edu)
Susan Miller, Miami of Ohio (docsusanmiller@miamioh.edu)


Area Focus: Research & Impact
Topics: Culture and Climate, Induction and Mentoring, Teacher Pathways/Pipelines, Title I / Economically Disadvantaged Population, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTT25 | Why Don’t My Students Work Well in Groups?

Identify the elements needed to create the conditions for learning that support both the social and emotional learning (SEL) and academic development of students. Recognize ways to foster the development of cognitive skills needed for students to work effectively with their peers. Evaluate teacher video clips to determine the effectiveness of collaboration strategies on student understanding of academic concepts.

Ora Meles, The School District of Palm Beach County, Florida (ora.meles@palmbeachschools.org)
Lori Harbaruk, School District of Palm Beach Co (lori.harbaruk@palmbeachschools.org)
Lisa Roman, The School District of Palm Beach County (lisa.roman@palmbeachschools.org)


Area Focus: Social & Emotional Learning
Topics: Brain Friendly Teaching & Learning, Collaborative Inquiry, Culture and Climate
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTT26 | How One Bus Driver Is Changing Richardson ISD

Learn how one school bus driver’s inspirational story became the foundation for a districtwide program to help all auxiliary staff make a difference in students’ lives. Develop a vision for providing additional support and training to your auxiliary staff. Gain new strategies to engage all employees in an effort to increase staff retention. Leave with practical strategies to provide to your transportation teams to create community on your buses.

Jeannie Stone, Richardson Independent School District (tabitha.branum@risd.org)


Area Focus: Social & Emotional Learning
Topics: Adult Development and Learning, Culture and Climate
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Classified/Support Staff, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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8:45am–9:45am
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.

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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.

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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.

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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.

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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.

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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.

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10:00am–12:00pm
Concurrent Sessions, 22XX

2201 | Evidence and Impact: Building Your Data Summary

Gain an understanding of the importance of data collection as you consider the specific challenges you are working to address and the professional learning interventions you will employ. Consider ways to measure the impact of those interventions so as to know whether to continue, adjust, or try something different. Hear from three school districts as they share their professional learning data stories, and gather new ideas for professional learning interventions and ways to measure impact.

Melinda George, Learning Forward (melinda.george@learningforward.org)


Area Focus: Learning Communities and Networks
Topics: Advocacy Efforts, Data-Driven Decision Making, Evaluation and Impact, Measuring the Return on Investment
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2202 | Pour Gasoline on Your Professional Learning Fire: Accelerate Educator Growth with Video Reflection

Learn how video technology can transform all aspects of your professional learning system, from teacher coaching to teacher-leader development to building libraries of instructional models to principal pipelines. Connect with the presenters and other participants to consult and idea-share about the different implementation models of video-based professional learning. Create your own initial plans to launch video-based professional learning within your district.

Joellen Killion, Learning Forward (joellen.killion@learningforward.org)
Helen Martin, The School Distriiict of Lee County (HelenJMa@LeeSchools.net)
Valerie Minor, Keller Independent School District (valerie.minor@kellerisd.net)
Justin Taylor, Hartford Public Schools (TAYLJ006@hartfordschools.org)


Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, Principal Pathways/Pipelines, Teacher Leadership, 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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2203 | Co-Teachers, Co-Planners: Collaboration Protocols to Leverage All Educators

Identify common obstacles and problems co-teaching teams face when attempting to individualize small-group instruction to meet every student’s needs, plan differentiated lesson content and process, or respond nimbly to student academic achievement data. Examine four collaboration protocols designed to improve a co-teaching team’s synergy. Determine the challenges facing your own co-teaching teams, and design an action plan to guide co-teachers and help your teams meet all students’ needs.

Jessi Brunken, Blue Engine (jessi@blueengine.org)
Michael Alcoff, New York City Department od Education (MAlcoff@schools.nyc.gov)
Cynthia Kerr, New York City Department of Education (ckerr@schools.nyc.gov)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Continuous improvement Cycles, Instructional Improvement, Instructional Leadership and Supervision, 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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2204 | The Power of Virtual Coaching

Learn what districts can do to support teachers when they have limited or no existing coaches. Examine the similarities and differences between in-person, blended, and virtual coaching. Explore ways to expand instructional coaching opportunities beyond the scope of your school or district. Discover firsthand the power of using real-time video to reflect and set goals.

Kelly Schooler, Perry Local School District (kelly.schooler@mycommodores.org)
Kathy Perret, Sibme Virtual Coaching (kathyperret@gmail.com)

Area Focus: Coaching
Topics: Change Management, Coaching Practices/Programs, Instructional Improvement, Technology for Professional Learning, Other
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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2205 | From Start to Success: Our Coaching Program Journey

Learn the process by which one large high school began an instructional coaching program 10 years ago and continues to develop the program. Hear about the rationale and intentions, selection and support of coaches, the relationship between the coaches and administrators, and decisions that influenced — and continue to influence — the growth of this program. Explore your ideas for developing an instructional coaching program in support of your improvement plan.

Alison Gordon, Northwestern University (alison.gordon@northwestern.edu)
Cameron Muir, Glenbrook School District 225 (cmuir@glenbrook225.org)
Sharon Sheehan, Glenbrook School District 225 (ssheehan@glenbrook225.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Instructional Improvement, Secondary Education
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2206 | Induction Tools to Impact Efficacy of Novice Teachers

Explore ways that coaches and mentors can effectively support novice teachers to build efficacy and increase student learning. Learn how one district’s induction program combines principles of practice and formative feedback to increase equity for learners and promote teacher efficacy resulting in student learning. Leave with key components of an induction program focused on teacher and student growth, as well as experience the empowering problems of practice protocol.

Christina Berg, Northshore School District (cberg@nsd.org)
Susan Martin, Northshore School District (smartin@nsd.org)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Equitable Access and Outcomes, Feedback and Observations, Induction and Mentoring
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2207 | What Matters Now Rhode Island

Learn about a statewide network that uses improvement science and peer learning grounded in Learning Forward’s Standards for Professional Learning to improve teaching practices and student outcomes. Work with tools developed by the network, including a protocol for teacher teams to focus collaborative discussion on student data and identifying gaps or learning challenges, professional learning community protocols that support teachers in their efforts to determine necessary changes in instruction, and a protocol for teacher teams to determine whether instruction is at the appropriate standard level.

Elizabeth Foster, Learning Forward (elizabeth.foster@learningforward.org)
Sara Monaco, Smithfield Public Schools (elizabeth.foster@learningforward.org)

Area Focus: Equity & Excellence
Topics: Collaborative Inquiry, Data-Driven Decision Making, Instructional Improvement, Learning Networks, Other (Improvement science )
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2208 | Windows and Mirrors: Making Queer Identities Visible in Schools

Learn how district leaders, administrators, and school leaders approach the ever-evolving obstacle of inclusion and equity. Examine evidence-informed practices and approaches to tackle equity and inclusion (specific to LGBTQ identities) while developing your capacity to approach these challenges through exposure and analysis of real scenarios and case studies. Leave with a concrete action plan that embeds professional learning and accountability into your organization’s vision while developing strategies for sustained implementation and accountability policies.

Kody Colvin, Salt Lake City School District (kody.colvin@slcschools.org)
Sean Edwards, Provo School District (seane04@yahoo.com)
Britnee Eng, Jordan School District (britnee.eng@jordandistrict.org)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Equitable Access and Outcomes, Leadership Development, 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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2209 | Shadowing Data as a Catalyst for Change

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

Beth Skelton, Educational Consultants, LLC (ellbeth@bethskelton.com)
Crystal Reid, Littleton Public Schools (creid@lps.k12.co.us)

Area Focus: Equity & Excellence
Topics: Data-Driven Decision Making, English Learners / Linguistic Diversity, Instructional Improvement
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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2210 | Providing Equity and Access for All Students Using Performance Assessments

Decide if your district is ready to move to a system where students demonstrate mastery to show evidence of college and career readiness. Learn how performance assessments help create a more equitable learning environment for all students and how your district rates currently using a rubric. Acquire knowledge on how to choose effective teams to provide equity in your district.
Eric Lasky, Ridgewood School District (elasky@ridgenet.org)
Maria Balata, Ridgewood School Dist (lbalata@ridgenet.org)

Area Focus: Equity & Excellence
Topics: Assessment Practices, College- and Career-Readiness/Student Performance Standards, Equitable Access and Outcomes, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2211 | Equity and Excellence Right Now: The 90 90 90 Solution

Gain an understanding of the latest research on equity and excellence. Examine compelling new evidence based on the 90 90 90 studies on how schools make a profound difference in the lives of students in poverty. Apply the research and science to help teachers, leaders, and policymakers in your context allocate resources and time wisely to help students in poverty achieve their potential.

Douglas Reeves, Creative Leadership Solutions (douglas.reeves@creativeleadership.net)


Area Focus: Equity & Excellence
Topics: Equitable Access and Outcomes, Leadership Development, Resources for Professional Learning (time and dollars), Title I / Economically Disadvantaged Population
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, Superintendents, Assistant Superintendents

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2212 | Impact Student Effort: Motivate the Reluctant Learner

Transform every lesson into compelling, high-quality instruction that motivates the reluctant learner. Discover firsthand how to turn chronically disengaged students into learners who are motivated to learn, resulting in higher achievement and greater satisfaction with school for some of our most challenging students. Experience easy-to-use, researched-based strategies to boost motivation of disenfranchised learners, reduce discipline problems, enhance social skills, increase engagement, and raise achievement.

Misty Higgins, Kentucky State Department of Education (mlmayse1@msn.com)
Vern Minor, Kagan Professional Development (vern@kaganonline.com)

Area Focus: Equity & Excellence
Topics: Brain Friendly Teaching & Learning, Engagement and Motivation of Disenfranchised Learners, Equitable Access and Outcomes, 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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2213 | Leading Innovative and Impactful Pedagogical Shifts With Project-Based Learning

Examine how innovative and effective leaders help teachers make significant shifts toward deeper learning and engagement. Learn five key strategies leaders use when implementing project-based learning as a high-leverage approach for equity and excellence. Hear how international teachers changed their instruction with project-based learning. Explore example units, assess your readiness, and design a project-based learning implementation road map. Discuss your ideas with colleagues and leave with an action plan.

Amy Baeder, Project-Based Learning Network (amy.baeder@gmail.com)
Sandhya Balasubramanian, Ruamrudee International School (sandhyab@rism.ac.th)

Area Focus: High Quality Curriculum
Topics: Deeper Learning, Engagement and Motivation of Disenfranchised Learners, Equitable Access and Outcomes, Implementation, Instructional Improvement, International Perspectives, Problem-Based 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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2214 | The Continuous Curriculum: A Collaborative and Sustainable Approach

Explore how school leaders can develop and implement high-quality curriculum while also planning for changes in student demographics and standards. Collaborate across classroom, school, and district levels to sustain curriculum development grounded in evidence-based practice and responsive to evolving student needs. Build structures that heighten teacher ownership over curriculum writing and bridge the gap between the written and taught curriculum through continuous improvement cycles.

Phillip Smith, Alexandria City Public Schools (phillip.smith@acps.k12.va.us)
Ben Hammond, Alexandria City Public Schools (benjamin.hammond@acps.k12.va.us)

Area Focus: High Quality Curriculum
Topics: Continuous improvement Cycles, Distributed/Shared Leadership, Implementation, Instructional Improvement
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2215 | Scaling Up a Mathematics Teacher Professional Learning Program

Learn about an evidence-based approach to help teachers make mathematics instruction accessible to all students, including students with disabilities. Examine a framework and associated strategies for scaling it up. Hear from various stakeholders, including program developers, a district leader, staff developers, and a teacher, about the successes and challenges of these strategies. Consider how scale-up might look in your context.

Marvin Cohen, Bankstreet College of Education (mcohen@bankstreet.edu)
Carlos Borges, Chicago Public Schools (crborges@cps.edu)
Gavin Creaden, Chicago Public Schools (grcreaden@cps.edu)
Dimple Daredia, Chicago Public Schools (ddaredia@cps.edu)
Babette Moeller, Educational Development Center (bmoeller@edc.org)


Area Focus: High Quality Curriculum
Topics: Cultural/Gender/Learning Differences/Racial Equity, Equitable Access and Outcomes, Mathematics
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2216 | Empowering Assistant Principals to Lead Learning Communities

Learn what current research is saying about the role of the assistant principal, what experiences assistant principals perceive to be missing from their positions, and how you can empower your assistant principal to lead a thriving learning community.
Gracie Branch, NAESP (gbranch@naesp.org)
Kaylen Tucker, NAESP (ktucker@naesp.org)

Area Focus: Leadership Development
Topics: Adult Development and Learning, Instructional Leadership and Supervision, Leadership Development, Principal Pathways/Pipelines
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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2217 | Pipeline for Promotion: Growing Your Own Leaders Among Noncertified Staff

Discover how districts can find effective leaders among noncertified employee groups. Learn about a district’s leadership and management program created to address a leadership shortage in custodial and food services that fosters reflection and self-awareness while developing leadership skills and dispositions grounded in the district’s mission and core values. Determine which steps and strategies from this model might be implemented within your district to create a pipeline for promotion.

Shelley Labiosa, Virginia Beach City Public Schools (shelley.labiosa@vbschools.com)
Gwendolyn Best, Virginia Beach City Public Schools (gwendolyn.best@vbschools.com)

Area Focus: Leadership Development
Topics: Adult Development and Learning, Leadership Pathways, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2218 | 10 Essential Questions to Support Teachers of Color

Consider 10 essential questions, based on research and school and district experiences, that can help you develop effective, research-based strategies to better recruit, support, and retain teachers of color in your school or district. Gain an understanding of why teachers of color leave schools and explore potential ideas and solutions from teachers. Leave with resources, tools, and an action plan for recruiting, supporting, growing, and retaining teachers of color.

Mark Teoh, Teach Plus (mteoh@teachplus.org)
Josh Kaufmann, Teach Plus (jkaufmann@teachplus.org)
Kevin Malonson, Teach Plus (kmalonson@teachplus.org)


Area Focus: Research & Impact
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Induction and Mentoring, Student or Teacher Voice
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2219 | Teacher Leadership in the 50th State

Gain a perspective on the impact teacher leaders have in Hawaii’s schools. Learn about the numerous ways teachers can pursue leadership opportunities that, in turn, support students, staff, and school-level stakeholders. Engage in collaborative exercises used to build effective teacher leader skills and traits. Network with other session participants to share successes and best practices for empowering teacher leaders in K-12 learning environments.

Sandy Cameli, Hawaii Department of Education (Sandy.Cameli@k12.hi.us)
Kristen Brummel, Hawaii Department of Education (Kristen.Brummel@k12.hi.us)
Keri Shimomoto, Hawaii Department of Education (Keri.Shimomoto@k12.hi.us)
Carolyn Tsukamoto, Hawaii Department of Education (Carolyn.Tsukamoto@k12.hi.us)


Area Focus: Leadership Development
Topics: Leadership Development, Learning Networks, Teacher Leadership
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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2220 | Learning Forward Forum for Academy Graduates

This session is for Learning Forward Academy graduates. Hear from Ellie Drago-Severson as she shares her recent work on how mounting reform initiatives, growing emphases on collaboration, and the promising connections between adult and student learning puts feedback processes front-and-center in education today. Academy graduates will deepen their understanding of adult developmental theory and how it supports adult growth and student achievement; learn about a developmental approach to differentiating when giving/receiving feedback; and develop actions plans.

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


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

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2221 | Supporting Innovation by Getting and Keeping Engaged Teachers

Explore ways to keep high performers on board by focusing district leadership efforts on new employees as well as current employees with a system of measuring engagement, constant improvement, and clear communication. Develop and implement a plan for 30- and 90-day new teacher meetings and a system of annual feedback loops to connect to teacher needs. Learn the difference between random and systematic recognition to target specific employees for specific recognition.

Daniel Woestman, Belvidere Community Unit School District 100 (dwoestman@district100.com)
Billy Lewis, Belvidere School District (blewis@district100.com)
Karen Owen, Studer Education (karen.owen@studereducation.com)


Area Focus: Leadership Practices
Topics: Culture and Climate, Feedback and Observations, Induction and Mentoring, 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, Superintendents, Assistant Superintendents

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2222 | Millennials: Are They Stranger Things?

Learn strategies to highlight the strengths that millennial educators bring to the work environment. Enhance and dissect traditional leadership strategies to facilitate professional growth to develop millennial teachers. Gain insight into millennial culture and its impact on leadership. Leave with an understanding of how to provide effective feedback to promote student achievement.

Heather Kenney, Lee's Summit R-7 School District (heather.kenney@lsr7.net)
Dave Boulden, Lee's Summit R-7 School District (dave.boulden@lsr7.net)
Jen Opie, Lee's Summit R-7 School District (jenifer.opie@lsr7.net)
Beth Ratty, Lee's Summit R-7 School District (beth.ratty@lsr7.net)


Area Focus: Leadership Practices
Topics: Adult Development and Learning, Coaching Practices/Programs, Feedback and Observations
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2223 | Lead With Intention: 8 Areas for Reflection and Planning for School Leaders

Explore eight areas of focus to consider in effectively leading a learning community focused on high levels of achievement for all students. Create an understanding of what "leading with intention" means for school leaders at all levels. Examine effective habits that create a positive mindset as you create and sustain a community focused on learning. Reflect 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: Leadership Practices
Topics: Culture and Climate, Instructional Leadership and Supervision, Leadership Development, Learning Networks
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals

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2224 | Redefine, Re-evaluate, Reinvent: A Journey to Innovate Our Approach to Professional Learning

Follow the experience of school leaders at one high school as they transform their use of the district’s teacher evaluation tool from grading teachers to inspiring professional proficiency and redefine their role from graders to professional learning facilitators who promote instructional excellence. Explore how they re-evaluate their approach to professional learning and reinvent their use of professional learning to achieve their goal of actualizing a school where everyone excels.

Shameka Gerald, Newport News Public Schools (shameka.gerald@nn.k12.va.us)
Delrose Adkinson, Newport News Public Schools (delrose.adkinson@nn.k12.va.us)

Area Focus: Leadership Practices
Topics: Educator Effectiveness, Evaluation and Impact, Secondary Education
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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2225 | Coach-Leadership as a Lever for Increasing Teacher Retention and Performance

Establish the importance of a coach-leader mindset in light of research regarding teacher attrition to promote teacher retention and enhance performance. Consider the continuum of leadership conversations to differentiate support and enhance teacher retention and performance. Articulate a coach-leader philosophy after considering characteristics of effective feedback, the importance of modeling a growth mindset, and the impact of personal beliefs about teaching and learning.

Karen Marklein, Lipscomb University (karen.marklein@lipscomb.edu)
Eric Bowman, Sumner County Schools, Tennessee (eric.bowman@sumnerschools.org)
Hank Staggs, Tennessee Department of Education (Hank.Staggs@tn.gov)


Area Focus: Leadership Practices
Topics: Coaching Practices/Programs, Feedback and Observations, Induction and Mentoring, 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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2226 | Leveraging District-Level Support for School Improvement

Learn how a superintendent can play an integral and active role in school-level improvement efforts aimed at more equitable outcomes for students. Examine the key processes and tools a district needs to connect a clear and collaborative pathway from the district office to student success. Explore how one district’s superintendent and cabinet play an explicit role in classroom improvement efforts. Consider how your district can better align relevant resources and make critical and strategic decisions to ensure more equitable outcomes for students.

Jeff Pelzel, Newhall School District (jpelzel@newhallsd.com)


Area Focus: Leadership Practices
Topics: Equitable Access and Outcomes, Instructional Leadership and Supervision, 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), Superintendents, Assistant Superintendents

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2227 | Learning Forward Networks for Continuous Learning and Improvement: Creating Scalable Solutions

Explore how learning teams design and implement professional learning interventions using continuous improvement concepts, disciplined inquiry, 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. Speak to Learning Forward network members and consultants about how network membership might benefit your district or school. Leave with a protocol used in the networks.

Michelle Bowman, Learning Forward (michelle.bowman@learningforward.org)
Nick Morgan, Learning Forward (nick.morgan@learningforward.org)

Area Focus: Learning Communities and Networks
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Learning Networks, Models of Professional Learning
Session Length: 2-hours
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2228 | Making Grades Matter: Professional Learning Communities and Standards-Based Grading

Discover a clear road map for implementing a standards-based grading system at the secondary level. Use a continuum of practitioner-influenced criteria for districts, schools, teams, and departments to implement deeper professional learning and sustained change in grading practices. Apply concepts from the grading literature into classroom, building, and district policies and practices.

Nathan Wear, Linn-Mar CSD (nathan.wear@gmail.com)
Matt Townsley, University of Northern Iowa (matt.townsley@gmail.com)

Area Focus: Learning Communities and Networks
Topics: Assessment Practices, Deeper Learning, School Improvement/Reform, Secondary Education, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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2229 | Evolving Learner: Continuous Improvement with Students, Peers, World

Examine ideas and strategies that empower educators to learn from students, peers, and the world in a cycle of continuous improvement. Leave with a plan grounded in research on effective professional learning models, aligned with Learning Forward’s Standards for Professional Learning and focused on inquiry-based learning to increase educator effectiveness and results for all learners.

Lainie Rowell, Orange County Department of Education (lrowell@ocde.us)
Kristy Andre, Ed.D., Tustin Unified School District (andre.kristy@gmail.com)
Lauren Steinmann, Ed.D., Tustin Unified School District (laurensteinmann1@gmail.com)


Area Focus: Learning Communities and Networks
Topics: Collaborative Inquiry, Continuous improvement Cycles, Learning Networks, Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2230 | Professional Growth Journeys through Goals, Competencies, and Community

Explore professional learning resources and structures through the lens of personal goal-setting and professional competency development for teachers and coaches. See how to design a series of personalized, practice experiences for educators, including personalized practice activities, interactive webinar sessions, professional learning community engagement and video, that target job-specific competencies in support of growth toward professional goals. Examine ways to gather and analyze data to show the connection between individual and collective learning experiences and growth along a competency continuum.

Cristin Kennedy, Cobb County School District (Cristin.Kennedy@cobbk12.org)
Katy Fodchuk, Advanced Learning Partnerships (katy@advancedpartnerships.com)
Gaynell Lyman, Advanced Learning Partnerships (gjlyman@gmail.com)
Meagan Stanfill, Cobb County School District (Meagan.Stanfill@cobbk12.org)


Area Focus: Learning Communities and Networks
Topics: Coaching Practices/Programs, Competency-Based Systems, Data-Driven Decision Making, Models of Professional Learning, Personalized Learning (Educators and Students), Resources for Professional Learning (time and dollars), Technology for Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2231 | 12 Angry Men: The Power of Productive Conflict

Explore three types of conflict present in the classic film 12 Angry Men. Make connections to conflict present in collaborative teams today. Consider techniques for consensus building in a group whose diverse personalities create intense conflict. Discuss how teams face and overcome similar challenges to collaborate and succeed. Identify the high-leverage, best practices associated with effective collaborative teams as well as trust-building and trust-busting behaviors.

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


Area Focus: Leadership Practices
Topics: Adult Development and Learning, 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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2232 | Touchpoint Conversations: Supporting Reflection and Implementation

Learn about touchpoint conversations and how the process results in reflection and support for implementation. Experience how the Learning Forward Foundation creates the learning space through facilitation of touchpoints to support educators’ successful implementation toward intended outcomes. Leave with a protocol for structuring a one-hour touchpoint and tips for facilitating reflection in a community of practice.
Janice Bradley, University of Utah (janice.bradley@utah.edu)
Amy Colton, Learning Forward Michigan (acolton2@gmail.com)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Implementation, 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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2233 | School District/University Partnerships for High-Quality Teacher and Leader Learning

Explore what it takes to move a partnership from theory to action. Learn how to collaboratively identify problems of practice to guide improvement efforts. Identify strategies to build momentum, trust, and commitment for a long-term partnership between a university and a school district. Examine some intentional strategies to organize partnership work. Consider how to put professional learning at the center of partnership efforts.

Dr. Segun Eubanks Eubanks, Center for Educational Innovation and Improvement (seubank2@umd.edu)
Dr. Charoscar Coleman Coleman, Prince George's County Public Schools (Charosc.coleman@pgcps.org)
Dr. Charoscar Coleman Coleman, Prince George's County Public Schools (Charosc.coleman@pgcps.org)


Area Focus: Learning Designs and Implementation
Topics: Comprehensive System Improvement/Reform, Continuous improvement Cycles, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2234 | Learning Communities Lifting Standards-Based Personalized Learning and Leadership

Leverage learning communities and the National Board Certification process to promote teacher leadership in and beyond the classroom, as a foundation for innovative personalized professional learning, and as a catalyst for reflective practice committed to high-quality support for diverse student populations and teachers. Leave with a vision for a systemic professional learning program rooted in equity, excellence, and leadership.

Sabrina Gates, Hillsborough County Public Schools (sabrina.gates@cteched.com)
Elizabeth Brown-Davis, Hillsborough County Public Schools (elizabeth.brown-davis@sdhc.k12.fl.us)
Dr. Madonna Higgs, Hillsborough County Public Schools (madonna.higgs@sdhc.k12.fl.us)
Paula Ruffin-Jefferson, Hillsborough County Pubic Schools (paula.ruffin-jefferson@sdhc.k12.fl.us)


Area Focus: Learning Designs and Implementation
Topics: Culturally Responsive Pedagogy, Culture and Climate, Educator Effectiveness, Equitable Access and Outcomes, Learning Networks, Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2235 | New Adventures in Professional Learning: Year 2 with FLEX (Flexible Learning Experiences)

Learn how to ditch "one-size-fits-no-one" professional development and implement a flexible and personalized style of professional learning. Examine a model grounded in adult learning theory that offers educators opportunities to consider evidence-based teaching and learning while reflecting on current practice. Explore how to empower fellow educators to take control of their professional learning through autonomous tasks that motivate the adult learner to personalize their experiences. Make a plan for creating flexible learning experiences that meet your district’s professional learning needs.

Marie Henderson, Hays Unified School District 489 (mhenderson@usd489.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, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2236 | Valuing All Educators: Classified Employee Learning Labs

Consider the role of classified employees — from instructional assistants to bus drivers — who play a pivotal role in the daily life of students but rarely have the same access to meaningful professional learning as licensed educators. Learn how one education association, representing nearly 8,000 classified members, used a learning lab structure to implement professional learning for more than 75 classified members in one district. Leave with ideas and resources for creating a system of professional learning to support classified employees.

Andrea Shunk, Oregon Education Association (andrea.shunk@oregoned.org)
Kim Read, Oregon Education Association (kim.read@oregoned.org)
Laura Warren, Lebanon Community School District (lauradw@centurytel.net)


Area Focus: Learning Designs and Implementation
Topics: Culture and Climate, Leadership Development, Models of Professional Learning, Resources for Professional Learning (time and dollars)
Session Length: 2-hours
Audiences: Classified/Support Staff, 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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2237 | Digitally Enhanced Professional Learning

Learn about the latest digital tools that can be used to enhance participants' professional learning experience. Engage with and discuss how these tools can positively impact professional learning opportunities. Apply new digital tool knowledge to upcoming professional learning you are planning for your own setting.

Leslie Ceballos, Allen ISD (leslie.hirsh@gmail.com)
Jennifer Miller, Allen ISD (jennifer.miller@allenisd.org)

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

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2238 | Creating Personalized Pathways for Professional Learning

Gain an understanding of why personalized professional learning is important. Experience a variety of ways to personalize professional learning within your system. Engage in small-group discussion to share learning and reflect on ways to transform your model of professional growth.

Dria Setter, CESA #1 - The Institute for Personalized Learning (dsetter@institute4pl.org)


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

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2239 | Virginia is for Learners: Documenting Professional Learning Impact in a Statewide Initiative

Learn how state, university, and community leaders partnered to scale a statewide three-year professional learning framework for up to 100 leadership teams and 700 administrators and teachers. Unpack the implementation strategy and resources associated with the Year 2 implementation that includes regional, virtual, and district-hosted coaching rounds. Apply an innovation framework to accurately assign diverse, integrated coaching resources for central and school administration teams that align with local graduate profiles.

Amos Fodchuk, Advanced Learning Partnerships, Inc. (AFODCHUK@ME.COM)
Tony Borash, Advanced Learning Partnerships (tony@advancedpartnerships.com)
Gena Keller, Commonwealth Learning Partnership (gena4makingitbetter@gmail.com)
Tina Manglicmot, Virginia Department of Education (tina.manglicmot@doe.virginia.gov)
Pam Moran, Virginia School Consortium for Learning (pmoran@vascl.org)


Area Focus: Research & Impact
Topics: Coaching Practices/Programs, Community/Family Engagement, Continuous improvement Cycles, Implementation, Models of Professional Learning, Partnerships and coalition building, Resources for Professional Learning (time and dollars), Technology for Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2240 | Innovations in Implementation Measurement: Tools for Reflection and Change

Explore three innovative tools to measure implementation and impact. Learn how to use and apply the performance-based rubric, the retrospective pretest, and a collaborative assessment protocol to measure implementation, evaluate professional learning, and generate better evidence of impact on practice. Leave with a resource tool kit to help you use findings to engage teachers to reflect on and transform their practice.

Shelby Danks, ARKEN RESEARCH (shelbydanks@gmail.com)


Area Focus: Research & Impact
Topics: Data-Driven Decision Making, Evaluation and Impact, Implementation, Instructional Improvement
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2241 | Take Time for You: Teacher Wellness & Self-Care

Learn how to establish personal habits and routines that enable you to be fulfilled, engaged, motivated, and inspired. Discover a clear path to well-being using a research-based framework for self-care. Walk away with a personalized self-care plan that can be used by an individual or as a model for an entire faculty as a way to increase retention rates and avoid staff burnout.

Tina Boogren, Solution Tree and Marzano Resources (tinaboogren@live.com)


Area Focus: Social & Emotional Learning
Topics: Educator Effectiveness, 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, Teacher Leaders/Mentors/Team Leaders

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2242 | Mental Health Literacy: A District's Journey

Gain a better understanding of the importance of mental health literacy, social and emotional learning, and trauma-informed practice in schools for students, staff, and the local community. Examine one school district’s multiyear plan to provide training, support, and resources to schools and all district staff and community partners. Begin an analysis of the mental health challenges and solutions in your setting.

Richard Steward, School District 38 (Richmond) (rsteward@sd38.bc.ca)


Area Focus: Social & Emotional Learning
Topics: Community/Family Engagement, International Perspectives, Social Emotional Learning/Health (SEL/SEH), Trauma-Informed Practice
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, Teacher Leaders/Mentors/Team Leaders

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2243 | 17 Things Resilient Teachers Do

Learn about resiliency — the ability to bounce back after setbacks and persist in the face of adversity — and why it matters for teacher success. Sort and analyze evidence-based strategies that will help teachers develop and refine their own resiliency, enabling them to better support students. Collaborate and plan for the use of specific strategies.

Bryan Harris, Consultant (bryan@bryan-harris.com)


Area Focus: Social & Emotional Learning
Topics: Adult Development and Learning, Educator Effectiveness, Instructional Improvement, 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, Teacher Leaders/Mentors/Team Leaders

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2244 | Be Your Best You: Practical Strategies for Self-Care

Identify your character strengths and explore practical ways to apply those strengths as a tool to combat daily stress. Examine strategies designed to reduce stress and learn how to create daily habits that, when paired with a strength-based approach, result in improved positive mindsets and resilience. Leave with a plan to employ strategies that reduce stress, improve overall well-being, and create a positive school culture for all in your school or district.

Lynn Ochs, Mayerson Academy (l.ochs@icloud.com)


Area Focus: Social & Emotional Learning
Topics: Adult Development and Learning, Culture and Climate, 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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10:00am–12:00pm & cont. 2:30pm–4:30pm
Concurrent Sessions, 21XX

2101 | Coaching for Impact: Teacher Efficacy and Student Learning

Learn how coaches build the skill set to impact in-the-moment instruction as a vehicle for powerful teacher and student learning. Immerse yourself in the story of coaches who built this ability through identifying outcomes for each component of a coaching cycle, intentionally planning toward those outcomes, and learning to build teacher efficacy. Analyze tools created, processes used, and guiding principles for supporting coach learning. Leave ready to increase impact.

Renee Gallagher, University of Washington Center for Educational Leadership (reneegher@gmail.com)
Stephanie Bradford, University of Washington Center for Educational Leadership (sdbrad79@uw.edu)

Area Focus: Coaching
Topics: Adult Development and Learning, Coaching Practices/Programs, Educator Effectiveness, Instructional Improvement
Session Length: 4-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2102 | Leading While Female: Cultural Proficiency Overcomes Gender Inequity

Learn how district leaders can ensure they are using culturally proficient practices to overcome barriers of gender inequities. Explore strategies to help female and male educational leaders confront and close the gender equity gap — a gap that denies highly qualified women and women of color opportunities to model inclusive leadership for all students. Identify systemic barriers and share recommendations for district leaders to intentionally close the gender gaps in hiring practices and student performance.

Delores Lindsey, Center for Culturally Proficient Education Practice (dblindsey@aol.com)
Trudy Arriaga, Californai Lutheran University, THousand Oaks, CA (trudyarriaga@gmail.com)
Delia Estrada, Los Angeles Unified School DIstrict (delia.estrada@lausd.net)
Randall Lindsey, Center for Culturally Proficient Educational Practice (randallblindsey@gmail.com)
Stacie Stanley, Eden Prarie Public Schools (stacie.stanley@emid6067.net)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Equitable Access and Outcomes, Leadership Development, Leadership Pathways
Session Length: 4-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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2103 | Transformation for Racial Equity: A Curriculum Review Process

Learn how a school district remains accountable to its commitment to racial equity within the context of an ongoing in-depth analysis of courses for the purpose of curricular revision and change that supports all students, especially students of color. Explore how to develop and sustain a district process that involves students as both leaders and participants. Examine strategies in addressing systemic and institutional resistance to racial equity transformation. Identify strengths and opportunities for growth in racial equity transformation leadership in your district or organization.

Marcus Campbell, Evanston Township, District 202 (campbellm@eths202.org)
Pete Bavis, Evanston Township, D202 (bavisp@eths202.org)
Lauren Hamilton, Evanston Township, District 202 (hamiltonl@eths202.org)
Carrie Levy, Evanston Township, D202 (levyc@eths202.org)


Area Focus: High Quality Curriculum
Topics: Change Management, Culturally Responsive Pedagogy, Equitable Access and Outcomes, Evaluation and Impact, Student or Teacher Voice
Session Length: 4-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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2104 | Designing the Future: Engineering Change in the Classroom

Learn how to connect curriculum to the real-world by using engineering design thinking and practices to frame activities and projects in the classroom. Explore ways to make critical thinking, collaboration, creativity, systems thinking, and empathy part of classroom culture. Examine resources and activities that will enable you to engineer new learning experiences, rich in both content and skills and ready to be implemented in your classroom.

Ann Kaiser, ProjectEngin LLC (akaiser@projectengin.com)


Area Focus: High Quality Curriculum
Topics: Instructional Leadership and Supervision, Models of Professional Learning, Problem-Based Learning, STEM: Science, Technology, Engineering, and Math
Session Length: 4-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2105 | Critical Thinking Across the Disciplines

Explore the three dimensions of critical thinking in a high school classroom: course design, classroom practice, and authentic assessment. Use them as a framework to build common understanding, share key vocabulary, set consistent critical thinking goals, and develop formative teacher feedback for teachers across disciplines. Leave with practical tools for incorporating critical thinking into classrooms from a variety of different critical thinking approaches.

Kerry Smith, New Trier High School (smithke@nths.net)
Kurt Weiler, New Trier High School (weilerk@nths.net)

Area Focus: High Quality Curriculum
Topics: Adult Development and Learning, College- and Career-Readiness/Student Performance Standards, Culture and Climate, Deeper Learning, Instructional Improvement, Secondary Education
Session Length: 4-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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2106 | A Tale of Two Cities: Leveraging Learning

Learn how two urban districts build collective efficacy and make necessary changes to antiquated practices without overwhelming existing systems. Examine how these districts leverage learning through the application of standards in the continuous learning cycle. Leave with simulations, a network directory of artifacts, and implementation plan to inform high-quality learning to be used for evaluation of impact on session proposals, professional learning models, professional learning plans, and school improvement planning.

Tara Isaacs, Jefferson County Public Schools (tara.isaacs@jefferson.kyschools.us)
Jennifer Colley, Jefferson County Public Schools (jennifer.colley@jefferson.kyschools.us)
Jenifer Kuras, The School District of Palm Beach County (jenifer.kuras@palmbeachschools.org)
Robert Moore, Jefferson County Public Schools (robert.moore4@jefferson.kyschools.us)
Laurie Riopelle, The School District of Palm Beach County Schools (laurie.riopelle@palmbeachschools.org)
Alan Young, Jefferson County Public Schools / Jefferson County Teacher Association (alan.young@jefferson.kyschools.us)


Area Focus: Leadership Practices
Topics: Change Management, Continuous improvement Cycles, Implementation, Partnerships and coalition building, School Improvement/Reform, Urban Issues and Settings
Session Length: 4-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2107 | Built to Last: Sustained Change That Manages Resistance

Explore how you can sustain your efforts in a way that results in payoffs, both for the adults who find joy and benefit from working in schools and students who become accomplished individuals. Reflect on how to build change that is sustained to achieve those payoffs. Learn through insights, real-world examples, tools, research, and practical frameworks how to build and lead change with the end in mind, ensuring the kinds of results that we must have.

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


Area Focus: Leadership Practices
Topics: Adult Development and Learning, Change Management, Leadership Development, School Improvement/Reform
Session Length: 4-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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2108 | Sustainable Professional Learning Structures for Impacting Change

Explore job-embedded professional learning structures for instructional leaders, and leave with concrete strategies and resources for your educational setting. Choose from a variety of minisessions, and explore professional learning structures that impact change through distributive leadership, collective efficacy, and technology integration. Gain an understanding of how these structures have impacted equitable practices at the classroom, building, and district level.

Lauren Priestley, Shaker Heights City Schools (priestley_l@shaker.org)
Kristin Clark, Shaker Heights City Schools (clark_k@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)
Jennifer Weisbarth, Shaker Heights City Schools (weisbarth_j@shaker.org)


Area Focus: Learning Designs and Implementation
Topics: Change Management, Distributed/Shared Leadership, Equitable Access and Outcomes, Instructional Improvement, Instructional Leadership and Supervision, Models of Professional Learning, Technology for Professional Learning
Session Length: 4-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
Innovator/Author/Researcher, IAR21

IAR21 | Supporting Social, Emotional, and Academic Development

See how students’ identity development, agency, and socially valued competencies, along with their academic skills, are critical for long-term success. Review research on how educators can create responsive, engaging schools and classrooms that advance educational equity to enable all students to participate fully in learning. Leave with a better understanding of how to identify and reduce disparities in student performance across lines of race and opportunity, with the goal of achieving equitable outcomes for all students.

Jenny Nagaoka, University of Chicago (jkn@uchicago.edu)


Area Focus: Equity & Excellence
Topics: Brain Friendly Teaching & Learning, Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Engagement and Motivation of Disenfranchised Learners, Rural Issues and Settings, Social Emotional Learning/Health (SEL/SEH), Title I / Economically Disadvantaged Population
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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12:00pm–12:45pm
Lunch


12:45pm–2:00pm
General Session Keynote: Valerie Kinloch


2:30pm–3:30pm
Keynote Q&A, QA02

QA02 | Tuesday Keynote Q&A With Valerie Kinloch

Keynote speaker Valerie Kinloch will answer your questions in this special session after her keynote address on Tuesday afternoon.
Valerie Kinloch, University of Pittsburgh ()


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Engagement and Motivation of Disenfranchised Learners, Equitable Access and Outcomes, Title I / Economically Disadvantaged Population, Urban Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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2:30pm–3:30pm
Innovator/Author/Researcher, IAR22

IAR22 | If You Were Serious About Your Professional Learning, It Would Look Like This

Hear how Carnegie Corporation of New York investigated the most successful practices of organizations to identify 13 essential elements that describe the design features and enabling conditions of curriculum-based professional learning. Examine your investments through the lens of these elements and gain access to tools to support your follow-up actions.

Jim Short, Carnegie Corporation of New York (jbs@carnegie.org)


Area Focus: Learning Designs and Implementation
Topics: Deeper Learning, Models of Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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2:30pm–4:30pm
Concurrent Sessions, 24XX

2401 | Standards-based Program of Professional Learning for Instructional Coaches

Learn how one district uses instructional coach performance standards aligned to a coaching model to drive the professional learning of its instructional coaches. Examine the results of the professional learning plan after one year of implementation. Participate in protocols used to gather and synthesize information, and leave with facilitation directions. Create an action plan for applying learning from this session.

Angela Stewart, Henrico County Public Schools (alstewart@henrico.k12.va.us)
Drew Baker, Henrico County Public Schools (alstewart@henrico.k12.va.us)
Angie Thompson, Henrico County Public Schools (alstewart@henrico.k12.va.us)
Brooke Thompson, Henrico County Public Schools (alstewart@henrico.k12.va.us)
Tracie Weston, Henrico County Public Schools (alstewart@henrico.k12.va.us)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Instructional Improvement, Instructional Leadership and Supervision, 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

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2402 | Accelerate Teacher Development Through Laser-Focused Coaching

Use case studies and video clips to explore a sequential blueprint for coaching teachers. Experience both the management and rigor trajectories developed by Paul Bambrick-Santoyo. Determine a personalized pathway that creates a supportive learning environment embodying rigorous instruction.

Lisa Roman, School District of Palm Beach County (lisa.roman@palmbeachschools.org)
Maureen Thompson, School District of Palm Beach County (maureen.thompson@palmbeachschools.org)

Area Focus: Coaching
Topics: Adult Development and Learning, Change Management, Coaching Practices/Programs, Curricular Rigor, Instructional Improvement, Personalized Learning (Educators and Students), Technology for Professional Learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2403 | Creating Your Own Coaching Cycle and Instructional Playbook

Examine the purpose and process of constructing an instructional playbook, the foundation of deep coaching. Design your own protocols for research-based instructional practices (e.g. cooperative learning, inquiry-based instruction). Walk away with the power to embed these protocols in your coaching cycles, your school’s professional development, and your district’s goals.

Greg Reuhs, Maine Township High School District 207 (greuhs@maine207.org)
Patrick Baldwin, Maine Township District 207 (pbaldwin@maine207.org)
Jenny Berko, Maine Township HSD 207 (jberko@maine207.org)
Eric Coval, Maine Township District 207 (ecoval@maine207.org)
Sarah Djordjevic, Maine Township High School District 207 (sdjordjevic@maine207.org)
Judith Tyler, Maine Township District 207 (judtyler@maine207.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Inquiry-Based Instruction, Instructional Improvement
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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2404 | Every Coach Needs a Coach

Learn how to develop a professional learning program that builds the knowledge and skills to support coaches who are developing or refining their craft. Reflect on your setting and how you might support coaches as a community of learners who will grow in their communication, facilitation, and presentation skills.

Jill Bose-Deakins, Northern Suburban Spec Ed District (jbose-deakins@nssed.org)
Jennifer Knudson, Northern Suburban Spec Ed District (jknudson@nssed.org)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Facilitation, Learning Networks, 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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2405 | Build a Quality Coaching Program

Providing a predictable structure of professional learning for Instructional Coaches fosters adult learning and allows for meaningful planning. Differentiating for coaches at different levels of expertise and experience can be challenging. Meet your coaches’ learning needs while fostering a positive coaching culture. Collaborate with others as we work through the three components of our Coaching Academy while reflecting on your process for planning coach professional learning. 

Heather Flick, Mesa County Valley School District 51 (heather.flick@d51schools.org)
Mary Biagini, Mesa County Valley School District 51 (mary.biagini@d51schools.org)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches

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2406 | Strategic Instructional Coaching: The Missing Piece to Success

Learn about the various roles and responsibilities that make an effective leader skillful at developing teachers to their fullest potential. Examine the action steps taken by one literacy team to create highly effective structures, efficient procedures, and systematic implementation and sustainability plans through the data team process. Acquire strategies and techniques for cultivating positive learning communities through the use of engaging exercises in a safe learning environment.

Carrie Busse, Joliet Public Schools (cbusse@joliet86.org)
Angelica Corral, Joliet Public Schools (acorral@joliet86.org)
Elizabeth Greenwood, Joliet Public Schools (egreenwood@joliet86.org)
Brandie Kalicki, Joliet Public Schools (bkalicki@joliet86.org)
Kristen Sterr, Joliet Public Schools (ksterr@joliet86.org)


Area Focus: Learning Communities and Networks
Topics: Coaching Practices/Programs, Data-Driven Decision Making, English Learners / Linguistic Diversity, Leadership Development, Learning Networks, 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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2407 | Pathway to a Pre-K-Kindergarten Coaching Collaboration

Learn what activities and collaborations to consider when thinking about a smooth and appropriate transition from pre-K to kindergarten. Examine the necessary steps to forming an effective collaboration. Consider ways to use collaboration to inform developmentally appropriate and evidence-based practices in pre-K and kindergarten.
Lynn Burgett, The Center: Early Childhood Professional Learning (lburgett@cntrmail.org)
Michelle Escapa, Sangamon-Menard Regional (mescapa@roe51.org)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Collaborative Inquiry, Early Childhood
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 | Standards Innovation Lab

Review the current draft of the updated Standards for Professional Learning. Discuss research, tools, and updates with Learning Forward staff and project advisors. Offer input and feedback or just engage in a standards conversation.

Elizabeth Foster, Learning Forward (elizabeth.foster@learningforward.org)
Tracy Crow, Learning Forward (tracy.crow@learningforward.org)
Paul Fleming, Learning Forward (paul.fleming@learningforward.org)


Area Focus: Equity & Excellence
Topics: Comprehensive System Improvement/Reform, Policy Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Superintendents, Assistant Superintendents

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2409 | Equity Plans: From Concept to Practice

Examine how to close the knowing-doing gap around equity by bridging the space between best intentions and instructional practice. Learn how one district leverages teacher leadership through an equity liaison program. Identify strategies for using formative data to develop and track the implementation of school-based equity plans. Leave with strategies and protocols for monitoring progress towards implementation goals.

David Watkins, Broward County Public Schools (david.watkins@browardschools.com)
Tom Albano, Broward County Public Schools (tom.albano@browardschools.com)
Robert Laws, KickUp (robert@kickup.co)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Data-Driven Decision Making, Equitable Access and Outcomes, Implementation, Models of Professional Learning, 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), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2410 | Look Who's Talking! Questioning to Ensure It's Everyone

Explore three mindsets and related questioning practices that create a culture of expectations and support for every learner’s success. Investigate leadership structures and strategies used by one school district to engage all teachers in ongoing job-embedded collaborative learning and planning to activate every student’s thinking and responding. Take away tools and resources you can use with teacher teams to design lessons that promote equity and achievement for all.
Jackie Walsh, Walsh Consulting (walshja@aol.com)
Jeff Goodwin, Oxford City Schools (jgoodwin@oxboe.com)
Khristie Goodwin, Oxford City Schools (kgoodwin@oxboe.com)


Area Focus: Equity & Excellence
Topics: Equitable Access and Outcomes, Instructional Improvement
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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2411 | Ensuring Academic Equity Through Intervention Programming

Examine video clips, data, artifacts, and research from a multi-tiered system of support (MTSS) academic intervention and mentoring program. Learn how to analyze data collection and analysis procedures, evaluate student assessment systems, utilize communication protocols, create staffing plans, and ensure equity in problem solving, curriculum creation, and implementation. Leave with tools to analyze and modify structures in your setting to ensure equity-based instruction and personalized learning for students.

Kevin Farrell, Grayslake Community High School District 127 (kfarrell@d127.org)
Stacy Custodio, District 127 (scustodio@d127.org)

Area Focus: Equity & Excellence
Topics: Assessment Practices, Collaborative Inquiry, Comprehensive System Improvement/Reform, Data-Driven Decision Making, Equitable Access and Outcomes, Personalized Learning (Educators and Students), Resources for Professional Learning (time and dollars), Technology for Professional Learning
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2412 | Learning to be a Learner Via Metacognitive Conversations

Gain an understanding of the impact of metacognitive conversations on teacher instruction and student learning. Practice metacognitive conversations by being reflective and becoming critical consumers of complex text via think-alouds and annotating text to surface understandings and confusions. Generate a reading strategies list by engaging in an analysis of reading processes to illuminate how proficient readers think. Reflect on how the implementation of metacognitive conversations might transform teacher pedagogy and prepare them to embrace challenges and opportunities.

Santosh Chawla, Learning Forward (santosh.chawla@gmail.com)
Debbe Geary, St.Elizabeth Ann Seton (dgeary@seascsfw.org)
Linda Jessee, Indiana University Purdue University, Indiana (Lindajessee@gmail.com)


Area Focus: High Quality Curriculum
Topics: Deeper Learning, Engagement and Motivation of Disenfranchised Learners, Instructional Improvement, Literacy
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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2413 | Developing Student-Ownership: Support Students to Own Their Learning

Learn the most effective and efficient research-based strategic learning practices in curriculum, instruction, assessment, and climate that foster student ownership. Analyze the correlation between student ownership and increased student achievement using a flexible framework that builds on a teacher’s or school’s strengths and allows each teacher or school to differentiate its own pathway. Create an action plan for sustaining current practices and building on self-determined areas of need.

Robert Crowe, Elevated Achievement Group (bcrowe@eagi.org)
Jane Kennedy, Elevated Achievement Group (jkennedy@eagi.org)

Area Focus: Equity & Excellence
Topics: Assessment Practices, College- and Career-Readiness/Student Performance Standards, Culture and Climate, Equitable Access and Outcomes, Instructional Improvement
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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2414 | Student Equity and Well-Being: One District's Story

Hear one district's plan for systemwide change focused on student equity, well-being, and achievement. Examine how inclusive design and culturally responsive and relevant pedagogy are building the foundation for system, school, and classroom improvement. Identify strategies and leadership actions to take away and apply in your own setting as you work to ensure equity for all.

Rob Eatough, Halton District School Board (eatoughr@hdsb.ca)
Mary Marshall, Halton District School Board (marshall@hdsb.ca)

Area Focus: Equity & Excellence
Topics: Comprehensive System Improvement/Reform, Culturally Responsive Pedagogy, Equitable Access and Outcomes, International Perspectives, Leadership Development
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2415 | Wallace Principal Pipeline: Using Pipeline District Analysis Guide

Language coming...
Wallace Foundation ()


Area Focus: Leadership Practices
Topic: Leadership Pathways
Session Length: 2-hours
Audience: Principals, Assistant Principals

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2416 | STEM Lesson Design for Deeper Student Learning Through Sense-Making

Investigate an exemplar of research-based STEM lesson design. Unpack its design and discourse components that support learning of all students through student sense-making. Gain an understanding of lesson design, discourse, and teacher professional development components that lead to higher cognitive demand lessons and support critical thinking in STEM for all.

Ellen Granger, Florida State University (granger@bio.fsu.edu)
Todd Bevis, Florida State University (bevis@bio.fsu.edu)

Area Focus: High Quality Curriculum
Topics: College- and Career-Readiness/Student Performance Standards, Deeper Learning, Instructional Improvement, Instructional Leadership and Supervision, STEM: Science, Technology, Engineering, and Math
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2417 | Growing Literacy Roots Through the Science of Reading

Explore the science of reading and effective literacy instruction. Develop roots in the science of reading and engage in practical applications of the theoretical models. Engage in hands-on activities related to implementing effective language and literacy practices that raise student achievement.

Carolyn Turner, Ohio Department of Education (Carolyn.turner@hcesc.org)
Michelle Elia, Ohio Department of Education (michelle.elia@sstr5.org)
Dr. Melissa Weber-Mayrer, Ohio Department of Eduaction (Melissa.Weber-Mayrer@education.ohio.gov)


Area Focus: High Quality Curriculum
Topics: Curricular Rigor, Implementation, Instructional Improvement, Literacy, 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

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2418 | Building Teacher Content Knowledge Through Intellectual Preparation

Explore how structured and regular opportunities for teachers to interact with the curriculum and intellectually prepare to teach a unit can significantly improve teacher effectiveness and student outcomes. Learn what content and activities best support intellectual preparation, including content and activities that build background knowledge of texts and topics and deepen understanding of content standards and text complexity. Explore what student mastery looks like, and identify potential student misconceptions. Develop an action plan for your school.

Anne Lyneis, Match Education (Anne.lyneis@matcheducation.org)
Maggie Roth, Match Charter Public School (Maggie.roth@matcheducation.org)

Area Focus: High Quality Curriculum
Topics: Collaborative Inquiry, Curricular Rigor, Educator Effectiveness, 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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2419 | Coaching: Transforming Principals, Transforming Schools

Discover innovative coaching techniques leveraged by a large, urban school district to accelerate the impact of principals on student achievement. Investigate high-yield strategies leading to transformational change in principal performance, including targeted coaching aligned to leader standards, personalized professional learning that leverages principals’ talents and strengths, and wraparound supports that build principals’ capacity to retain high-quality teachers. Explore digital tools for monitoring and measuring the effectiveness of principal coaching to ensure student success.

Chandra Walker, Gwinnett County Public Schools (chandra.walker@gcpsk12.org)
Michelle Farmer, Gwinnett County Public Schools (Michelle.Farmer@gcpsk12.org)
James Nebel, Gwinnett County Public Schools (James.Nebel.Jr@gcpsk12.org)
Eliana Pereyra, Gwinnett County Public Schools (Eliana.Pereyra@gcpsk12.org)
Kendra Washington-Bass, Gwinnett County Public Schools (Kendra.Washington.Bass@gcpsk12.org)


Area Focus: Leadership Development
Topics: Coaching Practices/Programs, Induction and Mentoring, Leadership Development, Personalized Learning (Educators and Students), Technology for Professional Learning, Urban Issues and Settings
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2420 | The Power of Professional Learning to Support a Peer Coaching Model

Explore various peer coaching practices as a foundation for learning. Engage in a simulated peer coaching experience via video, using specific instruments that target effective elements of instructional practice and areas that can be developed. Discuss and analyze the collected data from the simulation to generate reactions and questions about the process and long-term implementation. Create an action plan for how to implement this learning in your setting.

Jennifer Reichel, Hastings Public Schools (jreichel@hastings.k12.mn.us)
Bonnie Houck, Hastings Public Schools (houckreadz@gmail.com)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Continuous improvement Cycles, Data-Driven Decision Making, Implementation, Instructional Leadership and Supervision, Technology for Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2421 | Compassionate Systems Leadership

Explore three domains of learning and practice as essential components of leadership: personal mastery (self-reflection, mindfulness, and compassion), interpersonal skills (intentional listening and communication, and hosting generative conversations), and systems thinking (introduction to a range of systems thinking tools and techniques). Focus on leadership as a discipline that can be practiced by all those in the education system at every level, rather than a hierarchical position.

Pippa Rowcliffe, Human Early Learning Partnership (pippa.rowcliffe@ubc.ca)
Joanne Schroeder, Human Early Learning Partnership (joanne.schroeder@ubc.ca)

Area Focus: Leadership Development
Topics: International Perspectives, Leadership Development, Leadership Pathways
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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2422 | The Impact of Investing in Building Teacher Leadership

Explore ways to reimagine teaching and learning with the focus on building internal capacity. Learn how one district developed and created an adult learning model intentionally, with purpose and alignment to its strategic vision, to build the skill sets of its principals, assistant principals, and instructional coaches. Leave with tools to apply learning to your own school system.

Dr. David Baugh, Aspen School District (dbaugh24@gmail.com)
Dr. Sherry MacBury, BetterLesson (sherry.macbury@betterlesson.com)

Area Focus: Leadership Practices
Topics: Adult Development and Learning, Leadership Development, Models of Professional Learning, Teacher Leadership
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2423 | Leadership Standards for Principals and Vice Principals

Get an overview of the Revised Leadership Standards for Principals and Vice-Principals in British Columbia. Explore the nine standards and four domains, and learn how the standards framework can assist principals and vice principals in their daily work and professional learning. Complete a self-assessment tool that will guide you in creating a personal action plan or growth plan for your professional learning and development.

Jessica Antosz, British Columbia Principals' and Vice-Principals’ Association (jessica@bcpvpa.bc.ca)
Elizabeth Bell, British Columbia Principals' and Vice-Principals’ Association (elizabeth@bcpvpa.bc.ca)

Area Focus: Leadership Practices
Topics: International Perspectives, Leadership Development, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2424 | Making the Most of Professional Learning

See how to organize your teacher professional learning with a systemic approach from two perspectives: a district administrator and building administrator. Develop ways to monitor the impact professional learning has on classroom instruction. Draft a professional learning plan that’s meaningful for teachers and provides the opportunity for choice.

Becky Mathison, Skokie 73.5 (bfischer@sd735.org)
Courtney Goodman, Skokie 73.5 (cgoodman@sd735.org)

Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Evaluation and Impact, Instructional Improvement, 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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2425 | Building Communities of Practice Around Computational Thinking in STEM

Apply strategies and frameworks to develop partnerships across community-based institutions, technology, and research organizations. Explore innovative and evidence-based design for STEM professional learning that builds educator expertise to meet computational thinking learning goals as outlined in the Next Generation Science Standards. Discover, ideate, and prototype STEM-based challenges that help students build computational thinking skills.

Dorothy Bennett, New York Hall of Science (dbennett@nysci.org)
Karen Watts, Brooklyn North (kwatts@schools.nyc.gov)

Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, College- and Career-Readiness/Student Performance Standards, Curricular Rigor, Partnerships and coalition building, STEM: Science, Technology, Engineering, and Math, Urban Issues and Settings
Session Length: 2-hours
Audiences: Policy Makers and Community Stakeholders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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2426 | From Top Down to Bottom Up

Explore methods to shift a school district culture from traditional management to collaborative inquiry and action. Engage in activities that connect peers and value individual contributions. Learn strategies you can immediately implement in classrooms and professional settings when you return to your school or district. Acquire the skills to design, model, and lead adult learning situations that spark connection and collaboration.

Robert McBride, Lockport Township High School District 205 (rmcbride@lths.org)
Phil Boyte, Learning For Living (phil@learningforliving.com)
Lorie Cristofaro, Lockport Township High School District 205 (lcristofaro@lths.org)
Kerri Green, Lockport Township High School District 205 (kgreen@lths.org)
John Greenan, Lockport Township High School District 205 (jgreenan@lths.org)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Change Management, Collaborative Inquiry, Culture and Climate
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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2427 | Implementing Data Equity Walks to Improve Student Outcomes

Explore how districts overcome the challenge of identifying targeted professional learning tied to student outcomes. Learn how one school district used the data equity walk to build leaders' capacity to identify targeted professional learning from data-driven decisions. Leave with a data protocol and process, in addition to a sample SMART plan focused on the systematic collection of balanced data to inform ongoing professional learning.

Bejanae Kareem, WestEd (bkareem@wested.org)
Cindy Caldwell, WestEd (ccaldwe@wested.org)

Area Focus: Learning Communities and Networks
Topics: Data-Driven Decision Making, Models of Professional Learning, Personalized Learning (Educators and Students)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2428 | Empowering Students Through Collaborative Team Inquiry

Increase student ownership of learning by giving teacher teams agency to design and implement collaborative inquiry. Examine a structure teams can replicate to carry out inquiry rooted in deep implementation of the formative assessment process. Explore the impact of one team's collaborative inquiry on professional practice and classroom culture. Hear students share their journey and reflect on their growth as learners. See how to bring collaborative inquiry to your setting.

Michelle Augustyniak, Amos Alonzo Stagg High School (maugustyniak@d230.org)
Dr. Paul Bloomberg, Core Collaborative Learning Network (Paul@thecorecollaborative.com )
Dr. Katie McMillan, Consolidated High School District 230 (KMcMillan@d230.org)


Area Focus: Learning Communities and Networks
Topics: Collaborative Inquiry, Continuous improvement Cycles, Models of Professional Learning, Student or Teacher Voice
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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2429 | Paraprofessional Growth: Hungry for a 'Deeper Dish'

Learn about one school district’s efforts to maximize the capacity of its system through deeper engagement and retention of paraprofessionals. Hear the district’s story from recorded interviews with paraprofessionals, experience some of the learning opportunities offered, and discuss ways to advocate and plan for the growth of instructional and administrative paraprofessionals with fellow educators. Plan for ways to implement in person and online professional learning that improves paraprofessional effectiveness and contributes to student success.

Betty Smith, Spring Branch ISD (betty.smith@springbranchisd.com)
Jessica Waltman, Spring Branch ISD (jessica.waltman@springbranchisd.com)

Area Focus: Learning Communities and Networks
Topics: Educator Effectiveness, Learning Networks, Models of Professional Learning, Technology for Professional Learning
Session Length: 2-hours
Audiences: Classified/Support Staff, District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)

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2430 | Culturally Proficient Relationships: How to Deliver Diversity Training

Experience a district-developed diversity professional learning experience as a participant. Walk away with a syllabus and materials to facilitate similar learning at your campus or district. Learn about the ongoing process for developing this professional learning and strategies that encourage deeper conversations, connect staff to one another and to an organization’s mission, and build cultural proficiency of all employees.

Edna Phythian, Plano ISD (edna.phythian@pisd.edu)
Ivan Cantu, Plano Independent School District (ivan.cantu@pisd.edu)
Craig McKinney, Plano Independent School District (craig.mckinney@pisd.edu)
Marcus Miller, Plano Independent School District (marcus.miller@pisd.edu)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Cultural/Gender/Learning Differences/Racial Equity, 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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2431 | Define, Design, and Grow Together

Learn a systematic way to develop and implement professional learning. Examine how data define learning expectations, how learner expectations inform the professional learning design, and how to monitor and support implementation to celebrate successes and gauge the change in teacher practice. Walk away with high-quality professional learning resources that you can apply right away.

Trisha Myers, Fulton County Schools (myerst1@fultonschools.org)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Data-Driven Decision Making, Implementation, 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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2432 | Bridging the Knowing-Doing Gap

Learn how one district pairs instructional coaching with content-focus professional learning to close the knowing-doing gap. Participate in a simulated data review using real-life coaching data to focus coach time on high-value activities. Leave with replicable strategies and ready-to-use protocols to ensure your district's leadership, coaches, and teachers are making progress toward your district's instructional vision.

Anna Jackson, Lubbock Independent School District (Anna.Jackson@lubbockisd.org)
Victoria Kinzig, KickUp (victoria@kickup.co)

Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, Data-Driven Decision Making, Evaluation and Impact, Instructional Improvement, Instructional Leadership and Supervision
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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2433 | Leading Teacher Teams Palooza

Learn about the key role one district’s instructional coaches play in designing the district’s professional learning. Upgrade your professional learning design tool kit with Pop Up PDs, PLC Paloozas, Plan Your Own Learning Choice Sessions, and more. Engage in new learning by experiencing roundtables and chat stations to support redesigning and reinvigorating professional learning in your district.

Marianne Rehfield, Oak Park District 97 (mrehfield@op97.org)


Area Focus: Learning Designs and Implementation
Topics: Coaching Practices/Programs, Facilitation, Instructional Leadership and Supervision, 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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2434 | Strengthening Professional Learning Through Focused and Intentional Design

Learn how professional learning leaders from three unique contexts have transformed the way they plan and implement professional learning through the use of effective tools gained from their participation in Learning Forward’s Academy. Explore these tools through a set of interactive activities. Evaluate your current practices and leave the session with steps you can use to improve your own professional learning to better impact educator and student achievement.

Angela Frankenfield, Alhambra Elementary School District (angelafrankenfield@alhambraesd.org)
Kate Cottrell, Gimnasio La Montaña (katecottrell@glm.edu.co)
Virginia Senande, Northern Valley Curriculum Center (senande@nvnet.org)


Area Focus: Learning Designs and Implementation
Topics: Continuous improvement Cycles, Evaluation and Impact, Implementation, 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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2435 | Evaluate, Engage, Execute: Shift Your System to Inquiry

Learn how to implement a systemwide shift to inquiry-based learning. Examine real-world case studies that reveal the phases of a systemwide shift, then create a road map to inquiry for your school or district. Explore the strategies to help you turn your road map into reality.

Christina French, Lakota Local Schools (martin@inquired.org)
Shanti Elangovan, inquirED (martin@inquired.org)

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

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2436 | Using Student Voice to Assess the Impact of Adult Behaviors

Explore a continuous improvement model designed to capture student voice for the purpose of altering adult instructional practice. Brainstorm with other practitioners while analyzing your own district’s or school’s practices. Complete a gap analysis addressing student perspectives on teacher mindset and practice, and create an action plan for monitoring efforts to shift adult behavior through a professional learning and walk-through process.

Christie McMullen, AVID Center (cmcmullen@avid.org)
Kristen Wellman, AVID Center (kwellman@avid.org)

Area Focus: Research & Impact
Topics: Continuous improvement Cycles, Instructional Improvement, Instructional Rounds / Walk-Throughs, Student or Teacher Voice, Other
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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2437 | Using Surveys to Measure Authentic Impacts from Professional Learning

Analyze the strengths and limitations of survey methods as a tool for assessing professional learning effectiveness. Gain an understanding of the process for piloting, revising, and validating a survey using authentic evidence from participants. Apply Guskey’s framework to your initiatives by identifying key measurable outcomes (knowledge, skills, and attitudes) targeted by your professional learning program. Leave with the tools to generate an outcome survey tailored to your program.

Chase Nordengren, NWEA (chase.nordengren@nwea.org)


Area Focus: Research & Impact
Topics: Data-Driven Decision Making, Evaluation and Impact
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Technical Assistance Providers

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2438 | Implementing Restorative Practices Through a Multi-tiered System of Supports

Explore basic theories of restorative practices and how to align them with critical features of a multi-tiered system of supports framework. Assess the data, systems, and practices of social, emotional, behavioral, and mental health support in your school or district. Acquire tools and strategies for designing and supporting the systems necessary to implement restorative practices within a multitiered system of supports framework. Begin planning implementation for your school or district.

Ali Hearn, Midwest PBIS Network (ali.hearn@midwestpbis.org)


Area Focus: Social & Emotional Learning
Topics: Culture and Climate, Data-Driven Decision Making, Implementation, 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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2439 | Facilitating Resiliency: Creating a Trauma-Sensitive Classroom

Gain an understanding of the impact of trauma on the brain and behavior and how it hinders the learning, motivation, and success of all students in the classroom. Discover effective techniques to maintain a thriving learning environment and respond to students who are experiencing trauma in ways that recognize their emotional needs. Gain practical skills and strategies for creating a trauma-informed classroom, school, or district that is responsive to this urgent and growing issue.

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


Area Focus: Social & Emotional Learning
Topics: Brain Friendly Teaching & Learning, Social Emotional Learning/Health (SEL/SEH), Trauma-Informed Practice
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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2440 | Strengthening Adult Social and Emotional Learning

Explore a highly strategic, efficient, relevant, and effective way to implement an approach to strengthen adult social and emotional learning (SEL). Consider how to braid initiatives to bridge research to practice at the classroom, school, and organizational levels while addressing common implementation challenges. Examine one district’s steps to strengthen adult SEL in an effort to reduce turnover, improve climate, and increase educator effectiveness. Create a plan to apply knowledge and strategies in your setting.

Kristin Hendricks, Wake County Public School System (khendricks830@gmail.com)


Area Focus: Social & Emotional Learning
Topics: Adult Development and Learning, Culture and Climate, Educator Effectiveness, Implementation, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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2441 | Multi-Tiered System of Support Implementation: Core Academics and Social and Emotional Learning

Learn how one school district used Innovation Configuration maps and Learning Forward's Implementation standard to initiate and sustain systemic changes focused on improving core academic and social and emotional learning outcomes for all students. Use the multi-tiered system of support (MTSS) IC map to focus personal and team reflection on critical aspects of implementation, then use data-based decision-making to develop action plans that will guide next steps for leaders and learning communities.

Chad Schmidt, South St Paul Public Schools (chad.schmidt@sspps.org)
Theresa Starkman, South St Paul Public Schools (tstarkman@sspps.org)

Area Focus: Social & Emotional Learning
Topics: Change Management, Data-Driven Decision Making, Implementation, Learning Networks, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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4:45pm–5:45pm
Learning Forward Business Meeting




Wednesday, December 9, 2020

8:15am–9:15am
Round Tables, RTWXX

RTW01 | Leverage Existing Structures and Systems to Create a Culture of Learning

Examine how one large school district created a culture of professional learning by tapping into existing structures and systems while avoiding initiative fatigue. Use reframing techniques to imagine how long-standing policies, committees, and programs can serve as catalysts for growth. Learn how to embed adult learning opportunities at every turn.

Gabriella Jackson, Township HSD 214 (gabriella.stetz@d214.org)
Kate Glass, District 214 (kate.glass@d214.org)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Culture and Climate, Models of Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTW02 | Using a Learning Walk in Effective Teacher Coaching

Learn how a middle school implemented teacher coaching and used learning walks as part of its program. Gain an understanding of how a learning walk can strengthen teacher instruction schoolwide. Discuss ways to implement the teacher coaching program in your own setting.

Bethany Pafford, Wakulla County School Board (bethany.pafford@wcsb.us)
Deana Davis, Wakulla County Schools (deana.davis@wcsb.us)
Jessica Wells, Wakulla County Schools (jessica.wells@wcsb.us)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Distributed/Shared Leadership, Instructional Rounds / Walk-Throughs, Secondary Education
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTW03 | North Star Coaching: Innovate Your Teacher Induction and Teacher Development

Explore an intentional three-year approach to teacher development and empowerment. Take a deep dive into understanding how to facilitate teacher induction through a cohort model coaching process that promotes autonomy, competency, and a sense of belonging. Create an action plan based on new knowledge to implement this learning into your setting.

Julie Frugo, Premier Charter School (jfrugo@premiercharterschool.org)
Sara Guller, Premier Charter School (sguller@premiercharterschool.org)
Natalie Wiemann, Premier Charter School (nwiemann@premiercharterschool.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Induction and Mentoring
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTW04 | Your Coaching Program: Designing and Reimagining

Analyze coaching pathways to determine the necessary systems to support coaches in their work with educators. Reflect on key coaching practices that are fundamental to effective coaching and determine the essential practices for their job description. Develop a vision for your desired coaching program or reflect on your current coaching structure to better align with your district vision.

Kristi Ryken, Maine Township High School District 207 (kryken@maine207.org)
Carrie Barone, Maine Township HIgh School District #207 (cbarone@maine207.org)
Kathy Ciss, Maine Township HIgh School District #207 (kciss@maine207.org)
Aaron Fleming, Maine Township HIgh School District #207 (afleming@maine207.org)


Area Focus: Coaching
Topics: Adult Development and Learning, Coaching Practices/Programs
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTW05 | Building a Strong Climate and Culture

Hear how two schools created a culture of unity and togetherness with diverse student populations. Consider the techniques used to motivate and inspire students to learn and achieve while incorporating character education to support students’ academic and social needs. Explore schoolwide events that can unite your diverse community in a common mission. Leave with ideas and strategies for you to incorporate similar programs in your school or classroom.

Allen Hicks, Stafford County Public Schools (allen.hicks66@gmail.com)
Nicole Ochs, Spostsylvania County Schools (https://sites.google.com/?tab=w31&authuser=0)

Area Focus: Equity & Excellence
Topics: Community/Family Engagement, Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Engagement and Motivation of Disenfranchised Learners, Social Emotional Learning/Health (SEL/SEH)
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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RTW06 | Characteristics of Reasonable and Meaningful Homework

Collaboratively explore ways to provide learning supports for students as they engage in reasonable and meaningful homework that empowers autonomy to develop voice and choice. Discuss, reflect on current practices, and critically analyze tools and communications that can guide improvement, planning, discussions, professional development, and consistency of meaningful, reasonable, and deliberate homework.

Erik Youngman, Libertyville District 70 (eyoungman@d70schools.org)


Area Focus: Equity & Excellence
Topics: Comprehensive System Improvement/Reform, Instructional Improvement, Student or Teacher Voice
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTW07 | Build the House: Standards-Based Grading Imprementation Structures

Build a solid blueprint for standards-based teaching by using a process paired with quality indicators for each step. Use a tool to help guide teachers in preparing and implementing standards-based learning and grading. Leave with an action plan for implementation at your school.

Lauren Vaclavik, Kaneland CUSD 302 (lauren.vaclavik@kaneland.org)
Kirstin Murphy, Kaneland CUSD #302 (kirstin.murphy@kaneland.org)

Area Focus: High Quality Curriculum
Topics: Assessment Practices, Implementation, Instructional Improvement
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTW08 | STEM Curriculum in the K-12 Classroom

Learn about a partnership that helped bring STEM professional learning to rural teachers. Gain an understanding of how the curriculum develops skills and abilities for 21st-century learners. Get hands-on practice with the curriculum.

Jill Baird, Edu Tech (jill.baird@k12.nd.us)
Jon Ownby, NICERC (jon.ownby@cyber.org)

Area Focus: High Quality Curriculum
Topics: Instructional Improvement, Rural Issues and Settings, STEM: Science, Technology, Engineering, and Math, Technology to Enhance Student Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTW09 | Collaborating to Provide Leadership Development

Get an overview of the work being done in one rural state to provide professional learning for principals, superintendents, and school board members focused on effective leadership practices and facilitated through research-based strategies. Engage in dialogue about effective professional learning practices for supporting education leaders. Explore lessons learned through feedback from over 200 participants in leadership development. Consider how the work might be replicated in multiple contexts.

Denise Schares, University of Northern Iowa (denise.schares@uni.edu)


Area Focus: Leadership Development
Topics: Leadership Development, Rural Issues and Settings
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Policy Makers and Community Stakeholders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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RTW10 | Simple Leadership for Complicated Times

Learn six simple ideas that work together to create simple leadership. Reflect on your leadership strategy and collaborate with other participants. Leave with tools to help you implement the strategies.

Andrew Fenton, Winnetka Public Schools 36 (andrewfenton@winnetka36.org)


Area Focus: Leadership Practices
Topics: Culture and Climate, Leadership Development
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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RTW11 | I'm Drowning: Helping Teachers Who Take the Plunge

Explore effective strategies for supporting teachers who are willing to try new things in their classrooms. Leave with a network of people you can share with your teachers and ideas you can put to use immediately with your staff.

Sally Wilson, Kaneland CUSD #302 (sw628@comcast.net)


Area Focus: Leadership Practices
Topics: Feedback and Observations, Leadership Development
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTW12 | The Intersection of Finance and Curriculum

Analyze current budgeting processes and discuss best practices to improve alignment of budgets to the strategic plan. Collaborate with colleagues about successes and challenges in allocating limited resources to maximize educational return on investment. Design a framework to incorporate into the annual budget planning process that will prioritize allocation of resources based on measuring educational return on investment.

Tamara Mitchell, Joliet Public Schools District No. 86 (tmitchell@joliet86.org)


Area Focus: Leadership Practices
Topics: Leadership Development, Measuring the Return on Investment, Resources for Professional Learning (time and dollars)
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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RTW13 | Discover Collaborative Solutions to Complex Problems

Learn about a collaborative approach for finding sustainable solutions to increasing student learning that values complex problem-solving, ownership, and interrelationships within a system. Hear how educators from a K-12 district engaged in a different way of problem-solving, and be inspired to flip the script on professional learning.

 

 

Katie Laskasky, Loyola Marymount University (klaskasky@gmail.com)
Cyndia Acker-Ramirez, Culver City Unified School District (cyndiaacker-ramirez@ccusd.org)
Lisa Michel, Culver City Unified School District (lisamichel@ccusd.org)


Area Focus: Learning Communities and Networks
Topics: Collaborative Inquiry, Models of Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTW14 | An Innovative Way to Move the Work Forward: Leveraging a Working Group

Hear about an approach to leveraging working groups to solve complex problems related to instruction. Explore key strategies for building a diverse working group. Hear directly from system leaders who have successfully implemented a working group. Develop next steps for your system to solve a complex challenge and present solutions via a working group.

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


Area Focus: Learning Communities and Networks
Topics: Comprehensive System Improvement/Reform, Distributed/Shared Leadership, Instructional Leadership and Supervision, Learning Networks
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTW15 | A Model for University-District Partnerships

Learn about a university-district partnership designed to effectively employ paraprofessionals as a component of district improvement. Examine the partnership model as well as successes and challenges of implementing systemic change. Explore how project tools and resources align to national and state professional learning standards and how they may be adapted to advance the knowledge and skills of paraprofessionals and teachers in your school or district.

Judith Monseur, University of Cincinnati (judith.monseur@uc.edu)


Area Focus: Learning Designs and Implementation
Topics: Models of Professional Learning, Partnerships and coalition building, School Improvement/Reform
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTW16 | Competency-Based Learning: A Tale of Two Districts

Learn how two districts are taking drastically different approaches to implementing competency-based learning. Hear about their successes and the challenges they’ve encountered along the way. Identify core components of what makes competency-based learning implementation successful, regardless of context. Walk away with an action plan for taking the first steps toward implementing competency-based learning in your classroom, school, or district, along with a tool kit of resources.

Erika Schlichter, Huntley (eschlichter@district158.org)
Melanie Hadaway, Fairbanks North Star Borough District (melanie.hadaway@k12northstar.org)
Drew Schantz, Education Elements (drew@edelements.com)


Area Focus: Learning Designs and Implementation
Topics: Competency-Based Systems, Implementation
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, Superintendents, Assistant Superintendents

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RTW17 | Building Equity Through a Multilayered Mentoring Induction Program

Learn how one district created a multilayered mentoring induction program designed to meet the needs of its diverse new teachers. Explore the framework and resources built into the program to ensure equitable educational opportunities for all learners. Evaluate your own new teacher system and walk away with tools and resources to better impact educator and student achievement.

Angela Frankenfield, Alhambra Elementary School District (angelafrankenfield@alhambraesd.org)


Area Focus: Learning Designs and Implementation
Topics: Equitable Access and Outcomes, Induction and Mentoring, Resources for Professional Learning (time and dollars), Teacher Leadership
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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RTW18 | Diversity and Inclusion in STEAM Education

Learn how to make STEAM inclusive so that diverse populations of students can learn digital fabrication, artificial intelligence, and coding. Understand how to use advocacy and collaboration to ensure that students have equal access to learning experiences to help them achieve their dreams. Explore how to make sure your STEM/STEAM programs are culturally relevant to all students.

David Lockett, Lake Wales Charter Schools (David.Lockett@lwcharterschools.com)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Instructional Improvement, STEM: Science, Technology, Engineering, and Math
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Classified/Support Staff, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTW19 | My Good School: Tailor-Made School Experiences for Every Individual

Learn about a digital portfolio that records the unique school experience for each individual, makes learning a fun process, helps monitor personal and social development, and brings to life learning that would otherwise be theoretical and uncoordinated. Preview the online dashboard and get an in-depth view of the monitoring and evaluation process.

Sandeep Dutt, Learning Forward India Foundation (sd@ebd.in)
Karl Clauset, National Center for School Change (khclauset@comcast.net)

Area Focus: High Quality Curriculum
Topics: College- and Career-Readiness/Student Performance Standards, Technology to Enhance Student Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Policy Makers and Community Stakeholders, Teacher Leaders/Mentors/Team Leaders, Technical Assistance Providers

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RTW20 | How Effective Peer Coaching Can Improve Your Professional Learning Community and Student Achievement

Gain insight into what we know about adult learning to see how peer coaching advances school, educator, and student achievement. Review performance data from the past five years that demonstrate the positive impact of peer coaching. Examine your own school-based professional learning community to determine if it is using the four stages of adult learning effectively to lead the team. Leave with tools that deepen your understanding of student progress over time with foundational reading skills.

Lisa McManus, Reading In Motion (lmcmanus@readinginmotion.org)
Sara Rushlo, Reading In Motion (srushlo@readinginmotion.org)
Kaccey Skrbec, Horizon Science Academy Mckinley Park Charter School (skrbec@hsamckinley.org)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Coaching Practices/Programs, Data-Driven Decision Making, Learning Networks, Literacy, Teacher Leadership
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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RTW21 | Design Your Personalized Professional Learning With Microcredentials

Learn about the value of competency-based microcredentials. Create your own professional learning pathway, choosing microcredentials that are interest-aligned and support district goals. Leave with a plan to complete a microcredential.

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

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Micro-Credentials / Badging, Personalized Learning (Educators and Students), Technology for Professional Learning
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
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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RTW22 | Supporting the Whole Child Through Food Education

Gain an understanding of the holistic role that food education plays in classrooms, schools, and communities. Learn how the integration of food education and the Food Education Standards into core content curriculum impacts student outcomes related to the Whole Child Model, and participate in a food education minilesson. Brainstorm ways that food education can effectively be integrated into classrooms and schools, and leave with actionable goals and steps for food education integration in your local context.

Katie Colvin, Pilot Light (katie@pilotlightchefs.org)
Alexandra Desorbo-Quinn, Pilot Light (alex@pilotlightchefs.org)

Area Focus: High Quality Curriculum
Topics: Instructional Improvement, Social Emotional Learning/Health (SEL/SEH)
Session Length: Round Table Discussions — 1 hour (45 minute facilitated discussion)
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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8:30am–11:30am
Concurrent Sessions, 33XX

3301 | Coaching Teachers: Practical Tools to Increase Administrator Support

Learn practical strategies for providing individualized instructional and classroom systems/management support to teachers by implementing a coaching protocol that has yielded increased teachers’ perceptions of administrator support. Explore the protocol framework, practice creating a workable observation and coaching schedule, and role-play focused coaching strategies to support your teachers. Walk away with practical tools and tips you can implement in your own context.

Barbara Kimzey, Portsmouth Public Schools (barbara.kimzey@portsk12.com)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Culture and Climate, Feedback and Observations, Instructional Leadership and Supervision
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3302 | Accelerating Change: Creating a Coaching Culture to Advance Instruction and Equity

Learn how a concerted and comprehensive coaching program improved core instruction and equity at one school. Identify the salient coaching components that align with specific school needs. Develop an action plan allowing your team to target areas of need and use coaching to enact systemic and viable change for your unique site challenges.

Kathryn Murrow, Seminole County Public Schools (murrowka@myscps.us)
Karen Bullard, Seminole County Public Schools (bullarkz@scps.k12.fl.us)
Byron Durias, Seminole County Public Schools (byron_durias@scps.k12.fl.us)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Equitable Access and Outcomes, Instructional Improvement
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3303 | A Suburban School District’s Journey to Creating Inclusive Schools

Examine one suburban school district’s efforts to create an inclusive environment that values hearing from students, parents, and guardians; hiring staff that reflects student demographics; providing professional learning that focuses on equity and social justice; and creating safe spaces for staff and students. Increase your awareness, knowledge, skills, and advocacy for the purpose of minimizing bias. Walk away with specific strategies and resources that address implicit and explicit bias, support marginalized groups of students/staff/families, and foster equity and social justice accountability of stakeholders.

Amanda Kraft, Puyallup School District (kraftaj@puyallup.k12.wa.us)
Vincent Pecchia , Puyallup School District (PecchiVJ@puyallup.k12.wa.us)

Area Focus: Equity & Excellence
Topics: Advocacy Efforts, Community/Family Engagement, Cultural/Gender/Learning Differences/Racial Equity, Equitable Access and Outcomes, Social Emotional Learning/Health (SEL/SEH), Student or Teacher Voice
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3304 | Equal is Not Always Equitable, and Other Lessons in Educational Opportunity

Identify the roadblocks and barriers that may be impeding the work in your district to create an equitable climate. Learn culturally responsible strategies and how to look for them in our classrooms and schools. Consider the structures and supports needed for equity and cultural responsiveness. Create a plan for how to engage in an open and honest dialogue about the ways to create a safe and positive school for all our children.

Sharon Brittingham, University of Delaware (sharonbr@udel.edu)
jacquelyn Lee, University of Delaware, Delaware Academy for School Leadership (jacklee@udel.edu)

Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes
Session Length: 3-hours
Audiences: Classified/Support Staff, District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders

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3305 | Revive Your Classroom Resources: Weed to Reseed With Culturally Relevant Texts

Explore resources that foster motivated readers who flourish when they have equitable access to rich and diverse experiences. Learn strategies to evaluate the quality of current instructional resources using clear criteria to determine cultural and linguistically relevance. Identify how resources can support culturally responsive teaching. Discuss practical tools to cultivate classroom libraries and effective strategies that strengthen independent reading selection and routines.

Bonnie Houck, Houck Educational Services (houckreadz@gmail.com)


Area Focus: High Quality Curriculum
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Engagement and Motivation of Disenfranchised Learners, Equitable Access and Outcomes, Literacy
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3306 | Science Storylining: Making the Fundamental Shifts Toward a 3-Dimensional Classroom

Learn what a storyline is in the science classroom. Identify the aspects of storylines that satisfy the Next Generation Science Standards and science standards based on the Frameworks for K-12 Science Education. Engage in the student experience in order to better understand the shifts needed in instruction.

Jason Crean, All Species Education Consulting (jason@drcrean.com)
Kristin Rademaker, All Species Education Consulting (kristinrademaker@gmail.com)

Area Focus: High Quality Curriculum
Topics: College- and Career-Readiness/Student Performance Standards, Instructional Improvement, Problem-Based Learning, STEM: Science, Technology, Engineering, and Math
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3307 | Garnering Feedback on Your Feedback

Learn how teachers and leaders in one urban district developed a high-quality Innovation Configuration map that created opportunities for observers to garner feedback on their feedback. Examine your own beliefs and experiences about written feedback. Use the Innovation Configuration map to assess your feedback.

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


Area Focus: Leadership Development
Topics: Feedback and Observations, Urban Issues and Settings
Session Length: 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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3308 | Presenting Magic: The First Five Minutes and How to Respond to Challenges

Practice the verbal and nonverbal skills for credibility when presenting to a variety of groups from those who welcome you to those who resist you. Design and rehearse the first five minutes of a session or meeting by including the nonverbal choreography as well as the creation of an impact statement designed to have audience participants think, do, say, and feel. Practice skills for establishing credibility, anchoring location, creating group synchronicity, and creating content and question locations. Create and practice response stems for when participants challenge you or the content.

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


Area Focus: Leadership Development
Topics: Adult Development and Learning, Facilitation, Leadership Development
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3309 | Leading Teacher Learning Teams

Examine systematic yet dynamic strategies for amplifying the learning and support of teachers using a team-focused approach. Use Danielson’s Framework for Teaching and Learning Forward’s Standards for Professional Learning as foundational components for developing a learning agenda that addresses teachers’ specific needs.

Tanya Batzel, Learning Forward (tanya.batzel@learningforward.org)
Jane Cogshall, American Institutes for Research (jmcconnochie@air.org)
Teresa Lien, Danielson Group (lien@danielsongroup.org)
Kellie Randall, Learning Forward (kellie.randall@learningforward.org)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Instructional Leadership and Supervision, Models of Professional Learning
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3310 | Sustaining School Turnaround Through Enhanced Teacher Teams

Build a school community of trust and collective efficacy through norms, structures, and administrative support. Cultivate high-impact teacher teams that include specialists, related service providers, special educators, English learners staff, and administrators who learn together, plan together, reflect, and assess impact on student learning together. Create organizational structures and schedules that lead to sustainable improvement, increased educator effectiveness, student achievement and school turnaround.

Kristen Palatt, Pittsfield Public School (kpalatt@pittsfield.net)
Jennifer Teichert, Pittsfield Public Schools (jteichert@pittsfield.net)
Monica Zanin, Pittsfield Public Schools (mzanin@pittsfield.net)


Area Focus: Learning Communities and Networks
Topics: Culture and Climate, Engagement and Motivation of Disenfranchised Learners, English Learners / Linguistic Diversity, Equitable Access and Outcomes, Instructional Leadership and Supervision, School Improvement/Reform
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3311 | Paradigm Shift: Reflective Teacher Evaluation Model

Empower your learning teams to use reflective protocols and strategies to turn traditional observation and evaluation models into inspirational and meaningful practice. See how developing a problem of practice causes teachers to be self-reflective learners who have autonomy over their growth and development. Learn data protocols, videotaping techniques, and focused observation ideas to use in your district.

Jennifer Diszler, South Brunswick Township SD (jennifer.diszler@sbschools.org)
Scott Feder, South Brunswick School District (scott.feder@sbschools.org)

Area Focus: Learning Communities and Networks
Topics: Data-Driven Decision Making, Educator Effectiveness, Feedback and Observations, Personalized Learning (Educators and Students), Technology for Professional Learning
Session Length: 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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3312 | Promoting Teacher Reflection and Growth in Professional Learning Communities

Explore ways administrators can build trust, ensure productivity, and advance learning when facilitating collaborative routines with your early childhood staff. Learn effective protocols and other tools that help bring structure and focus to conversations on effective teaching practice. Describe and apply the skills, strategies, and supports for effective facilitation of peer learning with teachers. Identify ways to improve existing collaborative routines for teachers for greater professional growth.

Mindi Schryer, Ounce of Prevention Fund (mschryer@ounceofprevention.org)
Bernard (Peter) Brown, Chicago Public Schools (bpbrown1@cps.edu)
Stuart Lassiter, Ounce of Prevention Fund (slassiter@theounce.org)
Ann McNally, Chicago Public Schools (almcnally@cps.edu)


Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Collaborative Inquiry, Early Childhood, Leadership Development, Learning Networks
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3313 | Use the Group to Move the Group: How Networked Improvement Communities Can Spur Continuous Improvement

Learn how multiple districts in Oklahoma are networking together to implement continuous improvement cycles. Gain an understanding of how to leverage the principles of improvement science and practical measures to drive change. Leave with tools, resources, and protocols to implement a model for collaborative, sustained, and job-embedded professional development in your context.

Dawn Irons, Oklahoma State Department of Education (dawn.irons@sde.ok.gov)


Area Focus: Learning Communities and Networks
Topics: Change Management, Continuous improvement Cycles, Learning Networks, Models of Professional Learning, Partnerships and coalition building
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3314 | Checking the Vital Signs of Your School District

Examine one school district’s nine-year journey of refining systemwide collaborative inquiry using an adaptation of the instructional rounds model. Learn protocols and process tools that you can replicate in your system to study the instructional core, identify a learner-centered focus for improvement, build collective efficacy, address systemic inequities, increase teacher agency, and guide systemwide professional learning.

Denise Snowden, Coach to Lead and The Ohio State University (denise@coachtolead.org)
Anna Jackson, Lubbock Independent School District (anna.jackson@lubbockisd.org)

Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Cultural/Gender/Learning Differences/Racial Equity, Instructional Rounds / Walk-Throughs, Models of Professional Learning
Session Length: 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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3315 | Promoting an Inquiry Mindset: Celebrating Curiosity

Explore inquiry-based learning, 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. Evaluate your current inquiry practices and brainstorm with colleagues on how to create a schoolwide culture of inquiry. Leave with resources to further your understanding of inquiry practices.

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

Area Focus: Learning Designs and Implementation
Topics: Deeper Learning, Inquiry-Based Instruction, Instructional Improvement
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3316 | Designing a Competency Based Professional Learning 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)
Dorothy Landon, Heartland Area Education Agency 11 (dlandon@heartlandaea.org)
Amy Pickering, Heartland Area Education Agency 11 (apickering@heartlandaea.org)


Area Focus: Learning Designs and Implementation
Topics: Competency-Based Systems, Continuous improvement Cycles, Personalized Learning (Educators and Students)
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3317 | Become a Transformer: Build Capacity, Create Meaningful Learning

Experience a process that transforms learning beyond engagement to a powerful mindset of thinking. Launch thinking routines to unlock the power of authentic formative assessment while creating meaningful learning. See how to build school capacity to increase rigor by unpacking our own and student thinking.

Kathleen Murphy, Elmhurst School District 205 (kathleenmurphy@elmhurst205.org)
Effey Nassis, Elmhurst School District 205 (enassis@elmhurst205.org)

Area Focus: Learning Designs and Implementation
Topics: Assessment Practices, Culture and Climate, Curricular Rigor, Equitable Access and Outcomes, Leadership Development
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3318 | Shift How You Lead Change

Learn a simple three-step framework to integrate self and team development in designing your next change effort. Apply this to map out a high-level timeline, begin self-reflection, and sketch out an initial assessment of the situation. Leave energized with a clear road map for productive change.

Kirsten Richert, Montclair State University (richertkirsten@gmail.com)
Jeff Ikler, Quetico Coaching (jeff.ikler@gmail.com)
Margaret Zacchei, University of Connecticut (mkzacchei@gmail.com)


Area Focus: Leadership Practices
Topics: Change Management, Leadership Development
Session Length: 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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3319 | Teacher Leadership to Spark Change: Personalized Professional Learning in Huntley 158

Learn about sample teacher leadership pathways at the school and district level. Experience how intentionally designing change initiatives from a multitiered plan leads to success. Identify leadership practices you can implement in your district. Determine ways to use the leadership structures  in your district to support a large-scale change initiative through a personalized approach to professional learning.

Amy MacCrindle, Huntley District 158 (amaccrindle@district158.org)
Rocio del Castillo, Huntley District 158 (rdelcastillo@district158.org)
Erika Schlichter, Huntley District 158 (eshlichter@district158.org)


Area Focus: Leadership Practices
Topics: Change Management, Leadership Development, Models of Professional Learning, Personalized Learning (Educators and Students), Teacher Pathways/Pipelines
Session Length: 3-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3320 | Planning for Evaluation of Professional Learning

Learn a process for developing a plan to evaluate a professional development initiative. Become familiar with using logic models as a tool to guide program development and evaluation. Leave with tools you can use to plan for evaluating professional development in your district or school.

Nicole Breslow, Regional Educational Laboratory Northeast and Islands (REL-NEI) (nbreslow@edc.org)
Jennifer Myers, St. Lawrence-Lewis BOCES (jmyers@slboces.org)

Area Focus: Research & Impact
Topic: Evaluation and Impact
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents

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3321 | Tuning Up Professional Learning to Make It Stick

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 your own professional learning plan 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.
Ann McKay Bryson, CASEL (annmckaybryson@gmail.com)
Joellen Killion, Learning Forward (joellen.killion@learningforward.org)

Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Models of Professional Learning, Social Emotional Learning/Health (SEL/SEH)
Session Length: 3-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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9:30am–11:30am
Concurrent Sessions, 32XX

3201 | Writing for Publication

Share your challenges, perspectives, and successes through writing and gain valuable skills in advocating for education and promoting professional growth. Explore key questions to ask when preparing to tell your story; collect tips on how to identify potential topics and find your voice for publication. Get an overview of Learning Forward’s guidelines for accepting manuscripts as well as strategies for shaping your voice for a wide range of new media outlets.
Tracy Crow, Learning Forward (tracy.crow@learningforward.org)
Suzanne Bouffard, Learning Forward (suzanne.bouffard@learningforward.org)

Area Focus: Advocacy Efforts/Policy Development
Topics: Adult Development and Learning, Advocacy Efforts, Student or Teacher Voice
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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3202 | Content-Based Coaching: Mathematics

Learn how to facilitate lesson planning sessions, conduct classroom observations, analyze lesson designs, and review student work that aligns to college- and career-ready standards through the use of mathematics-specific coaching strategies. Walk away with foundational coaching strategies specifically for the support and development of teachers of mathematics.

Jana Bryant, Daviess County Public Schools (jana.bryant@daviess.kyschools.us)
Andre Guatney, Clear Creek Independent School District (agautney21@icloud.com)

Area Focus: Coaching
Topics: Coaching Practices/Programs, College- and Career-Readiness/Student Performance Standards, Instructional Improvement, Mathematics
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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3203 | The Instructional Playbook: The Missing Link for Translating Research into Practice

Professional developers help teachers improve the way they teach so that students improve their well-being and learning. To do this, professional developers need to have a deep understanding of the high-impact teaching practices that they share with teachers. For this reason, we recommend professional developers create instructional playbooks that include one-page summaries and checklists for the main teaching strategies they share. In this session, participants will learn about the elements of instructional playbooks they will use with teachers, and then start to create some of the parts of their own playbook.

Jim Knight, Center for Research on Learning (jim@instructionalcoaching.com)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Instructional Improvement, Instructional Leadership and Supervision
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3204 | Innovate This: Supporting Project-Based Learning Through Coaching Cohorts

Discover how a large school district developed a lab-based coaching cohort to support project-based learning that is scalable to all content areas. Gain strategies on how to begin implementation: grounding teachers in project-based learning best practice, immersing teachers in innovative learning experiences, and engaging them in coaching cycles. Learn about the structures of this model, its effectiveness in improving instruction, and how it builds capacity in teacher leaders.

Sherri Dennstedt, Cherry Creek Schools (sdennstedt@cherrycreekschools.org)
Denise Goldin-Dubois, Cherry Creek Schools (dgoldin-dubois@cherrycreekschools.org)
Keli Kinsella, Cherry Creek Schools (kkinsella@cherrycreekschools.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Implementation, Leadership Development, Problem-Based Learning, Teacher Leadership
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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3205 | Measure Coaching Impact

Learn how to measure coaching impact using an Innovation Configuration map to evaluate the level of implementation of identified best practice and the level of coaching support needed. Explore different coaching tools to plan for systematic role release. Develop next steps to apply learning in your setting.

Pamela Radford, National Louis University (drpmradford@gmail.com)
Beth Mand, Northwest Suburban Special Education Organization (bmand@nsseo.org)
Kimberly Thier, Northwest Suburban Special Education Organization (kthier@nsseo.org)


Area Focus: Coaching
Topics: Coaching Practices/Programs, Evaluation and Impact, Implementation
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3206 | Instructional Coaching Models in a Large Pre-K-12 District

Hear from a team of instructional coaches who partnered with teachers to impact their instruction and take student learning to the next level. Examine how a focus on instructional best practices coupled with purposeful planning for ongoing higher-order questioning and complex student thinking can positively impact student growth. Leave with common districtwide models and language on instructional coaching definitions, job descriptions, evaluations, data collection, main roles, examples of supports, and a brochure of what coaching is and is not so all stakeholders can be clear.

Brad Wieher, East Aurora School District 131 (bwieher@d131.org)
Instructional Coaching Team Wieher, East Aurora School District 131 (bwieher@d131.org)

Area Focus: Coaching
Topics: Coaching Practices/Programs, Curricular Rigor, Data-Driven Decision Making, Evaluation and Impact, Instructional Improvement
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3207 | In-Field Coaching for Equity

Learn how a large urban district provides in-field coaching for new teacher support mentors to address issues of equity in classrooms. Examine personalized formative assessment tools designed to deepen mentors’ awareness of biases and inequities in their coaching. Review coaching strategies that promote and develop new teachers’ habits of mind toward success for all students.

Caroline Satoda, San Francisco Unified School District (satodac@sfusd.edu)
Lori Murakami, SFUSD Induction Program (murakamil@sfusd.edu)
Katurah Weyenberg, SFUSD Induction Program (weyenbergk@sfusd.edu)


Area Focus: Equity & Excellence
Topics: Assessment Practices, Coaching Practices/Programs, Equitable Access and Outcomes, Induction and Mentoring, Personalized Learning (Educators and Students), Urban Issues and Settings
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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3208 | Bias, Culture, and Equity: It's Not Just About Race

Explore culture, inequity, and unconscious biases that impact innovative programs leading to equity in school communities. Examine individual and institutional biases that impact school culture, and gain tangible strategies to adjust them. Brainstorm solutions and learn research-based strategies that help school communities identify and solve levels of inequity that impact student achievement.

ClauDean Kizart, Regional Professional Development Center at Education Plus (ckizart@edplus.org)


Area Focus: Equity & Excellence
Topics: Cultural/Gender/Learning Differences/Racial Equity, Culture and Climate, Educator Effectiveness, Equitable Access and Outcomes
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3209 | Putting the Puzzle Pieces Together in a Curriculum Review Cycle

Hear about one district’s experiences with elementary curriculum review cycles, including managing research, honoring stakeholder voices, and ensuring implementation continuity. Learn ways to include and manage the voice of all stakeholders and why this trust is essential for implementation. Analyze information, research, costs, and data to create your own curriculum or purchase materials to support a curriculum. Collaborate on rollout options to use with your district, and gain ideas for ensuring implementation continues after rollout.

Becky Gill, Barrington 220 School District (bgill@barrington220.org)


Area Focus: High Quality Curriculum
Topics: Continuous improvement Cycles, Implementation, 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, Superintendents, Assistant Superintendents

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3210 | Creating an LGBTQ+ Inclusive School Pre-K to High School

Learn how school communities can be become equipped to support LGBTQ+ youth and their families and create inclusive school environments. Examine the ways in which young people are defining and describing their own gender. Explore how school personnel can create more gender-inclusive environments for youth and support parents and youths in developing a positive self-image. Develop a plan to support your school community.

Stephen Duch, Executive Leadership Institute (smduch@gmail.com)
Catherine Bruno Paparelli, Executive Leadership Institute (cathypaparelli@gmail.com)

Area Focus: International Perspectives and Emerging Issues
Topics: Community/Family Engagement, Cultural/Gender/Learning Differences/Racial Equity, Culturally Responsive Pedagogy, Culture and Climate, Equitable Access and Outcomes, Social Emotional Learning/Health (SEL/SEH)
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents, Teacher Leaders/Mentors/Team Leaders

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3211 | Understanding the Introvert Leader: A Quiet Contributor

Explore the history behind extrovert preference in leadership, and gain understanding of the introvert leader strengths of listening, relationship building, and strategic planning. Learn how introvert strengths can be applied to K-12 educational leadership positions and how a shared leadership approach can bring healthy balance to leadership teams.

Dr. Paige Zimmer, Howard County Public Schools (paige_zimmer@hcpss.org)


Area Focus: Leadership Development
Topics: Distributed/Shared Leadership, 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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3212 | Women in Leadership and Learning

Explore ways to develop women leaders within the organization. Examine current research and engage in hands-on activities to inspire women leaders to impact organizational success. Leave with strategies for developing a women in leadership development program with perspectives from leaders representing two school districts involved 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: Leadership Development
Topics: Cultural/Gender/Learning Differences/Racial Equity, Leadership Development, Leadership Pathways, Partnerships and coalition building
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents

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3213 | Feedback That Impacts Educator Effectiveness

Hear how one school district developed robust systems and structures to maximize coaching and evaluation through effective feedback. Learn how a rubric for effective feedback can improve teacher practice and student success. Analyze effective feedback qualities, identify high-leverage feedback, and determine consistent ratings. Create a solution that captures and outlines the process, ensures accountability for users, and allows reflection from educators.

Michelle Balch, Springfield Public Schools (balchm@springfieldpublicschools.com)
Stefania Raschilla, Springfield Public Schools (raschillas@springfieldpublicschools.com)

Area Focus: Leadership Practices
Topics: Coaching Practices/Programs, Evaluation and Impact, Feedback and Observations
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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3214 | From Focus to Fantastic: A SMART Journey

Learn how one elementary school went from being in the lowest 5% of schools in the state and the lowest-performing elementary school in the district to an award-winning school at the state level in just three years. Examine ways to build a culture of collaborative learning focused on student success. Walk away with strategies and techniques for building commitment and capacity for students to become engaged and involved leaders of their own learning.

Anne Conzemius, SMART Learning Systems (aconzemius@smartlearningsystems.com)
Lance Clarke, Rock Island-Milan School District (lance.clark@rimsd41.org)
Nicole Melody, Rock Island-Milan School District (Nicole.melody@rimsd41.org)
Andrea Pavlik, Rock Island-Milan School District (andrea.pavlik@rimsd41.org)


Area Focus: Leadership Practices
Topics: Continuous improvement Cycles, Data-Driven Decision Making, Instructional Improvement, Title I / Economically Disadvantaged Population
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3215 | Teacher Professional Growth Program: A Framework for Implementation

Learn how a school’s teacher professional growth program uses observations and a collaborative reflection process to ensure accountability to stakeholders and foster a culture of trust, collaboration, and continuous improvement, yielding measurable improvements in student learning, professional development planning, and organizational effectiveness. Develop an action plan for your existing teacher evaluation system.

Lindsay Prendergast, International School of Sosua (lprendergast@issosua.com)
Colin Brown, International School of Sosua (directoriss@issosua.com)

Area Focus: Leadership Practices
Topics: Collaborative Inquiry, Continuous improvement Cycles, Culture and Climate, Evaluation and Impact, Feedback and Observations, Instructional Leadership and Supervision, International Perspectives
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3216 | 5-4-3-2-1 Blast Off: Strategies and Tips for New Professional Development Leaders

Learn five energizers, four neuro-friendly strategies, three organizational tips, two delivery models, and one approach for high engagement to help you launch and design your next professional learning project. Implement the strategies and tips in your district with the topic or content of your choice. Get practical takeaways you can use with learners of all backgrounds and experience.

Elizabeth Freeman, Community Unit School District 300 (Elizabeth.Freeman@d300.org)
Jill Gildea, Park City Schools (drjillgildea@gmailcom)
LIndsay Jonas, Community Unit School District 300 (lindsay.jonas@d300.org)
Shari Murphy, Independent Consultant (shari.murphy91@gmail.com )


Area Focus: Leadership Practices
Topics: Adult Development and Learning, Facilitation, Implementation, 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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3217 | Inspiration to Implementation: One District’s Journey

Learn how building administrators and instructional coaches can build teacher capacity and raise student achievement through a comprehensive, collaborative approach to professional learning. Examine one Midwest district’s grassroots efforts to positively impact professional development by starting with building-level leadership and instructional coaches at the elementary level. Learn about the Learning Forward Academy and how it has changed the way this district approaches professional learning for all at the elementary level.

Jayne Zielenski, Sioux Falls School District (jayne.zielenski@k12.sd.us)
Sue Mcadaragh, Sioux Falls School District (Susan.Mcadaragh@k12.sd.us)
Stephanie Muchow, Sioux Falls School District (stephanie.muchow@k12.sd.us)


Area Focus: Leadership Practices
Topics: Collaborative Inquiry, Implementation, Instructional Improvement, Models of Professional Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3218 | What Happened When I Started Visiting Classrooms 500x/Year

Hear about one principal’s work to impact student learning through classroom visits. Develop a daily schedule for brief classroom visits throughout the day. Identify and confront sources of internal resistance and develop a communication plan for reducing resistance to your increased presence in classrooms. Practice using evidence-based feedback questions to get teachers talking about their practice and decision-making.

Justin Baeder, The Principal Center (justin@principalcenter.com)
Heather Bell-Williams, Anglophone South School District, New Brunswick (heather.bell-williams@nbed.nb.ca)

Area Focus: Leadership Practices
Topics: Feedback and Observations, Instructional Leadership and Supervision, Instructional Rounds / Walk-Throughs, International Perspectives
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Superintendents, Assistant Superintendents

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3219 | Naked and Afraid? How to Have Difficult Conversations Visually

Explore why visual tools and models are critical to capturing group thinking and honoring individual voices. Learn to use visual tools that act as a third-party mediator so everyone can have transparent, authentic conversations on challenging topics leading to real change. Leave with ideas and potential topics on how to replicate a similar protocol within your learning community.

Kati Pearson, Lake County Public Schools (pearsonk@lake.k12.fl.us)
James Dean, Thinking Maps, Inc. (james@thinkingmaps.com)

Area Focus: Leadership Practices
Topics: Change Management, Culture and Climate, Facilitation, Leadership Development, 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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3220 | Why Teacher Recruitment and Retention Need to Change

Unpack the reasons why recruitment and retention have become more difficult and learn how to create a year-round, multistakeholder, multichannel, relationship-driven, and equity-driven recruitment and retention system to attract new pools of high-quality teacher candidates. Learn several practical proactive retention levers and strategies you can put into practice to retain your most effective educators.

Peter Leida, Colonial School District (peter.leida@colonial.k12.de.us)
Betsy Fleetwood, Colonial School District (Elizabeth.fleetwood@colonial.k12.de.us)
Jill Nyhus, Insight Education Group (nyhus@insighteducationgroup.com)
Katie Strouss, Colonial School District (kathryn.strouss@colonial.k12.de.us)


Area Focus: Leadership Practices
Topics: Educator Effectiveness, Equitable Access and Outcomes, Induction and Mentoring
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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3221 | Transformational Dimensions of Instructional Leadership

Learn how a principal can leverage his or her experience and expertise as an instructional leader to transform teaching and learning in an urban setting. Develop a clear vision of your school’s instructional leadership needs. Leave with an action plan and an accountability partner to help support individual administrator focus and attention to this fundamental priority.

Joyce Akridge, Urban Education Solutions (joyce4jesus@sbcglobal.net)
Jasmine Akridge, Indianapolis Public Schools (akridgjj@myips.org)

Area Focus: Leadership Practices
Topics: Instructional Improvement, Instructional Leadership and Supervision, 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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3222 | Learning to Listen: Using Student Interviews With Teacher Teams

Learn how to incorporate student voice into your teacher team meetings. Examine how to use student interviews with teacher teams to uncover student thinking, develop questioning skills, and modify teaching strategies. Develop an action plan for modifying the process to fit your needs.

Nicora Placa, Hunter School of Education (np798@hunter.cuny.edu)


Area Focus: Learning Communities and Networks
Topics: Coaching Practices/Programs, Collaborative Inquiry, Student or Teacher Voice
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3223 | Driving Deep Impact Into Collaboration: The Moral Imperative

Learn how your professional learning communities can have the greatest possible impact on student and teacher learning. Examine the moral imperative that calls for professional learning communities to thrive beyond their meeting room, extend into all classrooms and drive educator actions, and ensure equity for all learners in their school setting. Develop action steps for your school or district.

David Nagel, NZJ Learning (davenagelvlplus@gmail.com)
Karen Flories, Corwin (Karen.flories@corwin.com)

Area Focus: Learning Communities and Networks
Topics: Adult Development and Learning, Equitable Access and Outcomes, Learning Networks, 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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3224 | Reducing Variation While Improving Student Achievement

Explore the learning produced by 10 urban schools as they worked to improve their instructional systems and reduce variation in performance. Examine successes and failures in multiple phases of the work. Share structures developed to reduce variation while creating reliable systems to meet diverse student needs.

Jarrod Bolte, Improving Education (Jarrod@improvinged.org)
Kelly Rietschel, Improving Education (kelly@improvinged.org)
Tedra Webb, Improving Education (tedra@improvinged.org)


Area Focus: Learning Communities and Networks
Topics: Cultural/Gender/Learning Differences/Racial Equity, Equitable Access and Outcomes, Instructional Improvement, Learning Networks, Title I / Economically Disadvantaged Population, 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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3225 | Using Video to Create Moments That Matter in Professional Learning

Become an architect of moments that matter using video to help improve instructional practice and bring joy to professional growth. Explore how video reflection can deepen and extend professional learning. Discover how to curate video content that enhances current professional development practices. Learn strategies to infuse video content into learning experiences that highlight learners and classroom environments teachers can relate to in your school or district.
April Strong, Martin County School District (stronga@martin.k12.fl.us)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Instructional Improvement, 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), Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches

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3226 | Don't Ditch That Tech: Differentiation in a Digital World

Gain understanding of differentiation and devices. Learn to use the right tool, for the right teacher, for the right moment, for all the right students. Try practical ideas on creating effective attention-grabbers, differentiating content, building metacognitive practices, and more.

Nathaniel Ridgway, Beech Grove City Schools (nate@teachingfromtheridge.com)


Area Focus: Learning Designs and Implementation
Topics: Personalized Learning (Educators and Students), Technology for Professional Learning, Technology to Enhance Student Learning
Session Length: 2-hours
Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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3227 | Building Blended: Incremental Process of Transformation

Integrate the principles of blended learning in all areas of instructional design while gaining insight and practical strategies to redesign lessons into personalized learning experiences for hybrid or blended environments. Follow us through our incremental process of creating student-centered learning by altering path, pace, and place in the learning cycle from concept to pilot to early implementation.

Nathania Busse, Grayslake Community High School District 127 (nbusse@d127.org)
Thomas New, Grayslake Community High School District 127 (tnew@d127.org)
Shanna Piggott, Grayslake Community High School District 127 (spiggott@d127.org)


Area Focus: Learning Designs and Implementation
Topics: Blended/Online Learning, Implementation, Instructional Improvement, Instructional Leadership and Supervision, 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, Teacher Leaders/Mentors/Team Leaders

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3228 | When We Learn Together, Great Happens

Learn how one district uses collaborative structures in creative ways to maximize its professional learning system, resulting in empowered teachers and higher-performing students. Examine three collaborative learning structures: lab classrooms, lesson study, and learning teams for action research. Leave with skills to develop and execute a collaborative professional learning system within your school or district.

Rick Fisher, Allen County Schools (ricky.fisher@allen.kyschools.us)


Area Focus: Learning Designs and Implementation
Topics: Collaborative Inquiry, Lesson Study, 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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3229 | Early Learning Professional Development ABC’s: Analyze, Build, and Collaborate

Explore an open-source, web-based professional development tool kit designed for early learning teaching and leading. Analyze the different pathways for providing professional development, build your own personalized tool kit of resources, and learn high-leverage approaches for educators to collaborate for early learning success.

Pamela Rosa, Rosa Educational Consulting (pam@rosaeducationalconsulting.com)
Lisa Hood, Illinois State Univeristy (lhood@ilstu.edu)
Peggy Ondera, U-46 School Distriict (peggyondera@u-46.org)


Area Focus: Learning Designs and Implementation
Topics: Adult Development and Learning, Early Childhood, Instructional Improvement, Open Educational Resources/Practices (OER/OEP)
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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3230 | Trauma-Informed Classroom Management: Succeeding With Challenging Students

Explore practical solutions to the most common classroom management, behavioral, and social and emotional problems teachers face today as they work toward creating safer, more supported, and more responsive learning environments. Learn how to effectively respond to passive resistance as well as aggressive confrontation from students. Leave with techniques that will reduce arguing, off-task time, and misbehavior and will increase structure, consistency, and calm.

Katie Anderson, Conscious Teaching, LLC (katiespark@gmail.com)


Area Focus: Social & Emotional Learning
Topics: Culture and Climate, Social Emotional Learning/Health (SEL/SEH), Trauma-Informed Practice
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 | Thinking Outside of the Box for Students With Trauma

Examine a case study and research-based best practices to gain tools and processes for leaders to leverage time, staff strengths, and other resources to support students with trauma. Learn how to make strategic decisions while building and maintaining the trust of staff and students. Leave with a toolbox of strategies, sentence starters, and data collection tools for students and the teachers who work with them and support them emotionally and academically.

Kathryn Love, West Aurora School District (klove@sd129.org)
Elizabeth Amedei, Yorkville School District #115 (eamedei@y115.org)

Area Focus: Social & Emotional Learning
Topics: Culture and Climate, Data-Driven Decision Making, Resources for Professional Learning (time and dollars), Social Emotional Learning/Health (SEL/SEH), Trauma-Informed Practice
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders

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11:45am–12:15pm
Lunch


12:15pm–2:00pm
General Session Keynote with Q&A: Tony Bryk & Barb Schneider