Conference Program

2016

LEARNING FORWARD ANNUAL CONFERENCE

#learnfwd16

CONFERENCE PROGRAM

CONNECTING LANDSCAPES for LEARNING VANCOUVER

Register by October 1 and Save $50 US on a 3-, 4-, or 5-day registration

December 3-7, 2016

VANCOUVER CONVENTION CENTRE

www.learningforward.org/conference

Join us in Vancouver, BC

CONNECTING LANDSCAPES for LEARNING VANCOUVER

Connecting Landscapes for Learning On behalf of the Learning Forward Board of Trustees and staff, we invite you to join us in Vancouver, British Columbia for our 2016 Annual Conference. This year’s conference features a fantastic program that will have an impact on educators and students every day. Our sincere thanks go to the Vancouver Host Committee and the Conference Advisory Committee for challenging us to expand our vision and consider new strategies for advancing our impact and our learning. Once we return to our own professional settings, we can work within our spheres of influence to create the connections necessary to educate others who affect educational practice and student learning. As we share the examples, skills, knowledge, and insights we gained, we become advocates for all that effective professional learning can accomplish. Learning Forward’s 2016 Annual Conference will empower you to take part in improving the lives of students and educators and transforming our schools into powerful places where all educators and students learn. Join us in Vancouver, BC, and make the connection for learning.

John Eyolfson Learning Forward President

Stephanie Hirsh Learning Forward Executive Director

2016 LEARNING FORWARD BOARD OF TRUSTEES

John Eyolfson President Cherry Creek School District Centennial, CO

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Scott Laurence President-elect Carmel Unified School District Carmel, CA

Deborah Renee Jackson Past president Fairfax County Public Schools Falls Church, VA

Steve Cardwell University of British Columbia Vancouver, BC

Alan Ingram Education Consultant Midwest City, OK

Learning Forward 2016 Annual Conference | Register Online Today

Janet Samuels Norristown School District Norristown, PA

E. Leigh Wall Santa Fe Independent School District Santa Fe, TX

Olivia Zepeda Gadsden Elementary School District #32 San Luis, AZ

VANCOUVER HOST COMMITTEE MEMBERS

We invite you to join us in Vancouver, on the beautiful west coast of Canada, to be part of Connecting Landscapes for Learning. Participants arrive at the conference from many different places in North America and from around the world. As educators, we have a direct impact on student success, especially on long-term life outcomes. And when we are able to participate in effective professional learning, we are more likely to strengthen that impact on student outcomes. Those attending the conference are fortunate to be able to come together for five days to share and enrich their professional learning toolkits. I know we all feel honored to take part in this work. Learning Forward has assembled an outstanding program with thought leaders who will challenge your thinking, keynotes that will inspire your visions, and concurrent sessions that will give you a hands-on approach to professional learning. From an exhibit hall showcasing the latest in print and online technology to the student performances and evening activities, the 2016 Annual Conference will engage you in a very full learning experience! Vancouver has much to offer you personally and professionally! While you are here, take some time to explore this wonderful city. With ski areas as close as half an hour away, Vancouver and its environs are an exciting place to wander and discover. Take a gondola ride to enjoy a fabulous city view. Enjoy a carol ship ride in a celebration of holiday lights and delight in the beautiful harbor. Dine in restaurants featuring some of the best food in the world. British Columbia has a rich Aboriginal heritage, and the conference center is on the historic lands of the Musqueam people. Take time to visit the Musqueam Cultural Pavilion, a short car-ride away. The Host Committee has worked tirelessly to ensure that your experience in Vancouver will be a rewarding one. We hope your “take-aways” from the conference will be ones you will use when in your own school, district, provincial, state, or national role to the great benefit of students. May you learn together with colleagues, meet new Learning Forward members who will become a part of your professional network, and enrich your learning experiences now and into the future. This is the Host Committee’s wish for your Vancouver Learning Forward 2016 Annual Conference experience!

Trudean Andrews

Jenny Garrels

Jessica Antosz

Robyn Gray

Heather Baptie

Denise Johnson

Woody Bradford

David Manuel

Maryann Cardwell

Corinne McCabe

Steve Cardwell

Juleen McElgunn

Lisa Carson

Cheryl Murtland

Satnam Chahal

Karen Steffensen

Sue Elliott

Jennifer Turner

Please join us! Juleen McElgunn Host Committee Chairperson

www.learningforward.org/conference | 800-727-7288

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THE LEARNING CONFERENCE What Makes Learning Forward’s Annual Conference THE Learning Conference? Learning Forward’s Annual Conference is the best investment you can make to promote professional learning that advances educator and student performance. Conference participants become a community of learners as they experience cutting edge keynotes and general sessions, participate in interactive learning sessions, and form lasting professional relationships.

4 Access new ideas. 4 Gain new knowledge. 4 Learn from thought leaders. 4 Find resources. 4 Make connections.

THE PROGRAM

THE ONSITE EXPERIENCE

WHO SHOULD ATTEND:

• Develop new knowledge and hone existing skills. • Engage in meaningful conversations with thought leaders and colleagues. • Acquire tools to apply immediately to your work with teachers and students. • Attend preconference sessions to delve more deeply into priority areas. • Hear from vendors in the Exhibit Hall about the latest technology tools available to facilitate professional learning in the Technology Showcase.

• Family-style sit-down meals encourage conversation and promote relationship building. • Ticketed sessions mean your presenter is expecting you and has materials ready. • Two-, three-, and five-hour sessions to promote deeper learning. • Exhibitors offer valuable products and resources specific to professional learning.

• • • • • • •

Central office administrators Superintendents Policymakers and decision makers Teacher leaders/Coaches School-based teams Principals/Assistant principals Technical assistance providers

INDICES You can further identify your areas of interest and search by topic, audience type, or presenter name using the indices in the back of this program or the search function in the My Conference tool at www.learningforward.org/conference.

Conference Areas of Focus The conference has been planned around 10 areas of focus which provide a broader context for your areas of interest: n n n n n n n n n n

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LEARNING COMMUNITIES LEADERSHIP RESOURCES DATA LEARNING DESIGNS IMPLEMENTATION STUDENT LEARNING EMERGING ISSUES EQUITY TECHNOLOGY

Learning Forward 2016 Annual Conference | Register Online Today

#learnfwd16

“ “ I love the energy! Bringing professionals together with a focus on building professional,

collaborative practice provides relevant content and practices to immediately apply to my work.

” “

— Pamela Yoder

Excellent conference, well planned, great content. Highly recommend.

”

— Doris Messina

“MY FIRST BUT NOT LAST LEARNING FORWARD. THE ORGANIZATION AND RANGE OF SPEAKERS AND TOPICS MADE MY TRIP.”

Cathy BerlingerGustafson, Facilitator, Crystal Lake, IL Rod Allen, School District #79 (Cowichan Valley), Duncan, BC Sydnee Dickson, Utah Department of Education, Salt Lake City, UT Audrey Hobbs Johnson, Adviser, North Vancouver, BC Jim Iker, BC Teachers’ Federation, Vancouver, BC Kit Krieger, BC Principals’ and VicePrincipals’ Association, Vancouver, BC Juleen McElgunn, BC School Superintendents Association, Vancouver, BC

— Bev Freedman

This was an amazing time to be recharged, inspired, and filled with new ideas. Everything at the conference is geared to maximizing networking opportunities and creating a collaborative community. The entire conference is a powerful professional learning experience. — Roberta Reed

CONFERENCE ADVISORY COMMITTEE

”

The Learning Conference

Mike Roberts, BC School Trustees Association, Vancouver, BC David Ross, Partnership for 21st Century Learning, Napa, CA Andrew Szczepaniak, Primavera Online High School, Chandler, AZ

SPECIAL THANKS TO Cindy Harrison Back up concurrent speaker

www.learningforward.org/conference | 800-727-7288

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CONFERENCE OVERVIEW FRIDAY, DECEMBER 2, 2016

TUESDAY, DECEMBER 6, 2016

8:30 a.m. – 4 p.m.

Academy 2017 & 2018 Sessions

7:30 a.m. – 4:30 p.m.

5 p.m. – 7 p.m.

Registration

7:30 a.m. – 8:30 a.m.

Continental Breakfast in the Exhibit Hall

7:30 a.m. – 2:30 p.m.

Exhibit Hall

SATURDAY, DECEMBER 3, 2016

8 a.m. – 8:30 a.m.

Chat with Roy Henry Vickers

7:30 a.m. – 5 p.m.

Registration

9 a.m. – 12 p.m.

8:30 a.m. – 4 p.m.

Academy 2017 & 2018 Sessions

Thought Leader Lectures (TL06, TL07, & TL08)

9 a.m. – 4 p.m.

Preconference Sessions

9 a.m. – 12 p.m.

Concurrent Sessions (Sets G & H)

12 p.m. – 1 p.m.

Preconference Lunch

10 a.m. – 12 p.m.

Concurrent Sessions (Set I)

12:15 p.m. – 1 p.m.

Lunch

1 p.m. – 2:15 p.m.

General Session

2:30 p.m. – 3:30 p.m.

Keynote Q&A (J01)

2:30 p.m. – 4:30 p.m.

Thought Leader Lectures (TL09 & TL10)

2:30 p.m. – 4:30 p.m.

Concurrent Sessions (Set G continued & J)

2:30 p.m. – 4:30 p.m.

Technology Showcase (Set K)

5:30 p.m. – 6:30 p.m.

Business Meeting

SUNDAY, DECEMBER 4, 2016 7:30 a.m. – 6 p.m.

Registration

9 a.m. – 4 p.m.

Preconference Sessions

12 p.m. – 1 p.m.

Preconference Lunch

12 p.m. – 6 p.m.

Exhibit Hall Open

4:30 p.m. – 5:30 p.m.

Academy Graduation & Reception

6 p.m. – 8 p.m.

Welcome Reception

MONDAY, DECEMBER 5, 2016 7:30 a.m. – 5 p.m.

Registration

7:30 a.m. – 8:30 a.m.

Continental Breakfast in the Exhibit Hall

7:30 a.m. – 6 p.m.

Exhibit Hall

8 a.m. – 8:30 a.m.

Conference Preview and First Timer’s Orientation

9 a.m. – 12 p.m.

Thought Leader Lectures (TL01, TL02, TL03)

9 a.m. – 12 p.m.

Concurrent Sessions (Sets A & B)

10 a.m. – 12 p.m.

Concurrent Sessions (Set C)

12:15 p.m. – 1 p.m.

Lunch

1 p.m. – 2:15 p.m.

General Session

2:30 p.m. – 4:30 p.m.

Keynote Q&A (D01) and Thought Leader Lectures (TL04 & TL05)

2:30 p.m. – 4:30 p.m.

Concurrent Sessions (Set A continued & D)

4:30 p.m. – 6 p.m.

Exhibit Hall Reception

4:45 p.m. – 5:45 p.m.

Networking Meet Up Sessions (Set E)

4:45 p.m. – 5:45 p.m.

FastForward Sessions (Set F)

6 p.m. – 7 p.m.

State and Provincial Affiliate Receptions

Registration

WEDNESDAY, DECEMBER 7, 2016 7 a.m. – 3:15 p.m.

Registration

8 a.m. – 10 a.m.

Thought Leader Lectures (TL11 & TL12)

8 a.m. – 10 a.m.

Concurrent Sessions (Set L)

10:15 a.m. – 11 a.m.

Brunch

11 a.m. – 12 p.m.

General Session

12:15 p.m. – 3:15 p.m.

Summit Sessions (Set M)

3:15 p.m.

Conference Adjourns

“

The Learning Forward conference is a phenomenal experience. The quality of the concurrent sessions, the organizational quality, and the opportunities for deep learning are unequaled by any other conference in the country. The experience is energizing, rewarding, and a much-needed time to reflect on our practice each year.

”

Stacy Winslow 2015 Annual Conference attendee 6

Learning Forward 2016 Annual Conference | Register Online Today

THANK YOU TO OUR SPONSORS

(as of July 1, 2016)

BRITISH COLUMBIA EDUCATION PARTNER GROUP n BC Ministry of Education n

BC Principals’ and Vice-Principals’ Association

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BC School Superintendents Association

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BC Association of School Business Officials

n

BC School Trustees Association

n BC Teachers Federation n

Learning Forward BC

n

Federation of Independent School Associations

www.learningforward.org/conference | 800-727-7288

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CONFERENCE FEATURES GENERAL SESSIONS

WELCOME RECEPTION

General sessions begin after lunch on Monday and Tuesday and after brunch on Wednesday. General sessions feature Learning Forward leaders, special guests, and student performances. Learning Forward has a long-held tradition in which participants eat meals together in the spirit of camaraderie and networking. We encourage you to come to each general session and sit with different people each time. Learning Forward allows 30 to 45 minutes for sitdown meal service.

SUNDAY | DECEMBER 4, 2016 | 6 P.M. - 8 P.M. Kick off the conference with old friends and new colleagues! All conference attendees are invited to mix and mingle while munching on sweet and savory hors d’oeuvres. Come enjoy the festive atmosphere as you cultivate relationships during this informal networking event.

KEYNOTE SPEAKERS

MONDAY | DECEMBER 5, 2016 | 8 A.M. - 8:30 A.M. New to Learning Forward, or a first-time attendee? This session will discuss the conference’s format and help you maximize your learning experience. From navigating your daily schedule and conference app to locating the general sessions, lunch, and keynotes, discover the many ways to network and take advantage of all that Learning Forward has to offer you.

Our general session keynote speakers will motivate, inform, and engage you. Monday’s keynote features Michael Fullan and Andy Hargreaves sharing new findings on the state of professional learning in Canada. Tuesday’s keynote address by Pasi Sahlberg will speak to reinventing innovation and the lessons to be learned from successful systems. Close out the conference on Wednesday with Avis Glaze, Milton Chen, and Denise Augustine, who will challenge us to ensure social justice and equity for all students.

MEALS AND RECEPTIONS Individuals who register for a preconference program will receive coffee and lunch on preconference days. Individuals who register for the 3-, 4-, or 5-day conference program may attend the Welcome Reception on Sunday evening and the Exhibit Hall reception on Monday evening. A continental breakfast is provided in the Exhibit Hall Monday and Tuesday mornings from 7:30 a.m. to 8:30 a.m. Lunch is served on Monday and Tuesday; brunch is served on Wednesday before the general sessions. Conference meals meet a variety of dietary needs and preferences. Those with special needs should indicate their dietary requirements on their registration forms.

THOUGHT LEADER LECTURES / Q&AS Thought Leader (TL) lectures and panel discussions feature selected leaders in professional learning, school improvement, and other areas of interest. Lectures and panel discussions are scheduled throughout the conference on Monday, Tuesday, and Wednesday. Register for TL01, TL02, etc., or select the Thought Leader track to attend all lectures and panels. A Question and Answer session follows each general session. Register for sessions D01, J01, or M01 for a more in depth conversation with the keynote speakers.

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CONFERENCE PREVIEW AND FIRST-TIMERS’ ORIENTATION

LEARNING FORWARD EXHIBIT HALL RECEPTION MONDAY | DECEMBER 5, 2016 | 4:30 P.M. - 6 P.M. All attendees are invited to the Exhibit Hall Reception. Browse booths featuring the latest technology in the field of professional learning, pick up souvenirs to take home, and mingle over drinks and appetizers. Stop in the Exhibit Hall classroom and watch FastForward, Pecha-Kucha style presentations. Don’t miss this fun event promoting the best educational organizations and companies.

CHAT WITH ROY HENRY VICKERS TUESDAY | DECEMBER 6, 2016 | 8 A.M. - 8:30 A.M. Join Canadian artist Roy Henry Vickers in conversation. Vickers is a recognized leader in the First Nations community and has received many awards and honors for his art and community involvement. Thanks to his harmonious fusion of traditional and contemporary, old and new, and personal and universal, Learning Forward is proud to feature his work throughout this printed program as we connect landscapes for learning in the natural beauty of Canada.

ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

Learning Forward 2016 Annual Conference | Register Online Today

EARN CONTINUING EDUCATION UNITS FOR THE CONFERENCE

MOBILE APP

Saint Mary’s College of California offers you the opportunity to earn Continuing Education Units (CEUs) for attending Learning Forward’s 2016 Annual Conference. The Continuing Education Unit is a nationally recognized unit designed to provide a record of an individual’s continuing education or professional growth accomplishments. Ten hours of instruction equals one CEU. The cost for up to one CEU is $50.00. To register: • Pick up a CEU registration form or download a packet from the conference website www.learningforward.org/ conference. • Fill out the registration form and log sheet. • Send a check for $50 per unit to Saint Mary’s College. • Within two weeks after receipt of your forms and payment, you will receive a certificate verifying the units you have earned. For more information, please contact Jeannie Harberson, Program Assistant at [email protected].

Learning Forward’s conference mobile app provides easy-to-use, interactive tools to enhance your conference experience. 1. Keep your conference agenda with you in the mobile app. 2. Receive alerts to stay informed about conference updates. 3. Follow and join on conference chatter with the built-in Twitter feed. 4. Connect with conference exhibitors and vendors. 5. Search for local dining and entertainment options. Information about downloading the app can be found at the conference website at www.learningforward.org/conference.

Welcome to the Exhibit Hall Learning Forward’s Exhibit Hall features vendors recruited to address issues related to professional development and school improvement. The Exhibit Hall also features Learning Forward Bookstore’s new publications, as well as books by conference speakers and presenters. Exhibit Hall Hours:

SUNDAY

MONDAY

TUESDAY

December 4

December 5

December 6

Exhibits Open 12 p.m. – 6 p.m.

Exhibits Open 7:30 a.m. – 6 p.m.

Exhibits Open 7:30 a.m. – 2:30 p.m.

Exhibit Hall Reception 4:30 p.m. – 6 p.m.

EXHIBITORS

(as of July 1, 2016)

Amplify Corwin CPM Educational Program Crayola Florida Institute of Technology Frontline Hidow Inc. IRIS Connect Just ASK Publications & Professional Development Kagan Publishing & Professional Development Panorama Education Performance Matters Roy Henry Vickers School Improvement Network Solution Tree Teachers College Press VS America

CONFERENCE FEATURES NETWORKING SESSIONS MONDAY | DECEMBER 5, 2016 | 4:45 P.M. – 5:45 P.M.

Take advantage of networking opportunities to meet up with colleagues facing similar challenges in jobalike and special interest sessions. These facilitated discussion groups do not require tickets. E01 Networking Meet-Up for Superintendents Meet other superintendents of like mind and heart. Share conference highlights, reflect on something you’ve heard or learned that challenged your thinking, discuss common themes among speakers, or talk about an idea you might like to try implementing in your district.

E02 Networking and Sharing with Principals and Assistant Principals Consider the changing roles and expectations for principals and assistant principals. Explore ways in which principals and assistant principals can facilitate school improvement. Join in a dialogue and share effective practices in this networking session for principals and assistant principals.

E03 Networking for the Big 50 Join a discussion about the major issues facing the largest school districts. Focus on the ways in which students learn across content areas, examine the link between professional learning and student achievement, or discuss the best way to deploy resources. Consider how to increase public awareness and understanding that adult learning leads to student success.

E04 Networking Meet-Up for State or Provincial Education Agencies Engage in a networking session with your state or provincial education agency colleagues and build on each other’s expertise. Share successful strategies for implementing quality professional learning aligned to educator evaluation systems, the Common Core, and new assessments.

E05 Facilitated Study Group on Research Dig in and analyze professional learning research studies with fellow attendees in this networking meet up. Learn to connect research and practice. See how to become comfortable using data, research, and program evaluation in daily decision-making. Network with other researchorientated attendees and continue this learning community after the conference.

E06 Networking Session for Teacher Leaders Meet with other teacher leaders and share something you’ve learned at the conference that will impact your practice. Consider teachers’ roles in schools and districts and how best to advance teaching and learning. Share next steps you will take when you return to your school or district.

FASTFORWARD

TECHNOLOGY SHOWCASE

SUMMIT SESSIONS

MONDAY | DECEMBER 5, 2016 4:45 P.M. – 5:45 P.M.

TUESDAY | DECEMBER 6, 2016 2:30 P.M - 4:30 P.M.

WEDNESDAY | DECEMBER 7, 2016 12:15 P.M. - 3:15 P.M.

Attend these fast-paced, concise presentations, also variously known as PechaKucha, Ignite, or Bytes. Each presentation includes 20 slides at 20 seconds each. Stop in for some or all of the presentations during the Exhibit Hall Reception. A list of sessions can be found on page 62 or on our website. FastForward can be found in the Technology Showcase classroom. Tickets are not required to attend these presentations.

Register for sessions in Set K and experience vendor demonstrations in the Exhibit Hall Technology Showcase. Find cutting-edge solutions to your greatest professional learning challenges. Discover how to increase the effectiveness of your professional learning delivery systems. Explore the latest in tools, resources, and strategies to help develop and support educators in implementation efforts. Find a complete list on our website at www.learningforward.org/conference and a list as of June 3 on page 86.

Top off your learning on Wednesday afternoon, with a Summit Session. Summit sessions provide a three-hour, in-depth look at topics ranging from culturally responsive pedagogy to leadership standards for principals and vice principals.

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Register by Oct. 1

and save $50!

when you register for a 3-, 4-, or 5-day conference attendance

REDESIGN PD TRACK

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Explore REDESIGN PD in sessions marked with this icon.

nnovative leaders and practitioners are reimagining solutions to professional learning challenges. In these sessions you will be inspired to think creatively about how to address challenges within current systems such as measuring the impact of professional learning on teacher practice and student outcomes and increasing coherence

and relevance of professional development and abandon initiatives that dilute or distract teachers’ focus. See how learning systems empower educators to determine and lead their own learning. The Redesign PD track offers the opportunity to engage in meaningful collaboration, reflect, and begin the process of tackling relevant problems of practice.

PC101 Evaluating Professional Development: Linking Our Learning to Student Learning PC106 Building an Effective Teacher Leadership Program PC111 The Art and Science of Implementation PC113 The State of Educator Professional Learning in Canada PC201 Leadership to Maximize Coherence in Schools, Districts, and Systems PC204 The Feedback Process: The Power of Learner-Focused Feedback PC209 Spiral of Inquiry: For Equity and Quality PC215 Transforming Professional Learning: A System’s Approach TL04 – Supporting Effective Teaching at Scale: What Does It Take? TL05 – Learning to Improve TL06 – Great Leaders for Great Schools TL09 – The Principal Supervisor: How to Balance the Roles of Coach, Supervisor, and Central Office Leader B17 – Innovating Professional Learning to Transform Student Learning B18 – They are Doing What? Scenario-Based Online Professional Development B20 – Learning Our Way to Excellence C03 – The Staffroom-Classroom: Differentiating Professional Learning for Teachers C05 – Redesign PD: Innovative Process for Teacher Leadership Through Professional Learning C30 – Developing a Professional Learning Framework D01 – The State of Professional Learning in Canada in Depth D04 – Redesign PD Coaching: Ensuring Coherence and Relevance in Professional Learning D06 – Innovation in Teacher Development: Micro-credentials and State and District Teaching Policy D07 – Unlocking Resources to Accelerate Professional Learning D08 – Getting Results: Leveraging Finances to Transform Teaching and Learning D11 – What’s on the Horizon for Professional Learning: Examining Global Trends D12 – The Tacoma Whole Child Initiative: A Roadmap for Sustainable School and Community Transformation D14 – Building Sustainable Professional Learning Teams Through Schedule Redesign D16 – Redesign PD: Enabling Growth in Teaching Practice D18 – Redesign PD: Creating a Coherent System of Professional Learning Using Formative Measures D26 – From Policy to Practice: Leveraging Policy to Build Professional Learning Systems That Get Results

D28 – Redesign PD: Measuring the Impact of Continuous Learning D29 – Silos to Synergy: Create Comprehensive District Professional Learning D34 – Inquiring Professionals: Activating Learning and Changing Lives D39 – Disruptive Professional Development: Design, Develop, Implement, and Innovate I04 – myPD: The Art and Science of Personalized Professional Development I12 – Building Leadership Networks to Encourage Innovation I14 – LEarning together to Advance our Practice: A SchoolBased Approach to Learning Communities I21 – Using Data Displays to Engage and Empower Teachers I22 – What’s New? What’s Next? J02 – Resources to Support the Beyond PD Report J07 – Redesigning Professional Development to Improve Teaching and Learning J09 – What Teachers Need to Make Professional Learning Work J10 – It’s Intentional J12 – Impossible Excellence: One District’s Journey J15 – Redesign PD Coaching: Measuring the Impact of Professional Learning J18 – Sowing the Seeds of Success: Growing Teacher Leaders L01 – Redesign PD Community of Practice: Lessons from the Field L11 – Getting Comfortable Being Uncomfortable: A Culture of Equity L24 – Redesign PD Coaching: Establishing Time for Professional Learning

REDESIGN IMPLEMENTATION AND COACHING SUPPORT SESSIONS Receive coaching to help implement your specific Redesign PD efforts. Give yourself time to explore your goals and dreams as you reimagine the possibilities. Consult with a coach as you formulate a plan and consider possible solutions using a variety of Redesign PD tools. Bring your Redesign PD problem and sign up for a coaching session. Each session focuses on a specific topic: D04 – Redesign PD Coaching: Ensuring Coherence and Relevance in Professional Learning J15 – Redesign PD Coaching: Measuring the Impact of Professional Learning L24 – Redesign PD Coaching: Establishing Time for Professional Learning

www.learningforward.org/conference | 800-727-7288

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Born from the belief that no one knows teaching like teachers, Teacher2Teacher is a growing community where you can connect to share resources, learn from one another, and solve the big problems that no one can solve alone. Join us and help shape the conversation.

Share your #whyiteach story Join teachers across the country and share what motivates you to teach, from inspiring moments in the classroom, to challenges that push you. Together our stories build a stronger community. Share your #whyiteach story on Facebook, Twitter and Instagram and add your voice to this growing community.

teacher2teacher @teacher2teacher @tchr2tchr

Teacher2Teacher is a project supported by the Bill & Melinda Gates Foundation

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Learning Forward 2016 Annual Conference | Register Online Today

STRATEGIC PARTNERS

Houston Endowment—a philanthropic foundation Guided by the belief that every life has equal value, the Bill established by Jesse H. and Mary Gibbs Jones in 1937— & Melinda Gates Foundation works to help all people lead improves life for the people of greater Houston through healthy, productive lives. In developing countries, it focuses its grants to nonprofit organizations and educational on improving people’s health and giving them the chance institutions. The foundation donates approximately $75 to lift themselves out of hunger and extreme poverty. million each year to organizations that support and promote In the United States, it seeks to ensure that all people— arts and culture, education, the environment, health and especially those with the fewest resources—have access to human Services. Houston Endowment is supporting the opportunities they need to succeed in school and life. Learning Forward’s Galveston County Learning Leaders Based in Seattle, Washington, the foundation is led by CEO initiative to offer participating Dr. Susan Desmond-Hellmann and superintendents and their leadership Co-chair William H. Gates Sr., under teams learning and support to the direction of Bill and Melinda build strong systems of professional Gates and Warren Buffett. The Bill & LEARNING FORWARD learning in their districts. For Melinda Gates Foundation supports more information about Houston Learning Forward to amplify the Endowment, visit work of its grantees and partners that Learning Forward would like www.houstonendowment.org. are creating effective innovations to thank these organizations in professional learning, along with for their generous support Redesign PD in its effort to redesign in promoting professional professional learning systems. For learning to advance more information about Bill & Melinda Gates Foundation, visit student achievement. www.gatesfoundation.org.

PARTNERS

Get It Right: Common Sense on the Common Core campaign from the Learning First Alliance (LFA) supports efforts to share success stories and resources with educators, parents, and community leaders across the country to help them better understand and implement the Common Core State Standards in their local schools. As part of the Get It Right campaign, LFA is engaged in sharing the lessons from several key states that began Common Core implementation early. For more information, visit www.learningfirst.org/get-it-right-campaign-guideseducators-examples-success#sthash.YQKq5XXG.dpuf.

Based in New York City, The Wallace Foundation is a national philanthropy that seeks to improve learning and enrichment for disadvantaged children and foster the vitality of the arts for everyone. The foundation has an unusual approach: funding projects to test innovative ideas for solving important social problems, conducting research to find out what works and what doesn’t and to fill key knowledge gaps – and then communicating the results to help others. The Wallace Foundation supports Learning Forward to enhance understanding of school and system leadership through the dissemination of information and development of resources for practitioners. For more information about The Wallace Foundation, visit www.wallacefoundation.org.

www.learningforward.org/conference | 800-727-7288

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2016 Learning Forward Annual Conference Booth 303

student engagement

1

making the standards come alive rigor diverse learners

common language and concept system

instructional

Stop by Just ASK Booth 303 to chat with us about how we can support your professional learning initiatives

Just ASK Publications & Professional Development | www.justaskpublications.com | 800-940-5434 14

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Scholastic_HalfPage_Ad_R2.pdf

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Congratulations, Carver Middle School (Spartanburg, SC), the first school to earn the Learning School Designation.

Designation recognizes high-quality professional learning practices. The Learning School Designation identifies a school as exemplifying effective professional learning in action. Achieving the designation demonstrates the value a school places on professional learning that increases teaching effectiveness and student achievement.  Learning Forward’s partnership with AdvanceEd recognizes schools that engage in standards-based professional learning. Learn more at www.learningforward.org/designation.

www.learningforward.org/conference | 800-727-7288

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Guide Professional Learning with Analytics The Performance Matters platform, including Truenorthlogic PD, links educator and student data and provides actionable insights. Visit booth #209 to learn more about personalized professional learning management.

www.performancematters.com 877-204-2664

Great Things Happen When PD Gets Personal The research is irrefutable: when PD succeeds, schools succeed. The problem is, not all PD is created equal. In fact, some of the most common forms of PD don’t work very well at all (we’re looking at you “in-service” day). But we know one thing that does work: PD that meets teachers where they’re at and provides educational experiences that honor their individual needs and interests on the path to mastery of skills and competencies. You might call it making learning personal. In a word, we call it Edivate.

Try Edivate Today - www.edivate.com 16

18%

Higher student achievement growth

20%

Decrease in dropout rate

33%

On average fewer discipline issues

10%

College intention

(800) 572-1153

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Leading & Learning with TC Press

KEYNOTE SPEAKERS:

Andy Hargraves Michael Fullan

KEYNOTE SPEAKER:

Michael Fullan

Gary R. Howard SPEAKER:

Pasi Sahlberg

Joel Westheimer Linda Lambert Diane P. Zimmerman Mary E. Gardner

Marian Small

USA: 800.575.6566 www.tcpress.com • Canada: 800.565.9523 www.utpress.utoronto.ca

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Together, we endeavor to ensure learning for all. Since 1998, Solution Tree has helped more than a million teachers and administrators navigate the challenging issues that lie in the path of our students’ success in the classroom and in life. We can help you too. Learn more at SolutionTree.com/YourVision

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10:23 AM

KEYNOTE SPEAKERS MONDAY | DEC 5

TUESDAY | DEC 6

MICHAEL FULLAN AND ANDY HARGREAVES

PASI SAHLBERG

“The State of Educators’ Professional Learning in Canada”

“Reinventing Innovation: Leadership Lessons from Successful Education Systems”

MICHAEL FULLAN, OC, is the former dean of the Ontario Institute for Studies in Education at the University of Toronto. Recognized as a world authority on education reform, he advises policymakers and education leaders to help achieve the moral purpose of all children learning. Fullan received the Order of Canada in December 2012. He is a prolific, award winning author whose books have been published in many languages. His book Change Wars (Solution Tree, 2009), co-edited with Andy Hargreaves, was awarded the 2009 Book of the Year Award by Learning Forward and Professional Capital: Transforming Teaching in Every School (Teachers College Press, 2012), also with Andy Hargreaves, won the AACTE 2013 Book of the Year. Fullan’s latest books are The Principal: Three Keys to Maximizing Impact (Jossey-Bass, 2014) and Coherence: The Right Drivers in Action for Schools, Districts, and Systems (Corwin, 2015), co-authored by Joanne Quinn. He currently serves as an advisor to the premier and minister of education in Ontario.

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ANDY HARGREAVES is the Thomas More Brennan Chair in the Lynch School of Education and Professor in the Carroll School of Management at Boston College, where he received the 2015 Excellence in Teaching with Technology Award. Previously, he was the co-founder and director of the International Centre for Educational Change at the Ontario Institute for Studies in Education at the University of Toronto. Hargreaves has authored or edited more than 30 books, several of which have achieved outstanding writing awards from the American Educational Research Association, the American Libraries Association, and the American Association of Colleges for Teacher Education. One of these, Professional Capital: Transforming Teaching in Every School (Teachers College Press, 2012) with Michael Fullan, has received three prizes including the prestigious Grawemeyer Award in Education for 2015.

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PASI SAHLBERG is a Finnish educator, author, and scholar. He has worked as a school teacher, teacher educator, researcher, and policy advisor in Finland and has studied education systems and reforms around the world. His expertise includes school improvement, international education issues, classroom teaching and learning, and school leadership. His best-seller book, Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland (Teachers College Press, 2014, 2nd ed.), won the 2013 Grawemeyer Award. He is a former director general of the Centre for International Mobility and Cooperation at Finland’s Ministry of Education and Culture in Helsinki and currently a visiting professor of practice at Harvard University’s Graduate School of Education in Cambridge, MA.

WEDNESDAY | DEC 7

MILTON CHEN

AVIS GLAZE

DENISE AUGUSTINE

“Innovative Learning: “Poverty is Not Destiny: The Path to Social Justice” Educators Make the Difference” MILTON CHEN is senior fellow and executive director, emeritus at The George Lucas Educational Foundation (GLEF), a nonprofit operating foundation in the San Francisco Bay Area that produces the award-winning Edutopia.org website on innovative K-12 learning. He is also a member of the National Park System Advisory Board, appointed by Interior Secretary Jewell to advance the agency’s work in STEM and history/multicultural education. His 2010 book, Education Nation: Six Leading Edges of Innovation in Our Schools (Jossey-Bass, 2012) was named as one of the year’s 10 best education books by the American School Board Journal.

AVIS GLAZE was Ontario’s first chief student achievement officer and founding CEO of the Literacy and Numeracy Secretariat, where she played a pivotal role in improving student achievement in Ontario. Glaze also served as Ontario’s education commissioner and senior adviser to the minister of education. Currently, Glaze is president of Edu-quest International, offering a wide range of educational services and speaking engagements across the globe.

Back-Up Keynote: “Seven Success Factors for Improving Teaching” JIM KNIGHT has spent more than two decades studying

professional learning, effective teaching, and instructional coaching. He is the president of the Instructional Coaching Group and The Impact Research Lab, and a research associate at the University of Kansas Center for Research on Learning. Knight’s book Instructional Coaching: A Partnership Approach to Improving Instruction (Corwin, 2007) popularized the idea of instructional coaching. He is also the author of Focus on Teaching: Using Video for High-Impact Instruction (Corwin, 2014) and Better Conversations: Coaching Ourselves to be More Credible, Caring, and Connected (Corwin, 2016). Knight also writes the Radical Learners blog.

“Nu Sp’eq’um, Our Children: Why Recognizing, Nurturing, and Celebrating Each Child’s Gifts Is Transforming Education” DENISE AUGUSTINE (SWEE’ALT), district principal of Aboriginal education with the Cowichan Valley School District #79 in Duncan, BC, Canada, is a Coast Salish woman with mixed ancestry. Eight years ago, in response to a call from her First Nation’s community and her colleagues, she moved her work from guiding the learning of 5-12 year olds to working alongside teachers, administrators, and support staff. She provides leadership through side-byside coaching, participating in action research, and facilitating experiential workshops. Augustine carefully weaves story and research together, inviting us to open our hearts and minds and imagine an education system that values diversity and inspires innovation.

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THOUGHT LEADER LECTURES / PANELS TL01 | The State of Educator Professional Learning in Canada

TL04 | Supporting Effective Teaching at Scale: What Does It Take?

MONDAY | DECEMBER 5, 2016 | 9 A.M. - 10 A.M.

MONDAY | DECEMBER 5, 2016 | 2:30 P.M. - 3:30 P.M. AMY SLAMP is a senior program officer on the College Ready Work team at the Bill & Melinda Gates Foundation where she works on investing in tools and teaching strategies that support teachers, schools, districts and states in implementing the Common Core.

CAROL CAMPBELL is associate professor of Leadership and Educational Change, program coordinator for Educational Leadership and Policy graduate courses, and director of the Knowledge Network for Applied Education Research (KNAER) Secretariat at the Ontario Institute for Studies in Education (OISE), University of Toronto.

TL02 | Helping Students See the Differences Between a Job or Career and Purpose

TL05 | Learning to Improve MONDAY | DECEMBER 5, 2016 | 3:30 P.M. - 4:30 P.M.

MONDAY | DECEMBER 5, 2016 | 10 A.M. - 11 A.M. DAN PONTEFRACT is chief envisioner of TELUS, a Canadian telecommunications company, where he heads the Transformation Office, a future-of-work consulting group that helps organizations enhance their corporate cultures and collaboration practices.

ANTHONY BRYK is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development by more closely joining researchers and practitioners to improve teaching and learning.

TL03 | Applying a Holistic Approach to Young Adult Success to Schools MONDAY | DECEMBER 5, 2016 | 11 A.M. - 12 P.M. JENNY NAGAOKA is the deputy director of the University of Chicago Consortium on Chicago School Research, where she has conducted research for the past 18 years.   LILA LEFF founded Umoja Student Development Corporation in 1997 and served as the organization’s CEO until November 2010.

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ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

TL06 | Great Leaders for Great Schools TUESDAY | DECEMBER 6, 2016 | 9 A.M. - 10 A.M. VIVIAN MIHALAKIS is a senior program officer with the Bill & Melinda Gates Foundation. Prior to joining the foundation, Mihalakis led the English language arts product and professional development team at the Institute for Learning at the University of Pittsburgh. FELICIA CUMINGS SMITH is senior program officer - College Ready at the Bill & Melinda Gates Foundation. Cumings Smith started her career as an elementary and reading resource teacher in Jefferson County (Kentucky) Public Schools where she helped design and lead curriculum work in literacy and formative assessment benchmarks.

TL07 | A Changing Role for Principal Supervisors: Supporting Principals as Instructional Leaders TUESDAY | DECEMBER 6, 2016 | 10 A.M. - 11 A.M. JENNIFER GRIPADO has worked for Tulsa Public Schools for 23 years. Jennifer currently is an Instructional Leadership Director supporting 10 elementary schools. She is also the Project Manager for the School Leader Program Grant and the Wallace Foundation Grant. HARRY HUGHES is in his 18th year serving in the District of Columbia Public School System, currently in his fourth year as an instructional superintendent. In this role, Hughes leads a cluster of 12 elementary schools (seven of which will begin implementing a new extended school year model). KATIE LARKIN is the principal of H.D. Cooke Elementary School in Washington, DC. This school year marks Larkin’s 17th year as an educator in DC Public Schools (DCPS). She spent 10 years as a classroom teacher at Ross Elementary School before becoming the school’s instructional coach.

TL08 | Effective K-12 Strategies: Leadership and Learning in a Diverse World TUESDAY | DECEMBER 6, 2016 | 11 A.M. - 12 P.M. AVIS GLAZE was Ontario’s first chief student achievement officer and founding CEO of the Literacy and Numeracy Secretariat, where she played a pivotal role in improving student achievement in Ontario.

CONFERENCE ICONS Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees. BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Sessions that have content and skills for educators serving TITLE 1 / economically disadvantaged populations. Explore REDESIGN PD in sessions marked with this icon. Common Core State Standards will be found in these sessions. Sessions appropriate for SUPERINTENDENTS are flagged with this icon. Sessions where participants should BYOD—Bring your own device.   Gain a global perspective in sessions marked with this icon.

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THOUGHT LEADER LECTURES / PANELS TL09 | The Principal Supervisor: How to Balance the Roles of Coach, Supervisor, and Central Office Leader

TL11 | Understanding and Promoting Young Children’s Health and Well-Being Using Population Data

TUESDAY | DECEMBER 6, 2016 | 2:30 P.M. - 3:30 P.M.

WEDNESDAY | DECEMBER 7, 2016 | 8 A.M. - 9 A.M.

STEPHEN FINK is the executive director of the University of Washington Center for Educational Leadership (CEL), and affiliate associate professor of educational leadership and policy studies in the University of Washington College of Education.

KIMBERLY SCHONERT-REICHL is an applied developmental psychologist and a professor in human development, learning, and culture in the Faculty of Education at the University of British Columbia (UBC).

MAX SILVERMAN is the associate director of the Center for Educational Leadership (CEL) at the University of Washington. Silverman is a former principal and central office leader who leads CEL’s work focused on district leadership.

PIPPA ROWCLIFFE has worked for the Human Early Learning Partnership (HELP) at University of British Columbia, first as the executive director of the Council for Early Child Development and then as the knowledge translation director.

SUSANNE JERDE is the chief academic officer of Highline Public Schools. She began her teaching career in Highline in 1984, and since then has served as an elementary school principal, director of Title 1/LAP/ELL, and executive director supervising schools K-12.

TL12 | Building Deep Professional Learning Environments: What Educators Need to Know WEDNESDAY | DECEMBER 7, 2016 | 9 A.M. - 10 A.M.

TL10 | Developing Great Teaching: Findings from a Major International Review into Effective Professional Development

RON CANUEL has been president and CEO of the Canadian Education Association since 2010, and has over 40 years of experience in the public education sector.

TUESDAY | DECEMBER 6, 2016 | 3:30 P.M. - 4:30 P.M. DAVID WESTON is the founder and chief executive of the Teacher Development Trust, and the chair of the United Kingdom Department for Education’s Teacher Development Expert Group. He is a school governor and a former secondary math and physics teacher.

Monarch

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Visit the Learning Forward Bookstore, located next to registration.

Find the latest resources and classic titles to keep you at the forefront of the field. Learning Forward members save 20% on all bookstore purchases!

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PRECONFERENCE SESSIONS

DECEMBER 3, 2016

SATURDAY

9 AM - 4 PM

PC101 | Evaluating Professional Development: Linking Our Learning to Student Learning

Accountability in professional learning means that educators take responsibility to provide evidence that their professional learning leads to better instructional practice and improved learning for all students. Explore methods for designing evaluation that measures the effects of professional learning on educator practice and student learning. Learn how to identify reliable indicators of student success and educator practice, gather quantitative and qualitative evidence of effects, and present that evidence in meaningful and convincing ways. Participants will: • Examine how to evaluate the results of individual, school, and system professional learning in terms of educator practice and student performance. • Acquire understanding of how to use a variety of tools for measuring the acquisition and implementation of professional learning and short- and long-term student outcomes. • Differentiate between weak and strong evidence of effects and learn how to use evidence for accountability for quality and effective professional learning.

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when you register for a 3-, 4-, or 5-day conference attendance

Thomas Guskey, Lexington, KY, [email protected] Thomas Guskey is professor of educational psychology in the College of Education at the University of Kentucky, and is well known for his work in professional development and educational change. He was awarded Learning Forward’s Contributions to the Field Award in 2009, and is the only person to have twice won Learning Forward’s Book of the Year Award and three times the Article of the Year Award. Guskey served on the policy research team of the National Commission on Teaching and America’s Future, on the task force to develop the National Standards for Professional Development, and has been named a Fellow of the American Educational Research Association, one of the Association’s highest honors. He is the author or editor of 20 books, including Reach the Highest Standard in Professional Learning: Data with Pat Roy and Valerie von Frank (Corwin / Learning Forward, 2014). He also has been featured on National Public Radio’ s “Morning Edition” and “Talk of the Nation.” Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Joellen Killion is the former deputy executive director of and currently senior advisor to Learning Forward. Killion has extensive experience in professional learning planning, design, implementation, and evaluation at the school and system levels. Her most recent books include The Feedback Process: Transforming Feedback for Professional Learning (Learning Forward, 2015); Coaching Matters, co-authored with Cindy Harrison, Chris Bryan, and Heather Clifton (Learning Forward, 2012); and Becoming a Learning School (NSDC, 2009), co-authored with Patricia Roy. She has authored numerous articles and books on professional learning and writes the Research Review column for JSD. She directed multiple association initiatives including Results-Based Staff Development, Demonstrating the Impact, the third edition of the Standards for Professional Learning, the development of the innovation configuration maps, and Transforming Professional Learning initiative.

Area of Focus: Implementation

Learning Forward 2016 Annual Conference | Register Online Today

PC102 | Enhancing Literacy Learning Through Collaboration, Formative Assessment, and Powerful PD

How can we support educators in making a difference for diverse learners while promoting equity, supporting inclusion, and achieving desired literacy outcomes? See how change happens when educators engage in collaborative inquiry, learn about and from their students, renew their practice, and bridge research and practice. Examine qualities of communities of practice that are generative, inquiry-driven, in situ, and place-conscious. Explore the role of a lead leaner and ways to support learning in classrooms and within groups of teachers at the school and district level. Learn about professional development approaches that embed learning within classrooms exploring relationships between formative assessment, theory, practice, and context. Participants will: • Construct a vision of lead literacy learners that fits within their context. • Engage with underlying theoretical principles and conditions of responsive professional learning models. • Consider how to generate situated communities of practice for learning that connect formative assessment, inclusive education, literacy learning, and renewed pedagogical practice. Leyton Schnellert, Kelowna, BC, Canada, [email protected]; @LeytonSchnell Leyton Schnellert is a community-based researcher who leads collaborative inquiry teams throughout British Columbia and the Northwest Territories. Schnellert has presented and published his research in local, national,

DECEMBER 3, 2016

SATURDAY

9 AM - 4 PM

PRECONFERENCE SESSIONS

Anthony Muhammad, New Frontier 21 Consulting, Novi, MI, [email protected] Anthony Muhammad is the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools all over the world. For nearly 20 years he served as a middle school teacher, assistant principal, middle school principal, and high school principal. During his tenure as a practitioner, he earned several awards as a teacher and a principal. Muhammad is the author of the book, Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change (Solution Tree, 2015).

MONDAY TUESDAY

Area of Focus: Equity

WEDNESDAY

Ellie Drago-Severson, Teachers College, Columbia University, New York, NY, [email protected] Ellie Drago-Severson has been a professor at Teachers College, Columbia University since 2005 and was on the faculty at Harvard from 1997 - 2005. She has and currently serves as teacher, program designer/director, consultant, researcher, developmental coach, and professional developer in K-12 schools domestically and internationally. DragoSeverson is the author of seven books including Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators with Jessica Blum-DeStefano (Harvard Education Press, 2016), Leading Adult Learning: Supporting Adult Development in Our Schools (Corwin & Learning Forward, 2009)), and Helping Educators Grow: Strategies and Practices for Supporting Leadership Development (Harvard Education Press, 2012).

Explore the connection between personal and institutional mindsets and academic achievement gaps. Recognize that our thinking is the primary culprit in the fight to overcome inequality in student learning outcomes. Participants will: • Understand the true meaning and value of school culture. • Recognize the power of mindsets and their influence on educator effectiveness. • Shift from damaging mindsets (superiority and inferiority) to high-level efficacy mindset (liberation).

SUNDAY

Area of Focus: Learning Communities

Mounting reform initiatives, growing emphases on collaboration, and the promising connections between adult and student learning puts feedback processes front and center in education today. Understand adult developmental theory and how it supports adult growth and connects to student achievement. Learn about a new, developmental approach to giving and receiving feedback that can support individual and group growth and reflection in schools and beyond. Finally, build on that knowledge to develop actions plans. Participants will: • Explore adult-developmental theory and its application to supporting growth and offering feedback with developmental intentionality. • Gain practical strategies for enacting a developmental approach to feedback so that others can best hear, take in, learn from, and act upon your feedback. • Consider takeaways for enhancing collaborative cultures and exchanges that support adult growth, build capacity, and instructional improvement.

PC104 | Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change

SATURDAY

and international forums and co-authored 6 books for educators including Developing SelfRegulating Learners (Pearson, 2016) and Student Diversity (Pembroke/Stenhouse, 2016, 3rd ed.). Faye Brownlie, Vancouver, BC, Canada, [email protected] Faye Brownlie is a sought after literacy, learning, and assessment expert, locally, nationally, and internationally. She was the lead voice in reading in the 2012-15 BC Ministry of Education initiative, Changing Results for Young Readers (CR4YR). Brownlie is the author of the Early Primary Reading Assessment (EPRA, in English and FIEPRA, in French), and DART (grades 3-9), formative and summative, whole class, performance-based reading assessments. She has co-written many teacher resource books, including It’s All About Thinking (Portage & Main, 2011, 2nd ed.), Learning in Safe Schools, (Pembroke/Stenhouse, 2011, 2nd ed.) and Student Diversity, (Pembroke/Stenhouse, 2016, 3rd ed.). Shelley Moore, Richmond School District, Vancouver, BC, Canada, [email protected] Shelley Moore has worked in both elementary and secondary schools supporting students with and without special needs in inclusive contexts in Alberta, New York, and British Columbia. She is currently an inclusion consultant in the Richmond School District, as well as various other districts and community organizations throughout British Columbia. Moore has presented at numerous conferences both nationally and internationally, and has developed and offered sessional courses as an instructor at Simon Fraser University, University of British Columbia, and University of British Columbia - Okanagan. Moore’s blog can be found at www.blogsomemoore.wordpress.com. Moore is the author of One Without the Other (Portage & Main, 2016).

PC103 | Tell Me So I Can Hear You: A Developmental Approach to Effective Feedback

Area of Focus: Learning Designs

www.learningforward.org/conference | 800-727-7288

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DECEMBER 3, 2016

PC105 | Supporting 21st-Century Thinking Classrooms: Leading a Renovation, Not a Revolution There is crushing pressure on teachers to revise their practices in order to better prepare students for a 21st-century world. Learn how to help teachers enhance the amount and quality of students’ thinking without significantly disrupting existing teaching practices. Understand how to create a thinking classroom that is not the result of any specific method, but builds on five principles of teaching and learning that can support and add value to any initiative or strategy. Find out how to support respectful, incremental, but transformative change in your school or district. Participants will: • Understand the value of redirecting professional learning efforts towards helping teachers embed powerful educational principles and less on implementing prescribed practices. • Engage in professional reflection and consider what aspects of practice can be affirmed, revised, or aspired to so as to best ensure success for all students. • Plan for leadership that can assist teachers in putting quality thinking at the core of their teaching practices.

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Roland Case, The Critical Thinking Consortium, Vancouver, BC, Canada, [email protected] Roland Case is executive director and co-founder of The Critical Thinking Consortium, a nonprofit association that has provided professional learning support for over 150,000 educators. Case was a professor of curriculum at Simon Fraser University in Vancouver. He has edited or authored over 100 published works. His most recent book written with Garfield Gini-Newman is Creating Thinking Classrooms: Leading Educational Change for a 21st Century World (The Critical Thinking Consortium (TC2), 2015). In addition to his teaching career as school teacher and as a university professor, Case has worked with classroom teachers across Canada and in the United States, England, Israel, Russia, India, Finland, and Hong Kong to support the infusion of critical thinking. Case is a recipient of Confederation of University Faculty Associations’ Distinguished Academics Career Achievement Award. Garfield Gini-Newman, University of Toronto, Toronto, ON, Canada, [email protected] Garfield Gini-Newman is an associate professor at OISE/University of Toronto and a senior national consultant with The Critical Thinking Consortium. Garfield has also authored several articles, chapters in books and seven textbooks, and has taught in the faculties of education at York University and the University of British Columbia. His most recent book co-authored with Roland Case, Creating Thinking Classrooms, has received widespread praise from leading educators across Canada and internationally.

Area of Focus: Student Learning

”

This is a wonderful conference filled with valuable information, effective classroom strategies, amazing educators, and fun-filled events.

WEDNESDAY

TUESDAY

MONDAY

SUNDAY

SATURDAY

PRECONFERENCE SESSIONS

~Beth Thompson

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Learning Forward 2016 Annual Conference | Register Online Today

SATURDAY

9 AM - 4 PM

PC106 | Building an Effective Teacher Leadership Program Learn about a variety of approaches to the creation of powerful teacher leader programs that make an impact on student learning. Examine the characteristics of effective teacher leader programs along with the standards for teacher leadership. Leave with a draft plan and actionable next steps for creating or refining a teacher leader program at the school or district level. Participants will: • Identify possible roles and responsibilities for teacher leaders along with the needed support from site administrators. • Compare the role of teacher leaders in district/provincial initiatives. • Study scenarios of teacher leadership at the site level using various models. • Gain skills needed to facilitate teams, and create and implement a vision for teacher leadership. Cindy Harrison, Instructional Improvement Group, Broomfield, CO, [email protected] Cindy Harrison has worked in education for more than 30 years as a teacher, district staff development director, and middle school principal. She works with districts and schools in the areas of instructional coaching, organizational change initiatives, professional learning communities, staff development, leadership teams, and facilitation. She coauthored the books Taking the Lead: New Roles for Teachers and School-Based Coaches (NSDC, 2006) and Coaching Matters (Learning Forward, 2012). Justin Darnell, Denver Public Schools, Denver, CO, [email protected]; @jdarnelldps Justin Darnell leads the design and implementation of a cohesive teacher leader development system for Denver Public Schools. His efforts ensure that the more than 1,200 teacher leaders in the district have the comprehensive professional learning necessary to make an impact on peers and students at their schools. Darnell previously taught for six years in Denver Public Schools; he made the difficult decision to leave the classroom because he wanted to extend his impact on students by helping Denver Public Schools move from pockets of excellence to systems of excellence.

Area of Focus: Leadership

DECEMBER 3, 2016

SATURDAY

9 AM - 4 PM

PRECONFERENCE SESSIONS

PC108 | Teaching Students to Ask Their Own Questions

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

Area of Focus: Student Learning

TUESDAY

Teachers are being evaluated on the quality of student questioning and engagement in their classrooms, yet, many say that getting students to ask their own questions can feel “like pulling teeth.” Develop your ability to teach students how to produce their own questions, improve them, and strategize on how to use them. Transform students into active, engaged learners, who take ownership of their learning. Develop expertise in using the Question Formulation Technique (QFT), a resource embraced by teachers around the world, to design effective lessons and units that help students ask better questions and become more self-directed, independent learners. Participants will: • Experience a deep immersion into the QFT process. • Explore many examples of how the QFT develops divergent, convergent, and metacognitive thinking abilities across all ages, subject levels, and student populations.

Dan Rothstein, The Right Question Institute, Cambridge, MA, [email protected] Dan Rothstein is co-director of The Right Question Institute (RQI). He is co-author with Luz Santana of Make Just One Change: Teach Students to Ask Their Own Questions (Harvard Education Press, 2011), which first introduced the Question Formulation Technique to educators. Rothstein is the co-author of a new book on the Right Question School-Family Partnership Strategy (ASCD, 2016). His work has appeared in a wide range of publications and has been featured on National Public Radio. Meredith Fenton, West Vancouver School District, West Vancouver, BC, Canada, [email protected] Meredith Fenton has recently returned to the West Vancouver School District after a four year secondment at the University of British Columbia, working with teacher candidates on the faculty of education. As an adjunct teaching professor, faculty advisor, and coordinator for the International Baccalaureate cohort, she was involved in the implementation of Canada’s first IB educator program at a university level. Fenton facilitated and inspired learning in inquiry and assessment and incorporated visible thinking routines into her teaching such as the Question Formulation Technique. Darren Elves, New Westminster School District, Burnaby, BC, Canada, [email protected] Darren Elves is a primary teacher and vice principal with the New Westminster School District in Vancouver, BC, Canada. Elves has used the QFT extensively and has seen first-hand its impact on student engagement to empower all learners within the learning process.

MONDAY

Thomas Van Soelen, Van Soelen & Associates, Lawrenceville, GA, [email protected] After a decade of central office leadership in Georgia, Thomas Van Soelen became the president of Van Soelen & Associates, a professional development and coaching firm. His consulting work, specializing in learning communities, leadership development, and teacher evaluation, brings him to multiple states and countries. Numerous print publications and a book about teacher evaluation, Crafting the Feedback Teachers Need and Deserve: A Guide for Leaders (Routledge, 2016), offer a glimpse into his experiences.

Area of Focus: Learning Designs

• Prepare to use the QFT immediately in the classroom and to coach more teachers on how to implement a transformative, evidence-based, and easy-to-implement strategy that results in greater student engagement and deeper learning. • Consider how the QFT strategies can be used in professional development. • Leave prepared to provide support to integrate the QFT into practice.

SUNDAY

Using protocols in schools isn’t a new concept, but it has become more commonplace in the past few years. Unfortunately, many users of protocols have been “protocoled” in a district or school gathering and the residual effect isn’t positive or productive. Experience well-facilitated protocols and leave with the necessary skills to match the purpose with the protocol to better serve the group’s needs. Participants will: • Identify root causes of ineffective protocol use. • Develop high-quality facilitation strategies. • Become “purpose first, protocol second” educators. • Revise agendas for higher engagement and productivity.

Jacqueline Kennedy, Arlington Independent School District, Arlington, TX, [email protected] Jacqueline Kennedy is executive director of teaching and learning for the Arlington Independent School District (Texas). During her 22 years in the education profession, she has served as a teacher, school counselor, assessment coordinator, and district professional learning director. In addition, Kennedy was formerly the associate director of strategic initiatives for Learning Forward and now serves Learning Forward as a senior consultant and Academy coach. She is also a co-author with Shirley Hord, Joellen Killion, Pat Roy, and Stephanie Hirsh of the Standards for Professional Learning: Innovation Configurations Maps, Volume 1 (Learning Forward, 2009).

SATURDAY

PC107 | We Used a Protocol...But It Didn’t Work

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DECEMBER 3, 2016

PC109 | Culturally Responsive Pedagogy: Transform Practice to Support First Nation, Inuit, & Métis Students

The history of education for First Nation, Inuit, and Métis students is filled with many examples of inequity and systemic racism. Research shows that First Nation, Inuit, and Métis students are more likely to fail or drop out of school than any other cultural group. Shifting this outcome requires divisions to look inward and work to enhance their cross cultural competencies. As school divisions lead this effort to shift paradigms about education for First Nation, Inuit, and Métis students, focusing on teacher practice and building relationships are foundational for success. Participants will be taken on a journey through history that surfaces the current state of First Nation, Inuit, and Métis education and highlights how transforming pedagogy can enhance learning for First Nation, Inuit, and Métis students. Participants will: • Consider the economic, demographic, moral and historical imperatives for affecting change. • Explore a holistic approach to instruction to support First Nation, Inuit, and Métis learners. • Examine strategies for authentic inclusion of First Nation, Inuit, and Métis content and ways of knowing in curriculum. • Reflect on current state of education for First Nation, Inuit, and Métis students and how to affect change to support learning.

WEDNESDAY

TUESDAY

MONDAY

SUNDAY

SATURDAY

PRECONFERENCE SESSIONS

Darryl Isbister, Saskatoon Public Schools, Saskatoon, SK, Canada, [email protected]; @Darryl_Isbister Darryl Isbister is a Métis man whose family comes from the Kinistino area of this land we now call Saskatchewan. Isbister has been working in education for 18 years and has spent time as a secondary social science teacher, learning leader, education consultant, and most recently Coordinator for First Nation, Inuit, and Métis Education with Saskatoon Public Schools. He has a passion for culturally competent education and strives to achieve this through authentic inclusion of First Nation, Inuit, and Métis ways of knowing and doing in curriculum. Isbister received his Master of Education degree in 2008 from the University of Saskatchewan in curriculum studies and is a treaty catalyst teacher facilitator whose work has been recognized by the Office of the Treaty Commissioner. Amy Basaraba, Saskatoon Public Schools, Saskatoon, SK, Canada, [email protected] Amy Basaraba is a Michif woman whose Métis lineage originates in the Red River Settlement, Manitoba, and extends to Batoche, Saskatchewan. She has a master’s degree in curriculum studies with a focus on early childhood education from the University of Saskatchewan. Basaraba is published in Portals of Promise: Transforming Beliefs and Practices through a Curriculum of Parents (Sense, 2013), where she focused on the instrumental role Indigenous families have as educators of all-teachers, students, families, and community. Currently, she is the elementary educational consultant for First Nation, Inuit, and Métis (FNIM) education with Saskatoon Public Schools where their current focus is honoring FNIM worldviews, ways of knowing, and ways of doing through authentic inclusion, alongside the current curriculum for prekindergarten-Grade 8 teachers and students. Marnie Ross, Saskatoon Public Schools, Saskatoon, SK, Canada, [email protected] Marnie Ross is the secondary educational consultant for the First Nation, Inuit, and Métis Education Unit for Saskatoon Public Schools. She is from the Northern Saskatchewan communities of Red Earth Cree Nation and Timber Bay Métis Community. She has served as a secondary educator on the Thunderchild First Nation and as a middle years teacher and secondary teacher for Saskatoon Public Schools for the past 11 years. Ross has a passion for indigenous education as well as indigenous sport development. She embodies a Northern Cree worldview that honors a holistic approach to education and she strives to apply this approach in all her work in education and community development.

Area of Focus: Equity

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Learning Forward 2016 Annual Conference | Register Online Today

SATURDAY

9 AM - 4 PM

PC110 | The Impact Coaching Cycle For more than a decade, Jim Knight and his research colleagues in Kansas have been working to identify best practices for instructional coaching. Hear about the results of their findings in the impact cycle, a simple and powerful way coaches can help teachers improve teaching to improve student learning. Participants will: • Learn how to implement the “identify, learn, and improve” components of the impact cycle. • Receive free tools to use while coaching. • See videos illustrating the entire cycle for Jim Knight’s The Impact Cycle (Corwin, 2016). Jim Knight, Instructional Coaching Group, North Loup, NE, [email protected] Jim Knight has spent more than two decades studying professional learning, effective teaching, and instructional coaching. He is the president of the Instructional Coaching Group and The Impact Research Lab, and a research associate at the University of Kansas Center for Research on Learning. Knight’s book Instructional Coaching: A Partnership Approach to Improving Instruction (Corwin, 2007) popularized the idea of instructional coaching. He is also the author of Focus on Teaching: Using Video for HighImpact Instruction (Corwin, 2014) and Better Conversations: Coaching Ourselves to be More Credible, Caring, and Connected (Corwin, 2016). Knight also writes the Radical Learners blog.

Area of Focus: Leadership

Register by Oct. 1

and save $50!

when you register for a 3-, 4-, or 5-day conference attendance

DECEMBER 3, 2016

SATURDAY

9 AM - 4 PM

PRECONFERENCE SESSIONS

Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288

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WEDNESDAY

School leaders play an important role in the development of structures and processes that support effective professional learning. Immerse yourself in examining a set of tools and processes that will help principals and district leaders create specific professional learning outcomes based on the needs in their schools, advance communications with teachers about professional learning, and ensure intentional changes in teacher practice and

TUESDAY

PC112 | The Principal’s Role in the Implementation of Teacher Professional Learning

Anneke Markholt, University of Washington, Seattle, WA, [email protected] Anneke Markholt is an associate director with the University of Washington Center for Educational Leadership (CEL), and affiliate faculty of educational leadership and policy studies in the University of Washington College of Education. Markholt designs and directs the Center’s partnerships focused on developing teaching effectiveness and instructional leadership. Prior to her work with CEL, Markholt spent five years as an associate researcher for the Center for the Study of Teaching and Policy at the University of Washington. She began her career as an English-as-a-Second-Language specialist for Tacoma Public Schools where she taught for 10 years. Markholt is the co-author with Stephen Fink of Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise (Jossey-Bass, 2011). Joanna Michelson, University of Washington, Seattle, WA, [email protected]; @JoannaMichelson Joanna Michelson is a project director at the Center for Educational Leadership. She manages CEL’s content area professional development and coach learning lines of services. She also provides direct support to teachers, coaches, and school and district leaders in secondary literacy instruction and coaching. Before moving to a full-time position at CEL, Michelson worked as a middle school language arts teacher, secondary literacy coach, and as a consultant for CEL.

MONDAY

Val Olekshy, Edmonton, AB, Canada, [email protected] Val Olekshy is known for her creative, collaborative, and dedicated efforts to improve teacher practice. Olekshy is currently consulting with school districts to support implementation of various initiatives. She spent 12 years as the executive director of the Edmonton Regional Learning Consortium designing and delivering professional learning opportunities for school districts. Previously, she worked in curriculum development with Alberta Education and instruction for secondary teachers at the University of Alberta.

Area of Focus: Implementation

student learning. Analyze case studies and reflect on your own data. Participants will: • Determine the professional learning needs at a school. • Examine existing structures for professional learning and leverage them for the greatest effect. • See how to support professional learning as it unfolds across the school year. • Understand their role during and after professional learning sessions. Participants should bring existing professional development plans and goals and a school schedule/calendar that includes collaboration time.

SUNDAY

Students cannot benefit from the interventions they do not receive. See how planning for successful implementation requires an understanding of the characteristics of successful implementation, coherence among plans and priorities, and the intentional efforts by education stakeholders to collaboratively address the essential conditions. Develop an implementation plan that makes more efficient and effective use of time, human, and financial resources to ensure that students receive the interventions needed to support their learning. Participants will: • Leave with an awareness and understanding of the importance of implementation through an overview of emerging literature and research. • Examine case studies where tools and measures were developed and used to determine impact. • Create an implementation plan, or reflect on an existing plan, infusing it with Learning Forward’s Standards for Professional Learning as well as research and best practices.

Leslee Jodry, Grande Yellowhead Public School Division, Edson, Alberta, Canada, [email protected] Leslee Jodry is currently an Assistant Superintendent with Northern Gateway Public Schools having previously been the Learning Services leader with Grande Yellowhead Public School Division. Leslee’s career has resulted in support for student learning for  30+ years as a teacher, school and district leader. She has a Masters in Educational Leadership and School Improvement with an undergrad focused on Special Education. Leslee believes all children can learn, think, and solve problems, and it is our role as educators to provide engaging learning experiences which meet the needs of a diversity of learners and learning styles.  Nancy Freedman, Grande Yellowhead Public School Division, Edson, Alberta, Canada, [email protected] Nancy Freedman is the Supervisor Inclusive Learning at Grande Yellowhead Public School Division. Nancy models a passion and love of learning that has been evident in her strong role as a school principal. She has a Masters in Educational Leadership and School Improvement and a bachelor’s degree with a specialization in Special Education. Her focus is on ensuring that teachers are supported and have the capacity to meet the diverse needs of students in today’s classrooms.

SATURDAY

PC111 | The Art and Science of Implementation

DECEMBER 3, 2016

SATURDAY

9 AM - 4 PM

PC113 | The State of Educator Professional Learning in Canada The importance of teachers’ knowledge, skills, and practices has become widely recognized in education policy debates and practices internationally. Yet, in many jurisdictions teachers do not readily have access to the kinds of active learning experiences that build professional capital and hone their skills to better support the diverse needs of their students. Explore the current state of educator professional learning across Canada. Contribute to the evolving debate about what constitutes quality professional learning. Focus on opportunities and challenges for teachers to experience meaningful and impactful professional learning. Apply these understandings to your own work in classrooms, schools, and the wider educational community.

TUESDAY

MONDAY

SUNDAY

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PRECONFERENCE SESSIONS

WEDNESDAY

CONFERENCE ICONS

30

Participants will: • Identify key features of quality professional learning. • Reflect on their own professional learning experiences and examine how well they align with these key features. • Engage with data from the study of professional learning across Canada. • Explore promising practices of professional learning from around the world. • Develop an action plan for promoting the tenets of quality professional learning in their own contexts. Carol Campbell, University of Toronto, Ontario Institute for Studies in Education, Toronto, ON, Canada, [email protected]; @CarolCampbell4 Carol Campbell is associate professor of Leadership and Educational Change, program coordinator for Educational Leadership and Policy graduate courses, and director of the Knowledge Network for Applied Education Research (KNAER) Secretariat at the Ontario Institute for Studies in Education (OISE), University of Toronto. She is an appointed education advisor to the Premier and the Minister of Education in Ontario, and a member of the Premier’s Expert Panel on the Highly Skilled Workforce. Campbell is the principal investigator leading a research study on the state of educator professional learning in Canada funded by Learning Forward. Brenton Faubert, University of Western Ontario, London, ON, Canada, [email protected] Brenton Faubert is an assistant professor in the Faculty of Education at the University of Western Ontario. He began his career as a classroom teacher and later worked in various education research and policy roles at the state (ministry), pan-Canadian (Council of Ministers of Education, Canada), and international levels (Organisation for Economic Cooperation and Development).

Faubert conducts most of his research in the context of K-12 education in Canada in the overlapping areas of education finance, leadership and administration, governance, and policy. Pamela Osmond-Johnson, University of Regina, Regina, SK, Canada, [email protected] Pamela Osmond-Johnson is an assistant professor of educational administration with the Faculty of Education at the University of Regina. She recently completed her doctorate in Educational Administration from the Ontario Institute for Studies in Education at the University of Toronto, with a focus on educational policy. Her research includes work around teacher and school leadership, teacher professionalism, teacher federations, and teacher professional learning. Prior to beginning her doctorate, Osmond-Johnson was a high school science teacher and vice-principal in Newfoundland. Ken Zeichner, University of Washington, Seattle, WA, [email protected] Ken Zeichner is the Boeing Professor of Teacher Education at the University of Washington, Seattle. Before moving to the University of Washington in 2009, Zeichner was at the University of Wisconsin-Madison for 34 years. He is an elected member of the National Academy of Education, a Fellow in the American Educational Research Association (AERA), and a former vice president of AERA. His publications include Teacher Education and the Struggle for Social Justice (Routledge, 2009). His current work focuses on teacher education and professional learning, teacher education policy, and engaging local communities in teacher education.

Area of Focus: Emerging Issues

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Learning Forward 2016 Annual Conference | Register Online Today

PRECONFERENCE SESSIONS

DECEMBER 4, 2016

SUNDAY

9 AM - 4 PM

PC201 | Leadership to Maximize Coherence in Schools, Districts, and Systems Leaders who are successful in times of complexity develop coherence in their organizations. Explore a coherence framework that provides the pathway to build the capacity of your team to deepen student learning. Consider the right drivers for leading coherent change: focusing direction that gets you into the game; cultivating collaborative cultures that provide the pathway for change; deepening learning as the core strategy for impacting student learning; and securing accountability that is essential to measure growth and be accountable to yourselves and the public. Examine strategies that will propel change and leave with powerful tools to focus goals, foster intrinsic motivation, unleash and leverage capacity building, and inspire collective action to accelerate success in your school or district. Participants will: • Examine a coherence framework. • Gain strategies to focus direction and use change processes. • Build precision in cultivating collaborative cultures that use the group to change the group. • Assess the conditions that foster deep learning and explore leading edge approaches to transform the learning process. • Explore how to secure accountability. • Leave with a framework and strategies to design a plan to build coherence in their school, district, or organization.

Michael Fullan, Toronto, ON, Canada, [email protected] Michael Fullan is professor emeritus at the Ontario Institute for Studies in Education, University of Toronto. He served as special adviser in education to Ontario Premier Dalton McGuinty from 2003 to 2013, and now serves as one of four advisers to Premier Kathleen Wynne. He has been awarded honorary doctorates from the University of Edinburgh, University of Leicester, Nipissing University, Duquesne University, and the Hong Kong Institute of Education. Fullan has won numerous awards for his more than 30 books, including the 2015 Grawemeyer prize with Andy Hargreaves for Professional Capital: Transforming Teaching in Every School (Teachers College Press, 2012). He is the author with Joanne Quinn of Coherence: The Right Drivers in Action for Schools, Districts, and Systems (Corwin, 2015). Joanne Quinn, Toronto, ON, Canada, [email protected] Joanne Quinn is an international consultant focusing on whole system change, capacity building, leadership, and professional learning. Quinn leads whole system change projects for states and districts, consults with governments, foundations and education systems, and is co-founder and director of New Pedagogies for Deep Learning: A Global Partnership, (NPDL). Quinn’s previous positions as superintendent of the Halton District School Board, director of continuing education at the University of Toronto, and advisor to the Ontario Ministry of Education give her a unique perspective on large-scale change. Quinn is past president of Learning Forward and founding president of the Ontario affiliate. Her recent book, co-authored with Michael Fullan, is Coherence: The Right Drivers in Action for Schools, Districts, and Systems (Corwin, 2015).

Area of Focus: Leadership

PC202 | Starting a Movement: From Compliance to Commitment The most common challenge for schools is how to transition from a culture of compliance to a culture of commitment, or how to move from `doing’ to `becoming’ or from `my kids’ to `our kids.’ Examine how to create a culture of collective responsibility as the foundation for the shared mission of your school. Learn to engage in the four stages of authentic alignment and identify the fundamental purpose and vision needed to create schools with the moral imperative of collective commitment while systematically integrating these commitments into existing structures. Participants will: • Analyze the purpose of the work that is foundational to their classroom. • Frame a collective commitment statement to share with colleagues. • Examine teaching strategies to ensure alignment with purpose. • Understand the four phases of the authentic alignment process. Tom Hierck, Gibsons, BC, Canada, [email protected] Since 1983 Tom Hierck’s career has spanned all grade levels and many roles in public education. He is a best-selling author with 12 books and currently working on three others. Hierck’s experiences as a teacher, administrator, district leader, department of education project leader, and executive director provide a unique context for his education philosophy.

Area of Focus: Leadership

www.learningforward.org/conference | 800-727-7288

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DECEMBER 4, 2016

PC203 | Facilitation Skills for Group Effectiveness

Increase your effectiveness as a facilitator. Learn ways to scaffold conversations in small or large groups, in dialogue or discussion. Discover five standards that improve meeting success. Extend personal skills for managing group energy, focus, and information flow. Apply new understandings to increase effectiveness when collaborating for purposes of studying student work, examining data, planning, or decision making. Participants will: • Increase flexibility, confidence, and authenticity as a facilitator. • Use new structures that promote success in decision-making meetings. • Access new ways to develop group productivity. • Use conversation structures that increase understanding and shared meaning among group members. • Convert negative energy into positive energy.

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MONDAY

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SATURDAY

PRECONFERENCE SESSIONS

Carolyn McKanders, Thinking Collaborative, Missouri City, TX, [email protected] Carolyn McKanders is director of organizational culture for Thinking Collaborative, the home of the Adaptive Schools Foundation Seminar and the Cognitive Coaching seminar. As an educational consultant, McKanders specializes in individual, group and organization development. McKanders’ background includes 28 years in Detroit Public Schools as a teacher, counselor, and staff-development specialist. Presently, she presents seminars internationally on developing adaptive schools, Cognitive Coaching, enhancing presentation effectiveness, and facilitation skills. Michael Dolcemascolo, Thinking Collaborative, Skaneateles, NY, [email protected] Michael Dolcemascolo is an executive codirector of Thinking Collaborative, the home of the Adaptive Schools Foundation Seminar and the Cognitive Coaching seminar. An independent consultant, Dolcemascolo regularly presents workshops to educators on Cognitive Coaching, developing collaborative groups, learning styles, facilitation, and presentation skills. Dolcemascolo is the co-author, with Robert Garmston, of The Focusing Four: A Consensus Seeking Activity DVD Viewers Guide (Center for Adaptive Schools, 2009) and Dialogue DVD Viewers Guide (Center for Adaptive Schools, 2009).

Area of Focus: Leadership

PC204 | The Feedback Process: The Power of Learner-Focused Feedback

WEDNESDAY

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

32

Learning Forward 2016 Annual Conference | Register Online Today

SUNDAY

9 AM - 4 PM

Participants will: • Identify the attributes of effective feedback in order to assess current feedback practices. • Develop an understanding of multiple types, purposes, and sources of feedback. • Apply skills for facilitating feedback interactions and strategies for assessing effectiveness. • Expand their application of feedback to promote continuous improvement. • Analyze their current context to assess its receptiveness to feedback and willingness to take the next steps for expanding a collaborative culture in which feedback is routine practice. Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Joellen Killion is the former deputy executive director of and currently senior advisor to Learning Forward. Killion has extensive experience in professional learning planning, design, implementation, and evaluation at the school and system levels. Her most recent books include The Feedback Process: Transforming Feedback for Professional Learning (Learning Forward, 2015); Coaching Matters, co-authored with Cindy Harrison, Chris Bryan, and Heather Clifton (Learning Forward, 2012); and Becoming a Learning School (NSDC, 2009), co-authored with Patricia Roy. She has authored numerous articles and books on professional learning and writes the Research Review column for JSD. She directed multiple association initiatives including Results-Based Staff Development, Demonstrating the Impact, the third edition of the Standards for Professional Learning, the development of the innovation configuration maps, and Transforming Professional Learning initiative.

Area of Focus: Leadership

ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

DECEMBER 4, 2016

SUNDAY

9 AM - 4 PM

PRECONFERENCE SESSIONS

WEDNESDAY

~Shana Olson

Gayle Gregory, Gayle Gregory Consulting, Burlington, ON, Canada, gregorygayle@ netscape.net Gayle Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive districtwide experience as a curriculum consultant and staff development coordinator. Gregory was principal/course director at York University for the faculty of education, teaching in the teacher education program. She is the author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum.

TUESDAY

”

I walked away from this conference with fresh ideas and excitement to do more in my building!

Walk into any classroom, and within a few seconds you’ll have a sense of whether the atmosphere is one of stagnation and passivity or one of motivation and engagement where students are learning. What is it that separates the latter from the former? Explore the conditions necessary to foster an environment of active, visible learning in a brain-compatible climate. Examine what effective teachers should know and do to activate student learning and reach targeted standards. Leave with practical strategies to implement immediately that activate student thinking and target learning intentions through differentiation and the use of collaboration, formative assessment, and feedback. Participants will: • Discover what effective teachers should know and do to activate student learning and reach targeted standards using theories such as Growth Mindsets and Panksepp’s SEEKING system. • Examine what “instructionally intelligent” teachers have in their repertoires that makes an impact on student success. • Leave with strategies to implement immediately that activate student thinking and target learning intentions.

MONDAY

“

Area of Focus: Data

PC206 | Teacher as Activator of Learning

SUNDAY

Your school is perfectly designed to produce the results you are getting now. If you want to envision a different future, you must measure and change the processes that are producing these results. Change undesirable results by seeing the whole story. Engage your staff with multiple measures of data to discover what is working and what is not working. Inform a new vision of what your future can be. Participants will: • Understand the types of data that must be used in continuous school improvement. • Experience how to engage staff in analyzing comprehensive data analysis for student learning. • Learn how to look across multiple measures of data to determine what has to change to get different results. • Use the problem-solving cycle to access contributing causes of undesirable results. • Explore how to create a shared vision and plan that will positively transform leading, teaching, and learning schoolwide or districtwide.

Victoria Bernhardt, Education for the Future, Chico, CA, [email protected] Victoria Bernhardt is executive director of the Education for the Future Initiative, whose mission is to build the capacity of learning organizations at all levels to gather, analyze, and use data to continuously improve learning for all students. She is also a professor (currently on leave) in the College of Communication and Education, at California State University, Chico. Bernhardt is the author of 20 widely recognized data analysis and school improvement books, including best-seller, Data Analysis for Continuous School Improvement (Routledge, 2013, 3rd ed.). Bradley Geise, Education for the Future Initiative, Chico, CA, [email protected] Bradley Geise has been with Education for the Future, a not-for-profit initiative located on the California State University, Chico campus, for more than 20 years. Geise provides schools and districts with consultation services, workshops, and facilitated data institutes that are focused on using data for continuous school improvement. He manages broad contract data services with an emphasis on ensuring data integrity. With Victoria Bernhardt, Geise co-authored the book, From Questions to Actions: Using Questionnaire Data for Continuous School Improvement (Routledge, 2009). Geise has also authored several applications that are designed to help facilitate data collection and use throughout school districts.

SATURDAY

PC205 | Engaging Educators with Data to Create the Future of Your School

Area of Focus: Student Learning

www.learningforward.org/conference | 800-727-7288

33

DECEMBER 4, 2016

WEDNESDAY

TUESDAY

MONDAY

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SATURDAY

PRECONFERENCE SESSIONS PC207 | “Sit and Get” Won’t Grow Dendrites: 20 Instructional Strategies That Engage the Adult Brain Visualize the worst presentation that you have ever been a part of as an adult learner. Now visualize the best one. No doubt there is a considerable difference between the two professional learning opportunities. Learn the answers to three basic questions: What are 20 strategies that I can use to make my professional learning experience unforgettable? What are techniques that result in sustained adult behavior change? What are 10 things that keep adults living well beyond the age of 80? Participants will: • Explore six precepts of adult learning theory. • Experience five strategies that make learning memorable. • Generate 10 characteristics of a braincompatible speech, workshop, or course. • Develop a professional learning lesson plan that will result in behavior change. • Ensure that teachers and administrators get the message through strategies such as action research, study groups, and peer coaching. Marcia Tate, Developing Minds, Conyers, GA, [email protected] Marcia Tate is an educational consultant who has presented at state, national, and international conferences. Previously, she was executive director of professional development for the DeKalb County School System in Decatur, GA. During her 30-year career with the district, she was a classroom teacher, reading specialist, language arts coordinator, and staff development director. She is the author of Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain, (Corwin Press, 2010, 2nd ed.), Preparing Children for Success in School and Life: 20 Ways to Increase Your Child’s Brain Power (Corwin Press, 2011), Science Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain (Corwin Press, 2010), and Sit and Get Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain (Corwin Press, 2004).

PC208 | Building Your Hard Conversations Skill Set for Being More Effective in Challenging Situations Increase your effectiveness to collaborate more successfully during moments of conflict in team, department, or staff meetings. Understand how to supervise and coach with more confidence when challenging moments arise. Participants will: • Discuss the difference between a clarifying conversation and an accountability conversation. • Learn to bring flexibility of perspective to a challenging discussion involving gender, generational, or cultural differences. • Increase their understanding of what else might be happening in organizational and personal contexts when hard conversations are taking place. • Review the brain research about adult learning that supports a more effective hard conversation outcome. • Increase their ability to respond to conflict-escalator comments. • See how to manage personal reactions when receiving difficult feedback. Jennifer Abrams, Palo Alto, CA, jennifer@ jenniferabrams.com; @jenniferabrams Jennifer Abrams is an independent consultant who specializes in new employee support, effective collaboration in a multigenerational workplace, and having hard conversations. Her publications include Having Hard Conversations (Corwin, 2009) and The Multigenerational Workplace: Communicate, Collaborate & Create Community (Corwin, 2013). Abrams has a new book titled, Hard Conversations Unpacked: The Whos, the Whens, and the What-ifs (Corwin, 2016). Her blog, “Voice Lessons,” is at www. jenniferabrams.com.

Area of Focus: Leadership

Area of Focus: Leadership

34

Learning Forward 2016 Annual Conference | Register Online Today

SUNDAY

9 AM - 4 PM PC209 | Spiral of Inquiry: For Equity and Quality Find out how the spiral of inquiry, an approach based on powerful professional learning research, can change the lives of learners. Learn how schools can take an inquiry-oriented, evidence-based approach to teaching and learning that results in high-quality learning for all students. Become familiar with the six stages of the spiral: scanning, focusing, developing a hunch, new professional learning, taking action, and checking. Answer the questions: What is going on for our learners? How do we know? and Why does this matter? Participants will: • Understand the spiral of inquiry framework. • See how to develop a sense of collective professional agency within their schools. • Explore tools, research evidence, and case studies within the spirals of inquiry framework. • Develop strategies for shifting thinking and practice. Linda Kaser, Halbert and Kaser Leadership Consultants, Vancouver, BC, Canada, linda. [email protected] Linda Kaser teaches leadership studies at Vancouver Island University and the University of British Columbia in British Columbia, Canada. She is co-leader with Judy Halbert of Networks of Inquiry and Innovation and the Aboriginal Enhancement Schools Network in British Columbia and serves as one of the Canadian representatives to the OECD international research program on Innovative Learning Environments. Kaser is co-author of A Framework for Transforming Learning in Schools: Innovation and the Spiral of Inquiry (The Centre for Strategic Education, 2014), Spirals of Inquiry: For Equity and Quality (BCPVPA, 2013), and Leadership Mindsets: Innovation and Learning in the Transformation of Schools (Routledge, 2009).

DECEMBER 4, 2016

SUNDAY

9 AM - 4 PM

PRECONFERENCE SESSIONS

Area of Focus: Leadership

Register by Oct. 1

and save $50!

when you register for a 3-, 4-, or 5-day conference attendance

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

School leaders matter. Next to the classroom teacher, the principal has the greatest impact on student achievement. Gain a deeper understanding of the relationships among the ways that principals work with others in their schools, the expectations they have of students and staff, and their views of themselves as leaders of teaching, learning, and professional learning. See how all of those factors make a tremendous impact on principal success with all students. Participants will: • Determine the significant role principals play in high-performing learning communities. • Explore effective learning designs principals can use to engage learning communities in the essential work of teaching and learning. • Examine a system for analyzing lessons, giving teachers precise feedback, and coaching effectively. • Analyze a system of reflective practice for principals to increase their own effectiveness. • Examine protocols and processes that engage principals in their own learning journey.

TUESDAY

See how assessment for learning strategies can be woven into daily teaching activities. Examine research findings in goal orientation to understand how formative assessment practices can improve student motivation, ownership of learning, and achievement. Learn strategies to deliver feedback efficiently and effectively, prepare students to self-assess accurately, and to set goals likely to lead to further learning. Participants will: • Develop understanding of the connections among formative assessment practices, student motivation, and student achievement. • Explore concrete examples of classroom applications of the Seven Strategies of Assessment for Learning. • Be prepared to plan for continued learning and implementation. Participants should purchase and bring a copy of Seven Strategies of Assessment for Learning (Pearson, 2015, 2nd ed.).

PC211 | Becoming Learning Principals

Kay Psencik, Learning Forward, Cypress, TX, [email protected] Kay Psencik is a senior consultant for the Learning Forward. She has been an educator for more than 45 years. Psencik served in Texas public schools as a teacher and administrator until her retirement in 1999 from Austin Independent School District where she was as deputy superintendent. Since her retirement, she has assisted school districts and other educational organizations across the nation in efforts to transform their organizations by facilitating and coaching principals to lead high-performing schools. Psencik’s other area of expertise is leadership development. Eric Brooks, Arizona Department of Education, Phoenix, AZ, [email protected] Eric Brooks is director of professional learning with the Arizona Department of Education, where he has worked since 2008. Throughout his tenure he has played an integral role in the Professional Development Leadership Academy, in providing technical support to the 15 county educational service agencies, and in working with schools and districts around their work with the Standards Assessment Inventory (SAI). In his current work he directs his unit’s energy and focus around creating and facilitating an agencywide interactive learning course, expanding the agency’s work with local education agencies in sustaining instructional rounds networks, and supporting members of the Highly Effective Teachers and Leaders Division as they work toward ensuring equitable distribution of effective educators.

MONDAY

PC210 | Seven Strategies of Assessment for Learning

Area of Focus: Data

• Apply what they learn to an issue to their schools or an innovation they wish to implement to increase principal effectiveness in their districts.

SUNDAY

Area of Focus: Learning Communities

Jan Chappuis, Port Townsend, WA, [email protected] Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English language arts, mathematics, social studies, and world languages. For the past 25 years, she has written books and developed workshops focused on classroom assessment literacy. Chappuis is the author of Seven Strategies of Assessment for Learning, (Pearson, 2015, 2nd ed.) and co-author with Rick Stiggins, Judith Arter, and Steve Chappuis of Classroom Assessment for Student Learning: Doing It RightUsing It Well (Pearson, 2012, 2nd ed.).

SATURDAY

Judy Halbert, Halbert and Kaser Leadership Consultants, Vancouver, BC, Canada, judy. [email protected] Judy Halbert teaches leadership studies at Vancouver Island University and the University of British Columbia in British Columbia, Canada. She is co-leader with Linda Kaser of Networks of Inquiry and Innovation and the Aboriginal Enhancement Schools Network in British Columbia and serves as one of the Canadian representatives to the OECD international research program on Innovative Learning Environments. Halbert is is co-author of A Framework for Transforming Learning in Schools: Innovation and the Spiral of Inquiry (The Centre for Strategic Education, 2014), Spirals of Inquiry: For Equity and Quality (BCPVPA, 2013), and Leadership Mindsets: Innovation and Learning in the Transformation of Schools (Routledge, 2009).

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DECEMBER 4, 2016

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SUNDAY

SATURDAY

PRECONFERENCE SESSIONS PC212 | Visible Learningplus Professional Development Experience an in-depth, school change model of professional learning and examine effective instructional practices in order to determine impact on student achievement and learning. Consider the effects of the practices of teachers and leaders that will enable schools to make substantial gains in student achievement. See how to plan and present meaningful instruction to students of all levels. Leave with tools that you can use to ensure you are making the maximum impact on student learning. Participants will: • Examine the core concepts of Visible Learning and using data to understand impact. • Explore some of the world’s leading international research on how to make substantial gains on student achievement. • Develop a plan that outlines next steps and action items to begin using the Visible Learning research in your daily practice. Ainsley Rose, West Kelowna, BC, Canada, [email protected] Ainsley Rose has been in education for over 40 years in many roles including a former director of education and curriculum for the Western Quebec School Board in Gatineau, Quebec, a high school and elementary school principal, teacher, and graduate-level education professor. Throughout his career as an education leader, Rose has incorporated his expertise within a wide range of principles, practices, and concepts, all of which have significantly improved schools. Rose is the recipient of the Outstanding Achievement Award from the Association of Administrators of English Schools of Quebec.

WEDNESDAY

Area of Focus: Student Learning

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PC213 | Developing Communities of Thought: Enhancing Social Capital A robust body of research clearly indicates that individual teaching excellence is insufficient to produce critical gains for learners across a school. Teachers working in isolation lack the collective resources for spreading good ideas and refining patterns of practice within their buildings and across their districts. Examine five key questions addressing learning communities that are rich in social capital. See how high-performing teams build the capacity to co-create, refine, and reflect on their ways of working and the outcomes those ways achieve. Explore practical strategies for supporting interdependent thinking, productive problem solving, and methods for creating schools where all learners flourish. Leave with new ideas and processes for developing powerful communities of thought in your schools. Participants will: • Develop knowledge and skills for enhancing social capital in their work settings. • Learn practical strategies for developing communities of thought. • Expand a repertoire of tools for facilitating and structuring more effective collaborative groups. Laura Lipton, MiraVia, Sherman, CT, [email protected] Laura Lipton is co-director of MiraVia, a training and publishing firm. Lipton is an international consultant whose writing, research, and seminars focus on effective and innovative instructional practices and on building professional and organizational capacities for enhanced learning. Her workshops and seminars provide strategies, practical resources, and innovative ideas for educators grappling with critical professional issues. Lipton has experience as a K-12 teacher, staff developer, and curriculum specialist. She is author and co-author of numerous publications related to organizational and professional development, learning-focused schools, and literacy development.

Learning Forward 2016 Annual Conference | Register Online Today

SUNDAY

9 AM - 4 PM

Bruce Wellman, MiraVia, Guilford, VT, [email protected] Bruce Wellman is co-director of MiraVia. He consults with school systems, professional groups, and organizations throughout the U.S. and Canada, presenting workshops and courses for teachers and administrators on the patterns and practices of learning-focused classrooms, learning-focused conversations for supervisors and mentors, presentation skills, and facilitating and developing collaborative groups. MiraVia’s publications translate theory into accessible and practical applications. Wellman is the author and co-author of numerous publications related to organization and professional development, mentoring, quality teaching, and improving professional cultures. Wellman is an awardwinning author whose work has been honored by the Education Writers Association and was the recipient of Learning Forward’s Staff Development Book of the Year in 1999 for The Adaptive School: A Sourcebook for Developing Collaborative Groups (Christopher-Gordon Publishers, 2008, 2nd ed.) with Robert Garmston.

Area of Focus: Learning Communities

Back to the Mountains

DECEMBER 4, 2016

SUNDAY

9 AM - 4 PM

PRECONFERENCE SESSIONS

Area of Focus: Learning Designs

PC215 | Transforming Professional Learning: A System’s Approach

Jane Chadsey, Educurious, Seattle, WA, [email protected] Jane Chadsey is vice president of Educurious, a non-profit dedicated to creating solutions to today’s most perplexing education challenges. At Educurious, Chadsey has designed a professional learning system for teachers using a blended learning model of face-to-face and virtual learning experiences that supports teachers in problem-based, blended learning instruction. Before joining Educurious, she was the director of curriculum and instruction at the Renton School District where she led a staff of 20 instructional coaches and supervised the curriculum, professional development, and instruction for a 14,000-student K-12 district. Christine Corbley, Federal Way Public Schools, Federal Way, WA, [email protected] Christine Corbley is the principal of the Truman Campus and Internet Academy with Federal Way Public Schools. She is president of Learning Forward Washington and is member of the board of directors for Learning Forward Foundation. She has held numerous roles including teacher, instructional coach, consultant, district administrator, building administrator and college instructor. She has been a member of the National Staff Development Council, now Learning Forward, since 1998 and was a founding member of Learning Forward WA.

MONDAY TUESDAY

Area of Focus: Implementation

WEDNESDAY

Have you asked yourself how you can possibly move yet another initiative to full implementation? Hear how that challenge was taken up in Washington State with the development of a statewide system of professional learning in partnership with the state agency, educational service districts (ESDs), and school districts. Find out how to leverage Learning Forward’s Standards for Professional Learning, tools, and processes to develop a professional learning system that can hold the launch and successful implementation of any initiative that comes your way. Leave with a roadmap and the tools needed to build a system of professional learning that supports teachers and leaders to reach the aspirational goals for learning. Participants will: • Gain an understanding of the key elements of a professional learning system. • Experience the tools and processes Learning Forward has in place to support your work.

• Learn from the implementation successes and challenges of Washington State’s on-going transformation of professional learning. • Develop your own roadmap to transform professional learning in your province, state, region, district, or school.

SUNDAY

Collaborative inquiry holds the potential to transform learning, leading, and teaching. It is an instrumental approach to developing teacher leadership and professional capital, increasing efficacy, and shifting attributions regarding causes for student success or failure. Examine the conditions needed to bring about a wider and deeper adoption of collaborative inquiry in schools and school districts. Understand what collaborative inquiry is and what it is not and discuss six linchpins necessary to bring collaborative inquiry to scale. Explore ways to provoke educators’ thinking so they have a clear understanding of how their actions make an impact on student outcomes. Participants will: • Be able to name the stages of collaborative inquiry and describe key aspects of each stage. • Differentiate between technical and adaptive challenges. • Know how to enable conditions necessary for collaborative learning. • Consider various trajectories of collaborative inquiry teams and develop questions to strengthen the collection and analysis of evidence. • Explore ways to help teams reconcile discrepancies between espoused theories and theories-in-use. • Leave with the ability to support teams through the stages of collaborative inquiry, while they ensure the work is purposeful, productive, and impactful.

Jenni Donohoo, Ministry of Education, Toronto, ON, Canada, jenni.donohoo@ learningforwardontario.ca; @jenni_donohoo. Jenni Donohoo is a provincial literacy lead for the GAINS Literacy Initiative in Ontario (Curriculum and Assessment Policy Branch, Ministry of Education). She is the past president of Learning Forward Ontario and is currently the editor of Learning Forward Ontario’s quarterly newsletter. Donohoo has published a best-selling book entitled Collaborative Inquiry for Educators: A Facilitator’s Guide to School Improvement (Corwin, 2013) and a new book entitled The Transformative Power of Collaborative Inquiry (Corwin, 2016) with Moses Velasco.

SATURDAY

PC214 | Collaborative Inquiry: Transforming Professional Learning in Schools

Mayfly

www.learningforward.org/conference | 800-727-7288

37

DECEMBER 4, 2016

PC216 | Innovation, Transformation, and the Future of Learning in British Columbia

On the world stage, British Columbia’s report card shows high achievement in education and skills. See how a focus on skills, competencies, and mindsets can better equip today’s learners for a world where they will have to create jobs, train, and retrain multiple times, and make difficult ethical decisions. Explore the cycle of implementation and its relationship to social license in the change process. Engage in an evolving dialogue to understand how educators may draw on literacy and numeracy foundations, then apply rich content combined with core competencies of thinking, communication, and personal and social development to create an innovative mindset for learning and teaching. Participants will: • Identify key features of British Columbia’s current education content and context. • Develop an understanding of the core competencies and the strategies that support the change provincially, in districts and schools. • Explore the K-12 innovation strategies in developing and sustaining strong professional learning individually and across roles. • Engage in a dialogue on how to create collaborative implementation supports that requires and builds trust.

Rod Allen, Cowichan Valley School District #79, Duncan, BC, Canada, [email protected] Rod Allen is superintendent Cowichan Valley School District #79 on Vancouver Island, BC. He formerly held the position of assistant deputy minister, superintendent of learning in the BC Ministry of Education. Allen’s work in bringing partners on board for system change in BC provided the momentum for change over the past five years. Jim Iker, BC Teachers’ Federation, Vancouver, BC, Canada, [email protected] Jim Iker was president of the British Columbia Teachers’ Federation until June 2016. He works closely with the Ministry of Education to ensure that teacher engagement and partnership in provincial curriculum development and implementation continues to grow. Leyton Schnellert, Kelowna, BC, Canada, [email protected]; @LeytonSchnell Leyton Schnellert is a community-based researcher who leads collaborative inquiry teams throughout British Columbia and the Northwest Territories. Schnellert has presented and published his research in local, national, and international forums and co-authored six books for educators including Developing SelfRegulating Learners (Pearson, 2016) and Student Diversity (Pembroke/Stenhouse, 2016, 3rd ed.).

Area of Focus: Student Learning

WEDNESDAY

TUESDAY

MONDAY

SUNDAY

SATURDAY

PRECONFERENCE SESSIONS

38

Learning Forward 2016 Annual Conference | Register Online Today

SUNDAY

9 AM - 4 PM

CONFERENCE ICONS Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees. BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Sessions that have content and skills for educators serving TITLE 1 / economically disadvantaged populations. Explore REDESIGN PD in sessions marked with this icon. Common Core State Standards will be found in these sessions. Sessions appropriate for SUPERINTENDENTS are flagged with this icon. Sessions where participants should BYOD—Bring your own device.   Gain a global perspective in sessions marked with this icon.

Skeena Moon

DECEMBER 5, 2016

MONDAY

9 AM - 12 PM 2:30 PM - 4:30 PM

CONCURRENT SESSIONS | SET A

Sue Elliott, Learning Forward BC, Sechelt, BC, Canada, [email protected] Nancy Hinds, Vancouver, BC, Canada, [email protected]

Area of Focus: Learning Designs

Jim Knight, Instructional Improvement Group, North Loup, NE, [email protected]

Hear about Changing Results for Young Readers, a collaborative inquiry project that one provincial department of education initiated in 2012 to increase the number of children who are engaged, successful readers. See how teachers in 57 participating school districts met regularly to explore inquiry questions during a three-year period. Gain an overview of the Changing Results for Young Readers Initiative, including the goals, framework, data sources, and impact on student learning.

Caryn Wells, Oakland University, Grosse Pointe Woods, MI, [email protected]

Area of Focus: Emerging Issues

A04 | Walkers Learning: Linking Data, Practice, and Impact Develop a deep understanding of the learning walk model of professional learning. Practice a data collection process and the accompanying collaborative peer feedback dialogue. Explore a process that is more than a traditional learning walk or instructional rounds and that engages educators with student learning in a continuous model of improvement. Leave with an action plan for your site and access to resources for use before and after this session.

Maureen Dockendorf, British Columbia Ministry of Education, Victoria, BC, Canada, [email protected] Sharon Jeroski, Horizon Research and Evaluation, Vancouver, BC, Canada, [email protected] Barb Carriere, School District #6 (Rocky Mountain), Invermere, BC, Canada, barb. [email protected] Vivian Collyer, Sooke School District, Victoria, BC, Canada, [email protected] Joanne Holme, Surrey School District #36, Surrey, BC, Canada, [email protected] Randy Cranston, Kaleden, BC, Canada, [email protected]

Area of Focus: Student Learning

Karen Beattie, Volusia County Schools, New Smyrna Beach, FL, [email protected] Rachel Hazel, Volusia County Schools, Port Orange, FL, [email protected] Julie Smith, Pacific City, OR, drjuliesmith@ embarqmail.com

TUESDAY

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

Learn how to respond to teacher and parent questions about mindfulness in the classroom, and how to be the resource for teachers who want to be trained in teaching mindfulness. Mindfulness is a practice that serves administrators, teachers, and students. See how to teach about mindful leadership for school leaders. Leave with answers to questions about leading new efforts like mindfulness in the classroom.

MONDAY

A02 | Better Conversations: The Beliefs and Habits That Help Anyone Dramatically Improve as a Communicator

A05 | Changing Results for Young Readers Initiative

SUNDAY

What is fundamental to quality professional learning? Engaging adult learners? Implementing Learning Forward’s Standards for Professional Learning? Designing high-impact learning events? Facilitating powerful learning strategies such as inquiry, focused conversations or protocols? Create your own answers to these questions in an interactive session, using practical techniques and structures. Walk away ready to tackle your next professional learning session with clarity and a dynamic tool kit. This session is repeated as G01.

A03 | Mindfulness and Stress Reduction for School Leaders

SATURDAY

A01 | Fundamentals of Professional Learning

CONTINUES

Area of Focus: Leadership

Area of Focus: Leadership

WEDNESDAY

4 Frogs

www.learningforward.org/conference | 800-727-7288

39

DECEMBER 5, 2016

MONDAY

SUNDAY

SATURDAY

THOUGHT LEADER LECTURES TL01 | The State of Educator Professional Learning in Canada 9 a.m. - 10 a.m. Hear about the findings from a new research study, funded by Learning Forward, on the current state of educators’ professional learning in Canada. This study is the first of its kind to conduct in-depth research within and across Canada on professional learning, recognizing also the diversity of contexts, needs, and priorities across provinces and territories. Review current North American and international research and learn about 10 research-informed principles for effective professional learning. Discover how school and system leadership, policies, and conditions enable effective professional learning, and consider the barriers to be overcome. Examine the implications for the development of professional capital to enhance educators’ and students’ learning and to further advance and improve the state of professional learning.

WEDNESDAY

TUESDAY

Carol Campbell, University of Toronto, Ontario Institute for Studies in Education, Toronto, ON, Canada, [email protected]; @CarolCampbell4

Carol Campbell is associate professor of Leadership and Educational Change, program coordinator for Educational Leadership and Policy graduate courses, and director of the Knowledge Network for Applied Education Research (KNAER) Secretariat at the Ontario Institute for Studies in Education (OISE), University of Toronto. She is an appointed education advisor to the Premier and the Minister of Education in Ontario, and a member of the Premier’s Expert Panel on the Highly Skilled Workforce. Campbell is the principal investigator leading a research study on the state of educator professional learning in Canada funded by Learning Forward. Area of Focus: Emerging Issues

40

MONDAY

9 AM - 12 PM

TL02 | TL03 | Helping Students See the Applying a Holistic Approach to Differences Between a Job or Career Young Adult Success to Schools 11 a.m. - 12 p.m. and Purpose 10 a.m. - 11 a.m. Students may not know it yet, but having a sense of purpose has become table stakes for many employees at work. Equally important, today’s organizations are being pressured to begin exhibiting purpose in their operating practices. Explore the interconnections among the three distinct definitions of--personal, role and organization--and find out how to create a balanced state of purpose or “sweet spot.” See how the alignment of purpose among self, role, and organization benefits employers as well as educators. Help students appreciate the alignment of personal, organizational, and role purpose and understand how important finding the sweet spot is to an engaging and fulfilling lifetime of work. Dan Pontefract, TELUS, Victoria, BC, Canada, [email protected]

Dan Pontefract is chief envisioner of TELUS, a Canadian telecommunications company, where he heads the Transformation Office, a future-of-work consulting group that helps organizations enhance their corporate cultures and collaboration practices. Pontefract is a passionate leader in the leadership and social collaboration technology spaces and is uniquely skilled to ensure an organization can move from traditional cultures to healthier ways of working. A speaker and author, Pontefract has presented at multiple TED events, and also writes for Forbes, Harvard Business Review, and The Huffington Post. He is the author of The Purpose Effect: Building Meaning in Yourself, Your Role and Your Organization (Elevate, 2016). Area of Focus: Student Learning

Learning Forward 2016 Annual Conference | Register Online Today

Hear about a framework from the University of Chicago Consortium on School Research that describes how cognitive and noncognitive factors work together to affect student success throughout childhood, adolescence, and adulthood. Consider the role that experiences and relationships play in helping young people develop the key factors to young adult success: agency, integrated identity, and competencies. Learn how Umoja Student Development Corporation works to create the necessary conditions in schools for all students to achieve academically, and ultimately meet the challenges of adulthood and become thriving, contributing members of their communities. Jenny Nagaoka, University of Chicago, Chicago, IL, [email protected]

Jenny Nagaoka is the deputy director of the University of Chicago Consortium on Chicago School Research. Her research interests focus on policy and practice in urban education reform. She has co-authored numerous journal articles and reports, including studies of college readiness, noncognitive factors, the transition from high school to postsecondary education, and Chicago’s initiative to end social promotion. Lila Leff, Umoja Student Development Corporation, Chicago, IL, [email protected]

Lila Leff founded Umoja Student Development Corporation in 1997 and served as the organization’s CEO until November 2010. Leff continues to support Umoja as well as a variety of other organizations where she provides educational, youth development and strategic planning support as a consultant. Area of Focus: Student Learning

DECEMBER 5, 2016

MONDAY

9 AM - 12 PM

CONCURRENT SESSIONS | SET B

This session is for former and current Academy members only. Hear from Joellen Killion on how feedback is a core part of a continuous improvement process for educators. Learn to identify the attributes of effective feedback in order to assess feedback practices. Consider the conditions needed for feedback to be effective in promoting change. Leave being able to apply feedback to promote continuous improvement. For information about this session, contact Kristin Buehrig at kristin.buehrig@ learningforward.org.

See how to combine professional learning communities with instructional and peer coaching to make an impact on student achievement. Identify strategies and practice facilitation skills for the key leadership roles of coach, administrator, and teacher leader. Engage teachers with questioning, paraphrasing, and providing feedback to create teacher critical thinking and teacher learning. Gain a structure for facilitating professional learning community conversations that connect teacher actions to student actions and learning outcomes. Identify, observe, and practice specific verbal skills.

What happens in the classroom and the school that gets low-performing, lowconfidence students to believe, “Smart is something they can get,” and act on that? Learn how to choose language, develop classroom structures, and use effective instructional strategies to motivate all students and communicate credibly that effective effort is the basis of student success. Explore classroom routines and structures that generate student agency and ownership of learning. See how to collect data and give feedback on the communication of high-expectation messages.

Steve Barkley, PLS 3rd Learning, Allentown, PA, [email protected]

Jon Saphier, Research for Better Teaching, Acton, MA, [email protected]

Area of Focus: Learning Communities

Area of Focus: Equity

B04 | Leading the Way to More Effective Grading and Reporting for ALL Learners

B06 | Teacher Inquiry for Professional Learning and Quality Teaching

Joellen Killion, Learning Forward, Lakeway, TX, [email protected]

Area of Focus: Leadership

B02 | Using Professional Learning Systems to Transform Underperforming Schools

Lisa Andrew, Partners in School Innovation, San Francisco, CA, [email protected] Viviana Cabrales Garcia, Partners in School Innovation, San Francisco, CA, [email protected]

Changing how we grade and report student learning requires that we challenge some of education’s longestheld traditions. Learn how effective leaders successfully implement more effective grading and reporting policies and practices by stressing the importance of fairness and honesty in grading. Explore a variety of ways to report student learning progress to parents and families, make appropriate adaptations for exceptional learners and English language learner students, and implement procedures for new reporting structures, including standards-based grading. Tom Guskey, Lexington, KY, [email protected]

Learn how teachers are taking charge of their professional learning through inquiry. Explore a model of inquiry that has been successful in putting teachers in the driver’s seat of their own learning. Experience some of the activities that facilitators use to guide teachers through the process and engages teachers in reflective questioning and collaborative conversations aimed at improving individual classroom practice. Paddy McCallum, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected] Amanda Wardrop, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected]

TUESDAY

Learn how to establish robust professional learning systems that build teacher and administrator capacity to improve student achievement in underperforming urban districts and schools. Explore researchbased transformation rubrics developed to assess the strengths and challenges of districts and schools. Learn how to develop, establish, and monitor gradelevel professional learning communities, instructional leadership teams, coaching, and continuous-improvement cycles at the district and site levels.

MONDAY

B05 | Bringing the Growth Mindset Alive in Daily Practice

SUNDAY

B03 | Connecting Professional Development, PLCs, and Coaching

SATURDAY

B01 | Learning Forward Forum for Academy Graduates

Area of Focus: Learning Designs

Area of Focus: Data

WEDNESDAY

Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288

41

DECEMBER 5, 2016

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET B B07 | Visible Principals: An Evaluation Framework for Excellence Learn first-hand about a principal evaluation model based on Visible Learning and the research of John Hattie. Discover the importance of Knowing Thy Impact and the power of effective feedback. Leave with a framework and evaluation cycle, which is aligned to the Every Student Succeeds Act (ESSA) and will help principals improve their leadership skills. Rob Hess, Lebanon Community School District, Lebanon, OR, [email protected] Tonya Cairo, Lebanon Community Schools, Lebanon, OR, [email protected]

TUESDAY

MONDAY

Area of Focus: Leadership

B08 | Learners at the Center: Model for Curriculum Design The research is clear on the powerful impact of teacher collaboration on student learning. Explore the tools and habits of mind that are central to shaping learning experiences that accommodate all learners. Unpack a working model of student-centered, competency-driven, and concept-based curriculum design. Explore the possibilities of collaborative teacher inquiry in shaping and reshaping practices that deepens student learning. Angela Kailley, Surrey School District #36, Surrey, BC, Canada, [email protected] Shainaz Nanji, Surrey School District #36, Surrey, BC, Canada, [email protected] Iain Fisher, Surrey School District #36, Surrey, BC, Canada, [email protected]

WEDNESDAY

Area of Focus: Learning Designs

B09 | Building Principal and Coach Partnerships to Maximixe Impact Examine the essential characteristics of effective building-level coaching programs with a focus on the administrator and coach relationship. Walk away with examples and tools for working together. Learn about effective ways to evaluate and provide feedback about coaching and the coaching program. Reflect on your own program to identify how you might strengthen it and coaches’ work to ensure maximum impact on learning. Chris Bryan, Westminster, CO, [email protected] Sharron Helmke, Clear Creek Independent School District, League City, TX, [email protected] Laurie Stenehjem, Education Standards and Practices Board, Bismarck, ND, [email protected] Jim Stenehjem, North Dakota Lead Center, Bismarck, ND, [email protected]

Area of Focus: Implementation

B10 | Ignite School Improvement with the Standards Assessment Inventory The Standards for Professional Learning define the conditions, attributes, and content of professional learning that improves teaching and student learning. This session introduces you to tools that measure professional learning in your school or system against the Standards and help you plan, implement, and evaluate professional learning that increases student achievement. See how the Standards Assessment Inventory (SAI) can help you plan professional learning and engage stakeholders in your system in conversation about the Standards. Learn how the SAI can ignite authentic, job-embedded professional learning for all educators in your school or system. Steve Preston, Learning Forward, Decatur, GA, [email protected]

Area of Focus: Implementation

42

Learning Forward 2016 Annual Conference | Register Online Today

MONDAY

9 AM - 12 PM B11 | Measuring Programs and Processes School processes define what learning organizations, and those who work in them, do to help students learn: what they teach, how they teach, and how they assess students, as well as how the learning organization learns. Experience methods to ensure school processes are implemented with integrity and fidelity. Create a flowchart of a process or program and analyze the impact of one of your school processes. Victoria Bernhardt, Education for the Future, Chico, CA, [email protected] Bradley Geise, Education for the Future, Chico, CA, [email protected]

Area of Focus: Data

B12 | Making Learning Visible: Transforming Learning Through Assessment Find out how the largest school district in British Columbia is changing the educational landscape by reimagining assessment and potentially eliminating letter grades. See how to capitalize on the professionalism of teachers and the digital tools of a new era to make learning visible in an unprecedented partnership that has won recognition and news coverage. Learn how the use of digital portfolios has provided parents with a 24/7 window into their children’s learning. Jordan Tinney, Surrey School District #36, Surrey, BC, Canada, [email protected] Robyn Thiessen, Surrey School District #36, Surrey, BC, Canada, [email protected] Karen Fadum, Surrey School District #36, Surrey, BC, [email protected]

Area of Focus: Student Learning

DECEMBER 5, 2016

MONDAY

9 AM - 12 PM

CONCURRENT SESSIONS | SET B

Ann Delehant, Learning Forward, Webster, NY, [email protected]

Area of Focus: Leadership

B14 | Visioning Into Action

Area of Focus: Learning Designs

Area of Focus: Equity

B16 | Quality Collaboration and Community Building for Student Success Explore how meaningful conversations infused with data about student progress and learning gaps can forge positive collaborative, collegial relationships that increase staff capacity to address students’ learning needs. Discover how structured, learning-focused feedback can provide transformational results. Examine processes to maximize supportive learning environments for teachers that accelerate their abilities to solve problems, share promising practices, and increase instructional repertoires of differentiated solutions that reach every learner.

Jamie Robinson, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Keely Flannigan, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Carolyn Durley, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Sarah Watson, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Marnie Birkeland, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Lindsey Schroeder, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Shelley Dickie, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected]

TUESDAY

Dianne Turner, Delta School District, Delta, BC, Canada, [email protected] Nancy Gordon, Delta School District, Delta, BC, Canada, [email protected] Neil Stephenson, Delta School District, Delta, BC, Canada, [email protected] Diane Graves, Delta School District, Delta, BC, Canada, [email protected] Tashi Kirincic, Delta School District, Delta, BC, Canada, [email protected]

John Krownapple, Howard County Public School System, Ellicott City, MD, [email protected]

Construct a systemwide, responsive professional learning model that fosters innovations in teacher practice and transformations in student learning. Gain practical understandings from evidencebased examples that show how to engage teachers, principals, instructional coaches, and students in an iterative cycle of deep learning to transform classroom practice. Connect with professional learning structures and opportunities in your school or district and begin to articulate a responsive plan for innovating professional learning in their own context.

MONDAY

Learn how one district’s visioning process created an inspiring roadmap for transformation across the system. Explore various ways to achieve your bold vision using school-based learning teams, district networks, and professional inquiry as vehicles to move forward the teaching practices and school cultures of an entire district. Undertake an introductory examination of the notion of adaptive expertise and its role in developing systemwide, distributed leadership that is leading to innovative classroom practices.

Refine your facilitation skills and techniques to help fellow educators journey toward excellence with equity in education. See how to navigate, as a culturally proficient facilitator, through the inevitable sticky situations involving race, class, and culture. Use a facilitation rubric, analyze cases, and develop expertise to effectively facilitate group discourse about issues of equity, inclusion, and cultural competence. Learn to identify a range of facilitator behaviors and beliefs from culturally destructive to culturally proficient.

B17 | Innovating Professional Learning to Transform Student Learning

SUNDAY

No matter what relationship you consider, 1-1, small team, or larger group, trust is an essential element of that relationship. Consider the synergy of four drivers--trust, collaboration, leadership, and professional learning. Discuss ways to build high-trust, listening, and learning structures at all levels of your system. Assess the current state of the teams you work with and develop a plan to support and advance more collaborative work.

B15 | Toolkit for a Culturally Proficient Facilitator

SATURDAY

B13 | Trust: An Essential Element

Area of Focus: Learning Communities

Gayle Gregory, Gayle Gregory Consulting, Burlington, ON, Canada, [email protected] Pam Robbins, Leadership and Learning, Staunton, VA, [email protected]

WEDNESDAY

Area of Focus: Learning Communities

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43

DECEMBER 5, 2016

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET B B18 | They Are Doing What? ScenarioBased Online Professional Development Discover best practices for effective professional learning in the online environment. Evaluate the effectiveness of traditional professional development versus learner-centered design. See how to create real-world, scenario-based activities that allow the learner to control their own learning in ways that result in improved teacher practice. Elvira Salazar, Houston Independent School District, Houston, TX, [email protected] Alyssa Gomez, Houston Independent School District, Houston, TX, [email protected] Heidi Rocha, Houston Independent School District, Houston, TX, [email protected]

TUESDAY

MONDAY

Area of Focus: Learning Designs

B19 | Self-Directed Evaluation Conversations School districts are developing new professional performance review protocols for use in the teacher evaluation process. Understand how communication between the evaluator and teacher determines whether the evaluation supports growth and learning. Acquire the skill set needed to conduct an evaluation process that supports professional learning and promotes self-directedness in those being evaluated. Gain increased confidence in using evaluation as an opportunity to support growth. Doreen Merola, Thinking Collaborative, Solvay, NY, [email protected] Carol Brooks Simoneau, Thinking Collaborative, KS, [email protected]

Area of Focus: Data

B20 | Learning Our Way to Excellence What do supervisors of principals need to know and be able to do to develop and lead learning-focused communities of practice for principals? Explore strategies for senior district leaders that build principal instructional leadership capacity and their knowledge and skills through innovative, differentiated professional learning experiences. Gain knowledge of effective learning structures and coaching strategies that build upon principals’ strengths. Donna Micheaux, Educational Consulting LLC, Pittsburgh, PA, [email protected] Jennifer Parvin, Parvin & Associates, Dallas, TX [email protected]

Area of Focus: Leadership

B21 | Positioning Teachers as Inquirers and Possibilizers Engage in conversations related to equityoriented professional development, teaching, and learning. Construct models of professional learning that seek the potential in diverse learners through inquiry. Adopt transformational approaches to curriculum that invite professional learning which values local knowledge and increases pathways for all learners. Generate professional development initiatives that connect social justice perspectives, teacher inquiry, and collaborative teaching. Leyton Schnellert, University of British Columbia Okanagan, Kelowna, BC, Canada, [email protected] Donna Kozak, Central Okanagan School District #23, Kelowna, BC, Canada, [email protected] Shelley Moore, Richmond School District #38, Richmond, BC, Canada, [email protected]

MONDAY

9 AM - 12 PM B22 | Synergy or Resistance? Scaling Teacher Inquiry for Impact Explore tensions between teacher leadership and systems leadership when scaling data-driven teacher inquiry to elevate student achievement. Learn and share strategies to create synergy at the intersection of teacher choice and systemwide planning to realize the promise of personalized, job-embedded professional learning. Plan action steps; after this session participate in a virtual network via free online networks to fuel continuous learning and innovation for impact. Tonya Ward Singer, Santa Rosa, CA, [email protected]; @TonyaWardSinger Terri Fradette, Greater Saskatoon Catholic Schools, Saskatoon, SK, Canada, [email protected] Maureen Torrez, Albuquerque Public Schools, Albuquerque, NM, [email protected] Adrianne Robinson Sublet, Shelby County Schools, Memphis, TN, [email protected]

Area of Focus: Leadership

B23 | Dedicated Exhibit Hall Time: Resources for Success Time has been reserved in this session to visit the Exhibit Hall. Engage in one-on-one conversations with exhibitors and vendors. Spend time perusing and viewing the exhibits or attend vendor demonstrations in the Technology Showcase. Learn about the latest technology tools that can be used to suppqwort professional learning at the school or district level. Renee Taylor-Johnson, Learning Forward, Oxford, OH, renee.taylor-johnson@ learningforward.org

Area of Focus: Resources

WEDNESDAY

Area of Focus: Equity

ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

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Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 5, 2016

MONDAY

10 AM - 12 PM

CONCURRENT SESSIONS | SET C

Area of Focus: Resources

C02 | Action Research as Sustainable, Job-Embedded Professional Learning

Simone Senisin, Department of Education & Training (DET), Birregurra, VIC, Australia, [email protected] Denise Veltre, Department of Education & Training (DET), Birregurra, VIC, Australia, [email protected]

Area of Focus: Learning Communities

C04 | Teacher-Led Professional Learning 2.0 Empower teachers to own their professional practice and professional growth. Invigorate your professional learning programs with the newest creative and most innovative examples of transformative teacher-led professional learning experiences. Explore the models from different schools and districts that have successfully incorporated teacherled professional learning into professional learning experiences. Draft a plan for your school or district that integrates one or more of these exciting professional learning experiences. Susan Race, EduPlanet21, Radnor, PA, [email protected]

Area of Focus: Leadership

Marna Messer, Jefferson County Schools R-1, Golden, CO, [email protected] Katie Lannan, Jefferson County Schools R-1, Golden, CO, [email protected] Mary Beth Bazzanella, Jefferson County Schools R-1, Golden, CO, [email protected]

Area of Focus: Leadership

C06 | At-Risk to At-Promise: Shifting Mindsets Empowering students to see themselves as learners can be a daunting task. Shifting mindsets of teachers can be even bigger task. See how one school staff rallied together using a data-driven approach to intervene when students were struggling and, as a result, improved reading achievement, changed attitudes, and shifted mindsets. Identify untapped human resources within your school so that the best equipped person is providing the right intervention to the students. Lisa Kean, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected]

Area of Focus: Student Learning

Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288

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WEDNESDAY

Lisa Amerson, North Carolina Department of Public Instruction, Raleigh, NC, [email protected] Mandy Taylor, North Carolina Department of Public Instruction, Raleigh, NC, [email protected] Geetanjali Soni, North Carolina Department of Public Instruction, Raleigh, NC, [email protected]

Learn how one innovative Professional Development (iPD) district cultivated teacher motivation and leadership through a unique and personalized approach to professional learning. Develop an understanding of the power of teacher voice and choice within a framework that begins with teachers’ personalized professional learning needs followed by alignment of district resources. Explore and learn how to apply a systemic process for engaging and supporting teachers in school-based, teacher-driven, ongoing professional learning. Design personalized plans for a district or school-level process that is supported by a teacher-led professional learning structure.

TUESDAY

Action research allows teachers to direct their own individualized professional learning experience and increase student achievement. Learn how a statewide action research project was implemented with more than 200 teachers and discuss the successes and challenges. Explore the components, resources and final products to evaluate use in your own classroom, school, district, or state. Discuss and create an implementation plan for action research.

Learn how to construct rigorous and focused conversations with teachers which foster a culture of trust and build adaptive expertise. Create conditions for a reflexive and flexible professional learning environment where teachers collaborate in developing content- and noncontent-based pedagogies, to ensure continual improvement in both classroom and leadership capacities. Explore ways to collect multiple sources of evidence of student learning, measuring the impact of individual and teams of teachers.

MONDAY

Dan Rothstein, The Right Question Institute, Cambridge, MA, [email protected]

C05 | Redesign PD: Innovative Process for Teacher Leadership Through Professional Learning

SUNDAY

School leaders and teachers may have difficulty finding and committing additional time and resources to engage parents who, for a wide range of reasons, rarely come to school or have little involvement in their children’s education. Learn to use a simple, easy-to-implement strategy for building strong school-family partnerships that will benefit all students. Explore how to create a partnership that becomes more productive as parents develop key question-asking and decisionmaking skills to support their children’s education, monitor their progress, advocate for them, and partner with educators. Experience an evidence-based strategy that helps parents learn these key skills and, as a result, become constructive partners with educators in their children’s schools.

C03 | The Staffroom-Classroom: Differentiating Professional Learning for Teachers

SATURDAY

C01 | Making it Easier to Build Strong School-Family Partnerships

DECEMBER 5, 2016

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET C C07 | Making Time for Formative Assessment Most educators understand that formative assessment practices will help students learn, but many have difficulty finding the time to implement them. Underlying this difficulty is often a fundamental misconception about the conditions required for learning to take place. Examine the beliefs about learning and assessment that create barriers to effective formative assessment at the system and the classroom levels. Discuss ways to remove the barriers. Jan Chappuis, Port Townsend, WA, [email protected]

Area of Focus: Resources

Learn how curriculum, instruction, and technology can all be integrated seamlessly to enhance student learning and engagement. See how one school district married all three so that teachers would have an easier time seeing the connection and supporting students in the creation of student products. Hear about new technology tools available to use with teachers and students. Leslie Ceballos, Allen Independent School District, Allen, TX, [email protected] Larry Labue, Allen Independent School District, Allen, TX, [email protected] Kim White, Allen Independent School District, Allen, TX, [email protected]

Area of Focus: Technology

C11 | Leveraging Social and Emotional Learning for Effective Engagement

Learn how teachers and school administrators worked for a two-year period to build structures, processes, and understanding of collaborative professional learning. See which facilitation strategies were utilized to help an inquiry group draw on the literature base to evolve its thinking about collaborative learning. Access graphic organizers, participants’ video reports, literature reading lists, and other materials used by facilitators. See how the school district and the teachers’ union collaborated to support teacher and school administrator professional learning.

How do we imbue our schools with joy and lively engagement? Delve into the CASEL’s five social emotional learning (SEL) competencies that are the foundation of teachable-learnable skills with an explicit equity lens. Deepen your understanding of SEL as a catalyst for effective, engaging pedagogy that strengthens students’ connections to school while improving academic achievement. Engage in practical strategies for integrating SEL into daily classroom and schoolwide practices.

Debbie Korn, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected] Keri Russell, School District #20 (KootenayColumbia), Castlegar, BC, Canada, [email protected]

Ann McKay Bryson, CASEL, Anchorage, AK, [email protected] Deidre Farmbry, CASEL, Philadelphia, PA, [email protected] Mary Hurley, Oakland Unified School District, Oakland, CA, [email protected]

Area of Focus: Emerging Issues

Area of Focus: Learning Communities

C12 | C10 | Transformational Leadership Teaching Between Desks for Deeper Framework: Principal Actions That Improve Schools Learning Teachers around the world spend hours of class time each week roving between desks during student activities, group projects, pair work, or individual practice. In Japan, educators have a specific term, kikan shido, for describing the teaching that takes place during these critical “between-thedesk” opportunities. Explore research and video examples from Japan and the U.S. and discover the power of kikan shido for facilitating deeper learning using a process of monitoring student activity, guiding student activity, organizing materials and physical set-up, and engaging in social talk.

Area of Focus: Student Learning

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10 AM - 12 PM

C09 | Building Collaboration for Professional Learning

Brad Ermeling, Shanghai, China, [email protected] Genevieve Graff-Ermeling, Shanghai, China, [email protected]

WEDNESDAY

TUESDAY

MONDAY

C08 | Traveling the Technology Trail

MONDAY

Learning Forward 2016 Annual Conference | Register Online Today

Learn to use a research-based framework of school leader practices that outlines steps principals have taken to improve student learning. Hear real-life stories of principals using the framework in their schools, the challenges they faced and how they overcame them, and how the school benefited from using the framework. Develop actionable skills for diagnosing school practices and identifying key areas for improvement. Jaime Aquino, New Leaders, New York, NY, [email protected]

Area of Focus: Leadership

DECEMBER 5, 2016

MONDAY

10 AM - 12 PM

CONCURRENT SESSIONS | SET C

Area of Focus: Leadership

Learn how a leadership program in British Columbia enhances leadership and management skills through shared learning. Experience a program that allows the participants to gain skills and strategies to build purposeful relationships, leadership skills, and capacity to competently shape the future of public education in British Columbia. See how mentorship and facilitation are used to broaden the program and ensure an exchange of knowledge and experience. Understand the strategies of collaborative learning, how to utilize global research to inform practice, and how to build a network to support your work. Joan Axford, BC Association of School Business Officials, Vancouver, BC, Canada, [email protected] David Green, School District #35 Langley, Vancouver, BC, Canada, [email protected] Cathy Elliott, Novus Entertainment, Vancouver, BC, Canada, [email protected]

Area of Focus: Leadership

Laura Lipton, MiraVia, Charlotte, VT, [email protected] Bruce Wellman, MiraVia, Guilford, VT, [email protected]

Area of Focus: Implementation

C17 | Supporting Principals: Creating an LGBTQ Inclusive School Culture Learn how to support educators in fostering safe, inclusive, and accepting schools. See how to lead challenging conversations with educators, parents, students, and the community as you engage in shifting mindsets and attitudes. Explore a model that provides professional learning and capacity building regarding equity leadership and understanding of specific needs of students who identify as LGBTQ. Network with other leaders in a safe environment and challenge your own ideas and perceptions. Kim Christianson, Association des directions et directions adjointes des ecoles francoontariennes (adfo), Ottawa, ON, Canada, [email protected] Jan Murphy, Catholic Principals’ Council Ontario, Toronto, ON, Canada, [email protected] Jill Ott, Ontario Principals’ Council, Toronto, ON, Canada, [email protected]

WEDNESDAY

Experience strategies to amplify teacher voice by bringing to life the principles of self-worth, engagement, and purpose. From the journey of one school representing a worldwide learning community, learn about the powerful impact teacher voice can have on school culture, teacher effectiveness, and student motivation to learn. Determine action steps to encourage and heed teacher voice in your efforts to help teachers and students reach their potential. Determine personal next steps for taking action to engage

C15 | Leadership Series for Business Leaders

Area of Focus: Equity

www.learningforward.org/conference | 800-727-7288

TUESDAY

C14 | Turn Up the Volume on Teacher Voice

Area of Focus: Leadership

Explore the important relationship between mentor teachers and the novices they support. Experience a three-phase model of learning, and gain practical tools, specific templates, and technical tips to help others in increasing the effectiveness of their practice. See how to apply verbal and nonverbal skills across a continuum of interactions to support teacher learning. Develop methods for providing feedback to improve instructional decision making.

MONDAY

Christina Byers, Baltimore County Public Schools, Towson, MD, [email protected] Ryan Imbriale, Baltimore County Public Schools, Towson, MD, [email protected] Stefani Pautz, Baltimore County Public Schools, Towson, MD, [email protected] David Robb, Baltimore County Public Schools, Towson, MD, [email protected] Jeanne Imbriale, Baltimore County Public Schools, Baltimore, MD, [email protected]

Lisa Lande, Teacher Voice & Aspirations International Center, Dunedin, FL, [email protected] Shay Davis, North Star Charter School, Eagle, ID, [email protected] Melissa Anderson, North Star Charter School, Boise, ID, [email protected]

SUNDAY

Come and see how a large urban school district is transitioning traditional classrooms into learner-centered environments. Learn how district leaders co-created and utilized a professional learning tool to bring about secondorder change in 160+ schools. Examine how administrators and teacher leaders facilitated the phases of transition to transform teaching and learning. Discover how school-based professional development teachers now provide targeted coaching and job-embedded professional development for all teachers. Explore the phases of transition that individuals experience when going through second-order change.

teachers as critical partners in continuous improvement efforts aimed at helping all teachers and students achieve.

C16 | Coaching, Collaborating, Consulting, and Calibrating Professional Excellence

SATURDAY

C13 | Coaching Through Second-Order Change

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DECEMBER 5, 2016

TUESDAY

MONDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET C C18 | C20 | TeachBC: Supporting Teacher Canada’s Untold History of Indian Learning Through Resource Sharing Residential Schools Learn how the British Columbia Teachers’ Federation supports teacher learning through “TeachBC,” a resource sharing website that focuses on teacher needs in a time of changing curriculum and dwindling district resources. Discuss how an online sharing site can provide teachers with the venue to find and adapt new methods and materials. See how a resource sharing site can be developed from the ground up, from concept to reality. Karen Rojem, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected] Mike Silverton, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected]

Learn about Project of Heart, a studentdirected, inquiry-based project to develop an understanding of the true history and legacy of the Canadian Indian Residential School system. Explore the British Columbia Teachers’ Federation’s recently released resource/e-book Project of Heart: Illuminating the Hidden History of Indian Residential Schools in BC. Examine the importance of the Truth and Reconciliation Commission’s Final Report and calls to action. Begin an inquiry into the legacy of Canada’s Indian Residential School system through Project of Heart. Gail Stromquist, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected]

Area of Focus: Resources

Area of Focus: Equity

C19 | EQ not just IQ: Developing Emotionally Intelligent School Leaders

C21 | Teacher Leadership: Building Capacity and Sustainability in Schools

Emotional intelligence is as complicated as it is organic, in that its foundation rests on an individual’s awareness of self and how emotions drive their ability to relate with others. With this comes the question, what makes a successful school leader? Learn about the components of emotional intelligence and its crucial connection to your effectiveness as a school leader. Reflect on leadership requirements that mobilize authentic commitment and explore strategies to increase your emotional intelligence and support your work in achieving the goals of your school. Rowena Mak, Ramona Unified School District, Ramona, CA, [email protected]

WEDNESDAY

Area of Focus: Leadership

Understand the principal tenets of distributed and adaptive leadership theory as applied to teacher leaders through textbased protocols and professional dialogue. Explore practical professional learning structures and strategies for developing knowledge, skills, and behaviors of teacher leaders at the school and organizational level. Reflect on problems of practice that challenge implementation of a teacher leadership model in schools. Apply an action planning process that includes diagnosing organizational needs, readiness, opportunities, and challenges. Michael Greenfield, Harrison Central School District, Harrison, NY, [email protected] Valerie Hymes, Harrison Central School District, Harrison, NY, [email protected]

Area of Focus: Leadership

MONDAY

10 AM - 12 PM C22 | Every Student a Reader: Endless Possibilities Learn how to implement schoolwide changes to effectively target students’ literacy needs in a diverse and changing demographic. See how school teams can collect and analyze specific data to implement an informed literacy approach based on students’ needs and skill levels, thereby creating an environment where every student is empowered to read. Engage teams in responding to data to plan targeted instruction and utilize ongoing assessment for continuous improvement and increased K-7 student achievement. Tara Zielinski, West Vancouver School District, West Vancouver, BC, Canada, [email protected] Mary Parackal, West Vancouver School District, West Vancouver, BC, Canada, [email protected] Suzanne Mcdonald, West Vancouver School District, West Vancouver, BC, Canada, [email protected]

Area of Focus: Implementation

C23 | Designing Responsive and Sustainable Mentorship in British Columbia The New Teacher Mentoring Project is a provincial initiative designed to develop a more cohesive, research-based, and sustainable system of support for BC teachers new to the profession. Hear about the partnership formed between the British Columbia Teachers’ Federation, the University of British Columbia, and The British Columbia Superintendents’ Association and explore the successes and challenges of responsively designing quality mentoring programs within such diverse urban and rural contexts. See how to strengthen collaborative practice and innovation through peer mentoring and find ways to integrate technology to enable and enhance mentorship work. Alison Davies, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected] Devon Stokes-Bennett, Sooke School District, Victoria, BC, Canada, [email protected]

48

Learning Forward 2016 Annual Conference | Register Online Today

Area of Focus: Learning Communities

DECEMBER 5, 2016

MONDAY

10 AM - 12 PM

CONCURRENT SESSIONS | SET C

Area of Focus: Student Learning

Area of Focus: Data

Marcy Yoshida, Office of Superintendent of Public Instruction, Olympia, WA, [email protected] Gail Jessett, Office of Superintendent of Public Instruction, Olympia, WA, [email protected]

Area of Focus: Equity

C26 | Translating Professional Learning Communities Practices: Inquiries into ELL Instructional Strategies Explore a video-enhanced, blended professional learning community (PLC) model in which teachers focus on the implementation of five dimensions of English language learner instructional strategies and the use of academic discussion, conversations, and vocabulary usage. Examine an inquiry cycle that allows for individualization and job-embedded professional learning. Design a learning plan sequence using content-sharing tools that facilitate inquiry and are based on PLC frameworks.

C28 | Student-Led Learning Walk Learn how to engage in a simple, innovative, collaborative community-based leadership practice that places learning on a visible continuum and student voice at the core. Gain the leadership, ideas, inquiry, creativity, and rekindle a passion for learning that drives a student-led Learning Walk. Leverage technology to enhance professional leadership learning and student achievement. Mirella Rossi, Toronto Catholic District School Board, Ajax, ON, Canada, [email protected]

TUESDAY

Area of Focus: Learning Designs

Jodi Hufendick, Yakima School District, Yakima, WA, [email protected] Megan Anderson-Reilly, Yakima School District, Yakima, WA, [email protected] Christina Carlson, Yakima School District, Yakima, WA, [email protected] Paul Teske, Teaching Channel, Oakland, CA, [email protected]

WEDNESDAY

Dragonfly

Carol Martin, Sylacauga City Schools, Sylacauga, AL, [email protected] Julie Green, Sylacauga City schools, Sylacauga, AL, [email protected] Shelley Bailey, Sylacauga City Schools, Sylacauga, AL, [email protected] Jennifer Donohoo, Amherstburg, ON, Canada, [email protected] Courtney Monnette, Sylacauga City Schools, Sylacauga, AL, [email protected]

Learn how effective induction for novice teachers is an issue of equity for students. Explore ways to provide rich learning opportunities for new educators that help to close their learning gaps, so that they can close their students’ learning gaps. Examine standards for comprehensive induction, assess your own induction system, identify areas of opportunity for improving equity of access for students, and consider ways to overcome barriers to this work. Engage key stakeholders in analyzing induction work to identify areas of strength and growth.

MONDAY

Kerri Steel, School District #69 Qualicum, Parksville, BC, Canada, [email protected] Jolin Meier, School District #69 Qualicum, Qualicum, BC, Canada, [email protected] Janis Proctor, School District #69 Qualicum, Qualicum Beach, BC, Canada, [email protected] Julie Whynacht, School District #69 Qualicum, Qualicum Beach, BC, Canada, [email protected]

Learn how a variety of data sources can be organized and combined to improve instruction and performance. Hear how to gather, analyze, and communicate data quarterly. Examine data tools and unique processes for consistent, authentic use of a wealth of data. Understand ways to measure results in the classroom by efficiently using data to find and address specific needs.

C27 | Equity for Students: Effective Support for New Teachers

SUNDAY

Develop a framework for inquiry that encourages classroom and support teachers to collaborate in meeting the needs of the most complex learners in their classrooms. Explore how this inquiry leads to improved outcomes for all learners and is extended to professional learning for the school as a whole. Examine ways in which the renewed BC curriculum, with a focus on core competencies and big ideas, can be used to support teachers in establishing a deepened and more effective instructional framework for their classrooms. Learn about free digital tools that allow for differentiated and inclusive classroom practice.

C25 | Who’s Driving the Data?

SATURDAY

C24 | Improving Student Outcomes Through Case Study Inquiry

Area of Focus: Learning Communities

www.learningforward.org/conference | 800-727-7288

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DECEMBER 5, 2016

MONDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET C C29 | External Partnerships That Work Ignite thinking about professional learning plans that include external partners while staying aligned to the Learning Forward Standards for Professional Learning. Develop expectations for partners, who support school and districts, to realize changes in instruction and student achievement. Explain how various learning designs in a partnership-learning plan contribute to implementation sustainability. Witness first-hand how a comprehensive learning plan for K-2 literacy is building common language and expectations across a district. James Cannon, Scholastic Education, Chicago, IL, [email protected] Michelle Carr, Sanger Unified School District, Sanger, CA, [email protected] Elizabeth Reyes-Ragsdale, Sanger Unified School District, Fresno, CA, [email protected]

C30 | Developing a Professional Learning Framework Learn how to envision and create a professional learning framework founded on the idea of sustainable professional learning, including self-paced digital learning and job-embedded professional learning. See how to create an organization designed to promote continuous, ongoing, and connected adult learning focused on increasing student learning. Draft a professional learning framework, revise your current professional learning framework, or create a plan for professional learning framework redesign. Melissa Hampton, Naperville Community Unit School District 203, Naperville, IL, [email protected] Cindy Harrison, Broomfield, CO, [email protected]

Area of Focus: Learning Designs

Area of Focus: Implementation

MONDAY

10 AM - 12 PM

CONFERENCE ICONS Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees. BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Sessions that have content and skills for educators serving TITLE 1 / economically disadvantaged populations. Explore REDESIGN PD in sessions marked with this icon. Common Core State Standards will be found in these sessions. Sessions appropriate for SUPERINTENDENTS are flagged with this icon. Sessions where participants should BYOD—Bring your own device.  

WEDNESDAY

TUESDAY

Gain a global perspective in sessions marked with this icon.

Spirit Bear

50

Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 5, 2016

MONDAY 2:30 PM -4:30 PM

THOUGHT LEADER LECTURES

Amy Slamp, Bill & Melinda Gates Foundation, Washington, DC, [email protected]

Anthony Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development by more closely joining researchers and practitioners to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie’s presidency in September 2008. Bryk is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. Area of Focus: Implementation

TUESDAY

“

Anthony Bryk, Carnegie Foundation for the Advancement of Teaching, San Francisco, CA, [email protected]

MONDAY

Amy Slamp is a senior program officer on the College Ready Work team at the Bill & Melinda Gates Foundation where she works on investing in tools and teaching strategies that support teachers, schools, districts and states in implementing the Common Core. Since beginning her career in education as a teacher in the 1980s, Slamp has amassed considerable experience within public school systems at the state and district levels. Prior to joining the foundation, Slamp served as the superintendent of the Elizabethtown Area School District in Elizabethtown, Pennsylvania, where she worked for five years. Area of Focus: Implementation

3:30 p.m. - 4:30 p.m. A chasm is growing between our rapidly rising aspirations for our educational systems and what schools can routinely accomplish. Education needs an improvement paradigm--one that recognizes the complexity of the work of education and the wide variability in outcomes that our systems currently produce. Hear how a new paradigm joins the discipline of improvement science with the power of structured networked communities to accelerate learning to improve. See how networked improvement communities (NICs) combine analytic thinking and systematic methods to develop and test changes that can achieve better outcomes more reliably by drawing together the expertise of practitioners, researchers, designers, technologists, and many others.

SUNDAY

2:30 p.m. - 3:30 p.m. Effective teaching does not reside in the hands of teachers alone, instead, effective teaching is the result of a robust instructional improvement system that embraces systemwide routines, structures, and resources that enable effective teaching for all students. Learn about five essential and interrelated elements of instructional support systems and the implications for educators across a system. Hear stories from districts doing the work and the results they are seeing to date.

TL05 | Learning to Improve

SATURDAY

TL04 | Supporting Effective Teaching at Scale: What Does It Take?

This conference never disappoints! It feeds my brain with new ideas and strategies that are applicable immediately. It feeds my soul with inspiration, a sense of community, and great food/venue! I always leave feeling recharged! ~Melanie Gonzales

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

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MONDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET D D01 | The State of Professional Learning in Canada In Depth Continue the conversation with the team responsible for The State of Professional Learning in Canada research study funded by Learning Forward. Extend your understanding beyond the keynote by Michael Fullan and Andy Hargreaves and the thought leader lecture by Carol Campbell. Hear how education decision makers may develop the human, social, and decisional professional capital to enable authentic and effective professionally led collaborative learning to benefit educators and students within Canada and internationally. Engage in discussion and create action plans to develop professional learning that advances your knowledge, skills, and practices, and that aligns with Learning Forward’s Standards for Professional Learning. Michael Fullan, Toronto, ON, Canada, [email protected] Andy Hargreaves, Brookline, MA, [email protected] Carol Campbell, University of Toronto, Toronto, ON, Canada, [email protected]

TUESDAY

Area of Focus: Learning Designs

D02 | The Mystery of Influence: Helping Others Excel Influence is about relationships. See how influence and relationships are inextricably linked and foundational for a leader to be successful. Examine strategies that will help educators to become people of influence. Ainsley Rose, Thistle Educational Development, West Kelowna, BC, Canada, [email protected]

WEDNESDAY

Area of Focus: Leadership

D03 | A Guide to Support Implementation: Essential Conditions Students cannot benefit from the interventions they do not receive. How can we ensure that our efforts are supporting teacher capacity and that we will know we have created impact for students? Explore Alberta’s Guide to Support Implementation: Essential Conditions (www.essentialconditions.ca) which focuses on planning for implementation. Gain an overview of emerging research, Alberta case studies, and strategies to use in your work. Create an implementation plan that infuses Learning Forward Standards for Professional Learning as well as research and practice from the work in Alberta. Val Olekshy, Edmonton, AB, Canada, [email protected] Thérèse deChamplain-Good, Edmonton Regional Learning Consortium, Edmonton, AB, Canada, [email protected] Leslee Jodry, Grand Yellowhead Public School Division, Edson, AB, Canada, [email protected]

Area of Focus: Implementation

D04 | Redesign PD Coaching: Ensuring Coherence and Relevance in Professional Learning Ensuring that teachers experience professional learning as useful, timely, and relevant to their classroom practice, and abandon those initiatives that distract or dilute teachers’ focus requires increasing the coherence and relevance of PD. Consult with members from the Redesign PD Community of Practice who have been working on this specific problem. Bring your coherence and relevance problem and give yourself time to explore possible goals as you reimagine the possibilities. Nick Morgan, Learning Forward, Newton, MA, [email protected]

Area of Focus: Learning Communities

MONDAY 2:30 PM -4:30 PM D05 | Writing for Publication Share your challenges, perspectives, and successes through writing and gain valuable skills in advocating for education and promoting professional growth. Explore five key questions to ask when preparing to tell your story, collect tips on how to identify potential topics and find your voice for publication. Get an overview of Learning Forward’s guidelines for accepting manuscripts, as well as strategies for shaping your voice for a wide range of new media outlets. Tracy Crow, Learning Forward, Columbus, OH, [email protected] Eric Celeste, Learning Forward, Dallas, TX, [email protected]

Area of Focus: Leadership

D06 | Innovation in Teacher Development: Micro-credentials and State and District Teaching Policy Explore research behind the growing movement for using micro-credentials and the Digital Promise eco-system, as a potential solution to strengthen professional development. See how the state of Tennessee is leveraging these new tools to cultivate and spread teaching expertise. Learn about the historical context in Tennessee for transforming teacher licensing and professional development as well as examine the state’s current 3-year plan for embedding micro-credential work into existing policy structures. Examine some current microcredentials and assess how they can be used in your own context while also identifying both supports and gaps in your own state or district policies. Barnett Berry, Center for Teaching Quality, Carrboro, NC, [email protected] Kathleen Airhart, Tennessee Department of Education, Nashville, TN, kathleen. [email protected] Karen Cator, Digital Promise, Redwood City, CA, [email protected]

Area of Focus: Technology

52

Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 5, 2016

MONDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET D

Is your budget helping you do everything you can to support the professional learning of your teachers? Join McKinsey’s education practice to understand a proven approach to make your budget an enabler of teacher and student growth, not a barrier.

Area of Focus: Resources

D08 | Getting Results: Leveraging Finances to Transform Teaching and Learning

Area of Focus: Resources

Area of Focus: Technology

D10 | Capacity-Building Professional Learning in Quebec’s Cree Nation

Ron Canuel, Canadian Education Association, Toronto, ON, Canada, [email protected] Serge Béliveau, Cree School Board, Mistissini, QB, Canada, [email protected]

Area of Focus: Learning Communities

Area of Focus: Emerging Issues

D12 | The Tacoma Whole Child Initiative: A Roadmap for Sustainable School and Community Transformation Explore a comprehensive approach that weaves different types of evidence-based practices together and creates a supportive structure for consistency and predictability for children, no matter which environment they are in. Discover a set of supports that promotes academic and social emotional learning skills by utilizing effective strategies from cradle to career. Hear about The Whole Child Initiative (TWCI), a supportive structure for consistency and predictability and the Youth Program Quality for out-of-school providers and how it builds upon the structures in the TWCI. Kathi Littmann, The Greater Tacoma Community Foundation, Tacoma, WA, [email protected] Carla Santorno, Tacoma Public Schools, Tacoma, WA, [email protected] Gregory Benner, University of Washington Tacoma, Tacoma, WA, [email protected]; @GregoryJBenner Tafona Ervin, Foundation for Tacoma Students, [email protected] Josh Garcia, Tacoma Public Schools, Tacoma, WA, [email protected]

Area of Focus: Student Learning

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WEDNESDAY

Gain insights and lessons learned from the first-year implementation of a unique capacity-building professional learning model for indigenous on-reserve schools. Identify ways to integrate a culture of change and adaptation to the individual strengths and challenges of each child in lower socioeconomic schools. Explore a process that embeds professional learning into schools while providing school districts with the tools to maintain and grow cumulative professional learning knowledge for the long-term. Build strategies that develop long-term capacity among employees to design effective interventionist strategies rather than developmental pedagogical orientations to better leverage current human, financial, pedagogical, and capital resources.

Al Bertani, Innovation Unit, Chicago, IL, [email protected]

TUESDAY

Andrea Guogas, Lake County Schools, Tavares, FL, [email protected] Melissa DeJarlais, Lake County Schools, Tavares, FL, [email protected] Kathleen Halbig, Lake County Schools, Tavares, FL, [email protected]

Rachel Ralph, The University of British Columbia, Vancouver, BC, Canada, [email protected] Paula MacDowell, The University of British Columbia, Vancouver, BC, Canada, [email protected]

Examine the findings from an international horizon scan on professional learning trends conducted by the Innovation Unit (IU) for the Australian Institute for Teaching and School Leadership (AITSL). Engage with the framework detailing differentiated features of professional learning, crosssector case studies of professional learning in action, illustrative video materials, and identified global trends in professional learning.

MONDAY

Explore the true meaning of the term, “strategic finance plan,” and see how Lake County Schools implemented their threeyear plan. Hear how successful initiatives were expanded and new initiatives were introduced in the current plan. Learn how this plan led to instructional reform through a two-pronged approach: implementing a districtwide approach to personalized learning for students and a talent development pipeline to recruit and retain high-quality instructional staff and leaders.

Gain an introduction to a variety of maker education activities for K-12 classrooms and creative pedagogical approaches for integrating applied design, skills, and technology into your current teaching practices. Explore what design and technology curricula are capable of, why they matter, how they contribute to makerspaces, and innovative strategies for assessment. Become versed in a variety of makerspace concepts, including how to turn your current space into a makerspace.

D11 | What’s on the Horizon for Professional Learning: Examining Emerging Global Trends

SUNDAY

Jake Bryant, McKinsey & Company, Boston, MA, [email protected] Jimmy Sarakatsannis, McKinsey & Company, Washington, DC, [email protected]

D09 | Design and Technology Curriculum: Integration, Implementation, and Assessment

SATURDAY

D07 | Unlocking Resources to Accelerate Professional Learning

DECEMBER 5, 2016

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET D

D13 | D17 | D15 | Transforming Professional Learning Developing Principal Supervisors to The Data Diet in an Age of Innovation Learn how balanced assessment is a Lead for Equity Learn how to leverage professional learning designs to motivate and empower districts and schools. See how events like TEDx, Ignite Nights, EdCamps, Twitter chats, and Walk-and-Talks can transform a culture. Celebrate and honor the failures that allow us to learn and grow and discover how personalized experiences like Student-fora-Day, the One Word Challenge, and more can cultivate innovation and strengthen a learning network. Walk away with a host of ideas and strategies to foster a culture of innovation. Sean Nosek, West Vancouver School District, West Vancouver, BC, Canada, snosek@ wvschools.ca Craig Cantlie, West Vancouver School District, West Vancouver, BC, Canada, ccantlie@ wvschools.ca

TUESDAY

MONDAY

Area of Focus: Learning Designs

WEDNESDAY

MONDAY 2:30 PM -4:30 PM

D14 | Building Sustainable Professional Learning Teams Through Schedule Redesign Hear how educators can restructure time during the school week and align instructional practices that will stimulate instruction and teamwork. See how one district built interschool and district capacity, communication, and collaboration at the junior-high level and re-envisioned time to allow teachers a full day of professional learning each week. Share real-world strategies used for scheduling to benefit student outcomes and support teachers’ professional learning. Leave with resources to assist leaders in working through the change process. Shaun Moseman, Tulsa Public Schools, Tulsa, OK, [email protected] Nikki Dennis, Tulsa Public Schools, Tulsa, OK, [email protected] Teresa Pena, Tulsa Public Schools, Tulsa, OK, [email protected] Mark Cole, Tulsa Public Schools, Tulsa, OK, [email protected]

Share in lessons learned from research and practice for building high-capacity principals to become equity-focused principal supervisors with key instructional leadership competencies. Learn how a large Florida district’s one-year central office residency supports high-capacity principals in developing knowledge and skills to become principal supervisors. Apply a case study of this district to deepen understanding of how to develop and support equity-centered principal supervisors who support principals’ instructional leadership. Julia Kassissieh, University of Washington, Seattle, WA, [email protected] Veda Hudge, Broward County Public Schools, Pompano Beach, FL, [email protected]

Area of Focus: Leadership

D16 | Redesign PD: Enabling Growth in Teaching Practice Pittsburgh Public Schools (PPS), as part of the Redesign PD Community of Practice, has aligned district-led teacher and school leader professional learning to enable growth in teaching practice and relevant, rigorous student learning experiences in all classrooms. Hear from district leaders as they share the processes, strategies, and lesson learned. See how to define clear content priorities, establish a coherent and aligned professional learning system to grow instructional and leadership practice for all educators, and implement systemwide criteria and standards for professional learning. Allyce Pinchback, Pittsburgh Public Schools, Pittsburgh, PA, [email protected] Allison McCarthy, Pittsburgh Public Schools, Pittsburgh, PA, [email protected] Alison Huguley, Pittsburgh Public Schools, Pittsburgh, PA, [email protected]

Area of Focus: Learning Communities

Area of Focus: Resources

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Learning Forward 2016 Annual Conference | Register Online Today

foundation for standards-based instruction. Investigate how formative instructional teaching can ensure academic success for all students. Develop focused, accountable support teams to plan quality instruction while strategically gathering evidence of impact. See how to engage data teams by arming them with tools and resources to facilitate strategic school and instructional planning. Heavenly Montgomery, Fulton County Board of Education, Atlanta, GA, [email protected] Carla Austin, Fulton County Board of Education, Atlanta, GA, [email protected] Nikki Porter, Fulton County Board of Education, Atlanta, GA, [email protected]

Area of Focus: Data

D18 | Redesign PD: Creating a Coherent System of Professional Learning Using Formative Measures Learn how two large urban school districts are measuring the impact of their professional learning efforts to create more coherent systems for their educators. Engage in dialogue about using measurement in more formative ways to learn and inform adjustments, not just determine return on investment. Explore the tools and processes they’ve developed and learn from their challenges to influence next steps in your district. Theress Pidick, Denver Public Schools, Denver, CO, [email protected] Marna Messer, Jefferson County Schools R-1, Golden, CO, [email protected] Carrie Maffoni, Jefferson County Schools R-1, Golden, CO, [email protected] Katie Lannan, Jefferson County Schools R-1, Golden, CO, [email protected] Brooks Rosenquist, Denver Public Schools, Denver, CO, [email protected] Gabe DeMola, Denver Public Schools, Denver, CO, [email protected]

Area of Focus: Learning Communities

DECEMBER 5, 2016

MONDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET D

Use ethnodrama to learn how to create proactive antidiscrimination/sexual orientation policies that create safe spaces for your LGBTQ students, staff, and parents in your school and district. Learn about global and local LGBTQ policies. Develop an understanding of LGBTQ terms. Review and discuss a variety of district policies already in place. Leave with a clearer understanding of antidiscrimination/sexual orientation policymaking and how you can make schools safer for students, staff, and parents.

Find out how to support educators in creating learning opportunities, which are based on strategies and philosophies used in Singapore, to set students up for success as mathematical thinkers and problem solvers. Gain resources and actively engage in experiences aligned with the mathematical practices that build foundational number sense, questioning and defending, and modeling. Collaborate and share ideas with fellow participants on implementation and application that address all levels of learners and increase student achievement.

Christine Perkins, School District #58 (Nicola-Similkameen), Merritt, BC, Canada, [email protected]

Area of Focus: Equity

Terri Seay, Gwinnett County Public Schools, Suwanee, GA, [email protected] Theresa Anderson, Waukegan Public Schools, Waukegan, IL, [email protected]

Area of Focus: Leadership

D22 | Differentiating the Flipped Classroom Using Digital Tools Flipped instruction can engage students in more flexible learning experiences, but flipping also presents challenges. See how to ensure active engagement and address diverse learning needs at home and at school. Learn how to choose appropriate tools and strategies to build community, formatively assess, and differentiate instruction in the flipped environment. Identify points in the curriculum when it makes the most sense to “flip” instruction and use differentiated instruction. Leave being able to select the appropriate digital tool for a high-quality instructional purpose. Eric Carbaugh, James Madison University, Harrisonburg, VA, [email protected] Kristina Doubet, James Madison University, Harrisonburg, VA, [email protected]

Area of Focus: Learning Communities

D24 | Promoting Self-Regulation Skills to Decrease and Manage Anxiety Anxiety and self-regulation are both complex topics that don’t involve quick fixes. Recognize that self-regulation is a lifelong skill of understanding how our brains and bodies work and employing strategies that change how the brain reacts to body cues. See how to develop internal resources that not only have an impact on learning but also affect overall health and wellness. Engage in approaches that help enhance learning environments in becoming more mental-wellness aware. Ian Landy, School District 83 (North Okanagan Shuswap), Sorrento, BC, Canada, [email protected] Laura Paiement, School District 83 (North Okanagan Shuswap), Salmon Arm, BC, Canada, [email protected]

WEDNESDAY

Area of Focus: Learning Designs

Andrea Shunk, Oregon Education Association, Portland, OR, [email protected] Erin Whitlock, Oregon Education Association, Portland, OR, [email protected]

Area of Focus: Emerging Issues

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TUESDAY

Review recent research that reveals components of effective leadership from the lens of the follower. Examine the unique role followers play in leadership to deepen understanding of the significant influence followers have on leader effectiveness. Learn to cultivate the right environment to produce strong followership leading to higher staff engagement, retention, and student achievement. Assess current school and/ or district context to identify schools/ departments experiencing transition and develop action plan(s) utilizing a followerfocused leadership approach.

Area of Focus: Student Learning

Learn how to bring together education partners to unlock the collaborative power of multi-agency professional learning communities focused on quality classroom assessment. Discover a process for engaging teachers, principals, educator unions, and other partners in a network working toward a common professional learning goal over time. Bridge organizational divides to give all members of the professional learning community equitable voice and buy-in for collaborative learning. See how to build a cross-school and district collaborative effort to lead, ultimately, to more meaningful student learning.

MONDAY

D20 | Follower’s Influence: How Staff Shape Leadership Effectiveness

Jamie Takamura, Central District, Honolulu, HI, [email protected] Macey Uehara, Hawaii Department of Education, Honolulu, HI, [email protected]

D23 | Collaborative Approach to Assessment Literacy: A Networked Professional Learning Community

SUNDAY

D21 | Foundations in Mathematics

SATURDAY

D19 | Do We Really Need to Discuss This?

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CONCURRENT SESSIONS | SET D D25 | Supporting Beginning Teachers Give new teachers the time and professional guidance they need to become expert teachers. Investigate key research findings on high teacher turnover rates, and examine the four types of support--physical, emotional, instructional, and institutional--that are crucial during a teacher’s first year in the classroom. Discover essential strategies for K-12 mentors, coaches, and school leaders to develop an effective mentoring program schoolwide. Learn how to ascertain which teachers have the skills and experience to be effective mentors and how these mentors can form prosperous relationships with their mentees. Tina Boogren, Marzano Research, Denver, CO, [email protected]

TUESDAY

MONDAY

Area of Focus: Leadership

D26 | From Policy to Practice: Leveraging Policy to Build Professional Learning Systems That Get Results There is consensus that we need to expect more from the investment in professional learning, and there is a strong body of evidence about what to work toward to get results. Policy can play an important role in creating the conditions for highquality professional learning systems, particularly in light of the Every Student Succeeds Act (ESSA). Learn how leading states and districts are leveraging policy to cultivate a culture of continuous learning and establish learning systems that are uncompromising in their focus on effective teaching and improved student learning.

D27 | Redefining Student Success: Sharing Their Stories Learn how to foster an inclusive and engaging school culture that supports and celebrates the diversity of all learners. Identify key stakeholders in a school community that can contribute to a student’s social, emotional, and academic success. Explore strategies to engage and empower disconnected or marginalized students. Identify strategies to facilitate relationships and connections with disengaged learners. Sarah Garr, Richmond School District #38, Richmond, BC, Canada, [email protected]

Area of Focus: Student Learning

D28 | Redesign PD: Measuring the Impact of Continuous Learning As part of the efforts to redesign their professional learning system, the New York City Department of Education is adopting cycles of learning as its unifying approach to improvement. Learn how the department is measuring the impact of its professional learning related to cycles of learning. Take away a collection of tools that will allow you to apply this learning to your own context. Julie Leopold, New York City Department of Education, New York, NY, [email protected]

Area of Focus: Data

Jess Wood, Ed Counsel, Washington, DC, [email protected]

Area of Focus: Emerging Issues

MONDAY 2:30 PM -4:30 PM D29 | Silos to Synergy: Create Comprehensive District Professional Learning Learn how an urban district transformed fragmented and contradictory staff development silos into systemwide comprehensive professional learning for teachers, education support professionals, administrators, and central office personnel. Engage in strategic conversation and knowledge sharing as a tool for ensuring stakeholder buy-in and sustained commitment. Experience how collaboration across departments, alignment of resources, and a focus on results leads to elevated practice for all employees. Examine a yearlong comprehensive professional learning calendar. Explore a variety of funding options and implications. Salwa Zaki, Washoe County School District, Reno, NV, [email protected]

Area of Focus: Learning Designs

D30 | Professional Learning for Immersion and Second Language Educators Explore how one school district in British Columbia has implemented specific supports and professional learning opportunities to build the instructional, linguistic, and cultural capacities of teachers. Discover why this immersion program is one of the most widely researched and successful second language programs in the world. Review the key research findings on student outcomes and effective instructional methodologies. Develop an understanding of promising practices for enhancing educator effectiveness in second language contexts.

WEDNESDAY

Joanne Robertson, North Vancouver School District #44, North Vancouver, BC, Canada, [email protected] Laura Stewart, North Vancouver School District #44, North Vancouver, BC, Canada, [email protected] Cathy Piteux, North Vancouver School District #44, North Vancouver, BC, Canada, [email protected]

Area of Focus: Learning Communities

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Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 5, 2016

MONDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET D

Learn about the power of leveraging student voice for improved engagement and learning. Consider the sources of information that guide instructional decision making and how students’ voices can add meaning and depth to this process. Discover commercially produced survey tools and classroom-based methods of soliciting input from students. Learn ways to collect student input and increase student investment in all aspects of classroom and school functioning.

Strong, successful teacher induction programs are a crucial component of any initiative aimed at improving teaching and student learning. Induction program leaders and teams are tasked with delivering this success. In this session we will discuss key components of the New Teacher Center induction model. We will engage participants in protocols to examine, analyze, and assess their local induction practices. Strategies for identifying and collecting data about program impact on teacher retention and effectiveness will also be explored.

Suzanne Newell, Grapevine-Colleyville Independent School District, Grapevine, TX, [email protected]

Area of Focus: Student Learning

Alida Privett, Central Okanagan School District #23, West Kelowna, BC, Canada, [email protected] Tara Scott, Central Okanagan School District #23, West Kelowna, BC, Canada, [email protected]

Area of Focus: Student Learning

D34 | Inquiring Professionals: Activating Learning and Changing Lives Discover how 15 inquiry- and growthminded British Columbia public school districts have come together to investigate the following question: In what ways do district strategic initiatives in inquirybased learning act as catalysts for moving learning forward and enhancing student success? Engage in exploration of professional practices, structures, and supports that inspire collaborative inquiry as the basis for growth that leads to greater equity and student achievement. Explore how to characterize and describe professional learning impacts and how these might be assessed to demonstrate their relationship to improved student outcomes.

D35 | Professional Development Models for Today’s Leaders Explore the critical leadership skills principals need to lead today’s schools as they make the digital learning transition. Examine strategies and activities that can be used to guide leaders through this process. Investigate models for delivering professional development for leaders including face-to-face, blended, and online approaches. Reflect on facilitation strategies and models that you can use. Nancy Mangum, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected] Mary Ann Wolf, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected]

WEDNESDAY

Catherine McGregor, University of Victoria, Victoria, BC, Canada, [email protected] Scott Benwell, School District #85 Vancouver Island North, Port McNeill, BC, Canada, [email protected] Linda Kaser, Kaser & Halbert Consulting, Vancouver, BC, Canada, [email protected] Judy Halbert, Kaser & Halbert Consulting, Vancouver, BC, Canada, [email protected]

Area of Focus: Leadership

TUESDAY

Share one school’s collaborative journey into Learning in Depth (LiD). Align principles of LiD with British Columbia’s redesigned curriculum, personalized learning, and pure inquiry. Observe evidence of competencies as students develop expertise, discover how all knowledge is connected, and build a culture of thinking. Explore Kieran Egan’s theory of Learning in Depth. Reflect on the school’s ongoing implementation journey including roadblocks, next steps, and longterm goals.

Area of Focus: Implementation

MONDAY

D32 | Learning in Depth: Students as Expert Learners

Cindy Brunswick, Chicago New Teacher Center, Chicago, IL, [email protected] Jodi Peters, New Teacher Center, Santa Cruz, CA, [email protected]

Katherine McIntosh, Coast Mountain School District, Terrace, BC, Canada, [email protected] Sherry Elwood, Richmond School District #38, Richmond, BC, Canada, [email protected] Lynn Tomlinson, West Vancouver School District, West Vancouver, BC, Canada, [email protected] Terry Taylor, School District 10 Arrow Lakes, Nakusp, BC, Canada, [email protected] Deb Koehn, Nechako School District, Vanderhoof, BC, Canada, [email protected] Lynn Archer, Richmond School District, Richmond, BC, Canada [email protected] Jane MacMillan, Richmond School District, Richmond, BC, Canada, [email protected] Karen Nelson, Fraser Cascade School District, Hope, BC, Canada, [email protected] Alison Webber, Fraser Cascade School District, Hope BC, Canada, [email protected] Nancy Gordon, Delta School District, Delta BC, Canada, [email protected] Diane Turner, Delta School District, Delta, BC, Canada, [email protected] Gerald Fussell, Como Valley School District, Courtenay, BC, Canada, [email protected]

SUNDAY

D33 | Attaining New Heights in Teacher Induction

SATURDAY

D31 | Student Voice: Leverage Through Listening

Area of Focus: Technology

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SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET D D36 | Transformations in Practice for Deep Learning

D38 | Creating Professional Learning for Paraprofessionals

Learn how to transform your district or school towards a practice of deep learning where the teacher is a co-learner and lessons are leveraged by technology. Discuss with others what the challenges and benefits are for students, teachers, and parents as the voice of all stakeholders plays a role in lesson planning. See how we started with six schools to embark on learning journey with New Pedagogies for Deep Learning.

Share one district’s journey in implementing Learning Forward’s Standards for Professional Learning with its paraprofessionals. Hear about the collaboration with its classified employee association to create a systemic approach to provide professional development and an incentive program to increase compensation. Apply what was developed to create a professional learning design for paraprofessional or classified staff in your district.

Sandy Owens, Ottawa-Carleton District School Board, Ottawa, ON, Canada, [email protected] Michael Partridge, Ottawa-Carleton District School Board, Ottawa, ON, Canada, [email protected]

WEDNESDAY

TUESDAY

MONDAY

Area of Focus: Learning Designs

D37 | Lessons Learned: Implementing Intervention Programs in High School Study the change theory used to transform remediation and enrichment. Learn how a high school created, implemented, and prepared the staff and community for an intervention program intended to remediate and enrich student learning. Explore the data used in the Response to Instruction and Intervention (RtII) process, as well as the processes to gain understanding of student achievement data, to make informed decisions. Experience the process, struggles, solutions, successes, and failures as you plan or revise your own high school’s program to enhance student achievement and growth. Andrew Maoury, Boyertown Area School District, Boyertown, PA, [email protected]

Area of Focus: Learning Designs

Tim Ames, Medical Lake Schools, Medical Lake, WA, [email protected] Ann Everett, Medical Lake Schools, Medical Lake, WA, [email protected] Kim Headrick, Medical Lake Schools, Medical Lake, WA, [email protected]

Area of Focus: Emerging Issues

D39 | Disruptive Professional Development: Design, Develop, Implement, and Innovate As more and more schools explore blended learning for their students, there is an increasing need to incorporate and provide blended learning models into professional learning. More than just providing videos, effective blended learning takes intentional design and thoughtful implementation. Explore critical aspects of blended learning and build a plan to disrupt existing professional development models with hybrid approaches. Use a discovery-driven process to design and implement blended learning into your own professional development structures (or even innovate from scratch). Kellie Ady, Cherry Creek School District, Centennial, CO, [email protected] Nanci Meza, Cherry Creek School District, Centennial, CO, [email protected] Kris Edwards, Cherry Creek School District, Centennial, CO, [email protected]

Area of Focus: Learning Designs

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MONDAY 2:30 PM -4:30 PM D40 | Professional Learning Support Teams Consider how focus, collaborative inquiry, and instructional leadership can enable high-quality professional learning. Examine some of the common challenges facing professional learning and the critical supports for success, including the competencies required of both school-site leaders and the district professionals with whom they work. Identify next steps for strengthening school-site professional learning in their own schools or districts. Carmen Concepcion, Miami-Dade County Public Schools, Miami, FL, [email protected] Milagros Gonzalez, Miami-Dade County Public Schools, Miami, FL, [email protected] Janis Fackler, Miami-Dade County Public Schools, Miami, FL, [email protected] Isela Rodriguez, Miami-Dade County Public Schools, Miami, FL, [email protected]

Area of Focus: Leadership

D41 | Develop Inquiring Minds Through STEM Practice pedagogical strategies that develop and enhance students’ skills to construct significant and insightful questions through STEM learning experiences. Discuss the importance of modeling strategies that explicitly support teaching the development of skills inherent in critical literacy, problem solving, communication, creativity, critical thinking, and collaboration. Reflect on how creating a culture of questioning in classrooms empowers students’ voices. Marietta Bloch, Let’s Talk Science, London, ON, Canada, [email protected]

Area of Focus: Student Learning

DECEMBER 5, 2016

MONDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET D

Learn about the Standards for Professional Learning and the principles from The Learning Educator, which three Manitoba schools employed as they implemented data-driven decision making to improve student learning. Discover roadblocks in making the most effective use of time and resources. Reflect upon the school improvement plans developed in response to the implementation of this process and the resultant increased student learning.

Explore strategies to strengthen culture and instruction as essential components for school turnaround. Examine leadership protocols to develop a sustainable system for capacity building and differentiated professional development. Discover strategies associated with data-driven instruction: culture/assessment/analysis/ action/reflection within a Plan-Do-CheckAct Continuous Improvement Cycle. Donna Snyder, Arlington Public Schools, Arlington, VA, [email protected]

Joan Zaretsky, Education Solutions Manitoba, Winnipeg, MB, Canada, [email protected]

Area of Focus: Leadership

Area of Focus: Data

D45 | Developing and Supporting Instructional Coaches

D43 | Learning by Communicating Learning

Kyle Timms, School District #71 Comox Valley, Comox, BC, Canada, [email protected] Gerald Fussell, School District #71 Comox Valley, Courtenay, BC, Canada, [email protected]

Area of Focus: Student Learning

Area of Focus: Implementation

Lambrina Kless, Teach Plus, Chicago, IL, [email protected] Michael Savoy, Teach Plus, Chicago, IL, [email protected] Paige Nilson, Chicago Public Schools, Chicago, IL, [email protected]

Area of Focus: Learning Designs

D47 | Starting a Movement: To and Through the BAR Discover how to quiet the noise and focus on research-based high-leverage collective commitments that will help you build a culture of learning for all. Learn how to live your posters, and deliver on the promise education can offer every student with high levels of learning for all. Forget the status quo and prepare for a transformational experience. Walk away with a practice-based blueprint for creating a culture of learning for all. Kenneth Williams, Unfold The Soul, Sharpsburg, GA, [email protected]

Area of Focus: Learning Communities

CONFERENCE ICONS

TUESDAY

Chris Bryan, Westminster, CO, bryan. [email protected] Heather Clifton, Denver, CO, [email protected]

Tap the power of teacher leadership. Learn how schools and districts can leverage a teacher-led professional learning model to improve instruction. Explore practices in adult learning design and skillful facilitation and the coaching needed to continuously improve teacher learning. Connect this collaborative and flexible program to your own setting and walk away with a model to influence the quality of instruction at your schools.

MONDAY

Effective instructional coaching is the most effective way to ensure that teacher professional learning leads to improved classroom practice. Gain an overview of Learning Forward’s Coaches Academy, exploring the multiple roles of coaches in a system, as well as tools and strategies for developing coaching skills related to building relationships, leading professional learning, and individual and team coaching.

Investigate how schools and districts can align curriculum, teaching, assessment, and communication to increase learning. Assess how the current reporting practices of participants contribute to student learning. Create an action plan for improving this alignment in your school or district.

D46 | Drizzle to Downpour: Expanding Teacher-Led Learning Impact

SUNDAY

D44 | School Improvement: Strategies That Work

SATURDAY

D42 | Your School Professional Learning Process: Standards? Principles?

Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees. Explore REDESIGN PD in sessions marked with this icon.

Sessions where participants should BYOD—Bring your own device.  

ADVANCED for attendees who have knowledge of the session content.

Common Core State Standards will be found in these sessions.

Gain a global perspective in sessions marked with this icon.

Sessions that have content and skills for educators serving TITLE 1 /economically disadvantaged populations.

Sessions appropriate for SUPERINTENDENTS are flagged with this icon.

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WEDNESDAY

BASIC for participants with limited background in the content.

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SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET D D48 | Women in Educational Leadership and the Power of a Personal Learning Network Share a personal journey in leadership and the circumstances that necessitated the creation of a women-in-leadership personal learning network (PLN) in my district. Examine the structures for this type of group and leave with a framework for creating a similar PLN. Make connections with other leaders in the session to create a broader (perhaps even global) PLN. Paula Gosal, Chilliwack School District, Chilliwack, BC, Canada, [email protected]

Area of Focus: Leadership

TUESDAY

MONDAY

D49 | Increasing Achievement Through Student Ownership of Learning Learn to make the most of one of the most overlooked assets in student learning-the students themselves. See learning through the eyes of students and develop a student-centered learning process that will empower them to take ownership of achievement. Realize how to equip students with practices and strategies that will allow them to know what they’re learning, how they’re learning it, and when they’ve achieved. Joshua Sherod, Options For Youth and Opportunities for Learning, Pasadena, CA, [email protected] Jared Garcia, Options For Youth and Opportunities for Learning, Pasadena, CA, [email protected]

Area of Focus: Student Learning

WEDNESDAY

D50 | Welcoming Immigrant and Refugee Families to the Community

unique needs of refugee and immigrant families are being met in Surrey. Jordan Tinney, Surrey School District #36, Surrey, BC, Canada, [email protected] Caroline Lai, Surrey School District #36, Surrey, BC, Canada, [email protected]

Area of Focus: Emerging Issues

D51 | Essential Practices for Standards Implementation: Building District Capacity Learn how a very large Southern California district, with support from Resourcing Excellence in Education at University of California Davis, uses the SOAR Teaching Frames to establish a districtwide system of professional growth. Discuss strategies for building instructional capacity to support coach and teacher enactment of the SOAR Frames and Practices in elementary and secondary schools in support of student learning. Receive examples of materials used during five-day professional learning institutes. Understand and be able to implement targeted core practices that align with the research literature on effective instruction to address the Common Core ELA and Anchor Literacy Standards and Integrated ELD. Robert Pritchard, Sacramento State University, Roseville, CA, [email protected] Susan O’Hara, University of California Davis, Davis, CA, [email protected] Maricela Sanchez, Los Angeles Unified School District, Los Angeles, CA, [email protected] Isabel Aquirre, Los Angeles Unified School District, Los Angeles, CA, [email protected] Kandice McLurkin-Hasani, Los Angeles Unified School District, Los Angeles, CA, [email protected]

D52 | No Percents? Standards-Based Reporting Instead Discuss the value of letter grades and percentages as compared to standardsbased assessment. Learn how to implement a standards-based report card in your secondary school while recognizing the factors that promote educational change to further engage students in their learning. Review the steps taken by one secondary school when it came to implementing a new reporting system. Jennifer Towers, West Vancouver School District, West Vancouver, BC, Canada, [email protected] Jeannette Laursoo, West Vancouver School District, West Vancouver, BC, Canada, [email protected]

Area of Focus: Implementation

D53 | Dedicated Exhibit Hall Time: Resources for Success Time has been reserved in this session to visit the Exhibit Hall. Engage in one-on-one conversations with exhibitors and vendors. Spend time perusing and viewing the exhibits or attend vendor demonstrations in the Technology Showcase. Learn about the latest technology tools that can be used to support professional learning at the school or district level. Renee Taylor-Johnson, Learning Forward, Oxford, OH, renee.taylor-johnson@ learningforward.org

Area of Focus: Resources

Area of Focus: Implementation

Surrey School District has a longstanding tradition of supporting immigrant and refugee families. The district gives immigrant children a nurturing and supportive transition to life in the community and schools through a central welcome center that acts as a key resource in collaboration with schools. See how the

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MONDAY 2:30 PM -4:30 PM

Learning Forward 2016 Annual Conference | Register Online Today

Register by Oct. 1

and save $50!

when you register for a 3-, 4-, or 5-day conference attendance

DECEMBER 5, 2016

MONDAY 4:45 PM -5:45 PM

NETWORKING MEET UPS | SET E

E01 | Networking Meet-Up for Superintendents

Jeff Ronnenberg, Spring Lake Park Schools, Minneapolis, MN, [email protected] Rod Allen, Cowichan Valley School District #79, Duncan, BC, Canada, [email protected]

Join a discussion about the major issues facing the largest school districts. Focus on the ways in which students learn across content areas, examine the link between professional learning and student achievement, or discuss the best way to deploy resources. Consider how to increase public awareness and understanding that adult learning leads to student success. Deborah Childs-Bowen, Learning Forward, Decatur, GA, deborah.childs-bowen@ learningforward.org

E02 | Networking and Sharing With Principals and Assistant Principals

E04 | Networking Meet-Up for State or Provincial Education Agencies

Consider the changing roles and expectations for principals and assistant principals. Explore ways in which principals and assistant principals can facilitate school improvement. Join in a dialogue and share effective practices in this networking session for principals and assistant principals.

“

Victoria Duff, Learning Forward, Toms River, NJ, [email protected]

Area of Focus: Emerging Issues

Area of Focus: Learning Communities

E06 | Networking Session for Teacher Leaders Meet with other teacher leaders and share something you’ve learned at the conference that will impact your practice. Consider teachers’ roles in schools and districts and how best to advance teaching and learning. Share any next steps you will take when you return to your school or district. Jim Iker, BC Teachers’ Federation, Vancouver, BC, Canada, [email protected] Jenny Garrels, BC Teachers’ Federation, Vancouver, BC, Canada, [email protected]

TUESDAY

Tara Zielinski, West Vancouver School District, West Vancouver, BC, Canada, tzielinski@ wvschools.ca Eric Brooks, Arizona Department of Education, Phoenix, AZ, [email protected]

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

Joellen Killion, Learning Forward, Lakeway, TX, [email protected]

MONDAY

Area of Focus: Emerging Issues

Area of Focus: Emerging Issues

Dig in and analyze professional learning research studies with fellow attendees in this networking meet up. Learn to connect research and practice. See how to become comfortable using data, research, and program evaluation in daily decisionmaking. Network with other researchorientated attendees and continue this learning community after the conference.

SUNDAY

Meet other superintendents of like mind and heart. Share conference highlights, reflect on something you’ve heard or learned that challenged your thinking, discuss common themes among speakers, or talk about an idea you might like to try implementing in your district.

E05 | Facilitated Study Group on Research

E03 | Networking for the Big 50

SATURDAY

Take advantage of these networking opportunities to meet up with colleagues facing similar challenges in these facilitated job-alike and special interest sessions.

Area of Focus: Leadership

Area of Focus: Emerging Issues

~Angela Mooney

”

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

I was a newbie and loved this conference. I can honestly say, it was the best conference I’ve ever attended. I’ve been in education for 30 years and have attended many, many workshops/conferences. I believe that the information given was relative and truly applicable. I was challenged emotionally, as well as academically. I now need to reflect and apply. All of which can and will be done.

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DECEMBER 5, 2016

SUNDAY

SATURDAY

F AST F ORWARD SESSIONS | SET F

Attend these fast-paced, concise presentations. Each presentation includes 20 slides presented in 20 seconds each. F01 | Literacy for All Students: A Blended Approach

F03 | Developing and Supporting Online Professional Learning Facilitators

Take a visual tour of an innovative blended approach to literacy instruction with four pillars that support all learners: a strong research base, horizontal and vertical articulation of standards-based outcomes, differentiated learning, and technological enhancement. Consider how to apply tenets of edCount’s innovative literacy approach to your own practice.

Examine what is needed to support and develop the work of online professional learning facilitators. Identify the desired qualities of a facilitator and explore the intersection of knowledge of best practices in professional learning, strong subject content knowledge, and knowledge of best uses of technology. See how to develop the essential skill sets for successful online professional learning facilitation.

Elizabeth Greninger, edCount, Washington, DC, [email protected] Erin Buchanan, edCount, Washington, DC, [email protected]

MONDAY

Area of Focus: Student Learning

TUESDAY

MONDAY 4:45 PM -5:45 PM

Pamela Moore, Mobile County Public School System, Mobile, AL, [email protected]

Area of Focus: Learning Communities

F02 | Using Moodle in a Blended Classroom

F04 | Measuring Professional Development in Magnet Schools

Use Moodle in a face-to-face classroom setting to help improve student achievement while providing an easy way to incorporate balanced assessment practices. Learn how Moodle allows students to improve their technology skills by having electronic assignments. Incorporate elements of Game Theory to help encourage and engage learners.

Learn about the work conducted in a large school district that studied the link between the use of Learning Forward’s Standards for Professional Learning and student achievement. Find out which standards were rated highest and which were rated lowest in New York City Department of Education magnet schools. Dive deeper into specific questions from the SAI2 that were most important for future practice and future implications.

Jeff Campbell, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected]

Area of Focus: Technology

Nicolas Cracco, New York City Department of Education, New York, NY, [email protected] Rosalba Del Vecchio, St. John’s University, Jamaica, NY, [email protected]

WEDNESDAY

Area of Focus: Data

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Learning Forward 2016 Annual Conference | Register Online Today

F05 | Learning Experiences of NonMathematics Subject Specialist Teachers Teachers assigned to teach secondary mathematics out-of-field are likely to engage in professional learning to improve understanding of the subject matter. Discover the professional learning experiences of non-mathematics subject specialist teachers who teach secondary mathematics in BC schools and what professional activities these teachers participate in to strengthen their content knowledge. Christine Younghusband, Simon Fraser University, Burnaby, BC, Canada, [email protected]

Area of Focus: Student Learning

F06 | Professional Learning Systems: A Key to Transforming Schools Learn the importance of sound professional learning systems in transforming underperforming urban schools. Listen to advice on what to do-and not to do-when establishing sustainable professional learning systems in such schools. See how to help your lowestperforming schools get on track, and come away with tips on how to accelerate improvement in your schools. Derek Mitchell, Partners in School Innovation, San Francisco, CA, [email protected]

Area of Focus: Implementation

CONNECTING LANDSCAPES for LEARNING VANCOUVER

F AST F ORWARD SESSIONS | SET F

F07 | Tools for Building Strong TeacherStudent Relationships Identify key aspects of positive teacherstudent relationships based on new research. Explore how teacher-student relationships can inform professional development, which is related to school climate and student engagement, and equip teachers to build strong relationships with students. Gain free resources for measuring and improving teacher-student relationships in elementary, middle, and high school settings. Elizabeth Breese, Panorama Education, Boston, MA, [email protected]

Area of Focus: Student Learning

F08 | Aboriginal Infusion at Gibson Elementary School Journey into British Columbia’s Aboriginal Education Enhancement Agreement. Experience the process an elementary school undertook to nurture a climate where staff and students open their hearts and minds to our Coast Salish Heritage. Observe how storytelling and art were able to unlock a deeper understanding and appreciation of the histories and cultures of Aboriginal communities in British Columbia. Linda Klassen, Delta School District, Delta, BC, Canada, [email protected]

Area of Focus: Emerging Issues

F09 | Global Citizens and Environmental Stewards: An Educator Perspective Explore global learning through one educator’s experiences as a National Geographic Grosvenor Fellow in Antarctica. Learn about the concept of geo-education and the role it plays in fostering a generation of environmental stewards and global citizens. See how these experiences have influenced this educator’s professional practice. Jennifer Long, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected]

Area of Focus: Emerging Issues

F10 | School Trustee Information Sources and Research Use One way to improve policy and practice in British Columbia is to help policymakers and practitioners focus on high-quality research and information. Examine the selfreported information-seeking activities and networks of BC school trustees in an effort to strengthen the transmission of research. Establish which particular information sources are used based on varying school district variables. Christine Younghusband, Simon Fraser University, Burnaby, BC, Canada, [email protected] Daniel Laitsch, Simon Fraser University, Burnaby, BC, Canada, [email protected]

Area of Focus: Emerging Issues

4 ways to register: Registrations will be accepted online, by mail, fax, or scan. All registrations require payment for processing. Paper registration forms are available at www.learningforward. org/conference. Avoid a US$25 handling fee by registering online.

ONLINE www.learningforward.org

MAIL Learning Forward Conference Registration • 504 S. Locust Street, Oxford, OH 45056

FAX 513-523-0638

SCAN [email protected] ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

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DEC. 3-7, 2016 VANCOUVER www.learningforward.org/conference | 800-727-7288

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DECEMBER 6, 2016

TUESDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET G G01 | Fundamentals of Professional Learning Facilitating group decision making? Implementing Learning Forward’s Standards for Professional Learning? Modeling effective professional development teaching strategies? Engaging adult learners? How does a beginning staff developer know where to start and what to do? Focus on each of these questions and create your own answers. Learn multiple strategies and techniques for advancing successful professional development. This session is a repeat of A01. Ann Delehant, Learning Forward, Webster, NY, [email protected] Denny Berry, University of Virginia, Charlottesville, VA, [email protected]

TUESDAY

MONDAY

Area of Focus: Learning Designs

G02 | Hacking Leadership: A Disturbing Guide May you always be courageous, stand upright, and be strong in leading the disturbances necessary to change the system you work in. Gain a foundation in communicative intelligence and adaptivity so that people and the organization can grow. Explore ways to effectively disturb the system you work in while surviving the turmoil by understanding that each of us is the nexus of leadership and change. Apply a process for creating innovations in your school or district. Antonia Issa Lahera, California State University - Dominguez Hills, Carson, CA, [email protected] Kendall Zoller, Sierra Training Associates, Foresthill, CA, [email protected]

Area of Focus: Leadership

G03 | Formative Assessment in a BrainCompatible Classroom: How Do We Really Know They’re Learning? Whether they are called multiple intelligences or gifts, students come to class with many different ways of knowing. Gain strategies that help move you from deciding what you want students to know and be able to do to knowing when they have mastered essential learning. Consider both traditional and more authentic forms of assessing a student’s way of knowing; leave with product ideas and strategies for assessing student learning.

9 AM - 12 PM 2:30 PM - 4:30 PM CONTINUES

G05 | Achieving Racial Equity: The Fierce Urgency of Now Engage educators in the deep work of personal, professional, and systemic transformation. Acquire proven practices for enhancing cultural competence and culturally responsive teaching. Learn how to create and sustain a systemic approach to racial equity. Examine the deeper causes of race-based educational disparities. Gary Howard, Gary Howard Equity Institutes, Seattle, WA, [email protected]

Area of Focus: Equity

Marcia Tate, Developing Minds, Conyers, GA, [email protected]

Area of Focus: Data

G04 | Coaching Teams to Use Formative Assessments for Results Learn how to coach teacher teams to unlock the power of classroom formative assessment to motivate students and increase achievement. Experience a process for engaging teacher teams in developing frequent formative assessments and analyzing results. Guide teams in using tools to respond to formative data with timely and targeted action that moves student learning forward. Facilitate teams in learning about and applying a formative assessment driven-instructional cycle and a variety of formative assessment practices. Nancy Love, Research for Better Teaching, Acton, MA, [email protected] Robin Whitacre, Idaho Springs, CO, [email protected] Nina Smith, Santa Fe, NM, [email protected]

Area of Focus: Data

CONFERENCE ICONS Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees. BASIC for participants with limited background in the content. ADVANCED for attendees who have knowledge of the session content. Sessions that have content and skills for educators serving TITLE 1 / economically disadvantaged populations. Explore REDESIGN PD in sessions marked with this icon. Common Core State Standards will be found in these sessions.

WEDNESDAY

Sessions appropriate for SUPERINTENDENTS are flagged with this icon. Sessions where participants should BYOD—Bring your own device.   Gain a global perspective in sessions marked with this icon.

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Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 6, 2016

TUESDAY

9 AM - 12 PM

THOUGHT LEADER LECTURES

9 a.m. - 10 a.m. Explore what it takes to grow and support outstanding teacher leaders, school administrators, and instructional leadership teams. Dig into challenges that arise when schools and districts work to distribute instructional leadership across schools.

Felicia Cumings Smith, Bill & Melinda Gates Foundation, Frankfort, KY, [email protected]

Jennifer has worked for Tulsa Public Schools for 23 years. Jennifer currently is an Instructional Leadership Director supporting 10 elementary schools. She is also the Project Manager for the School Leader Program Grant and the Wallace Foundation Grant. Harry Hughes, District of Columbia Public Schools, Washington, DC, [email protected]

Harry Hughes is in his 18th year serving in the District of Columbia Public School System, currently in his fourth year as an instructional superintendent. In this role, Hughes leads a cluster of 12 elementary schools and is responsible for coaching, supporting, and evaluating principals.

Katie Larkin is the principal of H.D. Cooke Elementary School in Washington, DC. She spent 10 years as a classroom teacher at Ross Elementary

Avis Glaze, Edu-quest International, Delta, BC, Canada, [email protected]

Avis Glaze was Ontario’s first chief student achievement officer and founding CEO of the Literacy and Numeracy Secretariat, where she played a pivotal role in improving student achievement in Ontario. Glaze also served as Ontario’s education commissioner and senior adviser to the minister of education. Currently, Glaze is president of Edu-quest International, offering a wide range of educational services and speaking engagements across the globe. Area of Focus: Student Learning

www.learningforward.org/conference | 800-727-7288

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WEDNESDAY

Katie Larkin, District of Columbia Public Schools, Washington, DC, [email protected]

11 a.m. - 12 p.m. Learn about K-12 strategies that work and reaffirm your commitment to continuous improvement in leadership and learning. Explore trends that will affect education and society in the 21st century. Review research-informed, high-impact, K-12 approaches to close achievement gaps, improve student learning and achievement, and improve graduation outcomes. See how to realize the promise of diversity by emphasizing excellence, equity, and inclusivity. Explore the role of holistic education and develop an understanding of how to help students become globally conscious solution finders.

TUESDAY

Felicia Cumings Smith is senior program officer – College Ready at the Bill & Melinda Gates Foundation. Cumings Smith started her career as an elementary and reading resource teacher in Jefferson County (Kentucky) Public Schools where she helped design and lead curriculum work in literacy and formative assessment benchmarks. She was associate commissioner of education and chief academic officer from 2009 to 2014, where she led the work of three branches of the Kentucky Department of Education. Area of Focus: Implementation

Jennifer Gripado, Tulsa Public Schools, Tulsa, OK, [email protected]

TL08 | Effective K-12 Strategies: Leadership and Learning in a Diverse World

MONDAY

Vivian Mihalakis is a senior program officer with the Bill & Melinda Gates Foundation. Prior to joining the foundation, Mihalakis led the English language arts product and professional development team at the Institute for Learning at the University of Pittsburgh. She has partnered with educators in public school districts from coast to coast to provide professional learning for teachers, coaches, and administrators, and to design English language arts curriculum and performance assessments for K-12 classrooms.

10 a.m. - 11 a.m. In the United States, the Model Principal Supervisor Professional Standards were released in 2015, recommending a shift in the role of principal supervisor from overseeing compliance to sharpening principals’ instructional leadership capabilities. Learn more about these standards and hear from principals and principal supervisors in two US districts - Tulsa, Oklahoma and Washington, DC, putting their recommendations to the test as part of The Wallace Foundation’s Principal Supervisor Initiative.

School before becoming the school’s instructional coach. In 2012, she became the assistant principal at Hearst Elementary School. Area of Focus: Leadership

SUNDAY

Vivian Mihalakis, Bill & Melinda Gates Foundation, Washington, DC, [email protected]

TL07 | A Changing Role for Principal Supervisors: Supporting Principals as Instructional Leaders

SATURDAY

TL06 | Great Leaders for Great Schools

DECEMBER 6, 2016

MONDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET H H01 | H03 | Learning Forward’s Affiliate Leaders Purpose, Process, Payoff: Shared Join other affiliate leaders and interact Leadership with Learning Forward’s Board of Trustees and senior staff members. Gather new information and share ideas with your fellow affiliate leaders. Lead your affiliate in advancing the Learning Forward vision, mission, and strategic priorities in your state or province. Dale Hair, Learning Forward, Kennesaw, GA, [email protected]

Area of Focus: Leadership

H02 | Creating the Engaged Classroom in Secondary Schools Explore a framework for strengthening conditions for learning and discuss and experience a targeted set of research-based instructional practices for reaching and engaging adolescent learners in secondary classrooms. Explore the question, “What are the teacher mindsets and practices that build engaging and well-managed classrooms and to ensure every student succeeds academically in school?” Embed targeted academic learning supports and interventions into daily practice. Increase personal interest and engagement through student voice, choice, and differentiated assignments and products.

Area of Focus: Student Learning

Larissa McCoy Mitti, School District of Hillsborough County, Tampa, FL, [email protected] Robyn Sullivan, School District of Hillsborough County, Tampa, FL, [email protected] Francesca Sciullo, School District of Hillsborough County, Tampa, FL, [email protected] Elizabeth Morgan, School District of Hillsborough County, Tampa, FL, [email protected]

Area of Focus: Learning Communities

H04 | The Powerful Task: Instructional Planning for Cognitive Engagement Reflect on lesson planning and task design using tools developed in schools across North America. Explore high-impact tasks and analyze the components of rigor to find what engages students and allows learners to make meaning in all content areas. Use a rubric to hone current practice into stronger, learner-focused tasks, and build powerful formative assessment from the standards. See how to plan more engaging and powerful lessons. John Antonetti, Colleagues on Call, Benton, AR, [email protected] Colleen Hawkins, Compton Unified School District, Compton, CA, [email protected]

WEDNESDAY

TUESDAY

Michele Tissiere, Engaging Students, Cambridge, MA, [email protected]

See how one high school used a professional learning community (PLC) process, built on the foundation of standards-based instruction and developed through shared leadership, for lesson planning, open classrooms for observation, and looking at student work. Engage in teacher-created cycles of continuous improvement. Determine the impact of Standards Study Learning Walks on student achievement and create goals to develop a plan for future implementation of shared leadership opportunities.

Area of Focus: Learning Designs

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Learning Forward 2016 Annual Conference | Register Online Today

TUESDAY

9 AM - 12 PM H05 | The CRAFT of Thoughtful Leadership Learn what high-achieving schools do regularly that makes them more successful than average or low-achieving schools. See how building your school’s capacities to Collaborate, Reflect, Adapt, and Focus (CRAFT) leads to thoughtful teaching, learning, and leadership for all. Explore each capacity in CRAFT and learn how schools are currently building these capacities to create and sustain improvement. Acquire a set of ready-to-use leadership tools for collecting meaningful data about teaching and learning throughout your school. Harvey Silver, Silver Strong & Associates, Franklin Lakes, NJ, [email protected]

Area of Focus: Leadership

H06 | Around About: Impacting Student Achievement and Systemic Collaboration Create collaborative professional learning networks that reflect diversity and the needs and interests of students with heightened engagement to improve student achievement. Align and maintain momentum to propel student achievement forward while honoring the learning and achievements of all educators. Learn how to build capacity and teacher efficacy through instructional rounds and superintendent support. Pam Bondett, Peel District School Board, Mississauga, ON, Canada, [email protected] Nikki Hutchison, Peel District School Board, Mississauga, ON, Canada, [email protected]

Area of Focus: Learning Communities

Register by Oct. 1

and save $50!

when you register for a 3-, 4-, or 5-day conference attendance

DECEMBER 6, 2016

TUESDAY

9 AM - 12 PM

CONCURRENT SESSIONS | SET H

Area of Focus: Implementation

Margie Johnson, Metro Nashville Public Schools, Nashville, TN, [email protected] Shelly Dunaway, Metro Nashville Public Schools, Nashville, TN, [email protected] Erin Anderson, Metro Nashville Public Schools, Nashville, TN, [email protected] Craig Hammond, Metro Nashville Public Schools, Nashville, TN, [email protected] Whitney Akin, Metro Nashville Public Schools, Nashville, TN, [email protected] Mary Laurens Seely, Metro Nashville Public Schools , Nashville, TN, [email protected] Stephanie Wilkerson, Magnolia Consulting, Charlottesville, VA, [email protected]

Tracy Stegall, Boulder Valley Schools, Broomfield, CO, [email protected] Bethy Leonardi, University of Colorado at Boulder, Boulder, CO, [email protected] Sara Staley, University of Colorado at Boulder, Boulder, CO, [email protected] Jennifer Barr, Boulder Valley Schools, Boulder, CO, [email protected] Odette Edbrooke, Boulder Valley Schools, Boulder, CO, [email protected] Phil Katsampes, Boulder Valley Schools, Boulder, CO, [email protected] Emily Clay, Boulder Valley Schools, Boulder, CO, [email protected]

Area of Focus: Equity

Area of Focus: Implementation

WEDNESDAY

Examine the role of achievement vs. learning-goal research in motivating students to become mastery-based learners. Learn techniques for identifying the symptoms of a fixed mindset. Practice ways to engage teachers in using essential questions to help students access and cultivate learning goals. Examine and adapt goal orientation survey tools used to identify goal priorities.

Hear about a partnership between a very large urban district and the Regional Educational Laboratory Appalachia that resulted in a three-year journey building middle school educators’ capacities to engage in collaborative inquiry to raise student achievement. Gain practical tips for developing a collaborative culture at the district, school, and classroom levels. Explore how to translate collaborative inquiry from research at the national level to the district, school, and classroom levels. Participate in an ongoing virtual community of practice around collaborative inquiry and share support and resources beyond the conference setting.

TUESDAY

H08 | Motivating Learning Through Growth Mindset and Essential Questions

H09 | Leveraging Collaboration for Supporting Student Achievement

Learn about a district’s partnership with A Queer Endeavor, a university-based center housed in a school of education that moves topics of gender and sexual diversity beyond the antibullying narrative toward policy, practice, and professional learning. See how to proactively affirm gender and sexual diversity and ensure a safe, welcoming environment for all. Explore your background knowledge, examine biases, and create a plan for engaging learners and families in your own setting.

MONDAY

Ruth Schoenbach, WestEd, San Francisco, CA, [email protected] Becky Graf, Charlotte-Mecklenberg Schools, Charlotte, NC, [email protected] Shelley Warkentin, Manitoba Province Education and Advanced Learning Division, Winnipeg, MB, Canada, [email protected]

Area of Focus: Student Learning

SUNDAY

Hear about lessons learned from the implementation of transformative professional development built on multitiered systems of comprehensive and flexible support for educators. Gain experiential and theoretical understanding of the Reading Apprenticeship Framework and its professional development model-an internationally-recognized and evidence-based approach to increasing secondary and postsecondary student engagement and achievement in content literacy across the disciplines. Make connections between the principles and specific strategies used in two large school systems to engage teachers, coaches, and principals in this new approach and your own context.

Jason Rann, New York City Department of Education, New York, NY, [email protected] Jackie Grasso, New York City Department of Education, New York, NY, [email protected]

H10 | #aqueerendeavor: Affirming Family, Gender, Sexual Diversity Districtwide

SATURDAY

H07 | Building System Capacity to Transform Content Literacy Learning

Pierre Orbe, New York City Department of Education, New York, NY, [email protected]

Jelly

www.learningforward.org/conference | 800-727-7288

67

DECEMBER 6, 2016

MONDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET H H11 | Connected Action Road Map: Strengthening Educator Practice Through PLCs Learn about a school improvement process using collaborative teams to drive ongoing improvements in educator practice and student learning. See how the Connected Action Roadmap (CAR), endorsed by New Jersey Department of Education and New Jersey’s leading educational organizations, provides a systemic approach for transforming practice and school culture. Consider how to examine formative and summative assessment data in a way that organically promotes effective instructional decision making while meeting the needs of diverse learners. Articulate priority areas for improving professional learning aligned to the Standards for Professional Learning by engaging in a self-assessment of current collaborative practices. Victoria Duff, New Jersey Principals and Supervisors Association, Monroe Township, NJ, [email protected] Patricia Wright, New Jersey Principals and Supervisors Association, Monroe Township, NJ, [email protected] Donna McInerney, New Jersey Principals and Supervisors Association, Monroe Township, NJ, [email protected]

WEDNESDAY

TUESDAY

Area of Focus: Learning Communities

H12 | How Principals Develop Teacher Practice: External Expertise, Teacher Leaders, and Sponsorship Examine how principals can leverage the role of teacher leaders, assistant principals, and external professional learning resources to develop teacher practice. Explore an urban middle school case study, and examine a principal’s experience working with the math department. Gain tools to support the framing of professional learning sessions, participation in the sessions, and follow-up including teacher goal-setting, classroom observation, and principal feedback. Anneke Markholt, University of Washington, Seattle, WA, [email protected] Joanna Michelson, University of Washington, Seattle, WA, [email protected]

Area of Focus: Student Learning

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TUESDAY

9 AM - 12 PM

H13 | Cultivating A Learning Culture Through Content Coaching

H15 | Improving Skills and Practices of Teacher Evaluators

Learn strategies for developing coaching approaches that engage educators in mindful inquiry and conversation to breed innovation and collective genius. Learn to interweave proven practices (e.g. content coaching, lesson study, and communities of practice) that result in profound learning for coaches, school leaders, and measurable improvements in student learning. Rethink coaching initiatives and retool coaches and principals to have lasting, positive, and systemic impact on school culture and student learning. Use inclusive processes that give voice and choice to teachers, principals, and coaches in the design and implementation of effective professional development formats and forums.

See how a high school faculty increased teacher evaluator efficacy by learning new techniques for documenting instructional practices. Examine varying types of documentation practices that bring different strengths to the teacher evaluation process. Train your teacher evaluators in a fun, engaging, experience that develops their instructional eye toward improved instruction for your students. Learn and practice a variety of new styles of evidence documentation and discuss the circumstances in which teacher evaluators can use them effectively.

Lucy West, Metamorphosis Teaching Learning Communities, New York, NY, [email protected] Julie Everly, Monroe Public Schools, Monroe, MI, [email protected] Holly Wallace, Monroe Public Schools, Monroe, MI, [email protected]

Area of Focus: Learning Communities

H14 | Impact of Data on Collaboration and Student Achievement Learn how data can be used as a basis for building collaborative, embedded professional learning communities that focus on improving instructional practices that increase student achievement. Experience the application of technology to collect and use data to create change and promote positive school culture and professional collegiality. See how teachers can use data as a focus for building best practices around student-centered learning. See how to create a team to support strong leadership within a school. Courteney Lizotte, Yellowknife Education District #1, Yellowknife, NT, Canada, [email protected] Brenda Johnson, Yellowknife Education District #1, Yellowknife, NT, Canada, [email protected]

Area of Focus: Data

Learning Forward 2016 Annual Conference | Register Online Today

Ben Collins, Maine Township District 207, Park Ridge, IL, [email protected] Jill Geocaris, Maine Township District 207, Park Ridge, IL, [email protected] Susan Savage, Maine Township District 207, Park Ridge, IL, [email protected]

Area of Focus: Leadership

H16 | Leading a School’s Literacy Classroom Visit Model Learn how to lead and look for key elements of effective literacy instruction as a team of teacher leaders and the principal walk through classrooms. Experience a process of engaging a leadership team to review the data from the visits to determine strengths and needs. Determine the next steps of action in professional learning as a result of the classroom visit. Receive resources to start collecting data in your school or district. Sandi Novak, Burnsville-Eagan-Savage, Lakeville, MN, [email protected] Bonnie Houck, Victoria, MN, [email protected] Dawn Wiegand, Mounds View Schools, New Brighton, MN, [email protected]

Area of Focus: Learning Designs

DECEMBER 6, 2016

TUESDAY

9 AM - 12 PM

CONCURRENT SESSIONS | SET H

Written feedback is a powerful force. See how the choices observers make prompt the readers of the feedback, the teachers, to deeply consider the feedback or discount it. Explore a high-quality Innovation Configuration map that was co-developed by teachers and leaders after five years of study in an urban district. Experience how opportunities were created for observers to garner feedback on their feedback.

Shift from management by power to management by influence where every educator uses effective nonverbal communication. Develop a clear understanding of the levels of observation and when to focus on which level. Understand how nonverbal aspects of communication make up as much as 80% of a coach’s communication. Recognize that how we sound, our body posture, and breathing effects how teachers respond to coaches. Break the habit of automatic eye contact and know when and how to make eye contact vs. looking at an observation form.

Thomas Van Soelen, Van Soelen & Associates, Lawrenceville, GA, [email protected]

Area of Focus: Implementation

Deborah Childs-Bowen, Creative Mind Enterprise, Atlanta, GA, [email protected] Ann Cunningham-Morris, Mableton, GA, [email protected] Phyllis Pajardo, City of Fairfax Schools, Fairfax, VA, [email protected]

Area of Focus: Leadership

Area of Focus: Learning Designs

H20 | From Professional Development to Professional Learning: Collaboration Transforms Planning Explore a mid-sized school district’s journey from traditional professional development to a true professional learning model using strategic relationships, alignment, and collaborative opportunities. Identify characteristics and components of a professional learning plan that engages educators in active, personalized, jobembedded, ongoing learning based on student needs. Understand how a technology-based design tool can support refining or creating components of an educator-driven planning process.

Time has been reserved in this session to visit the Exhibit Hall. Engage in one-on-one conversations with exhibitors and vendors. Spend time perusing and viewing the exhibits or attend vendor demonstrations in the Technology Showcase. Learn about the latest technology tools that can be used to support professional learning at the school or district level. Renee Taylor-Johnson, Learning Forward, Oxford, OH, renee.taylor-johnson@ learningforward.org

Area of Focus: Resources

“

This was the first time that I have ever been to the Learning Forward Conference. I really enjoyed every single day of the conference. My sessions were awesome and I got many good ideas that I can bring back to my district. ~Jennifer Ullrich

”

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

Marguerite Dimgba, Greece Central School District, Rochester, NY, [email protected] Juliet Correll, Frontline Technologies, Malvern, PA, [email protected]

H21 | Dedicated Exhibit Hall Time: Resources for Success

TUESDAY

Learn about the roles and criteria for principal leaders to ensure effective teaching and learning at high levels for all students. Utilize self-reflection to guide principals’ engagement with leadership development strategies and practices. Explore strategies and tools for transforming instructional leadership as well as district professional learning programs for multiple leadership roles. Design learning plans aligned with key leadership roles for district or individual leadership development.

Area of Focus: Implementation

MONDAY

H18 | Transforming Leadership Learning and Development Through Reflective Practice

Krista Grinder-Dettloff, Vancouver School District, Vancouver, WA, [email protected] Michael Grinder, Michael Grinder and Associates, Battle Ground, WA, [email protected] Rachel Babbs, Salem-Keizer Public Schools, Salem, OR, [email protected]

Sheila Robinson, Greece Central School District, North Greece, NY, [email protected] Holly Stettner, Greece Central School District, Rochester, NY, [email protected]

SUNDAY

H19 | The Nonverbals of Observing and Giving Feedback

SATURDAY

H17 | Garnering Feedback on Your Feedback

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SATURDAY

CONCURRENT SESSIONS | SET I I01 | Visible Learning in Literacy How can teachers maximize their efforts to improve students’ literacy? See how to use the effect size research from John Hattie to focus specific literacy instructional routines that build student surface, deep, and transfer knowledge. Get help in determining impact using effect sizes. Identify influences within a teacher’s control that positively and negatively affect students’ literacy development. Analyze student learning using effect sizes on preand postassessment tools. Doug Fisher, Health Sciences High and Middle College, San Diego, CA, [email protected] Nancy Frey, Health Sciences High and Middle College, San Diego, CA, [email protected]

TUESDAY

MONDAY

Area of Focus: Implementation

I02 | Transforming Teaching and Learning With Technology Learn how teaching and assessment methods transform as a result of using technology, such as Google Classroom and FreshGrade. Experience different apps and digital assessment methods to introduce implementation approaches into your own teaching practice. Observe student work samples and useful apps in conjunction with various subject areas and explore digital portfolios as a multimodal platform to showcase students’ learning. Design assessment methods that allow students to show their thinking and learning in a range of modes from writing to audio samples, videos, and photographs. Participants should bring an iPad or other personal device.

WEDNESDAY

Alexis Birner, Crofton House School, Vancouver, BC, Canada, [email protected] Stella Araujo, Vancouver, BC, Canada, [email protected]

Area of Focus: Technology

I03 | Plot Your Course to Sustainable Teacher Leadership Design and plot your course for developing sustainable teacher leadership in your school or district to support student learning. Put students at the forefront of your vision and practice. Explore the path one district navigated in their journey to empower teacher leaders to collaboratively take ownership of their school improvement goals. Create an action plan tailored to the needs of your school or district. Michele Schmidt Moore, Loudoun County Public Schools, Ashburn, VA, [email protected] David Arbogast, Loudoun County Public Schools, Ashburn, VA, [email protected] Sonja Polcen, Loudoun County Public Schools, Ashburn, VA, [email protected] Jennifer Miller, Loudoun County Public Schools, Ashburn, VA, [email protected]

Area of Focus: Leadership

I04 | myPD: The Art and Science of Personalized Professional Development How do we leverage 21st-century technologies to create personalized and respectful professional development with an eye toward measuring impact and ensuring coherence? Find out how a team from a large urban school district in Southern California uses the myPD professional development management system to meet the challenge. This community of practice uses myPD to match teacher needs and wants to coherent, relevant professional learning; then, equips teachers with the tools to measure the impact of that professional learning on teacher practice. Develop a vision in practice and begin to plan your next steps to actualizing this vision in your own district. Nader Twal, Long Beach Unified School District, Long Beach, CA, [email protected] Amy Pendray, Long Beach Unified School District, Long Beach, CA, [email protected]

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TUESDAY

10 AM - 12 PM

Jennifer Crockett, Long Beach Unified School District, Long Beach, CA, [email protected] Enrico Biscocho, Long Beach Unified School District, Long Beach, CA, [email protected] Leonardo Ramos, Long Beach Unified School District, Long Beach, CA, [email protected]

Area of Focus: Data

I05 | Teachers’ Learning and Leadership: Of, By, For Teachers Learn, discuss, and share promising practices and experiences for developing teachers’ peer-led professional learning. Explore approaches for developing teachers’ informal and formal leadership of professional knowledge and practices to support teaching and learning. Gain insights from evidence of practices to support knowledge development, mobilization, and application for individuals, groups, and networks of educators. Access the latest research on successful strategies for teacher professional learning, leadership, and professional knowledge exchange. Carol Campbell, University of Toronto, Toronto, ON, Canada, [email protected] Ann Lieberman, Stanford University, Stanford, CA, [email protected] Anna Yashkina, University of Toronto, Toronto, ON, Canada, [email protected]

Area of Focus: Leadership

DECEMBER 6, 2016

TUESDAY

10 AM - 12 PM

CONCURRENT SESSIONS | SET I

State education agencies influence the success of districts and schools. When they become learning organizations, they reinforce the significance of continuous improvement. Learn how staff members in a reform-minded state department of education leveraged engagement in the Transforming Professional Learning initiative to establish a bold plan and strategies for their own ongoing professional learning.

Discover how lab classroom coaching cohorts were developed and implemented in a large school district for STEM integration in science and math 6-12, scalable to any content area. Participate in a model STEM lesson, and interact with strategies to re-envision STEM implementation. Spark and develop ideas for professional learning through the structure of this model, its effectiveness in improving instruction, and how it builds capacity in teacher leaders. Engage in a model STEM lesson to experience a teacher workshop and give participants authentic ways to integrate STEM by using NGSS science and engineering practices and the Common Core State Standards of Math Practice.

Joellen Killion, Learning Forward, Lakeway, TX, [email protected] Karen Kidwell, Frankfort, KY, [email protected]

Area of Focus: Learning Communities

Area of Focus: Leadership

I09 | Project Momentum: A Focused and Differentiated Model of Districtwide School Improvement Explore a district-level school improvement model and the impact of a strategic focus. Examine the project’s tight focus, strategic deployment of resources, and strategies for removing barriers to student achievement, all in a differentiated framework. Learn about the tools used for school improvement at school and district levels. Hear about specific strategies used for school turnaround and how they were implemented in a large suburban district.

Area of Focus: Implementation

I11 | Changing Culture and Practice: Collaborative Feedback Loops for Leaders Unpack current enablers and barriers to system or school improvement. Explore an existing model for collaborative reviews using inquiry as a process to guide change that is top-down by the system and bottom-up by the schools. Examine the international and Canadian research on instructional leadership for system and school improvement including feedback to monitor implementation of initiatives, limit variability, and increased coherent and effective practices. Beverley Freedman, University of Toronto, Vaughan, ON, Canada, [email protected] Mike Borgfjord, Seine River School Division, Lorette, MB, Canada, [email protected]

Area of Focus: Leadership

Mark Greenfelder, Fairfax County Public Schools, Falls Church, VA, [email protected] Brendan Menuey, Fairfax County Public Schools, Falls Church, VA, [email protected] Steve Lockard, Fairfax County Public Schools, Falls Church, VA, [email protected] Terry Dade, Fairfax County Public Schools, Falls Church, VA, [email protected]

WEDNESDAY

Jevelyn Bonner-Reed, CharlotteMecklenburg Schools, Huntersville, NC, [email protected] Michele Mason, CharlotteMecklenburg Schools, Huntersville, NC, [email protected] Jill Near, Charlotte-Mecklenburg Schools, Huntersville, NC, [email protected] John Legrand, CharlotteMecklenburg Schools, Huntersville, NC, [email protected] Stephen Esposito, CharlotteMecklenburg Schools, Huntersville, NC, [email protected]

Area of Focus: Learning Designs

Catherine Guimaraes, Teaching Channel, Oakland, CA, [email protected] Jennifer Tiggs, Henry Ford Academy, Detroit, MI, [email protected] Liz Bastian, Henry Ford Academy, Detroit, MI, [email protected]

TUESDAY

Learn how a data system supports building the capacity of school leaders. See how a large district created a Leader Tracking System (LTS) to track human resources and student achievement data to inform evaluation, recruitment, and professional development strategies. Understand the components of a district principal pipeline strategy. Generate ideas on how creating an LTS may enhance leadership development strategies in your own and other districts.

Denise Goldin-Dubois, Cherry Creek School District, Centennial, CO, [email protected] Sherri Dennstedt, Cherry Creek School District, Centennial, CO, [email protected]

Learn about a charter school model for developing a coaching cycle to support teacher development through reflective video practice. Gain knowledge about the extent to which video, a shared piece of evidence, can drive critical changes in teacher practice. Understand how video can be used to motivate and inspire change in teacher implementation of restorative practices.

MONDAY

I07 | Leader Tracking System: Tool for Principal Pipeline Strategy

I10 | Coaching Through Video to Motivate Changes in Practice

SUNDAY

I08 | Getting Smarter Together: Integrating STEM in the Classroom

SATURDAY

I06 | State Agencies as Learning Organizations

Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288

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CONCURRENT SESSIONS | SET I I12 | Building Leadership Networks to Encourage Innovation Learn about a leadership network that shares learning across diverse districts to spread and scale innovative practices which support teacher professional learning and school or district leadership capacity. Discover how to create a sustainable structure that fosters professional learning for district leaders and leads to impressive gains for students. Identify common problems of practice that may exist across districts, as well pathways to address those issues in a collaborative and effective manner. Sharon Roberts, Tennessee SCORE, Nashville, TN, [email protected] Lyle Ailshie, Kingsport City Schools, Kingsport, TN, [email protected] Neel Durbin, Dyersburg City Schools, Dyersburg, TN, [email protected] Courtney Seiler, Tennessee SCORE, Nashville, TN, [email protected] Lily Newman, TNTP, South Hadley, MA, [email protected]

Area of Focus: Learning Communities

WEDNESDAY

TUESDAY

I13 | Text Complexity: A Key Measuring Stick in Assessment Learn about the critical components of sound assessment design and the role that text complexity plays within it. Analyze multiple data sets to determine how to use evidence of student learning against multiple levels of text to identify instructional opportunities that meet the needs of learners from a district, building, classroom, or at the individual student level. Identify action steps to support using new knowledge to drive data-driven discussions centered on student learning against targeted objectives. Karen Flories, Valley View School District 365U, Romeoville, IL, [email protected]

Area of Focus: Student Learning

I14 | LEarning Together to Advance our Practice: A School-Based Approach to Learning Communities Hear about a new school-based approach to professional learning, LEarning together to Advance our Practice (LEAP), used by District of Columbia Public Schools (DCPS). See how LEAP creates content-specific, school-based learning communities that engage in a cycle of planning, content knowledge development, formative observations, and student work analysis - all tied to the DCPS curriculum and facilitated by a content-specific leader. Learn about the LEAP program and what DCPS did to launch the initiative, and how the work is going. Scott Thompson, District of Columbia Public Schools, Washington, DC, [email protected] Paige Hoffman, District of Columbia Public Schools, [email protected]

Area of Focus: Learning Communities

I15 | Principals Collaborating to Deepen Understanding of High-Quality Instruction See how to engage in a process that ensures equitable evaluation of teacher effectiveness through an interrater reliability system. Understand how developing a common rubric vocabulary and maximizing external resources including the utilization of a calibration and certification engine (CCE) results in districtwide rater agreement. Examine how principals, by engaging as instructional leaders in purposeful professional learning and collaboration, assist teachers in improving classroom instruction to result in greater student growth. Todd Cummings, Fort Wayne Community Schools, Fort Wayne, IN, [email protected] Kay Psencik, Learning Forward, Cyprus, TX, [email protected] K.C. MacQueen, Empirical Education, Palo Alto, CA, [email protected]

Area of Focus: Implementation

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TUESDAY

10 AM - 12 PM I16 | State Policy Matters: Principals Advance Teaching and Learning Explore the unique role of state agencies in identifying and training aspiring principals while supporting on-the-job principals. Expand understanding of state policy levers to cultivate and support excellent principals, with special emphasis on supporting principals’ growth with aligned professional development. Leave energized after learning how one state achieved success using an aligned, integrated learning supports model as the catalyst for principal development. Rhonda Waltman, Scholastic Education, New York, NY, [email protected] Linda Felton-Smith, Alabama State Department of Education, Montgomery, AL, [email protected] Merrianne Dyer, Scholastic Education, Gainesville, GA, [email protected]

Area of Focus: Leadership

I17 | Principal Evaluations: From a Oncea-Year Event to an Ongoing Cycle of Growth Find out about the Association of Washington School Principals’ AWSP Leadership Framework and the Framework Users Guide, used by more than 95% of school districts in the state, and the sweeping changes in the mindset and attitude toward principal evaluation. Explore effective tools to move principals and principal evaluators from a oncea-year evaluation event to a system of self-evaluation, goal setting, ongoing conversations and observations, which are truly helping principals to grow and go deeper in their practice. Walk away with tools, tangibles, and planning strategies and begin working toward a cycle of continuous growth. Ron Sisson, Association of Washington School Principals, Olympia, WA, [email protected] Scott Seaman, Association of Washington School Principals, Olympia, WA, [email protected]

Area of Focus: Implementation

DECEMBER 6, 2016

TUESDAY

10 AM - 12 PM

CONCURRENT SESSIONS | SET I

Joshua Starr, PDK International, Arlington, VA, [email protected]

Area of Focus: Leadership

I19 | Novice Teacher Support: Instruction-Focused Professional Learning

Register by Oct. 1

and save $50!

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I21 | Using Data Displays to Engage and Empower Teachers Examine effective data displays which have led to teacher change in instructional practice. Create data displays based on classroom observation linked to an instructional framework created for teachers in preK-12 classrooms. Discuss how teacher-driven, individualized professional learning can result in teacher reflection and change in instructional practice. Jamey Burns, University of Florida, Neptune Beach, FL, [email protected] Lauren Gibbs, University of Florida, Jacksonville, FL, [email protected] Valeria Brown, Seminole County Public Schools, Sanford, FL, [email protected] Mary Kay Rodgers, University of Florida, Scottsdale, AZ, [email protected]

Area of Focus: Data

Area of Focus: Emerging Issues

“

Learning Forward is amazing…. I have made a commitment to attend every year, even if I have to personally pay for it. The learning is THAT valuable to me. Thank you for making it fantastic every single year. ~Chad Dumas

”

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

Area of Focus: Learning Designs

Area of Focus: Implementation

Jill Gildea, Fremont School District 79, Mundelein, IL, [email protected] Elizabeth Freeman, Fremont School District 79, Mundelein, IL, [email protected] Aislynn Gildea, Crystal Lake Community District 155, Crystal Lake, IL, [email protected]

TUESDAY

Elita Driskill, Education Service Center Region 11, White Settlement, TX, [email protected] Linda Parker, Eagle Mountain-Saginaw Independent School District, Fort Worth, TX, [email protected] Karen Ray, Eagle Mountain-Saginaw Independent School District, Fort Worth, TX, [email protected] Justin Matthews, Eagle Mountain-Saginaw Independent School District, Fort Worth, TX, [email protected]

Dara Barlin, DARE Consulting, Los Angeles, CA, [email protected] Judi Fenton, New York City Department of Education, New York, NY, jfenton2@schools. nyc.gov

Get answers to two key questions for today’s professional development leaders... What’s new? What’s next? Examine eight innovative education trends that will make a positive impact on your work. Identify key trends that will influence educational professional learning and educator engagement for the next five years. Inspire a student-centered and future-focused vision of professional learning that can be integrated into your own district. Design an active learning ecosystem graphic and become more knowledgeable about what is new and what is next through the lens of research, best practice, and current issues.

MONDAY

How do campus and district leaders develop an intentional implementation plan for growing novice teachers and their mentors? Examine induction vs. mentoring and experience a new-teacher learning walk. Reflect on systems elements and professional learning needed to build and sustain a collaborative induction system for continuous improvement. Discover a protocol to develop the instructional prowess of novice teachers and their mentors.

Teachers intend to implement what they’ve learned from their professional development, but sometimes things get in the way--lack of time, lack of follow-up support, and often fear of trying something different. Find out about a new tool codesigned by practitioners in a very large urban district that provides mentors and coaches a simple way to help new teachers apply in their own classroom what they learned in professional development.

I22 | What’s New? What’s Next?

SUNDAY

The annual PDK poll is the longest running measure of the American publics’ attitudes towards public education and has shaped the views of leaders, policymakers, and the media toward public education. Review the results and findings of the most recent PDK poll. Engage with others in discussing its implications for your own leadership. Create a plan for addressing the publics’ interests in their own communities.

I20 | Help Your Teachers Apply Learning From Their Professional Development

SATURDAY

I18 | What the Public Wants From Our Schools

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I23 | Transforming Teacher Leadership: Developing Mentors as Teacher Leaders Learn how a district intentionally designs opportunities to nurture school-based mentors as teacher leaders. Investigate a replicable, sustainable model that develops teachers as school-based mentors and district leaders who co-learn and coach to implement researched-based instructional, assessment, and equity strategies. Examine how a district supports teacher leaders to strengthen novice teacher efficacy through differentiated professional learning, collaborative inquiry, gradual release, and actionable goal-setting that facilitates leadership and affects student success. Allison Cunningham, Peel District School Board, Mississauga, ON, Canada, [email protected] Suzanne Molitor, Ontario College of Teachers, Toronto, ON, Canada, [email protected] Dina Burkett, Peel District School Board, Mississauga, ON, Canada, [email protected] Cheryl Dell, Peel District School Board, Mississauga, ON, Canada, [email protected] Maria Luisa Lebar, Peel District School Board, Mississauga, ON, Canada, [email protected] Anna Presta, Peel District School Board, Mississauga, ON, Canada, [email protected]

Area of Focus: Leadership

I24 | Supporting Teachers: Increasing Instructional Effectiveness for Student Learning Successfully shift teacher evaluation from inspection to a growth model and focus your teacher feedback on student learning. Refine your ability, or build capacity in others, to truly measure teacher “effectiveness” during classroom observations. Learn how to mindfully collect evidence and critically analyze a teacher’s impact on engagement and understanding. Develop action steps based on an analysis rooted in evidence and change outcomes to make an impact directly on student learning. Amy Tepper, ReVision Learning Partnership, Sarasota, FL, [email protected] Jordan Grossman, Canton Public Schools, Canton, CT, [email protected] Natalie Simpson, West Hartford Public Schools, West Hartford, CT, [email protected] Patrick Flynn, ReVision Learning Partnership, Colchester, CT, [email protected]

Area of Focus: Implementation

I25 | Leading Implementation of Careerand College-Readiness Standards Identify principal practices that lead to effective implementation of career- and college-readiness standards by supporting teacher learning. Engage with tools and other artifacts that principals and teachers use in their school to provide feedback and practice-centered instructional support. Experience specific professional development leadership practices, such as distributing leadership and designing systems for professional development, that directly support teacher work in the classroom. Brad Cawn, New Leaders, New York, NY, [email protected] Cheryl Borden, New Leaders, New York, NY, [email protected] Jill Grossman, New Leaders, New York, NY, [email protected]

WEDNESDAY

TUESDAY

MONDAY

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET I

Area of Focus: Leadership

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TUESDAY

10 AM - 12 PM I26 | Using Our Strengths to Lead: Empowering Teacher Leadership Learn about an initiative where teachers engage in leadership training to expand their sphere of influence beyond the classroom. See how building individual capacity has empowered instructional K-12 staff to begin to influence systemic change. Hear from district administrators and teachers how to replicate this professional learning community model in your schools or district. Engage in conversations designed to overcome limiting perceptions about teachers’ roles in schools and districts. Julie Glazer, Summit Public Schools, Summit, NJ, [email protected] Lauren Banker, Summit Public Schools, Summit, NJ, [email protected] Ron Poles, Summit Public Schools, Summit, NJ, [email protected] Dana Folk, Summit Public Schools, Summit, NJ, [email protected] Trudy Cohen, Summit Public Schools, Summit, NJ, [email protected]

Area of Focus: Leadership

I27 | Supporting New Teachers and Mentors Find out how to ensure that all students are engaged, inspired, and empowered to learn by providing an equal focus on your new teacher hires and their mentors. Learn how to analyze your induction program and create a sustainable professional learning infrastructure tailored to newteacher and mentor needs. See how a comprehensive induction and mentoring program that meets professional learning standards accelerates inductee professional knowledge and builds their skill capacity. Svetlana Sutic, Deerfield District 109, Libertyville, IL, [email protected] Kristen Paul, Deerfield District 109, Deerfield, IL, [email protected] Rachel Fillippi, Deerfield District 109, Deerfield, IL, [email protected]

Area of Focus: Learning Designs

DECEMBER 6, 2016

TUESDAY

10 AM - 12 PM

CONCURRENT SESSIONS | SET I

Learn how to develop and use common language to clearly articulate desired outcomes. Experience six strategies for change and how they are enacted in practice. Create a road map to reach intended outcomes. Identify facilitation strategies that promote changing mindsets about using outcomes first.

Area of Focus: Implementation

I29 | Using Tripod Student Surveys to Enhance Professional Learning

Area of Focus: Equity

Corrie Ziegler, Edmonton Regional Learning Consortium, Edmonton, AB, Canada, [email protected] Laurie Kardynal-Bahri, Elk Island Catholic Schools, Sherwood Park, AB, Canada, [email protected]

Shawn Clark, Saluda County Schools, Saluda, SC, [email protected] Abbey Duggins, Saluda County Schools, Saluda, SC, [email protected]

Area of Focus: Learning Communities

I31 | A System’s Approach to Supporting Aboriginal Education

Area of Focus: Leadership

Explore ways a system can weave together supports to create a culturally safe organization. Reflect on your own biases and move from bystander to ally. See how to design staff professional learning that addresses cultural safety. Walk away with the understanding and tools to work towards a culturally safe organization. Understand and build assessments to measure cultural safety with in your organization. Shelly Niemi, School District #57 (Prince George), Prince George, BC, Canada, [email protected] Jennifer Parisian, School District #57 (Prince George), Prince George, BC, Canada, [email protected]

Area of Focus: Equity

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WEDNESDAY

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Feedback can be used to support and encourage professional growth and learning. Discover how instructional leaders provide the tools and structures necessary to create professional learning experiences that focus on the use of quality feedback. Investigate professional learning opportunities and artifacts such as protocols, videos, and assessments. Explore tech tools to streamline the feedback process. Walk away with professional development engagements you can fold into your already established professional development plan.

TUESDAY

Rob Ramsdell, Tripod Education Partners, Cambridge, MA, [email protected] Alka Pateriya, Tripod Education Partners, Cambridge, MA, [email protected]

Learn how a community of practice offers a robust professional learning strategy for leaders by serving as a vehicle for authentic communication, mentoring, coaching, and self-reflection. Experience and examine protocols, strategies, and processes that one school used in its community of practice that engaged and inspired its participants. Review the impact of this strategy on leaders, school staffs, and student learning.

MONDAY

Harness the power of student voice through the Tripod 7Cs framework of effective teaching and explore how to use Tripod student surveys as a way to enhance feedback available to teachers. Dig into the research findings associated with the use of Tripod surveys across the United States and learn how results are correlated to important outcomes. Gain knowledge and strategies that can be leveraged by school and district teams promoting continuous improvement to enhance teaching practice and student outcomes.

I32 | Quality Feedback: Non-Negotiable for Today’s Leader

SUNDAY

Janice Bradley, Utah Education Policy Center, Salt Lake City, UT, [email protected] Amy Colton, Learning Forward, Ann Arbor, MI, [email protected] Ed Tobia, Austin, TX, [email protected]

I30 | Creating and Sustaining a Community of Practice for Leaders

SATURDAY

I28 | Key to Successful Implementation: Focus on Outcomes First

I had a great experience at this conference and walked away with strategies to use right away. ~Sheila Smith

www.learningforward.org/conference | 800-727-7288

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THOUGHT LEADER LECTURES TL09 | The Principal Supervisor: How to Balance the Roles of Coach, Supervisor, and Central Office Leader

Max Silverman, University of Washington, Seattle, WA, [email protected] Max Silverman is the associate director of the Center for Educational Leadership (CEL) at the University of Washington. Silverman is a former principal and central office leader who leads CEL’s work focused on district leadership. In this role, Silverman has worked closely with the Bill & Melinda Gates Foundation and a number of districts including Seattle, Shelby County (TN), and Minneapolis. Susanne Jerde, Highline Public Schools, Burien, WA, [email protected] Susanne Jerde is the chief academic officer of Highline Public Schools. She began her teaching career in Highline in 1984, and since then has served as an elementary school principal, director of Title 1/LAP/ELL, and executive director supervising schools K-12. Jerde holds a superintendent’s certificate from Seattle University, a master’s from Seattle Pacific University, and a bachelors in elementary education from Central Washington University.

2:30 p.m. - 3:30 p.m. School districts across the country are quickly revising the role of principal supervisor to reflect recent research indicating a need for a stronger focus on improving principal performance. Hear what the University of Washington Center for Educational Leadership is learning about this role and also hear from a central office leader about this effort in her district. Develop a deeper understanding of how to balance the roles of coach and supervisor, how to address issues of principal supervisor span of control, and ways that principal supervisors can be vital central office leaders. Stephen Fink, University of Washington, Seattle, WA, [email protected]; @StephenFinkAtUW Stephen Fink is the executive director of the University of Washington Center for Educational Leadership (CEL), and affiliate associate professor of educational leadership and policy studies in the University of Washington College of Education. He has worked extensively with school and district leaders on improving the quality of instructional leadership. Prior to coming to the University of Washington, he spent 12 years as an assistant superintendent in the Edmonds School District, and was a principal and special education teacher in Idaho and Los Angeles. Fink is the co-author with Anneke Markholt of Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise (Jossey-Bass, 2011).

WEDNESDAY

CONFERENCE ICONS

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Area of Focus: Leadership

TUESDAY

2:30 PM - 4:30 PM TL10 | Developing Great Teaching: Findings from a Major International Review into Effective Professional Development 3:30 p.m. - 4:30 p.m. What are the ingredients of effective teacher learning, and how do you create these conditions? Drawing on the findings from a major international review, hear about the core ideas illustrated using practical examples of exceptional practice from his organization’s network of United Kingdom and international schools drawn from recent work with the UK government using the Standard for Teachers’ PD. David Weston, Teacher Development Trust, London, England, [email protected]; @informed_edu David Weston is the founder and chief executive of the Teacher Development Trust, and the chair of the United Kingdom Department for Education’s Teacher Development Expert Group. He is a school governor and a former secondary math and physics teacher. Weston speaks and writes frequently for education sector and national media and has had a number of radio and TV appearances on the subject of teaching, teacher development, and LGBT issues.

Area of Focus: Leadership

Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees.

BASIC for participants with limited background in the content.

Explore REDESIGN PD in sessions marked with this icon.

Sessions where participants should BYOD—Bring your own device.  

ADVANCED for attendees who have knowledge of the session content.

Common Core State Standards will be found in these sessions.

Gain a global perspective in sessions marked with this icon.

Sessions that have content and skills for educators serving TITLE 1 /economically disadvantaged populations.

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Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET J

Keynote speaker Pasi Sahlberg will answer your questions in this special session after his keynote address on Tuesday afternoon. Pasi Sahlberg, Helsinki, Finland, [email protected]

Area of Focus: Leadership

Joellen Killion, Learning Forward, Lakeway, TX, [email protected]

Area of Focus: Resources

Hear how the most-improved district in its state enacted a clearly articulated process for supporting instructional coaches. Through this ongoing process, instructional coaches use a coaching cycle to ensure shifts in educator practice. The presenters will share how the district’s instructional coaches are engaged in a cycle of continuous improvement and work in study teams to practice the skills they are using with others, reflect on the quality of the work, and assess the impact of coaching. Engage in protocols and learning designs used with coaches and reflect on the possible implications for your district. Establish a plan of action for incorporating ideas from the session into your own district support for instructional coaches.

Micromessages are small, subtle, unconscious messages we send while communicating with others, whether by voice, tone, or action. These messages may be positive or negative, stem from our implicit biases, and affect relationships. Discuss the various types of micromessages, how micromessages impact students, how to encourage persistence through the use of microaffirmations, and how to inoculate students from internalizing micro-inequities that, over time, affect their potential.

Kay Psencik, Learning Forward, Cypress, TX, [email protected] Ramona Coleman, Fort Wayne Community Schools, Fort Wayne, IN, [email protected] Valerie Mitrani, Learning Forward, Miami, FL, [email protected]

Area of Focus: Learning Designs

J04 | Next-Generation Accountability: Beyond Test Scores

Area of Focus: Equity

J06 | 21st-Century Professional Learning: Blended Learning for Educators Examine the iNACOL Blended Learning Teacher Competency Framework and California Quality Professional Learning Standards and see how these standards were applied by one district to create new blended models for professional learning. Consider what your school or district can do to build similar experiences. Emily Garrison, Palo Alto Unified School District, Palo Alto, CA, [email protected] Kelly Bikle, Palo Alto Unified School District, Palo Alto, CA, [email protected] Kathleen Laurence, Palo Alto Unified School District, Palo Alto, CA, [email protected]

TUESDAY

Transform your accountability system from test scores into a learning system. Synthesize research on high-leverage strategies and apply best practices in accountability to your school and educational system. Energize your staff with accountability indicators that are collaborative, meaningful, and impactful. Advocate for constructive accountability systems to your communities and stakeholders.

Meagan Pollock, National Alliance for Partnerships in Equity, Gap, PA, [email protected]

Area of Focus: Technology

Register by Oct. 1

and save $50!

WEDNESDAY

Douglas Reeves, Creative Leadership Solutions, Boston, MA, [email protected]

Area of Focus: Data

when you register for a 3-, 4-, or 5-day conference attendance

www.learningforward.org/conference | 800-727-7288

MONDAY

Explore the tools included in Learning Forward’s facilitator guide designed for teachers, teacher leaders, principals, and central office staff. See how to analyze and use the findings from Beyond PD: Teacher Professional Learning in High-Performing Systems to strengthen professional learning at the school and system levels. Find tools, which are organized into an easy-to-use guide and may be used for multiple purposes by a range of educators.

J05 | Mighty Micromessages for Student Success

SUNDAY

J02 | Resources to Support the Beyond PD Report

J03 | When Coaches Learn, Teachers Learn

SATURDAY

J01 | Tuesday Keynote Q&A With Pasi Sahlberg

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CONCURRENT SESSIONS | SET J J07 | Redesigning Professional Development to Improve Teaching and Learning Learn how one school district is redesigning professional learning systems to improve the conditions for teaching and learning using Learning Forward’s Standards for Professional Learning. Discover the lesson study cycle and how it is a catalyst for transforming teacher reflection during teacher collaborative learning time. See how to guide teacher teams within the framework of a professional learning system designed to foster teacher growth. Engage in collaborative discussions that foster professional learning system changes. Andrea Pyatt, Lake County Schools, Tavares, FL, [email protected] Amy Cockcroft, Lake County Schools, Tavares, FL, [email protected] Seth Edwards, Lake County Schools, Tavares, FL, [email protected]

Area of Focus: Learning Communities

J08 | Targeted, Small-Group Instruction in Secondary Classrooms Join a team of school-based and district-level educators and delve into innovative designs for targeted, smallgroup instruction at the secondary level. Distinguish between targeted, small-group instruction and collaborative-learning structures. Engage in authentic smallgroup structures and discussion to uncover a responsive instructional pathway that encompasses standards, purposeful planning, and strategic formative assessments to enhance teacher practice and student learning. Maggie Cummins, Baltimore County Public Schools, Baltimore, MD, [email protected] Christine Roberts, Baltimore County Public Schools, Baltimore, MD, [email protected] Mary Boswell-McComas, Baltimore County Public Schools, Baltimore, MD, [email protected] Niamh McQuillan, Baltimore County Public Schools, Windsor Mill, MD, [email protected]

J09 | What Teachers Need to Make Professional Learning Work

J11 | Professional Learning Practices and Resources from 15 States

Teams from the Agents for Learning Competition will offer their insights and share their vision for the best uses of Title II and other federal funds under the Every Student Succeeds Act (ESSA). Building on the whitepaper co-published by Learning Forward and the National Commission on Teaching & America’s Future on teacher agency, hear finalist teams’ analysis of teachers’ primary professional learning needs and their theory of action to leverage that learning to advance teaching and learning. Leave with recommendations for states, districts, and schools to consider as guides to their Consolidated State Plans and/or state and district Title II plans, a requirement of ESSA. Co-sponsors for the competition include America Achieves, AFT, Center for American Progress, Corwin, CCSSO, Educators 4 Excellence, Hope Street Group, NEA, National Board for Professional Teaching Standards, National Network of State Teachers of the Year, Scholastic, and Teach Plus. Area of Focus: Leadership

Hear about new research on the efforts in 15 states to foster effective professional learning for all educators on state collegeand career-readiness standards. Improve leadership in your own state by identifying approaches, learning designs, and resources from states with the strongest efforts. Discuss innovative initiatives with leaders from one of those states. Get help tackling the nuts and bolts of implementing results-based professional learning reform in your state.

J10 | It’s Intentional Discover how to move from being a school with professional development sessions to a professional learning school. Experience and leave with practical methods for transforming leadership, culture, systems, and instruction. See how one school made the journey in becoming the first school to earn the Learning School Designation from Learning Forward and AdvancEd, which recognizes exemplary effective professional learning in action. Jill Brock, Spartanburg School District Seven, Spartansburg, SC, [email protected] Lisa Foster, Spartanburg School District Seven, Spartansburg, SC, [email protected]

Area of Focus: Learning Communities

Area of Focus: Student Learning

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TUESDAY 2:30 PM -4:30 PM

Learning Forward 2016 Annual Conference | Register Online Today

Kimberly Anderson, Southern Regional Education Board (SREB), Atlanta, GA, [email protected] Janice Poda, Learning Forward, Columbia, SC, [email protected] Mary Elizabeth Mira, Southern Regional Education Board (SREB), Atlanta, GA, [email protected] Tamika Ball, Southern Regional Education Board (SREB), Atlanta, GA, [email protected] Trent Danowski, West Virginia Department of Education, Charleston, WV, [email protected] Christina Bailey, West Virginia Department of Education, Charleston, WV, [email protected]

Area of Focus: Leadership

DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET J

Area of Focus: Learning Communities

Jennifer Abrams, Jennifer Abrams Consulting, Palo Alto, CA, [email protected]

Area of Focus: Leadership

J15 | Redesign PD Coaching: Measuring the Impact of Professional Learning Strengthening the measurement of the impact of professional learning on teacher practice and making decisions based on these measures is necessary for a comprehensive professional learning system. Consult with members of the Redesign PD Community of Practice who have been working on this specific problem. Bring your measuring impact problem and give yourself time to explore possible goals as you reimagine the possibilities.

Learn how education stakeholders-teacher preparation institutions, teacher and principal associations, and parents-formed a New Jersey alliance to promote a teacher learning and support continuum that incorporates teacher preparation, mentoring and induction, professional learning, and teacher leadership. Discover how to grab the reform agenda by connecting continuous teacher learning to educator effectiveness and student success. Gain ideas from the coalition about how to unite to influence state policymakers and legislative action. Martha DeBlieu, New Jersey Education Association, Trenton, NJ, [email protected] Marie Blistan, New Jersey Education Association, Trenton, NJ, [email protected] Sharon Sherman, New Jersey Association of Colleges for Teacher Education, Lawrenceville, NJ, [email protected] Eileen Spedding, New Jersey Association of Colleges for Teacher Education, Pennington, NJ, [email protected] Patricia Wright, New Jersey Principals and Supervisors Association, Monroe Township, NJ, [email protected]

Area of Focus: Emerging Issues

WEDNESDAY

An educator’s work is emotionally and psychologically demanding. One’s ability to be both intrapersonally and interpersonally intelligent is essential for meeting the challenges of the day-to-day work in a school. Develop your self-awareness and interpersonal skill set so you are even better able to deal with the complex needs of your school system. Determine what emotional intelligence looks like in practice and what leadership research says about its importance.

Area of Focus: Learning Designs

J16 | Taking Back the Profession

TUESDAY

J13 | Leading Effectively: What Does It Take?

Anne Conzemius, SMART Learning Systems, Fitchburg, WI, [email protected] Demond Means, Mequon-Thiensville School District, Mequon, WI, [email protected] Matthew Joynt, Mequon-Thiensville School District, Mequon, WI, [email protected]

Area of Focus: Learning Communities

MONDAY

Chad Dumas, Hastings Public Schools, Hastings, NE, [email protected] Craig Kautz, Hastings Public Schools, Hastings, NE, [email protected] Montessa Muñoz, Hastings Public Schools, Hastings, NE, [email protected] Lawrence Tunks, Hastings Public Schools, Hastings, NE, [email protected] Jason Cafferty, Hastings Public Schools, Hastings, NE, [email protected] David Essink, Hastings Public Schools, Hastings, NE, [email protected] Amy Kelly, Hastings Public Schools, Hastings, NE, [email protected]

Learn how central office leaders from a high-performing district framed professional learning as a journey toward a larger vision of social justice where success for all means all students, staff, and community partners. Hear how the superintendent’s administrative team invested a year of study to learn how to train and coach school-based, district and community partnership teams to use a student-focused school improvement process based on Learning Forward’s Standards for Professional Learning. Leave with strategies for building commitment and capacity for deep organizational transformation within the context of the ever-changing education and economic landscapes.

Amy Pendray, Long Beach Unified School District, Long Beach, CA, [email protected] Jennifer Crockett, Long Beach Unified School District, Long Beach, [email protected] Leonardo Ramos, Long Beach Unified School District, Long Beach, CA, [email protected]

SUNDAY

Examine processes and practices used by a financially and demographically challenged district with eight schools--half of which have earned ongoing national recognition as models of excellence from two different organizations. Engage in protocols used by teachers and principals to examine student learning. Reflect on how you can apply these processes, practices, and protocols to also achieve “impossible” excellence through the application of the principles of professional learning communities.

SATURDAY

J12 | J14 | Impossible Excellence: One District’s Anything’s Possible When All Really Journey Means All

Michelle King, Learning Forward, Dallas, TX, [email protected] Helen Coley, Prince George’s County Public Schools, Capitol Heights, MD, [email protected] Denise Greene, Prince George’s County Public Schools, Capitol Heights, MD, [email protected]

www.learningforward.org/conference | 800-727-7288

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SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET J J17 | Taking Classroom Tech to the Next Level: Projects and Ideas Using technology to complete projects requires a huge time commitment. Explore how to design projects that meet learning outcomes in several curricular areas. Consider various applications of hardware: iPads/iPods, digital cameras, Smart Boards, computers and software, such as Comic Life, iMovie, iTunes, and various apps. Discuss implementation strategies and a reimagined teacher and tech relationship. Leave with a larger exposure to a wider range of tools and share implementation strategies. Felisha Martin, EverFi, Toronto, ON, Canada, [email protected] Kris Sward, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected] Scott Gregory, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected]

WEDNESDAY

TUESDAY

MONDAY

Area of Focus: Technology

J18 | Sowing the Seeds of Success: Growing Teacher Leaders Experience the process of growing teacher leaders from “seed” to “harvest” by utilizing best practices of professional learning and identifying opportunities for teacher leaders to engage in the professional learning process. Strategize ways to grow teacher leaders’ tools through personalizing professional learning best practices to be applied systemwide in order to have initiatives and high-quality learning. Lydia Conway, Fulton County Schools, Sandy Springs, GA, [email protected] Trisha Myers, Fulton County Schools, Sandy Springs, GA, [email protected] Lisa Steele, Fulton County Schools, Sandy Springs, GA, [email protected] Audra Tompkins, Fulton County Schools, Sandy Springs, GA, [email protected] Latrina Cockrell, Fulton County Schools, Sandy Springs, GA, [email protected] Natasha Harp, Fulton County Schools, Sandy Springs, GA, [email protected]

Area of Focus: Leadership

J19 | Motivating the Reluctant Learner Experience brain-friendly instruction and leave with strategies proven to enhance achievement at any grade level, in any lesson. Explore instructional strategies that nourish the brain, focus attention, and accelerate review and mastery of content. Learn how to create greater engagement and deeper understanding of content, how to build motivation in the classroom, and how to promote higher-level thinking with any curriculum. Learn and process structures to boost higher-level thinking and communication skills. Jacqueline Minor, Kagan Publishing and Professional Development, San Clemente, CA, [email protected]

Area of Focus: Student Learning

J20 | Coaching for Equity: One Instructional Team’s Journey Review the historical context of inequities within American public education and specifically within an urban public school district. Learn how an instructional coaching team committed to and began implementing a coaching-for-equity framework within an urban school district. Understand the stages in the development of coaching for equity, moving coaches from self-awareness to action that challenges mindsets and behaviors that perpetuate the myth of an achievement gap rather than the reality of an opportunity gap. Develop an action plan to begin your journey within classrooms, schools and district offices. Lori Adams Chabay, District of Columbia Public Schools, Washington, DC, [email protected] Katina Kearney-Edwards, District of Columbia Public Schools, Washington, DC, [email protected] Sheila Williams, District of Columbia Public Schools, Washington, DC, [email protected] Jennifer Morse, District of Columbia Public Schools, Washington, DC, [email protected] Florence Kreisman, District of Columbia Public Schools, Washington, DC, [email protected] Tsitsi Sithole, District of Columbia Public Schools, Washington, DC, [email protected]

Area of Focus: Equity

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TUESDAY 2:30 PM -4:30 PM J21 | Developing Confidence and Competence Through Personalized Professional Learning Learn about a large urban district’s movement towards a competency-based professional learning system. Examine structures that have been developed to help teachers understand their strengths, determine personal learning goals, and define clear measures of success linked to student outcomes. Explore systems for supporting site-based personalized learning connected to the district’s vision including micro-credentialing and teacher development pathways that prioritizes competence related to student outcomes over seat time. Katie Martin, University of San Diego, San Diego, CA, [email protected] Annie Wolfe, Houston Independent School District, Houston, TX, [email protected] Terrence Sanders, Houston Independent School District, Houston, TX, [email protected]

“

Area of Focus: Learning Designs

Learning Forward’s annual conference stands alone at the top of educational venues for professional learning. The conference mirrors the mission and standards of the organization maintaining an atmosphere of community around professional growth and camaraderie.

”

~Anne Conzemius

DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET J

Learn how instructional coaches leverage specific assessment coaching moves to engage teachers in rich reflective conversations and practices related to assessment, evaluation, and reporting. Participate in elements of the Iterative Assessment Coaching Cycle to understand the routines and protocols coaches can use to support teachers with the implementation of purposeful and aligned assessment. Witness how stakeholders respond to assessment coaching moves and the positive impact on student achievement.

Meaningful writing does not always originate on paper. Discover an actionresearch predictor of student success in composition. Learn creative ways to tap into hidden potential and provide authentic experiences for the young authors in your classes. Plan effective ways to provide your students with authentic, real-world experiences that use writing to make a positive difference in their schools and communities. Facilitate data-driven lessons and projects for writing students within and beyond the classroom.

Area of Focus: Learning Designs

J23 | Keeping Social and Emotional Learning at the Center

Area of Focus: Implementation

J25 | Collaboration Through Professional Learning to Support Language Learners See how engaging content teachers in professional learning communities can provide practical tools for the instruction of English language learners. Explore how to build capacity and support collaborative professional learning focused on language instruction and assessment through a blended learning course. Consider a design for teams of educators and focus on exploring cultural practices, implementing strategies to differentiate instruction, and integrating language standards for planning and instruction. Jennifer Aleckson, WIDA, Madison, WI, [email protected] Jonathan Gibson, Nevada Department of Education, Carson City, NV, [email protected] Kulwadee Axtell, Nevada State Department of Education, Carson City, NV, [email protected]

Area of Focus: Learning Designs

Kristen Walter, Crayola, Arlington Heights, IL, [email protected]

Area of Focus: Equity

J27 | Change Professional Practice to Improve Student Learning Learn how to use a dynamic professional learning design to change professional practice and significantly increase student learning and achievement. Discover how district educators are dramatically reenvisioning their approach to professional development. Explore this design in multiple content areas through the lens of the Common Core State Standards for opinion writing. Understand how this powerful design embodies Learning Forward’s Standards for Professional Learning. Linda Vanderford, Clackamas Education Service District, Clackamas, OR, [email protected] Barb Soisson, West Linn-Wilsonville School District, Tualatin, OR, [email protected] Carol Middleton, Clackamas Education Service District, Clackamas, OR, [email protected]

Area of Focus: Learning Designs

www.learningforward.org/conference | 800-727-7288

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WEDNESDAY

Nick Yoder, American Institutes for Research, Chicago, IL, [email protected] Michael McGarrah, American Institutes for Research, Washington, DC, [email protected]

Area of Focus: Student Learning

TUESDAY

Recognize that the success of students extends beyond academic achievement to include school climate and student social and emotional growth, among others factors. Understand a framework that connects social emotional learning (SEL), school climate, and academic learning. Gain specific strategies to integrate SEL into daily instruction and identify data sources to assess SEL and school climate.

Lea Ann Atherton, McCracken County Schools, Paducah, KY, [email protected]

Use art to draw families into school and inspire a school culture where creative experiences deepen your understanding of and opportunities for family engagement. Ensure educational equity through creative parent communication by expanding opportunities for students to reach full academic potential while creating a culture where every child can succeed. Learn how to engage families in your professional learning communities. Use an interactive project for understanding how art can be a tool to empower all stakeholders to communicate with each other in meaningful ways and as a way for students and parents to learn to use their voices in an educational setting.

MONDAY

Kristen Clarke, Peel District School Board, Mississauga, ON, Canada, [email protected] Tina Grandy, Peel District School Board, Mississauga, ON, Canada, [email protected] Karen Cox, Peel District School Board, Mississauga, ON, Canada, [email protected] Mirjan Krstovic, Peel District School Board, Mississauga, ON, Canada, [email protected]

J26 | Using Art to Draw Families Into School

SUNDAY

J24 | Changing the World One Writer at a Time

SATURDAY

J22 | Assessment Coaching Moves: Partnering for Assessment Literacy

DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET J J28 | Problem-Based, Blended Learning: Design for Success Discover how you can establish the conditions where teachers can implement powerful, 21st-century learning in their classrooms as represented by rigorous problem-based, blended, and personalized learning. Understand the characteristics of these approaches and learn how districts and schools are designing systems for successful implementation. Leave with the resources you need to develop individual, school, team, and school system capacities for innovation. Jane Chadsey, Educurious, Seattle, WA, [email protected] Ellen Dorr, Renton School District, Renton, WA, [email protected]

TUESDAY

MONDAY

Area of Focus: Implementation

J29 | Leaders: Discover, Communicate, and Sustain Your School Identity Learn how to use a genealogist’s tools and processes to discover your school’s historical identity in order to foster community consensus around a compelling vision and purpose. Understand how and why you should shape and communicate the essence of your story to important stakeholders. Examine strategies and practices for hiring, developing, and retaining teachers and administrators who understand and are committed to sustaining your school identity as documented in your story. Barbara Dill-Varga, Maine Township High School District 207, Park Ridge, IL, [email protected]

J30 | Let’s Play Chess, Not Checkers The rate of change is faster than our ability to adapt to technology, increased social demands, and emotional issues. Most of us are playing checkers with very limited moves and limited strategy when we need to play chess, with multiple pieces, multiple moves, and more creative solutions. See how to determine what to keep from our past and what to adapt and use creatively for new solutions.

Area of Focus: Leadership

Discuss early lessons learned in designing and implementing a hybrid Literacy Design Collaborative (LDC) professional learning model in New York and Louisiana through a federal Investing in Innovation (i3) grant. Learn how teachers, coaches, and school leaders utilized a network of online and in-person supports to build teacher competencies in implementing rigorous standards and using data to identify leading indicators to gauge implementation strength.

J31 | Student Learning Objectives: One Measure of Teacher Effectiveness

Megan Jensen, Literacy Design Collaborative, New York, NY, [email protected] Sarah Arroyo, Los Angeles Unified School District, Los Angeles, CA, [email protected] Tracie Bryant, Los Angeles Unified School District, Los Angeles, CA, [email protected]

Betty Burks, Adkins, TX, [email protected] William Sommers, Austin, TX, [email protected]

Learn how an urban school district has implemented and customized the use of student learning objectives (SLOs) as one measure of the new Professional Pathways for Teachers (PPfT) appraisal system. Experience a process that helps teachers with collecting and analyzing data, determining areas of high needs, setting an objective, and measuring the student growth. See how to set up systems that will help you implement SLOs at your own campus or district. Joann Taylor, Austin Independent School District, Austin, TX, [email protected] Robert Chavez, Austin Independent School District, Austin, TX, [email protected] Omar Castillo, Austin Independent School District, Austin, TX, [email protected]

Area of Focus: Data

Area of Focus: Learning Communities

WEDNESDAY

J32 | Implementing the Literacy Design Collaborative Through a Hybrid Professional Learning Model

Area of Focus: Learning Designs

J33 | Leadership Talent Assessment Learn how school districts can recruit, develop, and retain visionary principals who will continue to drive teaching and learning improvement. Dive into the new research-based Principal Talent Management Framework for school superintendents and district leadership teams created by the George W. Bush Institute and American Institutes for Research. Self-assess your own district policies and practices pertaining to supporting and growing your own principal talent. Design action plans to begin improving a targeted policy or practice areas for improvement. Eva Chiang, George W. Bush Institute, Dallas, TX, [email protected] Matthew Clifford, American Institutes for Research, Washington, DC, [email protected]

Area of Focus: Leadership

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Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET J

Area of Focus: Learning Communities

J35 | Propel: Launching Students Forward

Area of Focus: Learning Designs

J37 | Inclusion and Differentiation Engage in strategies that help with inclusion and promote a culture for a positive learning environment. Share the differences between accommodation, modifications, and interventions. Apply co-teaching strategies and models to help differentiate lessons in the classroom as well as create a positive learning environment. Learn to work cohesively with co-teaching partners and gain a better understanding of each other’s personalities and behavior tolerances. Gage Kashigi, Central District, Honolulu, HI, [email protected] Patti Yoneshige, Hawaii Department of Education, Honolulu, HI, [email protected]

Area of Focus: Student Learning

Area of Focus: Learning Communities

J39 | Enhancing Teacher Efficacy: Building Sustainable Learning Networks Learn to implement successful professional learning focused on teacher efficacy, culturally responsive pedagogy, and researched instructional practices using technology to encourage and sustain teacher engagement and growth. Focus on the structure and results of an implemented Teacher Efficacy Academies. See how to enhance the effectiveness and efficacy of classroom teachers serving underprepared and underserved students in literacy and STEM (science, technology, engineering, and math). Mary Little, University of Central Florida, Orlando, FL, [email protected] Johni Cruse Craig, Delta Research and Educational Foundation, Washington, DC, [email protected] Chelonnda Seroyer, Seroyer Consulting, Trenton, NJ, [email protected] Martha Lue Stewart, University of Central Florida, Orlando, FL, [email protected]

WEDNESDAY

Ralph Wagner, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Irene Nordheim, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Patrick Hansen, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Matt Patrician, Louis Riel School Division, Winnipeg, MB, Canada, [email protected]

Area of Focus: Implementation

Kevin Reimer, School District #71 Comox Valley, Courtenay, BC, Canada, [email protected] Geoff Manning, School District #71 Comox Valley, Courtenay, BC, Canada, [email protected]

TUESDAY

Learn how a focus on project-based learning, using the Propel model, can enhance teacher collaboration, practice, learning, and engagement for students. Become knowledgeable about strategies for building capacity within student and teacher teams. Explore a professional development model that allows teachers to engage in an internal division or district exchange, explore and develop new skills and ideas, and then return to more traditional settings to begin integrating those ideas.

Yvonne Ribas, Center for Collaborative Education, Los Angeles, CA, [email protected] Maria Chan, Center for Collaborative Education, Los Angeles, CA, [email protected]

Hear about a districtwide professional learning community (PLC) model that provides time and space for collaborative teams to work together to effectively address student needs. Explore the norms of collaboration that guide the collegial, data-driven conversations that are the center of improved student learning. Consider an approach to PLC implementation that keeps schools and teams on track and focused on the most important issues. See how the requirements of the local teachers’ contract were met while creating administrator led PLC time within the school district.

MONDAY

Jill Meciej, Consortium for Educational Change, Glendale Heights, IL, [email protected] Jerry O’Shea, Marquardt School District 15, Glendale Heights, IL, [email protected] Carol Van Gorp, Marquardt School District 15, Glendale Heights, IL, [email protected] Jennifer Leaderman, Marquardt School District 15, Glendale Heights, IL, [email protected] Meredith Haugen, Marquardt School District 15, Glendale Heights, IL, [email protected]

Use screening and growth-minded evaluation tools coupled with lessons learned in an urban teacher residency program in Los Angeles to support new teachers so they thrive from preservice, job placement, and in their first two years of teaching. Based on the strengths and needs of your school site or district, design differentiated support to develop equity-minded teachers. Become versed in researched-based tools to uncover teacher disposition that is “best fit” for urban school settings.

SUNDAY

Explore a model of collaborative and reflective communities of practice that are focused on improving student learning through standards-based goal setting. Investigate how a school district trains and supports grade- level and department communities of practice to explore, monitor, and adjust curriculum, instruction, and assessment to improve student learning. Learn how a goal-setting process can be utilized for the purpose of measuring student growth as a component of a teacher evaluation and measurement model.

J36 | J38 | Novice Teacher Retention Professional Learning Communities Measurement Beyond Service Years for 21st-Century Learning

SATURDAY

J34 | Standards-Based Goal Setting Through Collaborative Teaming

Area of Focus: Equity

www.learningforward.org/conference | 800-727-7288

83

DECEMBER 6, 2016

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET J J40 | Building School-Community Partnership: The EQUAL Experience EQUAL, an equine-assisted learning program, uses equine activities to explicitly teach social and emotional skills to secondary students. Learn how a school worked together with EQUAL to support the social and emotional development of its students at-risk for learning difficulties. Explore the professional learning and collaborative strategies used to strengthen the school-community partnership and the impact of the partnership on students’ social and emotional development. Ailsa Goh, National Institute of Education, Singapore, [email protected] Carol Tan, National Institute of Education, Singapore, [email protected] Cher Chong Tan, Ministry of Education, Singapore, [email protected]

WEDNESDAY

TUESDAY

MONDAY

Area of Focus: Student Learning

J41 | Creating Shared Visions of Excellence Through Studio Days Hear how a school district implemented studio days for all middle school English language arts, math, and science teachers. Discover a model of excellence that gives teachers and administrators opportunities to reflect on their own practice. See how studio days include collaborative teacher planning, observation of an expert teacher, debriefing, and reflection on observed instruction. Learn about three different intentional structures for studio days and leave being able to design effective and impactful studio days for your own system. Monica Chandler, Renton School District, Renton, WA, [email protected] Genevieve Ramsey, Renton School District, Renton, WA, [email protected] Kimberly Booker, Renton School District, Renton, WA, [email protected] Kelly Jones, Renton School District, Renton, WA, [email protected] Megan Heineman, Renton School District, Renton, WA, [email protected]

J42 | Creating a Gender-Inclusive School Culture See how educators are learning about antihomophobia education and using it in their schools and classrooms. Explore how teachers in British Columbia are making their schools and classrooms safe for all students, including LGBTQ students. Acquire strategies to prevent and address homophobia, transphobia, and create gender-inclusive schools and classrooms. Heather Kelley, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected] David Butler, British Columbia Teachers’ Federation, Vancouver, BC, Canada, [email protected]

Area of Focus: Equity

J43 | Systems Coaching: Building and Sustaining Effective District Practices Review the research base regarding organizational change and systems coaching and discuss implications for school districts. Observe, discuss, and evaluate strategies for identifying district priorities and developing standards of practice. Identify appropriate data sets for district priorities and participate in datadriven dialogue connecting leadership practices with identified outcomes. Reflect on your own school or district strengths and needs in the area of systems development and district team building to develop a plan for strengthening school and district leadership. Tina Mondale, Jackson County School District 9, Eagle Point, OR, [email protected] Cynda Rickert, Jackson County School District 9, Eagle Point, OR, [email protected] Tiffanie Lambert, Jackson County School District 9, Eagle Point, OR, [email protected] Jen Mason, Jackson County School District 9, Eagle Point, OR, [email protected]

J44 | Aboriginal Education: Understanding the Past to Move Forward Gain a stronger understanding of why First People Principles of Learning should be embedded in a meaningful and relevant way into school curricula. Increase your confidence to allow the various entry points of Aboriginal education to be valued and respected. Leave understanding of how Aboriginal education impacts all learners and society. Brad Baker, North Vancouver School District #44, North Vancouver, BC, Canada, [email protected] Stephanie Maki, North Vancouver School District #44, North Vancouver, BC, Canada, [email protected]

Area of Focus: Emerging Issues

J45 | How Learning Forward Foundation Can Help Enhance Leadership Enhancing leadership is the Learning Forward Foundation’s focus by underwriting individuals, teams, and affiliates through grants and scholarships focused on change and improving practice. Become aware of the types of grants and scholarships from the Learning Forward Foundation and their purposes. Get guidelines and tips on funding opportunities and the way a proposal is scored for acceptance. Leave with an understanding of the expectations for evaluation of proposals for grants and scholarships. Jo Wood, Saint Louis University, St. Louis, MO, [email protected] Victoria Duff, Learning Forward, Toms River, NJ, [email protected]

Area of Focus: Leadership

Area of Focus: Leadership

Area of Focus: Learning Designs

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TUESDAY 2:30 PM -4:30 PM

Learning Forward 2016 Annual Conference | Register Online Today

ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

CONCURRENT SESSIONS | SET J

J51 | Leadknowledgy: Implementing the Magnificent Seven

A growing body of research finds that student feedback on teacher performance can provide valid and reliable ratings of instructional quality. Student survey responses hold potential as a source of guidance for teacher development. Test the potential for student survey reports to help teachers improve areas of focus identified by their students and gain strategies for using student survey data to improve practice.

Students are key stakeholders in their education, and therefore, deserve to have a voice in how that education is shaped. See examples of meaningful student voice in classrooms, schools, and districts across Canada. Walk away with tools and strategies you can implement at all levels to increase student voice and engagement. Understand how to go about starting a district students’ council, and then eventually, a student trustee position. Leave with examples of constitutions and regulations that govern student trustees across the country.

Leadknowlogy...practice the practical and crucial understanding of how technology is essential to the education sector, question your own competency levels, and learn different strategies and resources to support your campus needs. Examine how to leverage platforms that exist and use open source applications. Analyze purpose and relevance of digital practice and tools and build personal efficacy around seven priorities for future-ready leaders. See how technology helps you support feedback, capture and store data and evidence, create communities of learners. Explore how you can surmount the obstacles of distance and inequality.

Ryan Balch, My Student Survey, Nashville, TN, [email protected] Laura Stiver-Walsh, Metro Nashville Public Schools, Nashville, TN, [email protected]

Area of Focus: Data

J47 | A Book Talk: Leading Change

Jody Bergman, Roanoke, TX, [email protected] Terry Morganti-Fisher, Learning Forward, Austin, TX, [email protected]

Area of Focus: Implementation

Acquire a foundational and evidenceinformed understanding of how teacherdirected professional learning designs, enabled by technology, facilitate provincial and state collective professional growth for the broader benefit of students. Experience how TeachOntario, an innovative online platform for sharing, collaboration and knowledge exchange, nurtures teacher professional learning, fosters teacher leadership, and demonstrates how more than 3500 educators can make their thinking and learning visible in a digital medium. Karen Grose, TVO, Toronto, ON, Canada, [email protected] Carol Campbell, University of Toronto, Toronto, ON, Canada, [email protected] Katina Papulkas, TVO, Toronto, ON, Canada, [email protected]

Area of Focus: Technology

J52 | Dedicated Exhibit Hall Time: Resources for Success Time has been reserved in this session to visit the Exhibit Hall. Engage in one-on-one conversations with exhibitors and vendors. Spend time perusing and viewing the exhibits or attend vendor demonstrations in the Technology Showcase. Learn about the latest technology tools that can be used to support professional learning at the school or district level. Renee Taylor-Johnson, Learning Forward, Oxford, OH, renee.taylor-johnson@ learningforward.org

Area of Focus: Resources

WEDNESDAY

Learn quick and easy strategies for determining the progress in your plans to make an impact on adult learning and school improvement. Discern the difference between assessment of school progress and evaluation of school progress. Leave with a battery of tools that will help determine where you are in your school improvement efforts while allowing for any mid-course adjustments to ensure the destination.

J50 | My Learning, My Way: Igniting Teacher Leadership

TUESDAY

J48 | Are We There Yet? Figuring Out if We’re Making Progress Toward the Destination

Area of Focus: Emerging Issues

Valerie Wainright, Houston Independent School District, Houston, TX, [email protected] Queinnise Miller, Houston Independent School District, Houston, TX, [email protected]

MONDAY

Learn the eight steps to successful change as described by John Kotter. Experience the process for identifying components in each of the steps. Use a change project to experience the eight steps to successful change. Participants do not need to have read the book to attend this session.

Nick Milum, Student Voice Initiative Canada, Montreal, QC, Canada, [email protected] Rohan Nuttall, University of British Columbia, Vancouver, BC, Canada, [email protected]

SUNDAY

J49 | Meaningful Student Voice in the Classroom, School, and District

SATURDAY

J46 | Identifying Areas of Focus Using Student Survey Data

Area of Focus: Learning Communities

Michael Murphy, Richardson, TX, [email protected]

Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288

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DECEMBER 6, 2016

TUESDAY 2:30 PM -4:30 PM

SATURDAY

TECHNOLOGY SHOWCASE SESSIONS | SET K

Register for these sessions and experience technology presentations and demonstrations in the exhibit hall. Find cutting-edge solutions to your greatest professional learning challenges in either a classroom setting or in informal roundtable conversations. Explore the latest in tools, resources, and strategies to help develop and support educators in implementation efforts. Discover how to increase the effectiveness of your professional learning delivery systems. K01.1 |

MONDAY

SUNDAY

2:30 p.m. - 3 p.m.

K01.2 |

K02.1 |

2:30 p.m. - 3 p.m.

3 p.m. - 3:30 p.m.

More on Using Moodle in a Blended Mastering the Dance: Exploring Classroom Literacy Coaching Conversations Using Moodle in a blended classroom has the potential for positive impact when used in classrooms and can produce improvements in student achievement. Gain an introduction to the blended learning environment and the possibilities that arise from teaching and learning in such a setting. Explore examples of how Moodle can help create balanced assessments and improve students’ technology skills. See how elements of Game Theory can be interwoven with Moodle to engage and motivate learning. Jeff Campbell, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected]

Area of Focus: Technology

Literacy coaches need to pay careful attention to conversational and coaching moves while conferring individually with teachers. Hear how coaches can hone their dialogue skills so that they are talking with teachers in ways that help them feel empowered to move to the next stages of reflection and planning. See how to create a note-taking guide for literacy professionals to use as they watch videos of their own coaching conversations and notice specific pieces on which to improve, one at a time. Bethanie Pletcher, Texas A&M University at Corpus Christi, Corpus Christi, TX, [email protected]

Area of Focus: Leadership

K01.3 | 2:30 p.m. - 3 p.m.

TUESDAY

Measuring the Quality of Professional Learning

WEDNESDAY

Learning Forward’s Standards Assessment Inventory (SAI) is a valid and reliable tool that measures alignment of a school’s professional learning practices to the Standards for Professional Learning. Learn how this 50-item survey provides you with valuable data on teachers’ perceptions of professional learning; highlights the successes and challenges your system faces with professional learning practices and implementation; and helps you identify actions that increase the impact of professional learning. Tom Manning, Learning Forward, Dallas, TX, [email protected]

Area of Focus: Resources

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Learning Forward 2016 Annual Conference | Register Online Today

Practice What You Preach: Using Technology to Engage All Learners Engaging adult learners is essential for creating high-quality professional development and today’s technology gives us some exciting options for doing this. Experience several tools that can be used to engage your audience, get formative feedback, and encourage collaboration among participants. Leave with several technology tools that can be used during your next workshop that will help you model promising practices for today’s classrooms. Nancy Mangum, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected] Mary Ann Wolf, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected] Lauren Acree, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected]

Area of Focus: Technology

K02.2 |

3 p.m. - 3:30 p.m.

Measuring the Quality of Professional Learning Learning Forward’s Standards Assessment Inventory (SAI) is a valid and reliable tool that measures alignment of a school’s professional learning practices to the Standards for Professional Learning. Learn how this 50-item survey provides you with valuable data on teachers’ perceptions of professional learning; highlights the successes and challenges your system faces with professional learning practices and implementation; and helps you identify actions that increase the impact of professional learning. Tom Manning, Learning Forward, Dallas, TX, [email protected]

Area of Focus: Resources

TECHNOLOGY SHOWCASE SESSIONS | SET K K03.1 | 3:30 p.m. - 4 p.m.

Five Ways Micro-credentials Can Transform Professional Learning Gain a foundational understanding of micro-credentials and the theoretical framework for using micro-credentials to support professional learning. Explore five ways that micro-credentials can transform professional learning for teachers. Evaluate how micro-credentials address or fail to address common challenges with professional learning and consider policy enablers and barriers for local agencies as they consider implementing microcredentials. Lauren Acree, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected] Mary Ann Wolf, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected]

Area of Focus: Learning Designs

K03.2 |

CONNECTING LANDSCAPES for LEARNING VANCOUVER

3:30 p.m. - 4 p.m.

Taking Your Professional Learning Community to the Next Level Gain a simple process for facilitating professional learning communities (PLCs) that engage each teacher’s intellectual curiosity; build a trusting, positive team culture; and focus on concrete action steps to improve student learning. Walk away with tools that will enable you to begin implementing highly effective PLCs as soon as you return to your school. Monica Martinez, ConsultEd Strategists, Tiburon, CA, [email protected] Dara Barlin, DARE Consulting, Los Angeles, CA, [email protected]

4 ways to register: Registrations will be accepted online, by mail, fax, or scan. All registrations require payment for processing. Paper registration forms are available at www.learningforward. org/conference. Avoid a US$25 handling fee by registering online.

Area of Focus: Learning Communities

ONLINE

K04.1 | 4 p.m. - 4:30 p.m.

Measuring the Quality of Professional Learning Learning Forward’s Standards Assessment Inventory (SAI) is a valid and reliable tool that measures alignment of a school’s professional learning practices to the Standards for Professional Learning. Learn how this 50-item survey provides you with valuable data on teachers’ perceptions of professional learning; highlights the successes and challenges your system faces with professional learning practices and implementation; and helps you identify actions that increase the impact of professional learning. Tom Manning, Learning Forward, Dallas, TX, [email protected]

Area of Focus: Resources

www.learningforward.org

MAIL Learning Forward Conference Registration • 504 S. Locust Street, Oxford, OH 45056

FAX 513-523-0638

SCAN [email protected] Make plans to attend!

DEC. 3-7, 2016 VANCOUVER www.learningforward.org/conference | 800-727-7288

87

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

TL11 | Understanding and Promoting Young Children’s Health and WellBeing Using Population Data 8 a.m. - 9 a.m. What are the ways in which we can promote children’s social and emotional competence and well-being--protective factors that have been identified to promote resiliency, positive mental health, and school success? Understand the factors that forecast children’s success in school and in life and hear about ways to guide children in desirable directions. Gain an overview of how the Human Early Learning Partnership (HELP) is working to understand how to help propel children away from risk and vulnerability and toward resiliency and well-being. See how population-level data relates to children’s social, emotional, and cognitive competence to context (e.g. neighborhood, socioeconomic status) and can influence systemwide decision making about programs and services in schools and communities.

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TUESDAY

MONDAY

SUNDAY

SATURDAY

THOUGHT LEADER LECTURES

Kimberly Schonert-Reichl, University of British Columbia, Vancouver, BC, Canada, [email protected] Kimberly SchonertReichl is an applied developmental psychologist and a professor in the Human Development, Learning, and Culture in the Faculty of Education at the University of British Columbia (UBC). She is also the director of the Human Early Learning Partnership (HELP), an interdisciplinary research unit in the School of Population and Public Health in the Faculty of Medicine at UBC. Prior to her graduate work, Schonert-Reichl worked as middle school teacher and then as a teacher at an alternative high school for at-risk adolescents. Pippa Rowcliffe, University of British Columbia, Vancouver, BC, Canada, [email protected] Pippa Rowcliffe has worked for the Human Early Learning Partnership (HELP) at University of British Columbia, first as the executive director of the Council for Early Child Development and then as the knowledge translation director. In July 2014, Rowcliffe assumed the position of interim deputy director of HELP. She has a particular interest in health equity and the social determinants of health, and also in the fields of community systems change and evaluation.

Area of Focus: Student Learning

WEDNESDAY

Without a doubt, this is the best professional conference for central office and school-based supervisors and administrators. The level of presenter quality and expertise, coupled with the content of the sessions, is second to no other organizational conference. Visionary and thought-provoking, Learning Forward truly leads by example and embodies how professional learning should be delivered to professionals. ~Susan Brown

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Learning Forward 2016 Annual Conference | Register Online Today

TL12 | Building Deep Professional Learning Environments: What Educators Need to Know 9 a.m. - 10 a.m. Evidence has been mounting for years that many of the challenges experienced by secondary students such as disengagement, dissatisfaction, and dropping out are significantly linked to their learning environments and a teaching gap: the difference between what we know to be effective teaching and the quality of teaching that students are often experiencing. Hear about a provocative set of new evidence-based school improvement strategies that are being applied with success to build deep learning for students, teachers, and principals. Explore action research initiatives that serve as powerful levers for achieving the changes that we aim to see in schools and school communities. Ron Canuel, Canadian Education Association, Toronto, ON, Canada, [email protected] Ron Canuel has been president and CEO of the Canadian Education Association since 2010, and has over 40 years of experience in the public education sector. As the former director general of the Eastern Townships School Board in Quebec, Canuel was the principal architect of one of the first Canadian districtwide 1:1 laptop programs for students and teachers, and has received numerous awards in recognition of this groundbreaking initiative. He has been a frequent presenter, panelist, and lecturer at national and international conferences on student and teacher engagement, change management, innovation in education, leadership, and classroom technology integration. Canuel is currently leading the delivery of a unique professional development program that supports Indigenous and nonIndigenous educators and their communities to drive change in their schools.

Area of Focus: Student Learning

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

CONCURRENT SESSIONS | SET L

Learn about a networked community that shares learning across diverse districts and CMOs to improve the design and implementation of PD, such that teachers measurably improve their practice and thereby accelerate student growth. Understand the critical components of a strong community of practice and the steps to creating a collaborative learning community. Discover how to create a sustainable structure that fosters professional learning and leads to continuous improvement and changes in teacher practice. Identify common problems of practice that may exist across districts, as well pathways to address those issues in a collaborative and effective manner.

Examine how a high school implemented an equitable, data-driven student scheduling system with rigorous academic pathways to increase rigor for all students. Explore how improved academic progress resulted from developing a challenging and equitable Advanced Placement (AP) program, redesigning middle school courses, implementing new innovative electives designed to re-engage reluctant learners, and instituting a new extra-help class. Leave understanding how teacher teams moved student learning forward with strategies for equitable student placement in rigorous courses.

Area of Focus: Learning Communities

L02 | International Teacher Professionalism and Standards for Professional Learning

Area of Focus: Leadership

Learn how to develop and implement individualized teacher learning plans aligned with their identified growth needs to improve instructional practices and student achievement. Experience a systematic process that allows teachers and administrators to collaboratively integrate Learning Forward’s Standards for Professional Learning in the individualized learning plan. Discover how popular technology tools can be used to support the development and implementation of teachers’ individualized learning plans. Susan Jones, Tennessee State Department of Education, Nashville, TN, [email protected] Amy McWhirter, Cheatham County School District, Pleasant View, TN, [email protected] Bethanne Augsbach, Monroe Township School District, Morganville, NJ, [email protected]

Area of Focus: Learning Designs

Area of Focus: Data

L06 | Learning and Leading Through Professional Learning Plans Hear how two school districts, one urban and one rural, strengthened professional learning communities through professional learning plans. Learn how they utilized a cycle of professional inquiry to engage educators around these fundamental questions: What do I need to know and be able to do to support student learning? What can I do to help students learn best? What can we, as colleagues committed to these students, do together? See how these districts influenced teacher effectiveness by engaging learning teams in ongoing cycle of improvement, analysis, and reflection. Kathy Wiebke, Arizona K12 Center, Phoenix, AZ, [email protected] Daniela Robles, Balsz Elementary School District, Phoenix, AZ, [email protected] Christie Olsen, Lake Havasu Unified School District, Lake Havasu City, AZ, [email protected]

Area of Focus: Learning Communities

Register by Oct. 1

and save $50!

WEDNESDAY

Deborah Boyd, Lipscomb University, Nashville, TN, [email protected]

L04 | Individualized Learning Plans: District- and School-Level Approaches

Ann Pearce, Santa Fe Trail BOCES, Littleton, CO, [email protected] Jenny Edwards, Fielding Graduate University, Santa Barbara, CA, [email protected]

when you register for a 3-, 4-, or 5-day conference attendance

www.learningforward.org/conference | 800-727-7288

TUESDAY

In 2016, the Organization for Economic Cooperation and Development (OECD) released Supporting Teacher Professionalism, a report on the Teaching and Learning International Survey (TALIS). Examine these findings through the lens of Learning Forward’s Standards for Professional Learning. Consider the knowledge, skills, and practices that teachers must have to be effective educators and how teacher leaders can apply international models in the U.S. Review the TALIS results to analyze and compare supports for teacher professionalism, particularly as they relate to high-performing countries.

Area of Focus: Student Learning

Explore how you can measure the impact of your professional development initiatives on teacher beliefs, dispositions, and practice. Learn how to develop initiative outcomes and to identify appropriate tools for measuring the outcomes. Discover valid assessment instruments that are available for low or no cost. Leave with a draft plan for documenting the effectiveness of your professional learning efforts.

MONDAY

Michelle King, Learning Forward, Dallas, TX, [email protected] Nick Morgan, Learning Forward, Newton, MA, [email protected]

Tyrone Olverson, Finneytown Local Schools, Reynoldsburg, OH, [email protected]

L05 | Measuring Impact of Professional Development on Teacher Growth

SUNDAY

L03 | Scheduling for Academic Progress: Data, Rigor, and Support

SATURDAY

L01 | Redesign PD Community of Practice: Lessons from the Field

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DECEMBER 7, 2016

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET L L07 | Instructional Leadership: Engaging Adult Learners Learn how to drive your school and system priorities forward with instructional leadership that walks the talk. See how to align with adult learners from all levels of your school district and apply the principles of assessment to your leadership practice. Experience practical and informed strategies, protocols, and processes that can be used immediately. Sandra Herbst, Connect2learning, Courtenay, BC, Canada, [email protected] Anne Davies, Connect2learning, Courtenay, BC, Canada, [email protected] Brenda Augusta, Connect2learning, Courtenay, BC, Canada, brenda@ connect2learning.com

TUESDAY

MONDAY

Area of Focus: Leadership

WEDNESDAY

Engage in dialogue about educational equity using structured protocols that let leaders and teachers deeply examine beliefs and practices that impact instructional practice. Review one district’s approach to launching successful professional learning initiatives that challenge the notion of “one-size-fits-all” to close disproportionate achievement gaps and accelerate student learning. Gain understanding and expertise in developing culturally responsive instruction.

Scott Fowler, New York City Department of Education, New York, NY, [email protected] Donnett Langley-Samuels, New York City Department of Education, New York, NY, [email protected]

Kati Pearson, Lake County Schools, Howey-inthe Hills, FL, [email protected]

Kathy Perez, Saint Mary’s College of California, Alameda, CA, [email protected]

Area of Focus: Student Learning

Area of Focus: Emerging Issues

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Explore options for expanding your school or district’s ability to communicate with staff, students, and parents quickly and inexpensively by using e-blasts and social media. Learn the tricks to using a template to create professional looking e-blasts and the pitfalls to avoid. Consider the advantages and disadvantages of using email services; the importance of copyright and student release forms; and how to use Twitter, Instagram, and Facebook communities.

Explore creative strategies to activate conditions for a culture of thinking and curiosity. See how to ensure that all students acquire key concepts and skills through varied activities and assignments that tap individual interest and motivation. Discover brain-friendly techniques to accelerate learning and student success. Identify specific student, teacher, and organizational behaviors that allow creativity and innovation to thrive in the classroom.

Linda Darcy, Newington Public Schools, Newington, CT, [email protected] Melissa Delaney, Newington Public Schools, Newington, CT, [email protected]

CONFERENCE ICONS

L11 | Getting Comfortable Being Uncomfortable: A Culture of Equity

L10 | Igniting Creativity and Curiosity in Your Diverse Classroom

Understand how to help students, teachers, clerical staff, administrators, bus drivers, and food services employees learn how to de-stress during the day. See how one district has integrated mindfulness strategies into the daily life of the school community and learn about the positive impact it has had. Experience first-hand several, easily accessible, mindfulness techniques that can be used in a classroom or an office. Create an action plan for infusing mindfulness into your own district, school, or classroom.

8 AM - 10 AM

L09 | Updating and Expanding School Communication Using Technology

Area of Focus: Resources

L08 | Mindful or Mind Full? One District’s Journey

WEDNESDAY

Area of Focus: Equity

L12 | Implementing the Framework for Teaching With Fidelity Hear about one urban district’s journey to connect the pieces of Charlotte Danielson’s Framework for Teaching, leadership, and learning communities to design and implement instructional best practices for all teachers. See how to start or strengthen your school district’s current implementation of continuous learning for leaders. Explore concrete examples of successfully implementing the Framework for Teaching and identify potential pitfalls to implementation. Gregory Betts, Westside Community Schools, Omaha, NE, [email protected] Susan Presler, Omaha, NE, [email protected]

Area of Focus: Implementation

Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees.

BASIC for participants with limited background in the content.

Explore REDESIGN PD in sessions marked with this icon.

Sessions where participants should BYOD—Bring your own device.  

ADVANCED for attendees who have knowledge of the session content.

Common Core State Standards will be found in these sessions.

Gain a global perspective in sessions marked with this icon.

Sessions that have content and skills for educators serving TITLE 1 /economically disadvantaged populations.

Sessions appropriate for SUPERINTENDENTS are flagged with this icon.

Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

CONCURRENT SESSIONS | SET L

Matt Pavao, Burlingame School District, Burlingame, CA, [email protected]

Area of Focus: Technology

Rob Lobovsky, Peel District School Board, Mississauga, ON, Canada, [email protected] Hilda Pierorazio, Peel District School Board, Mississauga, ON, Canada, [email protected] Cheryl Dell, Peel District School Board, Mississauga, ON, Canada, [email protected]

Area of Focus: Leadership

Area of Focus: Learning Communities

L16 | Coaching Through Teacher Resistance Learn how to coach or mentor resistant coaches and mentees by applying Robert Kegan’s ideas of constructivedevelopmental theory as synthesized by Eleanor Drago-Severson in her work on the different ways of knowing. Review case studies and use role-playing to become better at working with resistant coachees. Develop applicable strategies for working with resistant coachees. Explore an analytical tool to approach resistant coaches and mentees.

Alyson Dowda, Sullivan County Schools, Kingsport, TN, [email protected]

Area of Focus: Student Learning

L18 | Handling Difficult Discussions With Ease Recognize different types of difficult discussions that one might have as a teacher leader, administrator, union leader, or in a classroom setting. Learn different strategies to approach potential high-stakes conversations and situations. Practice having these conversations with fellow participants in a safe setting. Leave with a greater understanding of yourself and how you deal with difficult discussions. Michele O’Neill, Connecticut Education Association, Hartford, CT, [email protected] Katherine Field, Connecticut Education Association, Hartford, CT, [email protected]

Area of Focus: Leadership

TUESDAY

Learn how a district intentionally designs opportunities to develop and nurture aspiring teacher leaders and supports them after they become vice principals or principals. Investigate a replicable and sustainable model that develops leaders through coaching and mentoring to build the technical and relational skills necessary for school and district success. Examine how a district uses a comprehensive induction program for aspiring and newly appointed school leaders.

Erin Dorso, Educational Service District 123, Pasco, WA, [email protected]

personalized learning journey that began by starting with the “Why?” in her own classroom and spread throughout her district. Feel inspired to bring innovation to your students through Genius Hour, Individualized Playlists, and the Question Formulation Technique. Develop ideas for spreading innovation in your school or district.

MONDAY

L14 | Developing Leadership: Aspiring and Newly Appointed School Administrators

Reflect on the power of inviting teachers voices to the curriculum development table and how classroom expertise can inform curricular decisions. Gain practical knowledge about how to facilitate a team of teachers through the curriculum design process, including analyzing data, researching instructional practices, working in a community of practice, and mapping and aligning curriculum, both vertically and horizontally. Become versed in a process and set of materials to use for a successful curriculum review and design experience.

SUNDAY

Learn effective ways to communicate ideas and create visual stories to launch actions that will create change. See how to enhance your everyday presentations and become a world-class creator regardless of your knowledge of technology. Understand how to connect with your audience and how to unclutter your presentations to send a clear message. Reflect on the ideas of communicators such as Steve Jobs, Nancy Duarte, Kenneth Blanchard, and Garr Reynolds.

L15 | L17 | Teachers as Curriculum Designers: A Calling All Innovative Educators Discover an elementary teacher’s Collaborative Process

SATURDAY

L13 | Presentation Transformation

WEDNESDAY

John Boggs, Bloom Township District 206, Chicago Heights, IL, [email protected] Ron Giglio, Bloom Township District 206, Chicago Heights, IL, [email protected] Joseph Malizia, Bloom Township District 206, Chicago Heights, IL, [email protected] Andrew O’Connell, Bloom Township District 206, Chicago Heights, IL, [email protected] Rebecca O’Connell, Bloom Township District 206, Chicago Heights, IL, [email protected]

Area of Focus: Learning Designs

www.learningforward.org/conference | 800-727-7288

91

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

SATURDAY

L19 | Districtwide Program Implementation: Proven Strategies That Work

SUNDAY

CONCURRENT SESSIONS | SET L

Become knowledgeable about the leading research and practical strategies that will aid in building the district leadership capacity necessary for successfully implementing programming districtwide. Gain knowledge about how to implement programming that helps teachers change their practice and enhance student engagement. Design an effective implementation strategy to strengthen your district’s current work. Lauren Segedin, Greater Essex County District School Board, Windsor, ON, Canada, [email protected]

L21 | Seven Essential Factors to Engage Teachers and Students

L23 | GoPRO-fessional: Building Collaboration in the 21st Century

Understand the essential factors in engaging teachers and students to outperform expectations: priorities, inspiration, frequent observations, targeted professional development, planning time, access to materials, and ongoing coaching. See how to create a framework to sustain a high level of performance and yet also be nimble enough to respond to the needs of all community members.

Discover how a school with an awardwinning mentor program strengthened adult learning and culture through the introduction of virtual technology. Get inspired by a 21st-century learning model through experimentation with GoPro cameras and team-based activities. Walk away with a refreshed perspective on adult learning and a personalized action plan that you’ll be excited to implement within your own professional community. Improve student outcomes by demonstrating how technology supports Universal Design for Learning concepts in both special and general education classrooms. Gain effective, real-time strategies to analyze lessons and student reactions to them.

Erica Herro, Stevenson School, Carmel, CA, [email protected] Molly Bozzo, Stevenson School, Carmel, CA, [email protected]

Area of Focus: Learning Designs

TUESDAY

MONDAY

Area of Focus: Implementation

L20 | Video-Enabled Professional Learning: Case Studies and Toolkit Learn how educators across Washington State are using video for self-reflection, peer collaboration, coaching, and creation of video libraries. Become familiar with a comprehensive toolkit that provides teachers, coaches, principals, and administrators with the resources, tools, research, and protocols necessary to implement video-based professional learning. Understand the importance of high-quality feedback and how video can be used as a powerful tool for improving teaching quality. Shawn Edmondson, Washington STEM, Seattle, WA, [email protected] Amanda Fankhauser, Washington STEM, Seattle, WA, [email protected]

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L22 | Building a Culture of Efficacy Through Impact Teams Understand how a district learned to build efficacy through a model teams approach. Hear how five schools were challenged to refocus their professional learning communities to efficiently and effectively build teacher efficacy through the formative assessment process. Experience how the teams developed collaborative expertise to build collective efficacy by focusing their meetings on what matters: students at the center of the learning process.

Regina Tottenham, New York City Department of Education, Brooklyn, NY, [email protected] Courtney Rattenbury, New York City Department of Education, Brooklyn, NY, [email protected] Elizabeth Sandoval, New York City Department of Education, Brooklyn, NY, [email protected] Maura Flanagan, New York City Department of Education, Brooklyn, NY, [email protected] Lillian Greco, New York City Department of Education, Brooklyn, NY, [email protected]

Area of Focus: Learning Designs

Chris Templeton, Reeds Spring School District, Reeds Spring, MO, [email protected] Barb Pitchford, The Core Collaborative, Aspen, CO, [email protected]

Area of Focus: Learning Communities

WEDNESDAY

Area of Focus: Technology

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Learning Forward’s annual conference always challenges my work and pushes me forward to implement new innovative programs. This is my learning conference every year. ~Leanne Long

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Learning Forward 2016 Annual Conference | Register Online Today

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

CONCURRENT SESSIONS | SET L

Finding time for job-embedded professional learning is one of the most frequently cited challenges. Consult with coaches and leaders who have experience with processes and tools to increase or refine the use of educator collaboration. Give yourself time to explore possible goals as you reimagine the possibilities.

How can school leaders effectively address racial equity to transform teaching and learning environments and student outcomes in the context of new Professional Standards for Educational Leaders? Explore how leaders can implement coherent systems of curriculum, instruction, assessment, and discipline that build educator and student capacities for racial equity. Discover resources that are culturally relevant and student centered. Examine your current capacity for organizing schools or districts to transform academic and social experiences for boys and young men of color.

Explore what the inclusion of perspectives and content through the lens of the First Peoples Principles of Learning might mean for the classroom and school. Examine the principles in some detail and come to understand how they can be used to support learning that is personal, holistic, embedded in relationship, authentic, and relevant for all students. Learn about additional resources that can help teachers integrate First Peoples content and perspectives into their classrooms.

Irma Zardoya, New York City Leadership Academy, Long Island City, NY, [email protected]

Area of Focus: Equity

Area of Focus: Resources

L25 | Elevate, Collaborate, and Investigate

Experience how a large comprehensive high school is using an impact team model to refocus its professional learning communities (PLC). See and learn about the foundational components of the impact team model, which is a studentcentered PLC designed to strengthen student, team, and teacher efficacy by scaling up expertise related to studentcentered assessment. Learn how school administrators built leadership capacity to facilitate effective teams committed to creating assessment-capable learners. Katherine Smith, Lyons Township High School D204, LaGrange, IL, [email protected] Brian Waterman, Lyons Township High School D204, LaGrange, IL, [email protected] Paul Bloomberg, The Core Collaborative, San Diego , CA, [email protected]

Area of Focus: Learning Communities

Learn how to engage leaders and coaches in collaborative, job-embedded professional learning to improve the effectiveness of feedback conversations with teachers. Experience a collaborative process of short classroom visits, videorecorded coaching conversations, and reflection to strengthen feedback conversations that result in excellent teaching and learning. Identify opportunities for applying new learning in your current capacity to foster effective feedback conversation skills at your site. Jennifer Shepard, Clay County School District, Green Cove Springs, FL, jlshepard@oneclay. net Ryan Widdowson, Clay County School District, Green Cove Springs, FL, [email protected] Emily Weiskopf, Clay County School District, Green Cove Springs, FL, [email protected] Lydia Creel, Clay County School District, Green Cove Springs, FL, [email protected]

WEDNESDAY

Julie Van Caeyzeele, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Ange Neufeld, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Kathy Klenk, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Tannis Steiman, Louis Riel School Division, Winnipeg, MB, Canada, [email protected]

L27 | Putting the Learning Back into Professional Learning Communities

L29 | Improving Feedback Conversations Through Public Practice and Collaboration

TUESDAY

Learn how to collaborate within school teams to focus on a schoolwide inquiry initiative about identity to motivate and engage learners. Experience a process of building capacity by creating proactive learning partners among teacher teams, students, and the community. Explore an interdisciplinary inquiry framework that incorporates deeper learning, learning partnerships, leveraging digital technology, and the learning environment. Examine how different early and middle year gradelevel teams adapt, according to students’ ages and interests, inquiry-based learning on a common theme.

Area of Focus: Leadership

Jo Chrona, First Nations Education Steering Committee, West Vancouver, BC, Canada, [email protected]

MONDAY

Lisa Pryor, National Center on Time and Learning, Boston, MA, [email protected] Colleen Beaudoin, National Center on Time and Learning, Boston, MA, [email protected] Laura Middleton, National Center on Time and Learning, Boston, MA, [email protected] Seth Edwards, Lake County Schools, Howey-inthe-Hills, FL, [email protected] Jennifer Carr, Fresno Unified School District, Fresno, CA, [email protected] Heather Allen, Fresno Unified School District, Fresno, CA, [email protected]

SUNDAY

L28 | Transforming Education Through First Peoples Principles of Learning

SATURDAY

L24 | L26 | Redesign PD Coaching: Establishing Practical Applications of Racial Time for Professional Learning Equity Standards and Tools

Area of Focus: Learning Designs

Area of Focus: Student Learning

www.learningforward.org/conference | 800-727-7288

93

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

SUNDAY

SATURDAY

CONCURRENT SESSIONS | SET L L30 | Paving the Path to Productive Teams and Workgroups Do your meetings spiral out of control? Do you wonder what skills are needed to create a productive meeting in a school or district setting? Pave your path with greater confidence to address situations that surface and pack a toolkit of strategies to ensure your next meeting is a success. See how to plan and facilitate an effective meeting to build a cohesive team to reach intended goals. Gail Morgan, Council for Leaders in Alabama Schools (CLAS), Montgomery, AL, [email protected]

WEDNESDAY

TUESDAY

MONDAY

Area of Focus: Leadership

L31 | Redefining Special Education: Changing the Landscape of Early Intervention Learn how a school district redefined the landscape of early intervention. Challenge traditional notions of school readiness and special education through the application of current cognitive and developmental neuroscience. Recognize core elements required to build a strategic learning design for early learning and early identification. Assess student data to spark community engagement and target early intervention systemically. Investigate school district and community structures that impede or enhance building instructional capacity and related understandings in the early years. Sandra-Lynn Shortall, West Vancouver School District, West Vancouver, BC, Canada, [email protected] Maureen Lee, West Vancouver School District, West Vancouver, BC, Canada, [email protected] David Platt, West Vancouver School District, West Vancouver, BC, Canada, [email protected]

L32 | Access for All Learners in All Classrooms See how a high school built its master schedule to support co-teaching teams. Analyze student data to determine co-teaching sections and build a model schedule to support the learning of all students. Build parity among your co-teaching teams to increase reflective classroom practices for all learners. Utilize paraprofessionals in the general education classroom effectively. Tara Keith, Palo Alto Unified School District, Palo Alto, CA, [email protected] Denise Herrman, Palo Alto Unified School District, Palo Alto, CA, [email protected] Teri Lee, Palo Alto Unified School District, Palo Alto, CA, [email protected]

Area of Focus: Implementation

L33 | Teachers at the Forefront of Sustainable Systemic Change Learn how to systematically establish, analyze, and sustain a culture of learning, which is the foundation for professional learning communities. Engage in planning and allocating resources to create powerful teacher leadership teams that generate effective staff development for teachers and by teachers. Learn how to leverage professional learning community data to strategically influence the practices, processes, and efficacy that lead to an embedded culture of learning for all. Anthony Brazouski, Whitnall School District, Eagle, WI, [email protected] Kristine Hipp, Cardinal Stritch University, Milwaukee, WI, [email protected]

Area of Focus: Leadership

Area of Focus: Implementation

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L34 | Flipping EdTech Professional Development: Going From Techphobic to Techliterate Supercharge your professional development effectiveness by modeling tech-enabled activities and resources that support daily instructional and class management challenges. Discover how Google Apps for Education and 100s of other free apps can be used to spark innovation and uncover the tech genius among even the most techphobic. Learn how flipping your professional development may not only move teacher practice, but also make teacher development into active and collaborative parts of organizational culture. Receive access to a collection of resources and activities that can be easily customized for immediate use. Angelina Millare, Opportunities for Learning Public Charter School, Pasadena, CA, [email protected] Katy Allamong, Pathways In Education, Pasadena, CA, [email protected]

Area of Focus: Technology

L35 | Innovative Tools for Professional Growth See how the peer collaboration cycle, using individualized support through coaching, mentoring, and professional development for teachers, can guide deliberate practice. Engage peers in creating an action plan that facilitates the successful implementation of peer collaboration cycles. Understand how to promote a growth mindset in professional learning communities and recognize the instructional professional as a lifelong learner. Jill Bartley, Miami Dade County Public Schools, Miami, FL, [email protected] Jeannette Tejeda, Miami Dade County Public Schools, Miami, FL, [email protected] Stephanie Rolle, Miami Dade County Public Schools, Miami, FL, [email protected] Kristin Trompeter, Miami Dade County Public Schools, Miami, FL, [email protected]

Area of Focus: Implementation

DECEMBER 7, 2016

WEDNESDAY

8 AM - 10 AM

CONCURRENT SESSIONS | SET L

We educators may feel overwhelmed when, in addition to addressing overt racism in our schools, we must tackle unconscious racist feelings, known as implicit bias. Consider solutions and practices in which educators can engage, including measuring and reducing implicit bias. Gain research-based strategies to counter stereotypes, build empathy, and promote environments where students of all backgrounds are welcomed, supported, and academically successful. Leave with a plan of action for reducing implicit bias by building empathy, taking perspective, and avoiding stereotypes.

SATURDAY

L37 | Catalyst: A Docudrama on Student Engagement and Transformation 

L36 | Tackling Implicit Bias

SUNDAY

Experience Catalyst, a one-woman docudrama from The Education Trust that has sparked tough, honest conversations in schools and districts across the country. Take on tough questions of student engagement, adult expectations, and institutional power, examining the parallel stories of two struggling students in two very different schools. Leave reenergized, reflective, and reminded of why you came into this work in the first place. Brooke Haycock, The Education Trust, Washington, DC, [email protected]

Area of Focus: Equity

Frog Dance

Esther Cohn-Vargas, Not In Our Town, El Sobrante, CA, [email protected]

Area of Focus: Equity

MONDAY

“

This conference continually challenges my thinking and truly makes me lean in and reflect on the level of my own effectiveness and innovation as an educator. If I’m not doing that...then how can I be a positive influence and improve the schools for which I am tasked to improve? Thank you Learning Forward, for the positive, internal cognitive dissonance your conference gave me this year!

”

TUESDAY

CONFERENCE ICONS

~Fran Miller

Special symbols provide additional information for conference attendees. These sessions are marked with icons. Most sessions are appropriate for all attendees. Explore REDESIGN PD in sessions marked with this icon.

Sessions where participants should BYOD—Bring your own device.  

ADVANCED for attendees who have knowledge of the session content.

Common Core State Standards will be found in these sessions.

Gain a global perspective in sessions marked with this icon.

Sessions that have content and skills for educators serving TITLE 1 /economically disadvantaged populations.

Sessions appropriate for SUPERINTENDENTS are flagged with this icon.

www.learningforward.org/conference | 800-727-7288

WEDNESDAY

BASIC for participants with limited background in the content.

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DECEMBER 7, 2016

SUNDAY

SATURDAY

SUMMIT SESSIONS | SET M M01 | A Conversation with Milton Chen, Avis Glaze, and Denise Augustine Keynote speakers Milton Chen, Avis Glaze, and Denise Augustine will engage in a moderated conversation on equity and social justice as an educational imperative. Sophie Loui (Invited), Global BC, Vancouver, BC, Canada Milton Chen, San Francisco, CA, [email protected] Avis Glaze, Delta, BC, Canada, [email protected] Denise Augustine, Cowichan Valley School District, Duncan, BC, Canada, [email protected]

Area of Focus: Equity

MONDAY

M02 | Student Engagement in an Age of Distraction In this age of distraction, engagement is often overlooked when planning for student learning. Explore the relationship between student engagement and academic outcomes. Compare and contrast the attributes of social, academic, and intellectual engagement. Determine the implications for policy and practice when students are not engaged in their learning. Examine the concept of flow and how to deepen intellectual engagement.

TUESDAY

Steve Cardwell, University of British Columbia, Delta, BC, Canada, [email protected]

Area of Focus: Student Learning

M03 | Creating a Culturally Responsive Learning Environment for All Students Understand how a culturally responsive learning environment makes a positive impact on student learning and achievement. Articulate the meaning of culturally responsive and be able to identify the key aspects that are necessary to create and sustain a culturally responsive learning environment. Focus on connecting British Columbia’s First Peoples Principles of Learning and Aboriginal worldviews and perspectives with the newly re-designed British Columbia curriculum. Perry Smith, Abbotsford School District #34, Abbotsford, BC, Canada, [email protected] Shelly Niemi, School District #57 (Prince George), Prince George, BC, Canada, [email protected]

Area of Focus: Equity

M04 | Finish the Dissertation Taking inspiration from the dreadful statistic that 69% of doctoral candidates never finish, learn about a volunteer group dedicated to providing one-toone assistance to doctoral candidates at FinishTheDissertation.org. Hear from dissertation advisors and chairpersons and get support you need to finish working on your doctoral degree. Douglas Reeves, Creative Leadership Solutions, Boston, MA, [email protected]

Area of Focus: Resources

WEDNESDAY 12:15 PM -3:15 PM M05 | Sexual Orientation and Gender Identity in Schools Explore the compelling data about students and staff who are struggling with sexual orientation and gender identity. Hear about one school district’s experience and consider strategies that can be implemented within districts, schools, and classrooms to foster understanding. Reflect on the structures currently in place within your district, school, or classroom to support LGBTQ youth. Develop a plan of action using available resources. Matt Carruthers, Delta School District, Delta, BC, Canada, [email protected] Maryann Cardwell, Delta School District, Delta, BC, Canada, [email protected]

Area of Focus: Equity

M06 | Increase Your Professional Learning Community’s Impact on Student Learning Learn how to assess your school or district’s current practices for collaboration and their impact on teacher efficacy and student learning. Use case studies to explore transforming teacher teams into impact teams that assess, learn, plan, and act effectively together to improve teacher practice and increase student learning. Review templates, protocols, and tools to transform your teams. Develop specific action steps to implement this school year. Karl Clauset, National Center for School Change, Bellingham, WA, [email protected] Dave Nagel, NZJ Learning, Zionsville, IN, [email protected] B.R. Jones, Jones County School District, Ellisville, MS, [email protected]

WEDNESDAY

Area of Focus: Learning Communities

ARTWORK PROVIDED BY LOCAL ARTIST

ROY HENRY VICKERS

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DECEMBER 7, 2016

WEDNESDAY 12:15 PM -3:15 PM

SUMMIT SESSIONS | SET M

Area of Focus: Learning Communities

M08 | Building Sustainable District Approaches to Communicate Student Learning

Steve Andrews, Canadian Mental Health Association, Abbotsford, BC, Canada, [email protected]

Area of Focus: Equity

Carol O’Donnell, Smithsonian Science Education Center, Washington, DC, [email protected] Amy D’Amico, Smithsonian Science Education Center, Washington, DC, [email protected] Katie Gainsback, Smithsonian Science Education Center, Washington, DC, [email protected]

Area of Focus: Student Learning

M11 | Leadership Standards for Principals and Vice Principals Gain an overview of the Leadership Standards for Principals and Vice Principals in British Columbia. Consider the four domains under which they are organized: Moral Stewardship, Instructional Leadership, Relational Leadership, and Organizational Leadership. Engage in dialogue, participate in interactive activities, and complete a self-assessment tool that will guide the creation of a personal action plan for further professional learning. Jessica Antosz, BC Principals’ and Vice Principals’ Association, Vancouver, BC, Canada, [email protected] Woody Bradford, BC Principals’ and Vice Principals’ Association, Vancouver, BC, Canada, [email protected]

Area of Focus: Leadership

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WEDNESDAY

Doug Livingston, Gulf Island School District #64, Salt Spring Island, BC, Canada, [email protected] Lisa Halstead, Gulf Island School District #64, Salt Spring Island, BC, Canada, [email protected] Shelly Johnson, Gulf Island School District #64, Salt Spring Island, BC, Canada, [email protected]

Develop the skills necessary to eliminate school bullying and create a proactive strategy that works. See how administrators and leaders can teach other professionals, students, and parents how to eliminate bullying behavior through student skill development. Share strategies for working with both those students prone to bullying, and those prone to being bullied. Learn about using adult and child or youth scenarios to teach how to deal with bullying from the viewpoints of both the bullied and the bullying youngsters.

TUESDAY

Communicate with students in a way that encourages and sustains student curiosity and motivation to learn and engages students in setting learning goals and assessing progress. Engage parents in deeper conversations about what comes next for their student. Inquire, collaborate, and develop with teachers, innovative ways to capture and share learning stories with students and parents, including studentled conferences, student e-portfolios, pedagogical narratives, co-created criteria, and competency-based reporting.

M09 | Bullying: Beyond Rescue and Punish

MONDAY

Tanya Dailey, School District #42 Maple Ridge & Pitt Meadows, Maple Ridge, BC, Canada, [email protected] Jovo Bikic, School District #42 Maple Ridge & Pitt Meadows, Maple Ridge, BC, Canada, [email protected] Jennifer Simon, School District #42 Maple Ridge & Pitt Meadows, Maple Ridge, BC, Canada, [email protected]

Area of Focus: Student Learning

Hear how the Smithsonian Science Education Center (SSEC) assessed the efficacy of its Leadership and Assistance for Science Education Reform (LASER) model in systemically transforming STEM education. Find out how inquiry-based science improves student achievement in science as well as in reading and mathematics at elementary and middle school levels. See how inquiry-based science bolsters student learning, especially among underserved populations. Receive practical tips for implementing elements of the LASER model and learn the basics of developing a strategic plan for transforming STEM education. Learn how to create a shared vision for instructional improvement and build the infrastructure to sustain studentcentered learning and teaching.

SUNDAY

Have you wondered how to set up a collaborative culture at your school? Are you at the beginning of this journey, or well into it and want to deepen and expand it? Share in a unique, yet connected, journey and learn the “why” (creating motivation with needs), the “what” (your unique school), the “how” (an organic yet systemic approach), and the “next steps” (reflecting on the process) toward creating a collaborative culture. Share your own experience and come away with strategies and ideas.

Janet Hoag, Gulf Island School District #64, Salt Spring Island, BC, Canada, [email protected] Jess Willows, Gulf Island School District #64, Salt Spring Island, BC, Canada, [email protected] Susan Robinson, Gulf Island School District #64, Salt Spring Island, BC, Canada, [email protected]

M10 | Developing a Strategic Plan for STEM Education Reform

SATURDAY

M07 | School-Based Approaches to Collaboration

DECEMBER 7, 2016

SUNDAY

SATURDAY

SUMMIT SESSIONS | SET M M12 | Tying Together Professional Learning Communities, Common Assessments, and Interventions Have you ever wondered how professional learning communities, interventions, and common formative assessments work together to increase student learning? Review John Hattie’s research that shows Response to Intervention and common formative assessment have a great impact on student achievement. Gain an understanding of how these practices fit together. Develop a practical road map for implementing these initiatives in your schools or departments. Rebecca Irwin Kennedy, Arlington County Public Schools, Oakridge, VA, [email protected] Lynne Wright, Arlington County Public Schools, Arlington, VA, [email protected]

MONDAY

M13 | Aboriginal Education is for Everyone, Every Day

TUESDAY

Area of Focus: Implementation

Learn the importance of teaching and learning about Aboriginal people for the betterment of all students. Engage in learning about historical impacts, Aboriginal ways of being, knowing, and doing by incorporating Aboriginal knowledge and pedagogy in the classroom. Endeavor to become reflective of Aboriginal people in your everyday practice to make systemic change in education for the improved success of Aboriginal students.

M14 | Math Task Force: A Forum for Learning and Leading Hear how one school district launched a math task force to address their ongoing concerns with student performance in mathematics. Consider how the educators used research as the lens through which to review system practices, the learning environment, curriculum, professional learning, and resources, as well as stakeholder perspectives, beliefs, and practices. Learn how the the task force also used intent, learning process, deliverables, and monitoring processes to improve teaching and learning practices. Clara Howitt, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Fouada Hamzeh, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Brenda DelDuca, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Heidi Horn Olivito, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Chris Knight, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Sharon Johnson, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Nick Arundine, Greater Essex County District School Board, Windsor, ON, Canada, [email protected] Janet Hannigan, Greater Essex County District School Board, Windsor, ON, Canada, [email protected]

Area of Focus: Student Learning

Juanita Coltman, School District # 48 (Sea to Sky), Vancouver, BC, Canada, [email protected]

WEDNESDAY

Area of Focus: Equity

WEDNESDAY 12:15 PM -3:15 PM M15 | Improving Outcomes for Aboriginal Learners Review ongoing and upcoming initiatives for improving outcomes for Aboriginal learners in British Columbia. Examine key themes including local control, parental responsibility, rights-based approaches, evidence-based goal setting, and accountability. Gain awareness and understanding of key education policyand philosophy anchor documents such as Indian Control of Indian Education, Truth and Reconciliation Commission Final Report, and United Nations Declaration on the Rights of Indigenous Peoples. Starleigh Grass, First Nations Education Steering Committee, West Vancouver, BC, Canada, [email protected]

Area of Focus: Equity

M16 | Developing Your School’s Professional Learning Capacity Learn the key leadership practices that fostered a culture of collective responsibility for increasing educator effectiveness and student learning results. Discover essential language and strategies that inspire ownership and commitment to increase capacity for learning and leading professional learning. See how the Standards for Professional Learning and the Innovation Configurations serve as a leader’s guide to develop collective responsibility for learning. Steven Carney, Woodland Public Schools, Woodland, WA, [email protected] Malinda Huddleston, Woodland Public Schools, Woodland, WA, [email protected]

Area of Focus: Leadership

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DECEMBER 7, 2016

WEDNESDAY 12:15 PM -3:15 PM

SUMMIT SESSIONS | SET M

Area of Focus: Learning Communities

M18 | Youth Equity Stewardship: Full Partners in School Improvement

M20 | Passion-Led Communities Examine a passion-based professional learning community (PLC) that was organized by teachers from different schools. Look at the power of PLCs that extend over years and their evolution of focus, relationship, and group structures for collaboration and sharing. See how members of this professional group used their passion to refine teaching practice and promote professional dialogue. Consider optional ways of forming and sustaining PLCs through the lens of teacher-initiated inquiry beyond school walls.

Area of Focus: Leadership

M22 | Investing in Education to Transform Community Hear about The Cmolik Foundation’s investments in British Columbia youth by providing substantial scholarships and mentoring for students during their first five years of university or college. Learn about field trips and summer school programs funded and organized by Cmolik that provide enrichment for elementary students in an inner city school. Consider the lessons learned from Cmolik’s investments as a way to improve education. Identify and develop a plan for your own community needs. Ellen Cmolik, The Cmolik Foundation, Langley, BC, Canada, [email protected]

Area of Focus: Resources

Denise Colby, Toronto District School Board, Toronto, ON, Canada, [email protected] Diana Maliszewski, Toronto District School Board, Toronto, ON, Canada, [email protected]

WEDNESDAY

Benjie Howard, New Wilderness Project, Bellingham, WA, [email protected] Wade Colwell-Sandoval, Counseling in Schools, New York, NY, [email protected]

Area of Focus: Learning Designs

Beate Planche, Newmarket, ON, Canada, [email protected] Lyn Sharratt, University of Toronto, Toronto, ON, Canada, [email protected]

TUESDAY

Get ideas, tools, and strategies to support the development of student stewards of safe, respectful, inclusive, and soulful learning environments. Come away with an actionable process for building youth-adult partnerships in support of school change efforts. Gain a conceptual framework for youth leadership and engagement synchronized with the five phases of Gary Howard’s Deep Equity process. Discover arts-integrated tools and strategies to engage historically marginalized youth.

Stacey Wakabayashi, BC Ministry of Education, Prince George, BC, Canada, [email protected] Jodee Sayle, BC Ministry of Education, Prince George, BC, Canada, [email protected] Meredith Keery, BC Ministry of Education, Prince George, BC, Canada, [email protected]

Focus on building collective efficacy among staff and gain practical steps on how leaders and teachers, working together can build strong learning cultures. Examine strategies such as co-planning, coteaching, co-debriefing, and co-reflection using an inquiry stance that has been successfully used in improving professional learning and student achievement. Learn how building collective teacher efficacy will minimize within school variance between teachers.

MONDAY

Denise Johnson, Vancouver School Board, Vancouver, BC, Canada, [email protected] Mary Filleul, Vancouver School Board, Vancouver, BC, Canada, [email protected] Magdalena Kassis, Vancouver School Board, Vancouver, BC, Canada, [email protected]

Learn how to support students who live with Fetal Alcohol Spectrum Disorder. Hear how a small provincial outreach team utilizes an outreach service model, technology, and action-research funds to facilitate collaborative professional learning across an entire province. Experience the importance of understanding Fetal Alcohol Spectrum Disorder and how that understanding affects efforts to shift educator practice.

M21 | Leading Collaborative Learning: What’s the Big Idea?

SUNDAY

Share in a yearlong inquiry-learning journey to promote and support excellent teaching within schools and across the K-12 system. Learn how a district committed targeted professional development funding and, with the involvement and approval of multiple stakeholders, built capacity using inquiry facilitation and grassroots teacher participation. Become knowledgeable about how this district was able to work within its complex context of continuous budget reductions, recurring teacher job action, and professional autonomy cultural practices to co-develop, support, and sustain a teacher inquiry professional learning model.

M19 | Facilitating a Fetal Alcohol Spectrum Disorder-Informed Approach to Teaching

SATURDAY

M17 | Enhancing Professional Learning Through Collaborative Inquiry

Area of Focus: Learning Communities

Area of Focus: Equity

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STELLAR REPUTATION. DYNAMIC PROGRAMS. Earn Continuing Education Units for the conference Saint Mary’s College of California is pleased to offer you the opportunity to earn Continuing Education Units(CEUs) for attending the Learning Forward 2016 Annual Conference. The Continuing Education Unit is a nationally recognized unit designed to provide a record of an individual’s continuing education and/or professional growth accomplishments. Ten hours of instruction equals one CEU. The cost for up to one CEU is $50.

Kalmanovitz School of Education offers you an unparalleled learning experience with supportive guidance, focusing on your individual needs. Our leadership programs can help you take your career to the next level:

TO REGISTER: • Pick up a CEU registration packet at

• Master of Arts in Educational Administration

conference registration or download

• Master of Arts in Teaching Leadership

the packet from the mobile app or online

• Doctorate in Educational Leadership

at learningforwardconference.org/annual16. • Fill out the registration form • Send a check for $50 per unit to

For dates of upcoming information sessions

stmarys-ca.edu/ksoe-events

Saint Mary’s College. • Within two weeks after receipt of your
registration form
and payment,
you will receive a certificate verifying the units you have earned.

For more information, please contact CEU Coordinator at [email protected].

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Academy

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“

”

This time with the Academy has been the most valuable professional learning experience of my 28-year career. To focus on the Standards for Professional Learning, select a problem of practice, and work with colleagues at all levels of my organization around a common problem has propelled our district forward in focus and alignment of our professional learning goals to truly impact student achievement. Joe McFarland – Academy Class of 2015

Learning Forward’s Academy is a 2 ½ -year blended learning community, led by experts in the field. Previous attendees include…

directors, superintendents, principals, facilitators, and other learning leaders.

Connect with coaches and other practitioners to help you overcome the professional learning challenges you are facing. n

Learn how to implement research-based, effective professional learning to effect change;

n

Build knowledge and develop strategies for improved educator practice;

n

Develop a deep understanding of the key elements of a comprehensive professional learning system; and

n

Ultimately increase educator effectiveness and student results.

Now accepting individuals and teams:

www.learningforward.org/academy Scholarships available

See you next year in…

ORL OR RLA LAN AND NDO NDO DO! DO! O! x

The 2017 Annual Conference in Orlando Dec. 2-6, 2017 More than just the theme park capital of the world, Orlando also offers a cosmopolitan side with world-renowned dining, shopping, arts, and culture. Mark your calendars now to join us in Orlando, the city beautiful, for Learning Forward’s Annual Conference in December 2017. Accepting proposals: October 2016

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Lead change with your feet...

Walk-a-thon: Tuesday, December 6, 2016 6:30 a.m. Meet | 7:00 a.m. Walk $20 entry fee  First 100 donors receive a free t-shirt Register onsite at the Learning Forward Foundation booth Sunday, Dec. 4, Monday, Dec. 5

Fitbit Challenge: Sunday - Wednesday

Pack your walking shoes and Fitbits... participate in Learning Forward Foundation’s Walk-a-thon and Fitbit Challenge to maximize impact for educators’ scholarships.

Learning Forward’s 2017 Summer Institute

$20 entry fee Bring your Fitbit or receive a free pedometer with your $20 entry fee; enter your name in a drawing for gift cards… winners announced Tuesday afternoon.

Enter both events for only $30!

Join us in Denver at the Denver Marriott City Center July 20 & 21, 2017 July 22 & 23, 2017 Intensive learning that digs deeper into the topics that matter to you. Strengthen your capacity to implement effective professional learning that gets results for teachers and students. • Experience intensive learning. • Collaborate with colleagues. • Gain the latest knowledge and best practices.

For more information, please visit www.learningforward.org/institutes www.learningforward.org/conference | 800-727-7288

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AFFILIATE CONTACT INFORMATION Learning Forward affiliates provide educators with the opportunity to advance the vision and purpose of Learning Forward at the local, state, and provincial levels. Affiliate contacts want to hear from individuals interested in getting involved with their work. Contact Frederick Brown at [email protected] if you’re interested in facilitating a new affiliate within a state currently not served by a state chapter. Learning Forward Alabama Terri Boman Email: [email protected] Website: www.learningforwardalabama.com Learning Forward Alaska Jennifer Harty Email: [email protected] Learning Forward Arizona Mori Creamer Email: [email protected] Website: http://learningforwardaz.com/

Learning Forward Kentucky Jana Beth Slibeck-Francis Email: [email protected] Learning Forward Louisiana Susan Aysenne Email: [email protected] Website: www.learningforwardla.org Learning Forward Manitoba Joan Zaretsky Email: [email protected]

Learning Forward New York Margaret Jones-Carey Email: [email protected] Website: www.lfnys.org Learning Forward North Dakota Ryan Townsend Email: [email protected] Learning Forward Ohio Sherri Houghton Email: [email protected] Website: www.learningforwardohio.org

Learning Forward Arkansas Marion Woods Email: [email protected]

Learning Forward Maryland Antoinette Kellaher Email: [email protected] Website: http://learningforwardmaryland.org

Learning Forward British Columbia Sue Elliott Email: [email protected] Website: http://learningforwardbc.ca

Learning Forward Michigan Amy Colton Email: [email protected] Website: www.learningforwardmichigan.org

Learning Forward California Scott Laurence Email: [email protected]

Learning Forward Minnesota Ann Malwitz Email: [email protected] Website: http://learningforwardminnesota.org/

Learning Forward Pennsylvania Marcy Hessinger Email: [email protected] Website: www.learningforwardpa.org

Learning Forward Mississippi Sara Maghan Email: [email protected]

Learning Forward South Carolina Jason Fulmer Email: [email protected] Website: www.learningforwardsc.wordpress.com

Learning Forward Colorado Veronica Anderson Email: veronica.anderson @learningforwardcolorado.org Website: www.learningforwardcolorado.org Florida Association for Staff Development Carol Milton Email: [email protected] Website: www.fasdonline.org Learning Forward Georgia Kathy O’Neill Email: [email protected] Website: www.learningforwardga.org Learning Forward Hawaii Christine Udarbe Email: [email protected] Learning Forward Illinois Karla McAdam Email: [email protected] Learning Forward India Sandeep Dutt Email: [email protected] Website: www.schooleducation.com

Learning Forward Missouri Jody Wood Email: [email protected] Website: www.learningforward-mo-msdc.org Learning Forward Montana Chris Olszewski Email: [email protected] Learning Forward Nebraska Rhonda Jindra Email: [email protected] Learning Forward Nevada Nicolette Smith Email: [email protected] Learning Forward New England (CT, MA, ME, RI, VT) Juliet Correll Email: [email protected] Website: www.learningforwardnewengland.org

Learning Forward Indiana Janice Hopkins-Malchow Email: [email protected]

Learning Forward New Hampshire Ethel Gaides Email: [email protected] Website: www.learningforwardnh.org

Learning Forward Kansas Dayna Richardson Email: [email protected] Website: www.learningforwardkansas.org

Learning Forward New Jersey Rosemary Seitel Email: [email protected] Website: www.njstaffdevelopment.org

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Learning Forward Ontario Chris Quinn Email: [email protected] Website: www.learningforwardontario.ca Learning Forward Oregon Sibyl Barnum Email: [email protected]

Learning Forward Tennessee Gaye Hawks Email: [email protected] Website: www.learningforwardtennessee.org Learning Forward Texas Terri Iles Email: [email protected] Website: www.learningforwardtexas.org Learning Forward Utah Kami Christensen Email: [email protected] Website: www.learningforwardutah.weebly.com Learning Forward Virginia Sue Sarber Email: [email protected] Website: www.learningforwardvirginia.org Learning Forward Washington Jane Chadsey Email: [email protected] Website: www.learningforwardwashington.org

ABOUT LEARNING FORWARD Our Vision: Excellent teaching and learning every day. Our Mission: Learning Forward builds the capacity of leaders to establish and sustain highly effective professional learning. Learning Forward shows you how to plan, implement, and measure high-quality professional learning so you and your team can achieve success with your system, your school, and your students. We are the only professional association devoted exclusively to those who work in educator professional development. We help our members leverage the power of professional learning to affect positive and lasting change.

2016 LEARNING FORWARD STAFF EXECUTIVE OFFICE | 17330 Preston Rd., Suite 106-D | Dallas, TX 75252 | 972-421-0900 | Fax: 972-421-0899 Stephanie Hirsh | Executive Director | [email protected] Frederick Brown | Deputy Executive Director | [email protected] Anthony Armstrong | Associate Director of Marketing | [email protected] Kristin Buehrig | Programs Associate | [email protected] Christina Burns | Administrative Associate | [email protected] Eric Celeste | Associate Director of Publications | [email protected] Anne Feaster-Smith | Accountant | [email protected] Carrie Freundlich | Associate Director of Conferences and Meetings | [email protected] Sarah Johnson | Digital Media Manager | [email protected] Michelle King | Associate Director of Communities | [email protected] Michael Lanham | Chief Operating Officer | [email protected] Tom Manning | Associate Director of Consulting and Networks | [email protected] Joel Reynolds | Executive Assistant to Stephanie Hirsh | Secretary to the Board of Trustees | [email protected] Matt Rodriguez | Senior Web Developer | [email protected] BUSINESS OFFICE | 504 South Locust St. | Oxford, OH 45056 | 513-523-6029 | Fax: 513-523-0638 Christy Colclasure | Member Services Associate | [email protected] Niki Gamble | Networks and Products Associate | [email protected] Nancy Sims | Member Support Associate | [email protected] Renee Taylor-Johnson | Associate Director of Business Services | [email protected] COMMUNICATIONS | 674 Overbrook Dr. | Columbus, OH 43214 | 614-263-0143 Tracy Crow | Director of Communications | [email protected]

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REGISTRATION INFORMATION To register for Learning Forward’s 2016 Annual Conference, please visit

REGISTRATION PROCEDURE 4 ways to register. Registrations will be accepted online, and by fax, scan, or mail. Avoid a $25 handling fee and register online.

www.learningforward.org/conference. Fees for Saturday and Sunday include lunch, materials, and program attendance. Fees for Monday and Tuesday include breakfast, lunch, general session program, morning sessions, afternoon sessions, and materials. Wednesday’s fee includes brunch, general session program, morning sessions, afternoon sessions, and materials. Registrations include admission to the Sunday Welcome Reception, Exhibit Hall Reception, Affiliate Receptions, and entrance to the Exhibit Hall.

Member Early (includes discount through 10-1-16)

METHOD OF PAYMENT Visa, MasterCard, or Discover are accepted as well as payment by check, or purchase order. Purchase orders must accompany registration. Learning Forward will invoice your school or district on the purchase order upon receipt. Payment of the invoice must be received before the conference. For information on Canadian dollar rates, visit www.learningforward.org/conference.

REGISTRATION DISCOUNTS AND RATES Learning Forward members receive discounted registration. Join, renew, or upgrade your membership with special conference rates and attend the conference at the member rate. If your registration is submitted or postmarked before October 2, 2016, you will receive an early discount of US$50 off a 3-, 4-, or 5-day registration.

Nonmember Early (includes discount through 10-1-16)

Member (No discount from 10-2-16 through 12-7-16)

Nonmember (No discount from 10-2-16 through 12-7-16)

One-Day

US $220

US $289

US $220

US $289

Two-Day

US $396

US $465

US $396

US $465

Three-Day

US $522

US $591

US $572

US $641

Four-Day

US $673

US $767

US $723

US $817

Five-Day

US $824

US $943

US $874

US $993

TRAVEL TIPS

106

PASSPORTS Passports are required to enter Canada and for re-entry into the U.S. Check your passport expiration date and begin renewing or applying for your passport soon. There may be a backlog this year due to 10-year passport renewals for passports issued in 2006 and 2007 when the Western Hemisphere Travel Initiative went into effect.

INTERNATIONAL MOBILE PHONE ROAMING TRAVEL PLANS

USING YOUR CREDIT OR DEBIT CARD

Check with your carrier for wireless rates and plans that cover international travel. You may incur additional fees or have access to purchase a simple international access option.

Notify your cardholders in advance to avoid payments being declined due to concerns over fraud. Make sure you update your contact information and cell number with your cardholder. Understand which foreign transaction fees will apply and how Canadian dollar transactions will be converted.

Learning Forward 2016 Annual Conference | Register Online Today

CONNECTING LANDSCAPES for LEARNING VANCOUVER

SESSION SELECTION All conference sessions require pre-registration except the general sessions. Ticketed sessions mean your presenter is expecting you and will have adequate materials for session attendees. You avoid the cattle-call experience, and since your seat is assured, there is no need to rush to your session and wait in line. To receive your first choice, consider selecting sessions at the time you register. Sessions by popular presenters or on popular topics fill early. Search online using the My Conference tool for session choices and availability. Reserve your seat using the My Conference tool in the online registration form and create your own personal conference agenda. You may change your agenda through the website at any time for any open session. MORNING

AFTERNOON

LATE AFTERNOON

MON SET E – Networking Meet Ups SET F – FastForward

SET A SETS B & C TL01, TL02, & TL03

SET D TL04 & TL05

Paper registration forms are available at www.learningforward. org/conference. Avoid a US$25 handling fee by registering online.

www.learningforward.org

SET G SET J SET K–Technology Showcase TL09 & TL10

MAIL

WED SET L TL11 & TL12

Registrations will be accepted online, by mail, fax, or scan. All registrations require payment for processing.

ONLINE

TUE

SETS H & I TL06, TL07, & TL08

4 ways to register:

Learning Forward Conference Registration • 504 S. Locust Street, Oxford, OH 45056

SET M Summit Sessions

TRANSPORTATION GUIDE The Vancouver International Airport is a 25-minute taxi ride to the Vancouver Convention Centre. Fares are zoned, and it is $35 CAD to the convention center. The Canada Line Skytrain offers a 25-minute trip from Vancouver International Airport to Waterfront Station with an easy walk to conference hotels and the Vancouver Convention Centre.

VANCOUVER CONVENTION CENTRE PARKING Parking for the East building is located at 999 Canada Place and is managed by Vinci Park. Parking for the West building is located at 1055 Canada Place and is managed by Impark.

CLIMATE AND SURROUNDINGS

FAX 513-523-0638

SCAN [email protected]

With the coastal mountain range, Pacific Ocean, temperate rainforest, natural beauty, and year-round mild climate, it is no wonder that Vancouver has been named the world’s most livable city eight times since 2002. After a long day of learning, you can relax and enjoy the downtown waterfront, an inviting, vibrant community of restaurants, attractions, and retail – including a float plane terminal conveniently located to accommodate adventurous travelers!

Make plans to attend!

DEC. 3-7, 2016 VANCOUVER

www.learningforward.org/conference | 800-727-7288

107

REGISTRATION INFORMATION HOTELS Links to room block rates are available at www.learningforward.org/conference.

VANCOUVER CONVENTION CENTRE

1 Pan Pacific ..........................................................................$199.00 CAD 2 The Fairmont Waterfront .......... $189.00 CAD Single/Double 3 The Fairmont Hotel Vancouver* $179.00 CAD Single/Double 4 The Fairmont Pacific Rim .......... $209.00 CAD Single/Double 5 Pinnacle Vancouver ...................... $149.00 CAD Single/Double Harbourfront Hotel 6 Vancouver Marriott Pinnacle .. $149.00 CAD Single/Double Downtown Hotel * Learning Forward will provide shuttle service from the Fairmont Hotel Vancouver to the Vancouver Convention Centre during all conference hours and conference-related events from Friday, December 2 through Wednesday, December 7, 2016.

CANCELLATION AND CHANGE POLICY

CONSENT TO USE OF PHOTOGRAPHIC IMAGES

Cancellations must be sent in writing to the Learning Forward Business Office by Nov. 10, 2016 to receive a full refund. A 50% refund will be given to written requests received by Nov. 19, 2016. A processing fee of US$50 will be deducted from all refunds. No refunds will be issued for cancellations received after Nov. 19, 2016. Learning Forward reserves the right to process refunds after the conference concludes. To transfer registration, make changes to payment method, or reduce or change days attending, email [email protected] or call 800-727-7288. A US$25 handling fee will be assessed.

Registration and attendance at, or participation in, Learning Forward’s 2016 Annual Conference and other activities, constitutes an agreement by the registrant to Learning Forward’s use and distribution (both now and in the future) of the registrant’s or attendee’s image or voice in photographs, videotapes, electronic reproductions, and/or audiotapes of such events and activities.

GET YOUR PASSPORTS NOW! 03 DEC 16

E

“Show Your Badge” for discounts! Convention delegates are eligible to receive exclusive discounts at these participating member businesses. Please note many offers require you to book in person at Tourism Vancouver Visitor Centres.

Attractions and Sightseeing Tours

Shops, Spas, Transportation

Restaurants and Night Clubs

Capilano Suspension Bridge Park Deep Cove Canoe & Kayak Harbour Air Seaplanes Harbour Cruises & Events Prince of Whales

BC Ferries Coastal Peoples Fine Arts Gallery McArthurGlen Designer Outlet Vancouver Airport Star Limousine

Bridges Restaurant The Liberty Distillery The Roxy Urban Sushi The Vancouver Fish Company Restaurant

For a complete list of attactions visit, www.tourismvancouver.com/meetings/plan/show-your-badge/ 108

Learning Forward 2016 Annual Conference | Register Online Today

BRITISH COLUMBIA ATTRACTIONS VISIT THESE LOCAL LANDMARKS SUGGESTED BY THE HOST COMMITTEE STANLEY PARK

VANCOUVER n n n n n n n n

SCIENCE WORLD

n n n

CAPILANO SUSPENSION BRIDGE

n

Stop by the Stanley Park Vancouver Science World Tourism Kiosk Vancouver Aquarium for discounts! Space Centre Capilano Suspension Bridge Van Dusen Gardens UBC Museum of Anthropology Musqueam Cultural Pavilion Whistler Mountain Grouse Mountain – The Peak of Vancouver Harbour Centre Shopping at Pacific Centre, Oakridge, Robson Street, and the new Outlet Mall at the airport. VICTORIA

n n n n n n

UBC MUSEUM OF ANTHROPOLOGY

BC Provincial Museum Madame Tussauds BC Legislature Butchart Gardens Butterfly Gardens Whale and wildlife watching

http://www.tourismvancouver.com/ http://www.tourismvictoria.com/

ABOUT THE ARTIST:

ROY HENRY VICKERS WHALE AND WILDLIFE WATCHING Canadian artist Roy Henry Vickers is a recognized leader in the First Nations community and has received many awards and honors for his art and community involvement. Thanks to his harmonious fusion of traditional and contemporary, old and new, and personal and universal, Learning Forward is proud to feature his work in this program book and throughout the conference, as we connect landscapes for learning in the natural beauty of Canada.

www.learningforward.org/conference | 800-727-7288

109

TOPIC INDEX 21st century learning PC105, PC216, B14, C08, D08, D09, D13, D32, D35, D41, D49, F09, I04, J01, J04, J08, J19, J26, J28, J35, K01.1, L10, L13, L17, L23, TL02, TL08 Addressing change and resistance PC202, PC204, PC208, A01, B13, B22, C03, C13, D02, D03, D10, D42, E06, G02, I18, I28, J30, J47, L18, M06 Adult development and learning PC103, PC207, A02, A03, B16, B18, C02, C04, C14, C19, C20, D02, D05, D46, E06, F04, G01, H07, I05, I22, I27, J13, J41, L05, L07, L08, M11, M17 Allocating resources for professional learning (time and dollars) PC111, B23, C05, C07, C18, D07, D10, D14, D29, D42, D50, D53, E01, E03, H12, H21, I07, I09, I15, J02, J12, J38, J45, J52, L03, L09, L20, L24, L32, L33, M05, M17 Assessment and grading PC101, PC102, PC210, B04, B11, B12, C07, C25, D17, D43, D52, G03, H02, H04, H11, I02, I13, I23, J04, J08, J22, K02.1, L27, M08, M12, M21, TL03 Brain-based strategies PC108, PC206, PC216, D24, G03, H04, H08, J19, L10, TL03, TL11, TL12 Career pathways D06, D48, E06, L14, M04 Coaching and school coaches PC106, PC110, PC211, A02, B03, B08, B09, B19, C16, D25, D45, G04, H13, H19, I08, I10, I20, I21, I23, J03, J20, J22, J43, K01.2, L16, L20, L21, L29 Collaborative inquiry PC201, PC209, PC214, B06, B08, B14, B17, B20, B21, B22, C09, C24, D23, D28, D34, D36, D40, F08, H09, H11, H13, I11, I12, I14, I22, I23, I30, J12, L06, L15, L22, L25, L27, M06, M07, M08, M10, M17, M19, M20, M21 College- and career-readiness D21, D51, I08, I25, J11, J27, J32, TL02 Common Core/new student performance standards B07, D21, D51, I08, I25, J11, J27, J32, L15 Continuous improvement PC112, PC205, PC210, PC214, B02, B10, B11, B19, C06, C12, C21, C22, D03, D04, D06, D16, D18, D26, D28, D29, D34, E01, E05, F04, F05, F06, G04, H03, H07, H11, H14, H17, H18, I04, I06, I11, I14, J03, J10, J11, J43, J45, L06, L24, TL04, TL05, TL08 Culturally responsive pedagogy PC109, B15, C20, C28, D19, D50, F08, H10, I31, J05, J39, L11, L26, L28, L36, L37, M01, M03, M13, TL08

110

(as of 7-1-16)

Culture and climate PC104, PC109, PC202, PC203, PC216, B13, C19, C20, D19, D21, D27, D44, D47, D48, F07, G02, H06, H09, H10, H13, H14, J10, J23, J26, J29, J30, J37, J42, L08, L26, L28, L31, L33, L37, M01, M05, M16, M18, TL02, TL12 Data-driven decision making PC101, PC112, PC113, PC205, PC212, PC214, PC216, A05, B05, B10, B11, B16, B19, B22, C03, C06, C22, C25, C27, D04, D08, D17, D18, D28, D33, D37, D42, D44, E05, F07, F10, G03, G04, H05, H11, H14, H16, I01, I04, I07, I13, I18, I21, I29, J04, J08, J15, J23, J24, J27, J31, J32, J38, J46, J51, K01.3, K02.2, K04.1, L03, L05, L15, L22, L27, L31, L32, L33, M12, M14, M21 Differentiated instruction PC206, B16, C24, D21, D22, D32, F01, I09, J08, J25, J37, L10, L17 Educator evaluation PC204, B07, B19, D08, H15, H16, I07, I15, I17, I24, J31, J46, TL09 Equity PC104, B05, B08, B15, B21, C11, C17, C20, C27, D19, D27, D50, F01, G05, H06, H10, I23, I31, J05, J14, J20, J26, J42, J44, L03, L11, L26, L36, L37, M01, M03, M05, M09, M15, M18, TL08 Family and community engagement PC109, B12, C01, C28, C29, D12, D19, D50, E01, H10, I18, J14, J16, J26, J29, L09, L31, L36, M09, M15, M22 Flipped learning D22, F02, K01.1, L34 Global competence and awareness PC113, PC216, C10, D11, F09, J01, L02, TL08, TL10 Instructional leadership and supervision PC101, PC105, PC108, PC109, PC112, PC205, PC211, PC212, A05, B04, B08, B09, B11, C08, C12, C13, C25, D09, D15, D16, D20, D22, D37, D40, D41, D45, H04, H07, H12, H16, I11, I13, I14, I15, I24, I25, I27, I32, J10, J19, J24, J43, K01.2, L07, L12, L15, L21, M03, M11, M13, TL03, TL04, TL06, TL07, TL09, TL12 Integrating student or teacher voice PC109, C05, C14, C28, D01, D05, D20, D27, D31, D36, D49, E06, H02, I22, I29, J09, J46, J49, J50, L07, L15, M01, M02, M18, TL01 Leadership development and skills PC103, PC106, PC107, PC111, PC201, PC207, PC208, PC211, A01, A02, A03, A04, B01, B03, B09, B13, B20, B22, C05, C15, C17, C19, C21, C23, D02, D05, D15, D19, D20, D35, D40, D46, D48, E01, E02, E04, F10, G01, G02, H01, H05, H18, H19, I03, I05, I07, I16, I23, I26, J01, J04, J13, J18, J30, J33, J47, J50, J51, K01.1, K03.2,

L01, L12, L14, L16, L18, L19, L26, L29, L30, M11, M17, M20, M21, TL02, TL06, TL07 Learning communities/teams PC102, PC112, PC201, PC209, PC213, PC214, A05, B02, B03, B06, B08, B13, B16, B17, C03, C09, C15, C19, C26, C30, D04, D14, D16, D17, D23, D30, D40, D47, G04, H03, H05, H07, H11, H13, H14, H20, I04, I12, I14, I26, I30, J06, J07, J10, J12, J14, J15, J25, J34, J35, J38, J39, J40, J41, K02.1, K03.2, L01, L03, L06, L17, L22, L24, L27, L30, L33, L35, M06, M07, M12, M14, M20, M21, TL05 Lesson study C10, H03, H13, J07 Linguistic diversity/English language learners C26, D30, D50, D51, J25, M01 Literacy PC102, PC108, PC216, A05, C22, C29, F01, H07, H16, I01, I13, J24, J32, J39, K01.2 Measurement models (SLOs or value-added) J31, J34 Mentoring and induction C16, C23, C27, D25, D33, I19, I20, I23, I27, J16, J36 Models of professional learning PC101, PC102, PC110, PC113, PC201, PC209, PC211, PC213, PC215, A01, B06, B14, B17, B18, C02, C04, C05, C09, C10, C29, C30, D01, D06, D10, D13, D23, D29, D38, D39, D45, D46, F04, F05, F06, G01, G05, H03, H11, H20, I03, I05, I08, I14, I19, I26, I30, J02, J06, J07, J09, J10, J18, J21, J27, J32, J36, J41, J50, K03.1, K03.2, L01, L02, L04, L20, L23, L27, L35, M14, M17, M19, TL01, TL05, TL10 Motivating/Engaging disenfranchised learners PC108, PC109, PC206, B05, C01, C08, C11, C24, D12, D13, D27, D31, D49, H02, H04, H08, J19, J40, J44, K01.1, L11, L37, M01, M02, M08, M09, M13, M19, TL03, TL11, TL12 Observation and feedback strategies PC103, PC204, PC211, A04, B05, B09, B19, C16, H07, H12, H15, H17, H19, I10, I11, I17, I19, I21, I24, I25, I29, I32, J12, J46, J51, L16, L20, L23, L29, TL09 Online or blended learning B18, D39, F02, F03, I04, J06, J28, J32 Personal learning networks C05, D13, D48, M20 Policy development and advocacy efforts PC113, D01, D05, D07, D19, D26, E01, E02, E03, E04, E06, H01, I16, I18, I22, J04, J09, J11, J16, J33, J49, M15, M22, TL01

Learning Forward 2016 Annual Conference | Register Online Today

Presentation and facilitation skills PC107, PC203, PC207, PC208, A01, A02, B03, B15, C09, C16, D35, F03, G01, G02, H19, J05, L13, L18, L30 Principal mentoring and/or coaching PC211, A03, B07, B20, E02, H18, I30, L14, L25, TL07, TL09 Program evaluation PC101, B09, B10, D04, D18, D26, D33, D34, E05, H05, H20, I06, I28, J15, J48, K01.3, K02.2, K04.1, L05 Project-based learning (PBL) J28, J35 Response-to-Intervention C06, D10, D37, J08, J37, L32, M12 Rural issues and settings C23, H14, I31, L06, L37, TL03 School reform/improvement process PC111, PC215, B02, B10, C03, C29, D16, D18, D26, D44, E01, E02, E04, F04, F06, I06, I09, I12, I16, J14, J48, L02, L03, L33, M16, TL04, TL05, TL06 Social and emotional learning (SEL) C11, D12, D24, D27, F07, I29, J23, J29, J40, J42, L36, M09, TL02, TL03, TL11 Social networking applications D06, D13, J17, L09, L34 STEM: Science, technology, engineering, and math PC109, PC216, D21, D41, F05, H12, I08, J17, J39, M10, M14 Teacher recruitment, support, development, and retention I29, J16, J21, J29, J36, L04, L21, TL06 Title I focus PC104, PC206, B02, B05, C13, C28, D10, D12, D18, D21, D47, D49, E03, H02, H12, I09, J20, J26, J39, L11, L12, L37, M10, M19 Urban issues and settings PC206, B02, B05, C13, C23, C28, D12, D15, D18, D21, D29, D49, D50, E03, G05, H02, H12, H17, I15, J08, J20, J21, J26, J32, J36, J39, J51, L09, L12, L37, M10, M19, M22, TL03 Use of technology for professional learning PC110, B18, B23, C18, C23, C26, C30, D06, D35, D39, D53, F03, H07, H20, H21, I04, I10, I32, J06, J21, J32, J51, J52, K02.1, K03.1, L04, L09, L13, L20, L23, L29, L34, M19 Use of technology to enhance student learning B23, C08, C28, D09, D22, D36, D43, D53, F02, H21, I02, J17, J52, K01.1 Walk-throughs/Instructional rounds A04, C28, H06, H16, I19

AUDIENCE INDEX SATURDAY/SUNDAY Classified/Support Staff PC113, PC204 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) PC103, PC106, PC110, PC111, PC113, PC201, PC202, PC207, PC208, PC211, PC213, PC215 District-Level Staff Developers PC102, PC103, PC104, PC106, PC107, PC109, PC110, PC111, PC112, PC113, PC201, PC202, PC203, PC205, PC207, PC208, PC209, PC211, PC212, PC213, PC216 Policy Makers and Community Stakeholders PC103, PC113, PC202, PC211, PC215, PC216 Principals, Assistant Principals PC101, PC102, PC103, PC104, PC105, PC106, PC107, PC109, PC110, PC111, PC112, PC113, PC201, PC202, PC203, PC204, PC205, PC206, PC207, PC208, PC209, PC210, PC211, PC212, PC213, PC214, PC215, PC216 School-Based Staff Developers/ Instructional Coaches PC101, PC102, PC103, PC104, PC105, PC107, PC108, PC109, PC110, PC112, PC113, PC201, PC202, PC203, PC204, PC205, PC206, PC208, PC209, PC210, PC212, PC213, PC214, PC215, PC216 Superintendents, Assistant Superintendents PC101, PC103, PC106, PC110, PC111, PC112, PC113, PC201, PC204, PC207, PC208, PC211, PC215, PC216 Teacher Leaders/Mentors/Team Leaders PC101, PC102, PC103, PC104, PC105, PC107, PC108, PC109, PC110, PC113, PC201, PC203, PC204, PC205, PC206, PC209, PC210, PC212, PC213, PC214 Technical Assistance Providers PC110, PC113, PC201, PC204, PC214 Title I School Staff PC101, PC105, PC106, PC108, PC109, PC110, PC113, PC206, PC210, PC212 Urban Educators PC101, PC105, PC106, PC108, PC109, PC110, PC113, PC201, PC206, PC210, PC212, PC214 MONDAY Classified/Support Staff A01, A02, B01, B23, D01, D04, D05, D07, D21, D38, D50, D53, E03, E05, TL01, TL02, TL03, TL04, TL05 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) A01, A02, B01, B02, B04, B07, B09, B10, B13, B15, B17, B18, B19, B23, C08, C12, C13, C15, C17, C23, C25, C26, C27, C29, C30, D01, D02, D03, D04, D05, D06, D07, D08, D10, D12, D14, D15, D16, D18, D20, D21, D22, D23, D26, D27, D28, D29, D30, D31, D33, D34, D36, D37, D38, D41, D43, D45, D50, D53, E03, E05, F01, F02, F03, F04, F05, F10, TL01, TL02, TL03, TL04, TL05 District-Level Staff Developers A01, A02, A05, B01, B04, B06, B09, B10, B11, B13, B14, B15, B17, B18, B19, B23, C02, C04, C05, C07, C09, C11, C12, C13,

C14, C17, C21, C24, C26, C27, C29, C30, D01, D02, D03, D04, D05, D06, D07, D10, D11, D12, D13, D14, D15, D16, D17, D18, D25, D26, D28, D29, D30, D31, D33, D35, D37, D39, D40, D42, D44, D45, D46, D48, D50, D51, D53, E03, E05, F03, F05, F06, F07, TL01, TL02, TL03, TL04, TL05 Policy Makers and Community Stakeholders A01, A02, B01, B04, B19, B23, C01, C20, C28, D01, D02, D04, D05, D06D07, D08, D09, D10, D11, D12, D16, D18, D19, D26, D50, D53, E03, E04, E05, F09, F10, TL01, TL02, TL03, TL04, TL05 Principals, Assistant Principals A01, A02, A03, A04, A05, B01, B02, B03, B05, B06, B07, B08, B09, B10, B11, B12, B13, B14, B15, B16, B17, B19, B22, B23, C01, C03, C04, C05, C06, C07, C09, C10, C11, C12, C13, C14, C16, C17, C19, C20, C22, C24, C25, C28, C29, D01, D02, D04, D05, D06, D07, D09, D10, D12, D13, D14, D19, D20, D22, D24, D25, D26, D27, D28, D30, D31, D32, D34, D35, D36, D37, D39, D40, D42, D43, D44, D45, D46, D47, D48, D49, D50, D51, D52, D53, E02, E03, E05, F02, F04, F06, F07, F08, F09, TL01, TL02, TL03, TL04, TL05 School-Based Staff Developers/ Instructional Coaches A01, A02, A03, A04, A05, B01, B02, B05, B06, B07, B08, B09, B11, B12, B13, B14, B15, B16, B17, B18, B19, B21, B22, B23, C01, C02, C03, C04, C05, C06, C07, C08, C09, C10, C11, C12, C14, C16, C19, C20, C21, C24, C26, C30, D01, D02, D04, D05, D06, D07, D09, D10, D12, D13, D17, D18, D20, D21, D22, D23, D24, D25, D28, D30, D31, D32, D33, D34, D37, D39, D40, D41, D42, D43, D45, D46, D47, D48, D49, D50, D51, D52, D53, E03, E05, F01, F02, F03, F05, F08, TL01, TL02, TL03, TL04, TL05 Superintendents, Assistant Superintendents A01, A02, A03, B01, B02, B04, B05, B07, B08, B10, B12, B13, B14, B20, B21, B22, B23, C01, C05, C11, C12, C13, C15, C17, C19, C21, C23, C27, C28, C29. D01, D03, D04, D05, D06, D07, D08, D10, D11, D12, D15, D16, D18, D19, D20, D23, D26, D28, D29, D31, D33, D34, D35, D36, D38, D43, D44, D48, D50, D53, E01, E03, E04, E05, F06, F09, F10, TL01, TL02, TL03, TL04, TL05 Teacher Leaders/Mentors/Team Leaders A01, A02, A03, A04, A05, B01, B03, B05, B06, B08, B11, B12, B15, B16, B21, B22, B23, C02, C03, C05, C06, C08, C09, C10, C11, C12, C14, C16, C18, C19, C20, C21, C22, C23, C24, C25, C26, D01, D02, D04, D05, D06, D07, D09, D12, D13, D17, D18, D20, D21, D22, D23, D24, D25, D27, D30, D31, D32, D34, D37, D41, D44, D47, D48, D49, D50, D51, D52, D53, E03, E05, E06, F01, F02, F03, F05, F07, F08, F09, TL01, TL02, TL03, TL04, TL05 Technical Assistance Providers A01, A02, B01, B23, D01, D04, D05, D07, D16, D18, D26, D28, D53, E04, E05, TL01, TL02, TL03, TL04, TL05 Title I School Staff A01, A02, B01, B02, B05, B23, C10, C11, C14, C22, C28, D01, D04, D05, D06, D07, D12, D13, D18, D21, D31, D41, D44, D47, D49, D53, E03, E05, E06, TL01, TL02, TL03, TL04, TL05 Urban Educators A01, A02, A05, B01, B02, B03, B05, B23,

C10, C11, C14, C23, C28, D01, D04, D05, D06, D07, D12, D13, D15, D18, D21, D29, D31, D41, D49, D50, D53, E03, E05, E06, F04, F06, TL01, TL02, TL03, TL04, TL05 TUESDAY Classified/Support Staff G01, H01, H21, J01, J02, J15, J37, J52, K01.3, K02.1, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) G01, G02, G03, G04, G05, H01, H07, H09, H10, H11, H16, I03, I04, I06, I07, I09, I11, I12, I13, I14, I16, I17, I19, I22, I23, I24, I27, I28, I29, I32, J01, J02, J03, J04, J06, J10, J12, J13, J14, J15, J18, J21, J22, J23, J24, J28, J29, J30, J31, J34, J38, J41, J43, J46, J48, J50, J51, J52, K01.3, K02.1, K02.2, K03.1, K04.1, TL06, TL07, TL08, TL09, TL10 District-Level Staff Developers G01, G02, G05, H01, H04, H07, H17, H18, H19, H20, H21, I04, I05, I06, I07, I08, I09, I10, I11, I13, I14, I16, I17, I19, I20, I21, I22, I27, I28, I30, I32, J01, J02, J04, J06, J07, J08, J10, J15, J17, J18, J20, J27, J28, J32, J34, J36, J39, J41, J42, J43, J47, J48, J50, J51, J52, K01.3, K02.1, K02.2, K03.2, K04.1, TL06, TL07, TL08, TL09, TL10 Policy Makers and Community Stakeholders G01, H01, H07, H15, H21, I06, I09, I16, I17, I18, I22, I25, J01, J02, J04, J09, J10, J11, J14, J16, J29, J33, J34, J40, J49, J52, K01.3, K02.1, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 Principals, Assistant Principals G01, G02, G03, G04, G05, H01, H02, H03, H04, H05, H06, H07, H08, H09, H10, H11, H12, H13, H14, H15, H16, H17, H18, H19, H21, I01, I03, I04, I08, I09, I10, I11, I13, I14, I15, I16, I17, I18, I21, I22, I24, I25, I26, I27, I29, I30, I31, I32, J01, J02, J03, J04, J05, J06, J07, J08, J09, J10, J12, J13, J15, J16, J18, J19, J21, J22, J23, J25, J26, J27, J28, J29, J30, J31, J33, J34, J35, J36, J38, J40, J41, J42, J44, J45, J46, J48, J49, J52, K01.1, K01.2, K01.3, K02.1, K02.2, K03.1, K04.1, TL06, TL07, TL08, TL09, TL10 School-Based Staff Developers/ Instructional Coaches G01, G02, G03, G04, G05, H01, H02, H03, H05, H09, H10, H11, H12, H13, H14, H16, H17, H19, H21, I01, I02, I03, I04, I05, I08, I10, I13, I19, I20, I21, I23, I24, I26, I29, I32, J01, J02, J03, J06, J07, J08, J09, J10, J12, J15, J17, J18, J19, J20, J21, J22, J23, J24, J25, J26, J27, J32, J34, J35, J36, J37, J38, J40, J41, J42, J46, J47, J51, J52, K01.1, K01.2, K01.3, K02.1, K02.2, K03.2, K04.1, TL06, TL07, TL08, TL09, TL10 Superintendents, Assistant Superintendents G01, G05, H01, H06, H07, H13, H15, H20, H21, I04, I06, I07, I09, I11, I12, I15, I16, I17, I18, I19, I22, I24, I25, I28, I30, I31, J01, J02, J04, J05, J09, J10, J11, J13, J14, J15, J16, J21, J30, J31, J33, J34, J36, J38, J43, J44, J45, J47, J48, J49, J52, K01.3, K02.1, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 Teacher Leaders/Mentors/Team Leaders G01, G02, G03, G04, G05, H01, H02, H03, H04, H05, H06, H08, H10, H11, H12, H13, H14, H16, H17, H18, H19, H20, H21, I01, I02, I04, I05, I08, I13, I15, I19, I20, I21, I23, I26, I27, I29, I31, J01, J02, J05, J06, J07, J08, J09, J10, J12, J13, J15, J16, J17, J19, J21, J22, J23, J24, J25, J31, J32, J35, J37,

J39, J40, J41, J42, J44, J45, J50, J52, K01.1, K01.2, K01.3, K02.1, K02.2, K03.1, K03.2, K04.1, TL06, TL07, TL08, TL09, TL10 Technical Assistance Providers G01, H01, H07, H12, H21, I02, I12, J01, J02, J11, J15, J32, J52, K01.3, K02.1, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 Title I School Staff G01, G03, H01, H02, H03, H07, H09, H12, H21, I01, I02, I09, J01, J02, J09, J15, J19, J26, J37, J52, K01.1, K01.3, K02.1, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 Urban Educators G01, G03, G05, H01, H02, H03, H08, H12, H21, I01, I02, I15, J01, J02, J05, J08, J09, J15, J19, J20, J21, J26, J32, J36, J37, J39, J51, J52, K01.1, K01.3, K02.1, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 WEDNESDAY Classified/Support Staff L09, L24, L37, M01, M04, M09, M22, TL11, TL12 District Office Personnel (Directors/ Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment) L01, L02, L09, L18, L19, L21, L24, L27, L37, M01, M03, M04, M05, M08, M10, M15, M22, TL11, TL12 District-Level Staff Developers L01, L04, L05, L06, L07, L09, L10, L11, L12, L14, L15, L17, L19, L20, L22, L23, L24, L26, L28, L29, L32, L34, L35, L37, M01, M03, M04, M10, M17, M19, M21, M22, TL11, TL12 Policy Makers and Community Stakeholders L01, L02, L12, L24, L31, L37, M01, M03, M04, M08, M15, M22, TL11, TL12 Principals, Assistant Principals L03, L04, L05, L07, L08, L09, L10, L13, L14, L15, L16, L17, L18, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L36, L37, M01, M02, M03, M04, M05, M06, M07, M09, M10, M11, M12, M13, M14, M16, M18, M19, M20, M21, M22, TL11, TL12 School-Based Staff Developers/ Instructional Coaches L04, L05, L06, L08, L09, L10, L11, L16, L20, L21, L22, L24, L25, L27, L29, L30, L34, L35, L37, M01, M02, M04, M06, M11, M12, M13, M14, M16, M17, M19, M20, M21, TL11, TL12 Superintendents, Assistant Superintendents L01, L02, L03, L07, L12, L13, L14, L19, L24, L26, L31, L33, L36, L37, M01, M03, M04, M05, M08, M11, M15, M16, M17, M18, M21, M22, TL11, TL12 Teacher Leaders/Mentors/Team Leaders L02, L06, L08, L09, L10, L13, L15, L16, L17, L18, L20, L23, L24, L25, L28, L30, L32, L33, L34, L35, L36, L37, M01, M02, M04, M05, M06, M07, M08, M09, M10, M12, M13, M14, M18, M19, M20, M21, TL11, TL12 Technical Assistance Providers L24, L26, L37, M01, M03, M04, M15, TL11, TL12 Title I School Staff L03, L24, L37, M01, M04, M10, TL11, TL12 Urban Educators L03, L09, L11, L24, L37, M01, M04, M10, M22, TL11, TL12

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PRESENTER INDEX Abrams, Jennifer.........PC208, J13 Acree, Lauren ............ K02.1, K03.1 Adams Chabay, Lori ................. J20 Ady, Kellie ....................................D39 Ailshie, Lyle ...................................I12 Airhart, Kathleen ......................D06 Akin, Whitney.............................H09 Aleckson, Jennifer ..................... J25 Allamong, Katy...........................L34 Allen, Heather .............................L24 Allen, Rod ..................... PC216, E01 Amerson, Lisa............................. C02 Ames, Tim ....................................D38 Anderson, Erin ...........................H09 Anderson, Kimberly ................. J11 Anderson, Melissa.................... C14 Anderson, Theresa ...................D20 Anderson-Reilly, Megan ........ C26 Andrew, Lisa ................................B02 Andrews, Steve ........................M09 Antonetti, John .........................H04 Antosz, Jessica ..........................M11 Aquino, Jaime ............................ C12 Aquirre, Isabel ............................D51 Araujo, Stella ................................I02 Arbogast, David ..........................I03 Arroyo, Sarah............................... J32 Arundine, Nick..........................M14 Atherton, Lea Ann..................... J24 Augsbach, Bethanne ...............L04 Augusta, Brenda ........................L07 Augustine, Denise...................M01 Austin, Carla................................D17 Axford, Joan................................ C15 Axtell, Kulwadee ........................ J25 Babbs, Rachel.............................H19 Bailey, Christina .......................... J11 Bailey, Shelley ............................ C25 Baker, Brad ................................... J44 Balch, Ryan................................... J46 Ball, Tamika .................................. J11 Banker, Lauren.............................I26 Barkley, Steve ..............................B03 Barlin, Dara.......................I20, K03.2 Barr, Jennifer...............................H10 Bartley, Jill .....................................L35 Basaraba, Amy ......................PC109 Bastian, Liz.....................................I10 Bazzanella, Mary Beth ............ C05 Beattie, Karen.............................A04 Beaudoin, Colleen.....................L24 Béliveau, Serge ..........................D10 Benner, Gregory........................D12 Benwell, Scott ............................D34 Bergman, Jody ........................... J47 Bernhardt, Victoria......PC205, B11 Berry, Barnett .............................D06 Berry, Denny...............................G01 Bertani, Al ....................................D11 Betts, Gregory .............................L12 Bikic, Jovo ...................................M07 Bikle, Kelly..................................... J06 Birkeland, Marnie ......................B17 Birner, Alexis .................................I02 Biscocho, Enrico ..........................I04 Blistan, Marie............................... J16 Bloch, Marietta ..........................D41 Bloomberg, Paul ........................L27 Boggs, John .................................L16 Bondett, Pam .............................H06 Bonner-Reed, Jevelyn ..............I07 Boogren, Tina .............................D25 Booker, Kimberly ....................... J41 Borden, Cheryl.............................I25 Borgfjord, Mike............................I11

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Boswell-McComas, Mary........ J08 Boyd, Deborah ...........................L02 Bozzo, Molly.................................L21 Bradford, Woody......................M11 Bradley, Janice .............................I28 Brazouski, Anthony ..................L33 Breese, Elizabeth .......................F07 Brock, Jill ....................................... J10 Brooks Simoneau, Carol .........B19 Brooks, Eric ................... PC211, E02 Brown, Valeria ..............................I21 Brownlie, Faye.......................PC102 Brunswick, Cindy ......................D33 Bryan, Chris .......................B09, D45 Bryant, Jake.................................D07 Bryant, Tracie ............................... J32 Bryk, Tony .................................. TL05 Buchanan, Erin ...........................F01 Burkett, Dina ................................I23 Burks, Betty .................................. J30 Burns, Jamey ................................I21 Butler, David ................................ J42 Byers, Christina .......................... C13 Cabrales Garcia, Viviana .........B02 Cafferty, Jason ............................ J12 Cairo, Tonya..................................B07 Campbell, Carol.................................. .............PC113, TL01, D01, I05, J50 Campbell, Jeff ............... F02, K01.1 Cannon, James .......................... C29 Cantlie, Craig ..............................D13 Canuel, Ron.....................D10, TL12 Carbaugh, Eric ...........................D22 Cardwell, Maryann..................M05 Cardwell, Steve.........................M02 Carlson, Christina ..................... C26 Carney, Steven..........................M16 Carr, Jennifer................................L24 Carr, Michelle ............................. C29 Carriere, Barb .............................A05 Carruthers, Matt.......................M05 Case, Roland ..........................PC105 Castillo, Omar.............................. J31 Cator, Karen ................................D06 Cawn, Brad ....................................I25 Ceballos, Leslie .......................... C08 Celeste, Eric .................................D05 Chadsey, Jane ..............PC215, J28 Chan, Maria.................................. J36 Chandler, Monica ...................... J41 Chappuis, Jan..............PC210, C07 Chavez, Robert ........................... J31 Chen, Milton..............................M01 Chiang, Eva .................................. J33 Childs Bowen, Deborah.........H18 Childs-Bowen, Deborah .........E03 Christianson, Kim ..................... C17 Chrona, Jo.....................................L28 Clark, Shawn.................................I32 Clarke, Kristen ............................. J22 Clauset, Karl ...............................M06 Clay, Emily ...................................H10 Clifford, Matthew ...................... J33 Clifton, Heather.........................D45 Cmolik, Ellen..............................M22 Cockcroft, Amy ........................... J07 Cockrell, Latrina ......................... J18 Cohen, Trudy ................................I26 Cohn-Vargas, Esther .................L36 Colby, Denise ............................M20 Cole, Mark....................................D14 Coleman, Ramona .................... J03 Coley, Helen................................. J15 Collins, Ben..................................H15 Collyer, Vivian .............................A05

Coltman, Juanita .....................M13 Colton, Amy ..................................I28 Colwell-Sandoval, Wade.......M18 Concepcion, Carmen ..............D40 Conway, Lydia ............................. J18 Conzemius, Anne ...................... J14 Corbley, Christine ................PC215 Correll, Juliet...............................H20 Cox, Karen .................................... J22 Cracco, Nicolas ...........................F04 Cranston, Randy .......................A05 Creel, Lydia ...................................L29 Crockett, Jennifer ..............I04, J15 Crow, Tracy ..................................D05 Cruse Craig, Johni ..................... J39 Cumings Smith, Felicia......... TL06 Cummings, Todd ........................I15 Cummins, Maggie..................... J08 Cunningham, Allison ................I23 Cunningham-Morris, Ann ....H18 Dade, Terry ....................................I09 Dailey, Tanya..............................M07 Danowski, Trent ......................... J11 Darcy, Linda .................................L08 Darnell, Justin .......................PC106 Davies, Alison............................. C23 Davies, Anne ...............................L07 Davis, Shay .................................. C14 DeBlieu, Martha ......................... J16 deChamplain-Good, Thérèse. D03 DeJarlais, Melissa......................D08 DeMola, Gabe ............................D18 Del Vecchio, Rosalba ................F04 DelDuca, Brenda......................M14 Delaney, Melissa ........................L08 Delehant, Ann..................B13, G01 Dell, Cheryl...........................I23, L14 Dennis, Nikki ..............................D14 Dennstedt, Sherri .......................I08 Dickie, Shelley.............................B17 Dill-Varga, Barbara .................... J29 Dimgba, Marguerite ...............H20 Dockendorf, Maureen ............A05 Dolcemascolo, Michael ....PC203 Donohoo, Jenni ...................PC214 Donohoo, Jennifer ................... C25 Dorr, Ellen ..................................... J28 Dorso, Erin ....................................L15 Doubet, Kristina ........................D22 Dowda, Alyson ...........................L17 Drago-Severson, Ellie ..........PC103 Driskill, Elita...................................I19 Duff, Victoria ............ E04, H11, J45 Duggins, Abbey ..........................I32 Dumas, Chad............................... J12 Dunaway, Shelly .......................H09 Durbin, Neel .................................I12 Durley, Carolyn ...........................B17 Dyer, Merrianne ..........................I16 D’Amico, Amy............................M10 Edbrooke, Odette.....................H10 Edmondson, Shawn.................L20 Edwards, Jenny ..........................L05 Edwards, Kris ..............................D39 Edwards, Seth ....................J07, L24 Elliott, Cathy ............................... C15 Elliott, Sue....................................A01 Elves, Darren..........................PC108 Elwood, Sherry ..........................D34 Ermeling, Brad ........................... C10 Ervin, Tafona ...............................D12 Esposito, Stephen ......................I07 Essink, David ............................... J12 Everett, Ann ................................D38

Learning Forward 2016 Annual Conference | Register Online Today

Everly, Julie..................................H13 Fackler, Janis ...............................D40 Fadum, Karen..............................B12 Fankhauser, Amanda ...............L20 Farmbry, Deidre ........................ C11 Faubert, Brenton .................PC113 Felton-Smith, Linda ...................I16 Fenton, Judi ..................................I20 Fenton, Meredith ................PC108 Field, Katherine ..........................L18 Filleul, Mary................................M17 Fillippi, Rachel..............................I27 Fink, Stephen ........................... TL09 Fisher, Doug..................................I01 Fisher, Iain .....................................B08 Flanagan, Maura ........................L23 Flannigan, Keely ........................B17 Flories, Karen ................................I13 Flynn, Patrick ................................I24 Folk, Dana ......................................I26 Foster, Lisa .................................... J10 Fowler, Scott ................................L09 Fradette, Terri ..............................B22 Freedman, Beverley ..................I11 Freeman, Elizabeth ....................I22 Frey, Nancy....................................I01 Fullan, Michael .......... PC201, D01 Fussell, Gerald ............................D43 Gainsback, Katie ......................M10 Garcia, Jared ...............................D49 Garcia, Josh .................................D12 Garr, Sarah ...................................D27 Garrels, Jenny..............................E06 Garrison, Emily ........................... J06 Geise, Bradley .............PC205, B11 Geocaris, Jill ................................H15 Gibbs, Lauren ...............................I21 Gibson, Jonathan ...................... J25 Giglio, Ron ....................................L16 Gildea, Aislynn.............................I22 Gildea, Jill .......................................I22 Gini Newman, Garfield.......PC105 Glaze, Avis.......................TL08, M01 Glazer, Julie ...................................I26 Goh, Ailsa ...................................... J40 Goldin-Dubois, Denise.............I08 Gomez, Alyssa.............................B18 Gonzalez, Milagros ..................D40 Gordon, Nancy ...........................B14 Gosal, Paula.................................D48 Graf, Becky...................................H07 Graff-Ermeling, Genevieve .....C10 Grandy, Tina................................. J22 Grass, Starleigh.........................M15 Grasso, Jackie .............................H08 Graves, Diane ..............................B14 Greco, Lillian ................................L23 Green, David............................... C15 Green, Julie ................................. C25 Greene, Denise ........................... J15 Greenfelder, Mark ......................I09 Greenfield, Michael ................. C21 Gregory, Gayle ............PC206, B16 Gregory, Scott............................. J17 Greninger, Elizabeth ................F01 Grinder, Michael .......................H19 Grinder-Dettloff, Krista...........H19 Gripado, Jennifer .................... TL07 Grose, Karen ................................ J50 Grossman, Jill ...............................I25 Grossman, Jordan ......................I24 Guimaraes, Catherine...............I10 Guogas, Andrea ........................D08 Guskey, Tom ................PC101, B04

Hair, Dale......................................H01 Halbert, Judy .............. PC209, D34 Halbig, Kathleen .......................D08 Halstead, Lisa ............................M08 Hammond, Craig ......................H09 Hampton, Melissa .................... C30 Hamzeh, Fouada .....................M14 Hansen, Patrick........................... J35 Hargreaves, Andy .....................D01 Harp, Natasha ............................. J18 Harrison, Cindy...........PC106, C30 Haugen, Meredith..................... J34 Hawkins, Colleen ......................H04 Haycock, Brooke ........................L37 Hazel, Rachel ..............................A04 Headrick, Kim.............................D38 Heineman, Megan .................... J41 Helmke, Sharron ........................B09 Herbst, Sandra ............................L07 Herrman, Denise .......................L32 Herro, Erica ...................................L21 Hess, Rob ......................................B07 Hierck, Tom ............................PC202 Hinds, Nancy ..............................A01 Hipp, Kristine...............................L33 Hoag, Janet ................................M08 Hoffman, Paige ...........................I14 Holme, Joanne ..........................A05 Horn Olivito, Heidi ..................M14 Houck, Bonnie ...........................H16 Howard, Benjie .........................M18 Howard, Gary .............................G05 Howitt, Clara..............................M14 Huddleston, Malinda .............M16 Hudge, Veda ...............................D15 Hufendick, Jodi ......................... C26 Hughes, Harry.......................... TL07 Huguley, Alison .........................D16 Hurley, Mary ............................... C11 Hutchison, Nikki .......................H06 Hymes, Valerie ........................... C21 Iker, Jim .......................... PC216, E06 Imbriale, Jeanne ....................... C13 Imbriale, Ryan ............................ C13 Irwin Kennedy, Rebecca.......M12 Isbister, Darryl .......................PC109 Issa Lahera, Antonia ................G02 Jensen, Megan ........................... J32 Jerde, Susanne ........................ TL09 Jeroski, Sharon ..........................A05 Jessett, Gail ................................. C27 Jodry, Leslee ...............................D03 Johnson, Brenda.......................H14 Johnson, Denise ......................M17 Johnson, Margie .......................H09 Johnson, Sharon ......................M14 Johnson, Shelly ........................M08 Jones, B.R. ...................................M06 Jones, Kelly................................... J41 Jones, Susan ................................L04 Joynt, Matthew .......................... J14 Kailley, Angela ............................B08 Kardynal-Bahri, Laurie ..............I30 Kaser, Linda................. PC209, D34 Kashigi, Gage .............................. J37 Kassis, Magdalena...................M17 Kassissieh, Julia .........................D15 Katsampes, Phil .........................H10 Kautz, Craig.................................. J12 Kean, Lisa ..................................... C06 Kearney-Edwards, Katina ....... J20 Keery, Meredith........................M19 Keith, Tara .....................................L32

PRESENTER INDEX Kelley, Heather ........................... J42 Kelly, Amy ..................................... J12 Kennedy, Jacqueline..........PC107 Kidwell, Karen ..............................I06 Killion, Joellen..................................... ..PC101, PC204, B01, E05, I06, J02 King, Michelle ....................J15, L01 Kirincic, Tashi ...............................B14 Klassen, Linda .............................F08 Klenk, Kathy .................................L25 Kless, Lambrina .........................D46 Knight, Chris ..............................M14 Knight, Jim ...................PC110, A02 Korn, Debbie .............................. C09 Kozak, Donna..............................B21 Kreisman, Florence ................... J20 Krownapple, John.....................B15 Krstovic, Mirjan........................... J22 Labue, Larry ................................ C08 Lai, Caroline ................................D50 Laitsch, Daniel ............................F10 Lambert, Tiffanie ....................... J43 Lande, Lisa................................... C14 Landy, Ian ....................................D24 Langley-Samuels, Donnett..... L09 Lannan, Katie ...................C05, D18 Larkin, Katie .............................. TL07 Laurence, Kathleen................... J06 Laursoo, Jeannette ..................D52 Leaderman, Jennifer ................ J34 Lebar, Maria Luisa.......................I23 Lee, Maureen ..............................L31 Lee, Teri ..........................................L32 Leff, Lila ....................................... TL03 Legrand, John ..............................I07 Leonardi, Bethy .........................H10 Leopold, Julie .............................D28 Lieberman, Ann ..........................I05 Lipton, Laura ...............PC213, C16 Little, Mary ................................... J39 Littmann, Kathi..........................D12 Livingston, Doug.....................M08 Lizotte, Courteney ...................H14 Lobovsky, Rob ............................L14 Lockard, Steve .............................I09 Long, Jennifer .............................F09 Loui (Invited), Sophie ............M01 Love, Nancy ................................G04 Lue Stewart, Martha................. J39 MacDowell, Paula.....................D09 MacQueen, K.C............................I15 Maffoni, Carrie ...........................D18 Mak, Rowena.............................. C19 Maki, Stephanie ......................... J44 Maliszewski, Diana..................M20 Malizia, Joseph ...........................L16 Mangum, Nancy ......... D35, K02.1 Manning, Geoff .......................... J38 Manning, Tom..K01.3, K02.2, K04.1 Maoury, Andrew .......................D37 Markholt, Anneke ...... PC112, H12 Martin, Carol............................... C25 Martin, Felisha ............................ J17 Martin, Katie ................................ J21 Martinez, Monica ..................K03.2 Mason, Jen ................................... J43 Mason, Michele...........................I07 Matthews, Justin ........................I19 McCallum, Paddy ......................B06 McCarthy, Allison .....................D16 McCoy Mitti, Larissa ................H03 McGarrah, Michael ................... J23 McGregor, Catherine ..............D34 McInerney, Donna ...................H11 McIntosh, Katherine................D34

McKanders, Carolyn ...........PC203 McKay Bryson, Ann ................. C11 McLurkin-Hasani, Kandice .....D51 McQuillan, Niamh ..................... J08 McWhirter, Amy .........................L04 Mcdonald, Suzanne ................ C22 Means, Demond ........................ J14 Meciej, Jill...................................... J34 Meier, Jolin .................................. C24 Menuey, Brendan.......................I09 Merola, Doreen ..........................B19 Messer, Marna..................C05, D18 Meza, Nanci ................................D39 Micheaux, Donna ......................B20 Michelson, Joanna..... PC112, H12 Middleton, Carol........................ J27 Middleton, Laura .......................L24 Mihalakis, Vivian ..................... TL06 Millare, Angelina........................L34 Miller, Jennifer .............................I03 Miller, Queinnise........................ J51 Milum, Nick .................................. J49 Minor, Jacqueline ...................... J19 Mira, Mary Elizabeth ................ J11 Mitchell, Derek ...........................F06 Mitrani, Valerie............................ J03 Molitor, Suzanne.........................I23 Mondale, Tina ............................. J43 Monnette, Courtney ............... C25 Montgomery, Heavenly ........D17 Moore, Pamela ...........................F03 Moore, Shelley............PC102, B21 Morgan, Elizabeth....................H03 Morgan, Gail ................................L30 Morgan, Nick.................... D04, L01 Morganti-Fisher, Terry ............. J47 Morse, Jennifer ........................... J20 Moseman, Shaun .....................D14 Muhammad, Anthony........PC104 Murphy, Jan ................................ C17 Murphy, Michael........................ J48 Muñoz, Montessa...................... J12 Myers, Trisha ................................ J18 Nagaoka, Jenny....................... TL03 Nagel, Dave................................M06 Nanji, Shainaz .............................B08 Near, Jill...........................................I07 Neufeld, Ange.............................L25 Newell, Suzanne .......................D31 Newman, Lily ...............................I12 Niemi, Shelly......................I31, M03 Nilson, Paige...............................D46 Nordheim, Irene......................... J35 Nosek, Sean ................................D13 Novak, Sandi ..............................H16 Nuttall, Rohan ............................. J49 O’Connell, Andrew ...................L16 O’Connell, Rebecca ..................L16 O’Hara, Susan.............................D51 O’Neill, Michele ..........................L18 O’Shea, Jerry................................ J34 Olekshy, Val ................. PC111, D03 Olsen, Christie.............................L06 Olverson, Tyrone........................L03 Orbe, Pierre .................................H08 Osmond-Johnson, Pamela ...PC113 Ott, Jill ........................................... C17 Owens, Sandy ............................D36 O’Donnell, Carol.......................M10 Paiement, Laura ........................D24 Pajardo, Phyllis...........................H18 Papulkas, Katina......................... J50 Parackal, Mary............................ C22 Parisian, Jennifer.........................I31

Parker, Linda .................................I19 Partridge, Michael....................D36 Parvin, Jennifer...........................B20 Pateriya, Alka................................I29 Patrician, Matt............................. J35 Paul, Kristen ..................................I27 Pautz, Stefani.............................. C13 Pavao, Matt ..................................L13 Pearce, Ann ..................................L05 Pearson, Kati................................L11 Pena, Teresa ................................D14 Pendray, Amy ......................I04, J15 Perez, Kathy .................................L10 Perkins, Christine ......................D19 Peters, Jodi ..................................D33 Pidick, Theress ...........................D18 Pierorazio, Hilda .........................L14 Pinchback, Allyce .....................D16 Pitchford, Barb ............................L22 Piteux, Cathy ..............................D30 Planche, Beate ..........................M21 Platt, David ...................................L31 Pletcher, Bethanie .................K01.2 Poda, Janice ................................. J11 Polcen, Sonja................................I03 Poles, Ron ......................................I26 Pollock, Meagan ........................ J05 Pontefract, Dan ....................... TL02 Porter, Nikki ................................D17 Presler, Susan ..............................L12 Presta, Anna..................................I23 Preston, Steve .............................B10 Pritchard, Robert ......................D51 Privett, Alida ...............................D32 Proctor, Janis .............................. C24 Pryor, Lisa......................................L24 Psencik, Kay ..........PC211, I15, J03 Pyatt, Andrea .............................. J07 Quinn, Joanne ......................PC201 Race, Susan ................................. C04 Ralph, Rachel..............................D09 Ramos, Leonardo ..............I04, J15 Ramsdell, Rob ..............................I29 Ramsey, Genevieve .................. J41 Rann, Jason .................................H08 Rattenbury, Courtney..............L23 Ray, Karen ......................................I19 Reeves, Douglas..............J04, M04 Reimer, Kevin .............................. J38 Reyes-Ragsdale, Elizabeth ......C29 Ribas, Yvonne.............................. J36 Rickert, Cynda............................. J43 Robb, David ................................ C13 Robbins, Pam ..............................B16 Roberts, Christine...................... J08 Roberts, Sharon ..........................I12 Robertson, Joanne ..................D30 Robinson Sublet, Adrianne ....B22 Robinson, Jamie ........................B17 Robinson, Sheila .......................H20 Robinson, Susan ......................M08 Robles, Daniela...........................L06 Rocha, Heidi.................................B18 Rodgers, Mary Kay .....................I21 Rodriguez, Isela.........................D40 Rojem, Karen .............................. C18 Rolle, Stephanie .........................L35 Ronnenberg, Jeff .......................E01 Rose, Ainsley .............. PC212, D02 Rosenquist, Brooks ..................D18 Ross, Marnie ..........................PC109 Rossi, Mirella............................... C28 Rothstein, Dan ............PC108, C01 Rowcliffe, Pippa ...................... TL11 Russell, Keri ................................. C09

Sahlberg, Pasi.............................. J01 Salazar, Elvira ...............................B18 Sanchez, Maricela ....................D51 Sanders, Terrence ...................... J21 Sandoval, Elizabeth ..................L23 Santorno, Carla..........................D12 Saphier, Jon .................................B05 Sarakatsannis, Jimmy .............D07 Savage, Susan ............................H15 Savoy, Michael ...........................D46 Sayle, Jodee ...............................M19 Schmidt Moore, Michele ..........I03 Schnellert, Leyton ............................. ............................PC102, PC216, B21 Schoenbach, Ruth ...................H07 Schonert-Reichl, Kimberly ....TL11 Schroeder, Lindsey ...................B17 Sciullo, Francesca .....................H03 Scott, Tara ....................................D32 Seaman, Scott..............................I17 Seay, Terri .....................................D20 Seely, Mary Laurens ................H09 Segedin, Lauren.........................L19 Seiler, Courtney...........................I12 Senisin, Simone......................... C03 Seroyer, Chelonnda .................. J39 Sharratt, Lyn ..............................M21 Shepard, Jennifer ......................L29 Sherman, Sharon....................... J16 Sherod, Joshua ..........................D49 Shortall, Sandra-Lynn ..............L31 Shunk, Andrea ...........................D23 Silver, Harvey..............................H05 Silverman, Max........................ TL09 Silverton, Mike........................... C18 Simon, Jennifer ........................M07 Simpson, Natalie.........................I24 Sisson, Ron ....................................I17 Sithole, Tsitsi ................................ J20 Slamp, Amy............................... TL04 Smith, Julie..................................A04 Smith, Katherine ........................L27 Smith, Nina .................................G04 Smith, Perry ...............................M03 Snyder, Donna ...........................D44 Soisson, Barb ............................... J27 Sommers, William ..................... J30 Soni, Geetanjali ......................... C02 Spedding, Eileen........................ J16 Staley, Sara ..................................H10 Starr, Joshua .................................I18 Steel, Kerri.................................... C24 Steele, Lisa .................................... J18 Stegall, Tracy...............................H10 Steiman, Tannis ..........................L25 Stenehjem, Jim...........................B09 Stenehjem, Laurie .....................B09 Stephenson, Neil .......................B14 Stettner, Holly ............................H20 Stewart, Laura............................D30 Stiver-Walsh, Laura ................... J46 Stokes-Bennett, Devon.......... C23 Stromquist, Gail ........................ C20 Sullivan, Robyn..........................H03 Sutic, Svetlana .............................I27 Sward, Kris .................................... J17 Takamura, Jamie.......................D21 Tan, Carol ...................................... J40 Tan, Cher Chong ........................ J40 Tate, Marcia ..................PC207, G03 Taylor, Joann................................ J31 Taylor, Mandy............................. C02 Tejeda, Jeannette ......................L35 Templeton, Chris .......................L22 Tepper, Amy..................................I24

Teske, Paul ................................... C26 Thiessen, Robyn.........................B12 Thompson, Scott ........................I14 Tiggs, Jennifer..............................I10 Timms, Kyle.................................D43 Tinney, Jordan .................B12, D50 Tissiere, Michele........................H02 Tobia, Ed .........................................I28 Tomlinson, Lynn .......................D34 Tompkins, Audra ....................... J18 Torrez, Maureen .........................B22 Tottenham, Regina ...................L23 Towers, Jennifer ........................D52 Trompeter, Kristin......................L35 Tunks, Lawrence ........................ J12 Turner, Dianne ............................B14 Twal, Nader ...................................I04 Uehara, Macey...........................D21 Van Caeyzeele, Julie .................L25 Van Gorp, Carol .......................... J34 Van Soelen, Thomas ....PC107, H17 Vanderford, Linda ..................... J27 Veltre, Denise ............................. C03 Wagner, Ralph ............................ J35 Wainright, Valerie ...................... J51 Wakabayashi, Stacey .............M19 Wallace, Holly.............................H13 Walter, Kristen............................. J26 Waltman, Rhonda ......................I16 Ward Singer, Tonya ...................B22 Wardrop, Amanda.....................B06 Warkentin, Shelley ...................H07 Waterman, Brian ........................L27 Watson, Sarah .............................B17 Weiskopf, Emily ..........................L29 Wellman, Bruce ..........PC213, C16 Wells, Caryn ................................A03 West, Lucy ...................................H13 Weston, David ......................... TL10 Whitacre, Robin.........................G04 White, Kim ................................... C08 Whitlock, Erin .............................D23 Whynacht, Julie......................... C24 Widdowson, Ryan .....................L29 Wiebke, Kathy .............................L06 Wiegand, Dawn ........................H16 Wilkerson, Stephanie..............H09 Williams, Kenneth ....................D47 Williams, Sheila........................... J20 Willows, Jess ..............................M08 Wolf, Mary Ann...D35, K02.1, K03.1 Wolfe, Annie ................................ J21 Wood, Jess...................................D26 Wood, Jo ....................................... J45 Wright, Lynne ...........................M12 Wright, Patricia .................H11, J16 Yashkina, Anna ............................I05 Yoder, Nick.................................... J23 Yoneshige, Patti ......................... J37 Yoshida, Marcy .......................... C27 Younghusband, Christine .F05, F10 Zaki, Salwa ..................................D29 Zardoya, Irma..............................L26 Zaretsky, Joan ............................D42 Zeichner, Ken ........................PC113 Ziegler, Corrie...............................I30 Zielinski, Tara .....................C22, E02 Zoller, Kendall ............................G02

www.learningforward.org/conference | 800-727-7288

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Learning Forward Consulting

Your partner for student achievement Learning Forward’s high-impact consulting services provide you with the tools to transform professional learning, increase educator capacity, and improve student achievement. Our consultants partner with states, districts, and schools to provide comprehensive professional learning and ongoing support for educators at all levels within a learning system.

Visit these and other sessions led by members of our consulting team at the 2016 Annual Conference: PC101

Evaluating Professional Development: Linking Our Learning to Student Learning

Joellen Killion, Learning Forward, Lakeway, TX Tom Guskey, University of Kentucky, Lexington, KY

PC211 Becoming Learning Principals Kay Psencik, Learning Forward, Cypress, TX Eric Brooks, Arizona Department of Education, Phoenix, AZ

B13

Trust: An Essential Element

Ann Delehant, Learning Forward, Webster, NY

H11

Connected Action Road Map: Strengthening Educator Practice Through PLCs

Victoria Duff, Learning Forward, Monroe Township, NJ Patricia Wright, New Jersey Principals and Supervisors Association, Monroe Township, NJ Donna McInerney, New Jersey Principals and Supervisors Association, Monroe Township, NJ

J03

When Coaches Learn, Teachers Learn

Kay Psencik, Learning Forward, Cypress, TX Valerie Mitrani, Learning Forward, Miami, FL Ramona Coleman, Fort Wayne Community Schools, Fort Wayne, IN

PC106

Cindy Harrison, Learning Forward, Broomfield, CO Justin Darnell, Denver Public Schools, Denver, CO

Ignite School Improvement With the B10 Standards Assessment Inventory Steve Preston, Learning Forward, Decatur, GA

D45

Developing and Supporting Instructional Coaches

Chris Bryan, Learning Forward, Westminster, CO Heather Clifton, Learning Forward, Denver, CO

H18

Transforming Leadership Learning and Development Through Reflective Practice

Deborah Childs-Bowen, Learning Forward, Atlanta, GA Ann Cunningham-Morris, Mableton, GA Phyllis Pajardo, City of Fairfax Schools, Fairfax, VA

J48

Are We There Yet? Figuring Out if We’re Making Progress Toward the Destination

Michael Murphy, Learning Forward, San Antonio, TX

Learn more about our consulting services at www.learningforward.org/consulting, and contact: Tom Manning Associate Director of Consulting and Networks [email protected] 972-421-0900

114

Building an Effective Teacher Leadership Program

Learning Forward 2016 Annual Conference | Register Online Today

Effective school leaders are essential to school improvement. So, how can supervisors better support principals as instructional leaders? And, how can universities and school districts better prepare principals to improve teaching and learning? Find out in these resources commissioned by The Wallace Foundation.

School Leadership in Action: Principal Supervisors Produced by PBS affiliate WNET, this 10-minute video follows principal supervisors in Tulsa and Washington, D.C., as they navigate a more hands-on role in supporting principals as instructional leaders. The Power of Principal Supervisors: How Two Districts Are Remaking an Old Role

Improving University Principal Preparation Programs: Five Themes from the Field

This journalistic account offers an in-depth look at the challenges and rewards involved in changing the role of principal supervisors in Tulsa and D.C.

Educators’ perceptions of the state of university programs that train future principals.

Find these and other free resources at wallacefoundation.org. www.learningforward.org/conference | 800-727-7288

115

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DECEMBER 3-7, 2016 | VANCOUVER, BC | VANCOUVER CONVENTION CENTRE

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CONNECTING LANDSCAPES for LEARNING VANCOUVER

“

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Make plans to attend Learning Forward’s

2016 Annual Conference in Vancouver, BC. Find out why it’s called THE Learning Conference

This was an amazing time to be recharged, inspired, and filled with new ideas. The entire conference is a powerful professional Michael learning Fullan experience.

”

– Roberta Reed 2015 Annual Conference attendee

EXPERIENCE cutting-edge keynotes and interactive learning sessions BUILD new relationships during family-style meals before general sessions ADDRESS your priority issues through basic and advanced learning tracks GUARANTEE time with that “must hear” speaker with confirmed session tickets ENGAGE with thought leaders, researchers, practitioners, authors, and more

Experience cutting-edge keynote speakers…

Andy Pasi Hargreaves Sahlberg

Milton Chen

Avis Glaze

Denise Augustine

WHO SHOULD ATTEND | CENTRAL OFFICE ADMINISTRATORS | SUPERINTENDENTS | POLICYMAKERS AND DECISION MAKERS | TEACHER LEADERS/COACHES | SCHOOL-BASED TEAMS | PRINCIPALS/ASSISTANT PRINCIPALS | TECHNICAL ASSISTANCE PROVIDERS |

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