7Th Annual Progressive Education Summit January 27Th, 2018

7th Annual Progressive Education Summit

January 27th, 2018 Welcome to the 7th Annual Progressive Ed Summit! January 27, 2018

Progressive Education is anchored by a vision of the child as powerful, capable, creative, unique, and worthy of the deepest respect. This orientation leads to creating classrooms and schools where independence, motivation, and intellectual curiosity are highly valued.

Never before has education seemed so morally and ethically tied to our responsibility as educators to make sure our students see themselves as worthy citizens who can participate at the highest level of community. Change is happening across the land: changes in policy, governance, and the long held narrative of what it means to be an American. Our ability to ensure these changes lead to the well being of our students and families hinges upon our determination to take a strong stand for what we know is a “real” education.

Progressive Education has a long history of creating schools that focus on the social and emotional development of children and classrooms that allow for authentic experiences and relevant curriculum providing a strong basis for critical thinking and inspiration. All children and teachers deserve access to not only the joy and wonder and friendships the Progressive Education provokes, but to the deep, powerful, and long-lasting learning and intellectual curiosity it nurtures. We are here to support each other in this quest - and together create a Culture of Thinking.

Our Keynote, Ron Ritchhart states in his recent book, “A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.” It is our hope that today you will create and experience that culture together. Today we hope that you make connections, share your thoughts, and give yourself time to be joyful in this complex and wonderfully challenging work of teaching and learning.

Enjoy the workshops today - where you will be led to question long-held beliefs on practice, authority, assessment, and more. During lunch, check out the Student Work Exhibit, the Resource and Author WELCOME Fair, and don’t miss the mobile Fab Lab from Open Works stationed in room 001. Enjoy the Ignite Talks, and be sure to try provocative workshops including “Teachers Teaching Teachers,“ storytelling, advocacy, and so much more.

As always, thank you for your commitment to Progressive Education.

With gratitude,

Bobbi Macdonald Mike Chalupa Executive Director Academic Director City Neighbors Foundation City Neighbors Foundation

1 Table of Contents

1 Welcome 3 Agenda

4 Keynote Speaker Bio

7 List of Workshops Session A 8 - 13 Workshop A Descriptions 16 Meet the Authors 17 List of Workshops Session B 18 - 22 Workshop B Descriptions

23 List of Workshops @CityNeighbors invites you Session C to 24 - 25 Workshop C Descriptions Tweet from the Summit: #CityNeighborsSummit 27-28 Master Classes

23 Connect With Us!

29 Thank You! 30 Helpful Notes and Information

2 8:15 Registration in the auditorium lobby Coffee and Pastries by Zekes

9:00 Good Morning! Cheyanne Zahrt & Jabari Bush

9:05 Ignite Talk #1 Victoria Able, CNHS

9:10 Ignite Talk #2 Nicholas Hobar

9:15 Welcome to the Summit! Kate Seidl & Shyla Rao

9:20 Keynote Speaker: Ron Ritchhart

10:15 Thank you and Send off to Workshops Bobbi Macdonald & Gwendolyn Unoko

10:20 - 10:30 Break

10:30 - 11:45 WORKSHOP Session A

11:45 Break

12:00 - 1:15 WORKSHOP Session B

11:45 - 1:45 Lunch served by Steel Drum Smokers BBQ AGENDA 12:45 - 2:00 WORKSHOP Session C

2:00 - 2:15 Break

2:15 - 3:45 Master Classes by Ron Ritchhart, Wendy Shaia, Kristin Berdan & Valerie Branch

3:45 - 4:45 Wine and Cheese served in the City Neighbors High School Cafe 4:00 Ignite Talk #3 Jess Gartner 4:05 Ignite Talk #4 Patricia Drummond

3 KEYNOTE SPEAKER Ron Ritchhart Ron Ritchhart is a Senior Research Associate at Harvard Project Zero and Fellow at the University of Melbourne, Australia. His current research focuses on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. Ron's research and writings, particularly his theory of intellectual character and his framework for understanding group culture, have informed the work of schools, museums, and organizations throughout the world.

Ron’s best-selling book, Making Thinking Visible, co- authored with Mark Church and Karin Morrison, has popularized the use of thinking routines in educational settings. In his most recent book, Creating Cultures of Thinking, Ron couples the real classroom practice of teachers with whom he has worked with recent educational research on learning to illuminate how schools and classrooms can be transformed to develop the learners and thinkers we need for the 21st century. Howard Gardner has called the book “ a tour de force” for Ron’s ability to seamlessly merge theory, research, practice and application together in a highly accessible and engaging manner.

Ron currently directs the Worldwide Cultures of Thinking Project, aimed at facilitating deep learning and powerful thinking in classrooms, schools, and organizations. Bialik College and Melbourne Grammar School in Melbourne Australia, Oakland County Schools in Michigan, Mandela International Magnet School in Santa Fe, and both Washington International School and International School of Amsterdam have been key partners in Ron’s research. This combination of private, public, and international schools has served as the prime sites for developing the core practices and school-based evidence that surround Cultures of Thinking.

Master Class: Using Thinking routines to Make Thinking Visible 2:15 - 3:45 Annex 2nd Floor

4 Happening at the Summit! 4 Ignite Talks 9:05 Victoria Able, City Neighbors High School 9:10 Nicholas Hobar 4:00 Jess Gartner 4:05 Patricia Drummond 3 Master Classes 2:15 - 3:45 • Ron Ritchhart • Kristina Berdan & Valerie Branch • Wendy Shaia Resource & Author Fair Lobby and Room 001 Stop by the Resource Fair outside the Cafe and meet artists, authors, and educators who value your feedback and care about sharing opportunities to collaborate . Come and check out the books and meet the Authors here today. Lobby of CNHS, hallway, and Room 001 • Ron Ritchhart • Lou Rosenblatt • Tonya B. Shelby • Mary Ann Mears and Lori Snyder • Gladys “Peaches” Kenney And, don’t miss the Open Works Mobile Fab Lab/Maker Space in Room 001 during lunch time! Student Work Exhibit Come and take a close look at work that reveals the thinking of students and teachers. Located in the Lobby of CNHS, and Room 001 • Maurice Tome, Washington International School, WDC • Elena Johnston, Hamilton Elementary Middle School • Hannah Cohan and Lisa Bryant, City Neighbors Hamilton • Christina Ross, City Neighbors High School, Baltimore • Emily Fugate-Brunino, Oakton High School (Vienna, VA) • Angels Natal-Asensio, Oakton High School, (Vienna, VA) • Emily Veres, Washington International School, WDC Thank you to our contributors!

5 Thank you to the Summit 2018 Steering Committee

•Liz Baker, The GreenMount School •Patricia Drummond, Hamilton Elementary Middle School •Chad Kramer, Patterson Park Public Charter School •Patricia Morellis, The Park School •Patricia Porcarelli, The Park School •Dawn Shirey, Baltimore City Schools

This year we asked some of our partners to help us plan and dream up some new ideas for the Summit. Over the past 6 months this group came together to help create this day for all of us. We would like to thank the members of the Steering Committee! Thank you for the ideas you shared, the meetings you came to (though you were busy!), and especially for your commitment to making the Summit a great experience for everyone! - Gwendolyn, Bobbi, and Mike

We Welcome the Summit 2018 Stakeholder Groups Our Stakeholder Groups are partners who use the Summit as a convening for their group - helping us be a hub of networking, and sharing their expertise and joy for learning! Teaching Artists Institute: Convening in CNH Art Room 10:30

6 Workshop Session A 10:30 -- 11:45 #1 Annex Supporting Cultures of Thinking through Arts Rich Schools 2nd Floor Rm. 202 Julia Di Bussolo and Jill Warzer #2 Room 301 Alternative Approaches to School Discipline and School Climate Kristina Kyles Smith and Jennifer Schmidt #3 Annex Community Language & Problem Solving Model 1st Floor Amy Dorman, Kelly Flynn-Putiri #4 Room 101 Happy Teacher Revolution Danna Thomas & Micaela Perez Ferrero #5 Room 212 Making a Connection: The Power and Principles of True, Personal Storytelling Laura Wexler #6 Room 312 Expanding Narratives: Developing Visual Literacies and a Global Mindset Meghan Lally Keaton #7 Room 102 Stories Make the World Michael Wiggins & Adena Varner #8 Room 217 Creating Powerful Projects using the 4 T’s: Topic, Targets, Text, and Task Romney Pittman #9 Room 313 Wonder, Curiosity, and Passion: Capturing Student Interest in Project Learning Tracy Pendred, Peter Redgrave, & Mike Chalupa #10 Room 317 Listening to your Students’ Fidgets, and Taking Them a Bit Further Melvin D. Smith II #11 Room 202 Children Are Citizens: Reﬂecting on A Year of Inquiry Catalina Stirling #12 Room 305 Classroom Discourse Analysis Megan Doyle #13 CNH K Thinking Routines in the Early Childhood Classroom (Lower School) Tiffany Powell #14 Room 205 Building Inquiry into the Social Studies Classroom Leah Renzi #15 Room 214 Student Collaboration with Rigor AND Joy Erin Vaughn #16 Room 316 Research and Strategies that Address the Literacy Achievement Gap Kristina Kyles Smith & Jennifer Schmidt #17 Room 201 Slow Data Collection: Analyzing Front-Page News Through Math Amanda Riske #18 Room 302 Teaching for Talent Development applied to STEM and Humanities Jeanne Paynter #19 Room 002 Making Thinking the Center of the Curriculum: Reconnecting with the Philosophy of John Dewey to inform 21st Century Pedagogy Kerstin Schmidt #20 Room 301 Minimizing Student Frustrations – Using Task Analysis to Circumvent Learning Obstacles Kim Farley

7 Workshop A 10:30 – 11:45 p.m.

1. Supporting Cultures of Thinking Through Arts Rich Schools (75 minutes) Julia Di Bussolo, Executive Director, Arts Every Day & Jill Warzer, Administrative Coordinator, Baltimore Arts Education Initiative

Workshop Description The Baltimore Arts Education Initiative (BAEI) is a partnership between Arts Every Day and Baltimore City Public Schools, working to develop a strategic plan to increase arts education equity and access for Baltimore City students by May 2018. Participants will use the “arts rich” rubrics being developed by the BAEI to consider: How do arts, including music, dance, visual arts, theatre, media arts, support a culture of thinking? How could arts play a greater role than they do currently in your classroom, school, out of school time program or community, to foster a culture of thinking? What are the challenges and solutions to expanding that role?

Julia Di Bussolo is an artist and arts administrator dedicated to art, social justice, education, and youth. She is the executive director of Arts Every Day and a founding member of the Baltimore Arts Education Coalition. In 2006, Di Bussolo received a Bachelors of Fine Arts in Photography from the Maryland Institute College of Art, as well as a Masters of Arts in Community Arts in 2007.

Jill Warzer holds Bachelors and Masters Degrees in Music Education, and MSDE Certiﬁcation in Music and ESOL, preK-12, and Administrator I. She has taught general and instrumental music pre-k-grade 8 in schools in Vermont, California, and Baltimore City. Currently she is the administrative coordinator for the Baltimore Arts Education Initiative arts equity planning partnership between Arts Every Day and Baltimore City Schools.

2. Alternative Approaches to School Discipline and School Climate (75 minutes) Shantay McKinily, Connie Phelps, Leah Beachley, The Positive Schools Center

Workshop Description Do you want to turn your school climate around? Learn how to shift your school climate and tackle student discipline in more approachable and effective ways. You’ll learn how to implement strategies that create positive, supportive, and mindful learning environments that can minimize suspensions and expulsions.

Shantay McKinily is the Director of The Positive Schools Center. Ms. McKinily is a champion on transforming school climate. She graduated with a Bachelor in English from Morgan State University and a Masters in Adult Education from Coppin State University. Ms. McKinily worked for City Schools for over 18 years as a teacher, assistant principal, and most recently, the principal of Walter P. Carter Elementary Middle for eight years.

Connie Phelps is the Assistant Director of the Positive Schools Center (PSC). Ms. Phelps has a Master’s in Social Work and a Bachelor’s in Latin American Studies. Before coming to the PSC, Ms. Phelps was the community school coordinator at Wolfe Street Academy in Baltimore, MD for 11 years. Her expertise is in community schools, special education, nonproﬁt administration, immigration, and community organizing.

Leah Beachley is the Community School Coordinator at Wolfe Street Academy. Leah attended Wake Forest University as an undergraduate student and, following her graduation, served three years in Honduras as a teacher with an education-based nonprofit. Leah completed her Master’s in Social Work at the University of MarylandSchool of Social Work in Baltimore, where she had the opportunity to fulfill her first-year internship at Wolfe Street Academy.

3. Community Language & Problem Solving Model (75 minutes) Amy Dorman, Kelly Flynn-Putiri, Baltimore Montessori Public Charter School

Workshop Description In the Montessori Adolescent Community, cooperation, collaboration, and problem-solving ensure a healthy and productive learning environment. To achieve this, we use a problem-solving model to address concerns within the community, and we establish guidelines for Community Language at the beginning of each year. In this workshop, Amy and Kelly will demonstrate the Community Language lesson using the problem-solving model.

Amy Dorman is a Montessori educator, curriculum specialist, and site-based mentor in her sixth year at BMPCS. In addition to earning a Master’s Degree in Curriculum and Instruction and her Secondary Education Credential in Montessori Education, she recently completed her Certiﬁcate of Advanced Studies in Administration. She co-teaches 7th & 8th grade and has a passion for empowering her students through mindfulness in education and community circles/restorative practices.

Kelly Flynn-Putiri is a Montessori educator in her eighth year at BMPCS. She has an Elementary Education Credential in Montessori Education, and is in the process of completing her Masters of Montessori Education and Secondary Education Credential in Montessori Education. She co-teaches 7th & 8th grade and believes in holistic education where all students can learn because they are part of a trusting and safe community.

8 Workshop A 10:30 – 11:45 p.m.

4. Happy Teacher Revolution (45 minutes) Danna Thomas & Micaela Perez Ferrero, Happy Teacher Revolution

Workshop Description The mission of Happy Teacher Revolution is to organize and conduct support groups for teachers in the ﬁeld of mental health and wellness to increase teacher happiness, retention, and professional sustainability. Our workshop will explore how Happy Teacher Revolution’s support groups work and we will also hold a demo meeting for the teachers present.

Micaela Perez Ferrero is the Director of Engagement and Happiness of Happy Teacher Revolution. She is also the manager of external communications for Teach For America Baltimore and a former middle school Spanish teacher. Micaela currently serves on the A+ Advisory Board for Vanguard Collegiate MS, working with the community to ensure educational equity and access for all students.

Danna Thomas is a kindergarten teacher at Windsor Hills Elementary/Middle School in Baltimore City and the founder of Happy Teacher Revolution. Danna has been proud to represent the Baltimore community as a former “Miss Baltimore”, promoting her platform, "Stop the Stigma: Depression and Anxiety Awareness" in the Miss America Organization. She served as the national spokeswoman for the National Alliance on Mental Illness and the Music for Mental Health Campaign. Danna has also supported new teachers as the early-childhood content specialist for Teach For America and Johns Hopkins University.

5. The Power and Principles of True Personal Storytelling (75 minutes) Laura Wexler, The Stoop Storytelling Series

Workshop Description Join Stoop Storytelling Series co-founder, Laura Wexler, for a lively and enlightening workshop about the power and principles of true, personal storytelling.

Laura Wexler is the co-founder and co-producer of The Stoop Storytelling Series, a popular Baltimore-based live event and podcast featuring the extraordinary true tales of "ordinary" people. Laura is passionate about the beneﬁts of true, personal storytelling for individuals, as well as organizations. She regularly presents workshops to nonproﬁts, educational and medical institutions, academic and professional conferences, training institutes, and corporations and businesses. She has coached more than 2,000 people to share the true stories of their lives.

6. Expanding Narratives: Developing Visual Literacies and a Global Mindset (60 minutes) Meghan Lally Keaton, Emily Mendonca, Justina Yee, National Gallery of Art

Workshop Description How might we teach students to think critically about the world around them? This hands-on workshop seeks to break down dominant narratives in western visual culture by connecting Renaissance art to Islamic art and visual culture. Participants will design their own motifs inspired by Islamic art using techniques that combine art-making, geometry, visual analysis, and global and artful thinking strategies.

Meghan Lally Keaton is a Museum Educator and the Coordinator of Community Engagement at the National Gallery of Art. She works for Art Around the Corner, a multiple-visit outreach program for D.C. Public Schools. Meghan has a Bachelor’s Degree in Communication and Psychology from George Washington University and a Master’s Degree in Art History and Museum Studies from City College. She has taught numerous workshops that focus on using art as a platform for learning, exploration, and creativity, incorporating yoga and mindfulness practices to help students focus and grow.

Emily Mendonca is a Museum Educator for Art Around the Corner, the National Gallery of Art’s multiple-visit outreach program to Title I schools in the DC community. Ms. Mendonca is a past participant of WISSIT and the Project Zero Classroom summer institute at Harvard. She earned a BA in Art History from Gettysburg College and an MA in Art History from the George Washington University.

Justina Yee is a museum educator at the National Gallery of Art in Washington, DC. She designs professional development for local and national educators, teaches family and youth audiences and leads docent training sessions. Prior to joining the National Gallery of Art, Ms. Yee was an adjunct professor at the Herron School of Art and Design and taught at the Eskenazi Museum of Art and the Indianapolis Museum of Art. She received her Master’s degree in Art History from IU Bloomington and a Bachelor’s degree in Sociology and Political Science from the University of Pennsylvania.

9 Workshop A 10:30 – 11:45 p.m.

7. Stories Make the World (75 minutes) Michael Wiggins, Adena Varner, Baltimore Center Stage

Workshop Description This workshop will use a storytelling lesson as an exemplar to help participants understand the importance and uses of arts integration. Participants will have the opportunity to write a personal 2-minute story that they can share with others, draft a list of guiding principles for arts integration, and together we will deﬁne 3-5 ways to apply the principles of arts integration to their future lesson planning and implementation.

Baltimore Center Stage Under the leadership of Kwame Kwei-Armah and Michael Ross, Baltimore Center Stage offers challenging, bold work onstage, enhanced by extensive community engagement to ensure its position as Baltimore’s preeminent professional theater company and its role as the State Theater of Maryland. Our education programs use theater to make learning purposeful and meaningful for students, teachers, and families. We nurture artistry, catalyze creativity, and help students engage with the work on our stages.

Michael Wiggins is a veteran teaching artist, administrator, curriculum writer, and program developer. He joined Baltimore Center Stage as Director of Education after spending ﬁve years at New York-based Urban Arts Partnership where, as Director of Education and Special Projects, he supervised the development and implementation of arts and technology-integrated educational programs designed to close the academic achievement gap.

Adena Varner, Education Program Coordinator, is a Baltimore native and graduated from the Baltimore School for the Arts Theater Department in 2004. She earned her BA in Theater at University of Maryland, College Park in 2008. She is a graduate student at The Catholic University in Washington DC where she is earning her MA in Theater Education. Along with her position at Center Stage, she serves the community as a Drama teacher and director, and she continues to advocate for arts integration into the public schools system of Maryland.

8. Creating Powerful Projects using the 4 T’s: Topic, Targets, Text, and Task (60 minutes) Romey Pittman, Southwest Baltimore Charter School

Workshop Description The concept of the 4 Ts (Topic, Targets, Text, and Task) has helped Expeditionary Learning schools like SBCS get smarter about designing projects that are deeply engaging, rigorous, and nail the Common Core Standards. Each of these four elements of a strong, integrated long-term project is crucial as a foundation to planning a powerful learning experience for students. Come learn to design stronger projects, get helpful planning tools, and take a stab at deﬁning the 4Ts for your next unit or project.

Romey Pittman is Academic Director at Southwest Baltimore Charter School. A former teacher, school founder, and Expeditionary Learning (EL Education) School Designer, Romey has been designing long-term integrated projects for 24 years.

9. Wonder, Curiosity, and Passion: Capturing Student Interest in Project Learning (75 minutes) Tracy Pendred, Peter Redgrave, and Mike Chalupa, City Neighbors Charter School

Workshop Description In-depth, well-crafted project-based learning is hard and attempting that work while capturing and pursuing student interests is no easy task! During this workshop, participants will consider possibilities for emergent individual, small group and whole group projects, examine and articulate their own interests, participate in a modiﬁed concerns protocol, work through a process to develop interest groups, and learn other structures for identifying and capturing student interests. Participants will also explore a simple but solid structure for project development that can support them once they have identiﬁed student interest. Participants will have an opportunity to see actual video and work samples from children engaged in projects that have captured their interests. Through this workshop, participants will leave with strategies, exemplars, and tools to considering moving closer to that balance of strong project work and the ideals of emergent learning.

Tracy, Peter, and Mike are all educators at City Neighbors. Tracy teaches fourth and ﬁfth grade science and math, Peter teaches Middle School science, and Mike serves as the Academic Director. All have worked together in various roles and capacities for about a decade.

10 Workshop A 10:30 – 11:45 p.m.

10. Listening to Your Students’ Fidgets, and Taking Them a Bit Further (75 minutes) Melvin D. Smith II, Brehms Lane Public Charter School

Workshop Description Participants will step into the role of a ﬁdget-loving student, using the scientiﬁc method to investigate through tactile experiences which paper-based material makes the most favorable spinner. Investigations continue with a consumer science project with actual spinners, determining with their own designed criteria, which would be most worthy of using their own money. Placement onto media outlets and looking to the students’ aptitude for participating in bridge programs will follow.

With 20 years in education, Melvin D. Smith II has consulted or taught pre-Kindergarten up to the Community College level, providing the unique opportunity to see how each grade is connected to, or can be better bridged to/from each other. Melvin is currently teaching at Brehms Lane Public Charter School in the Belair-Edison region of Baltimore.

11. Children Are Citizens; Reﬂecting on a Year of Inquiry (45 minutes) Catalina Stirling, DC Bilingual Public Charter School

Workshop Description In 2016, the Pre-K3 class at DC Bilingual began a journey of discovery through the Children Are Citizens project in conjunction with Project Zero researchers. This session will share both educator narrative and documentation of that learning journey, presented by Catalina Stirling (Prek Teacher) Participants will engage in similar provocations as the students themselves did during the project, take an in-depth look at the journey from different perspective, and reﬂect on the role that documentation played in both the planning and the learning process.

Catalina Stirling is a Pre-K Spanish Teacher at DC Bilingual PCS. She has been teaching for the past 6 years and is now completing her Masters with Licensure in Early Childhood Education with a focus on progressive education at Goddard College in Vermont. Catalina also holds a BA in Painting and Art History. She incorporates project-based and inquiry learning, outdoor education, and her love for the arts in all her teaching.

12. Classroom Discourse Analysis (60 minutes) Megan Doyle, City Neighbors Charter School

Workshop Description As progressive educators, we have many lofty ideals. Classroom discourse analysis is one way of ensuring that we’re living up to those ideals. This workshop will describe the why and how of classroom discourse analysis as a tool for recording, reﬂecting on, and improving teaching. I’ll show teachers how to best record, transcribe, and analyze the conversations in the classroom to ensure every child gets a voice, and every voice is validated in communication and in curriculum.

Megan Doyle teaches 3rd grade at City Neighbors Charter School. She graduated from Bucknell University and completed her Master’s at the University of Pennsylvania. She is passionate about creating with her students a culture of learning in her classroom.

13. Thinking Routines in the Early Childhood Classroom (45 minutes) Tiffany Powell, McDonogh School

Workshop Description Thinking routines support progressive practices and help students to construct understanding by targeting speciﬁc kinds of thinking. Students become active creators of knowledge and not passive recipients of content. These simple structures become part of the classroom culture to enhance student learning. We will examine a variety of developmentally appropriate thinking routines that can be incorporated into your classroom and your existing curriculum. We will also discuss adapting thinking routines to meet the needs of the youngest students.

Tiffany Powell has been teaching in both public and independent schools for 18 years after a career change from newspaper photography. In 2015, Tiffany completed her M.Ed. as a reading specialist, with a focus on emergent literacy. Tiffany is a lead prekindergarten teacher at McDonogh School.

11 Workshop A 10:30 – 11:45 p.m.

14. Building Inquiry Into the Social Studies Classroom (E) (60 minutes) Leah Renzi, Maryland State Department of Education

Workshop Description The C3 Framework for Social Studies provides teachers with exciting opportunities for using inquiry-based learning in their classroom. Participants in this workshop will learn how to tap into student curiosity in order to develop compelling and supporting questions that can be used for inquiry-based lessons or units of study.

Leah Renzi is the newly-appointed Coordinator of Social Studies for MSDE. Prior to MSDE, she spent 22 years in Baltimore County Public Schools teaching and leading secondary Social Studies instruction in grades 6 -12. Leah believes every child deserves an education ﬁlled with opportunity.

15. Student Collaboration with Rigor and Joy (75 minutes) Erin Vaughn, EL Education

Workshop Description How can we support all students in co-constructing meaning from texts? How can we ensure engagement in student discussions while—at the same time--scaffolding mastery of speaking and listening standards? EL Education’s use of protocols provides insight and answers. Participants will leave this session with an understanding of what protocols are, how they develop students’ reading, writing, speaking, and listening skills, and how they can be implemented in classrooms right away.

Erin Vaughn brings to her work a passion to help schools, teachers, and students improve their practices. She currently supports Baltimore and D.C.-area teachers, leaders, and schools as a School Designer with EL Education. She previously spent 11 years in Baltimore City Public Schools, where she held a variety of roles--teacher, department head, school-wide instructional coach, and district-level literacy coach. She graduated magna cum laude from Cornell University with a B.A. in English and has a Master’s degree in Teaching from Johns Hopkins University. 16. What are the Research, Strategies, and Best Practices to Close the Literacy Achievement Gap? (45 minutes) Kristina Kyles Smith and Jennifer Schmidt, EL Education

Workshop Description In order to build a culture of thinking with students, we must explore the learning practices that lead to literacy development and closing the opportunity gap. Participants will take time to discuss the research reading, explore the implications for their current practice, and plan ways to implement key strategies and practices they can use to help students become critical readers, writers, and thinkers. Lastly, participants will explore ways EL Education’s English Language Arts curriculum incorporates these strategies and best practices in ways that allow students to be active agents that apply their learning in authentic ways.

Kristina Kyles-Smith is currently the Maryland/DC Regional Director for EL Education. As Regional Director, Ms. Kyles-Smith manages a team of EL Coaches and a portfolio of partnerships to build and maintain impactful school and district partnerships aligned to deepening EL Education’s impact and reach within the region. Ms. Kyles-Smith received her B.A. from Hope College and a Master’s in Educational Leadership and Principal licensure from Simmons College. She earned her superintendent’s licensure and an advanced Master’s degree in Curriculum and Instruction from Cambridge College.

Jennifer L. Schmidt currently serves as a School Designer in the Baltimore/Washington Region, where she supports Network School in implementing EL Education’s comprehensive educational model. Jennifer ﬁnds joy when students use their literacy skills to become critical agents for change in their schools and communities. Jennifer received a B.S. in Elementary Education from Morgan State University and a M.S.Ed in Reading, Writing, and Literacy with a focus on Language and Literacy in grades K-12 from the University of Pennsylvania’s Graduate School of Education.

17. Slow Data Collection: Analyzing Front-Page News Through Math (60 minutes) Amanda Riske, Georgetown Day School

Workshop Description In this interactive workshop we will explore the question: ‘How can our observations over time change perspectives and help implement change?’ Focusing on the conference theme “Creating Cultures of Thinking” participants will delve into how slow data collection projects can develop perspective taking in the math classroom, open up conversations. We will examine the planning phases of looking at complex issues through thinking routines that helped students ﬁnd their voice, ways students can to develop a practical plan for their data that prompt action, and community involvement.

Amanda Riske taught middle school and high school math in Norway, Germany, and China before coming to Washington, DC. Last year she was part of a team that developed project-based and place-based curriculum for a traveling boarding international school.

12 Amanda strives to create contexts for learning that are relevant to current events and social justice topics, develop cultural competencies, and empathy Workshop A 10:30 – 11:45 p.m.

18. Teaching for Talent Development (75 minutes) Jeanne Paynter, Ed.D., McDaniel College, Talent Program Solutions LLC

Workshop Description How can we discover and develop each student’s unique talent aptitudes while still teaching the content and skills that all students need to know and be able to do? Talent-Targeted Teaching and Learning is a brain-based approach that engages students’ metacognition and creative problem-solving abilities. Teachers and students create and assess talent development goals in essential 21st century aptitudes such as creativity, persistence, empathy, and logical reasoning. Learn how you can apply this approach in product-based STEM and Humanities curriculum studies in grades 4-8.

Dr. Jeanne L. Paynter currently serves on the faculty of McDaniel College in the Department of Curriculum and Instruction. She is the Executive Director of Talent Program Solutions LLC, supporting the mission of “every child challenged, every day.” She was the state specialist for gifted and talented education at the Maryland State Department of Education (MSDE) where she directed numerous grant projects in Baltimore and beyond to increase the participation and success of low income and minority students in PK-12 advanced programming.

19. Making Thinking the Center of the Curriculum: Reconnecting with the Philosophy of John Dewey to Inform 21st Century Pedagogy (75 minutes) Kerstin Schmidt, Beauvoir, The National Cathedral Elementary School

Workshop Description In this session, we will actively and collaboratively explore the challenges inherent in translating inspiring ideas into classroom practice, particularly as this relates to creating a culture of thinking in the classroom. How do we sustain our philosophical ideals when faced with the realities of daily classroom life and the external pressures of curricular and parental expectations? Inspired by the ideas of John Dewey and other early progressive educators, this session will support participants in identifying and breaking down these barriers, and then in articulating an action plan and path forward. This session seeks to connect the vision for 21st century learning with the roots of progressive education, drawing upon the enduring ideals of progressive education that place thinking at the center of the curriculum.

Kerstin Schmidt has been an early childhood educator for over 20 years, having taught pre-K and Kindergarten in Chicago, California, and the DC area. She holds an undergraduate degree in linguistics from the University of Chicago and a Master’s degree from Pacific Oaks College. Kerstin’s first teaching job was at the University of Chicago Laboratory Schools, which inspired her to write her Master’s thesis on Deweyan philosophy from an early childhood perspective. Kerstin currently teaches Kindergarten at Beauvoir, The National Cathedral Elementary School and is actively involved in the DC-PZ group and as one of the organizers of the DC-PZ-EC (early childhood) affinity group.

20. Minimizing Student Frustrations: Using Task Analysis to Circumvent Learning Obstacles (45 minutes) Kim Farley, City Neighbors Hamilton

Workshop Description Every task we ask students to do is composed of many smaller tasks that must be mastered ﬁrst to reach the end goal. During this workshop, we will explore a framework to help participants examine what they are asking of students and how to make sure supports are in place so all students can meet the expectations and succeed. Together, we will explore task analysis.

Kim Farley holds a Master’s degree from Johns Hopkins University in The Mind, Brain and Teaching/Educational Studies. Over the past 20 years she has taught in all grades k-8. Kim has spent the past 10 years working speciﬁcally in the ﬁeld of special education and believes collaboration with staff is the best way to meet the needs of every student.

13 Last year at the 2016 Summit

14 Come by and see the Open Works Mobile Fab Lab at the Resource Fair in Room 001

What is Open Work Mobile Fab Lab and Maker Space? A workshop on wheels, OWM travels to schools, & community events to demonstrate basic digital fabrication technology with a desktop 3D printer, CNC machine, and laser engraver. In partnership with BCPS, OWM also provides activities, demos, and visual learning aides based around existing SABES STEM curriculum.

Invite us to your classroom/school! Open Works Mobile creates unique STEAM to Maker programs that ﬁt your needs, with demonstrations, and workshops. We are ﬂexible in our ability to present, based on your needs, our equipment, overviews of equipment operations, and how Maker based activities may prepare community members to exercise their creativity.

ManyMeet of our presenters the todayAuthors are also published authors. Read on to learn more!

15 Meet the Authors!

Tonya Blue

"I am the Children I Teach" explores the thoughts and feelings of two teachers, Ms. Brown and Ms. Wilson, who view their career choice of teaching very diferently. Both ﬁght to hide their own childhood pain only to have them exposed by two 8th-grade students who face the same problems. [email protected]

Preparing Educators for Arts Integration: Placing Creativity at the Center of Learning This resource examines professional development approaches from across the United States to help schools and allied arts groups integrate the arts into an already crowded K–12 curriculum. Book Features the ﬁrst critical reﬂection on arts-integration training programs and projects from across the United States. Contributors include: Mary Ann Mears, and Lori Snyder of AEMS

Come by the Resource Fair at lunchtime and meet the authors.

Darwin did not discover evolution. He didn’t trip over it on the way to somewhere the way Columbus discovered the New World. Buckets from an English Sea ofers a new view of what inspired Darwin and provoked his work. Stunning events early in the voyage of the Beagle challenged his deeply held conviction that people are innately good. This study, focusing on 1832, highlights the resources available to the young Darwin as he worked to secure humanity’s innate good ness. The author, Lou Rosenblatt, may be reached at [email protected]

Stepping Out on Faith: Dare to Dream This book was published within 48 hours of the author having surgery to remove breast cancer. The Dynamic Duo books let you write your Vision and goals as your answer the reﬂective sections "Something to Think About" at the end of each chapter. This is a quick read but make a powerful impact. Also, it makes a great gift. Www.Faithsteps8.com

16 Workshop Session B 12:00 -- 1:15

#21 Room 305 Playing Around with Close Read Alouds Jennifer Schmidt #22 Room 212 Empowering Leaders in Arts Education Mary Dell’Erba, Lori Snyder, Mary Ann Mears #23 Room 201 Kirwin Commission - the path to equitable funding Sue Fothergill #24 Room 308 It’s Hard to See the Picture When You’re the Frame Tonya B. Shelby #25 Room 313 Waiting to Exhale: Top Ways to Prevent Burn Out (75minutes) Gladys Peaches Kenney,LGSW #26 Room 312 Day of Play (45 minutes) Megan Dhar #27 Room 205 Mandalas: Math, Measurement, and Magic (45 minutes) Ashley Clancy #28 Room 301 Using the Arts to Engage Learners in Conversations About Global Competency: How Do We Construct Identity? (75 minutes) Emily Veres #29 Room 102 The Interview: How to Listen and Find the Stories That Matter (75 minutes) Patti Porcarelli and Sean Martin #30 Room 202 Teaching Through the Cycle of Inquiry (75 ) Maurice Tome and Jere Lorensen-Strait #31 Room 313 Internships: Getting Your Students Out of the Building and Into the “Real” World (45 minutes) Sooz Laugen, Kerstyn Myers, Aboubakar Toure, Raekwon Redding, William Krakowiak #32 Room 316 Alfred Hitchcock, the Titanic, and Charles Darwin (60 minutes) Lou Rosenblatt #33 Room 217 A Conversation About Restorative Practices (60 minutes) Jon McGill #34 Room 302 Establishing Community Circles (75 minutes) Amy Dorman, Kelly Flynn-Putiri #35 Room 317 Special Session: Teachers Teaching Teachers (60 minutes) Josef and Karen #36 Room 002 Special Session: Teachers Teaching Teachers (60 minutes) Sarah and Heather

17 Workshop B 12:00 – 1:15 p.m.

21. Playing Around with Close Read Alouds (75 minutes) Jennifer Schmidt, EL Education

Workshop Description: In this session, participants will take a deeper dive into the practice of the close read aloud in primary classrooms. How can this practice help students to achieve the rigors of ELA standards, while also fostering a love of reading and learning? What does developmentally appropriate close reading look like? How do you infuse play into rigorous literacy instruction? Participants for this session will explore these questions as they explore a primary close read-aloud lesson, analyze a model lesson, share their own experiences from the ﬁeld, and apply their learning through analyzing a text for a close read aloud.

22. Alternative Approaches to School Discipline and School Climate (75 minutes) Shantay McKinily, Connie Phelps, Leah Beachley, The Positive Schools Center

18 Workshop B 12:00 – 1:15 p.m.

23.The Path to a World-Class Education for All Students (45 minutes) Sue Fothergill, Shannen Coleman Siciliano, Joe Francaviglia, Strong Schools Maryland

Workshop Description A movement is building to ensure that every student in Maryland has a high-quality, world-class education. This once-in-a-generation opportunity to secure a more equitable school funding formula and ensure the state invests in proven strategies that support learners and families in every county is happening now. A state commission is writing recommendations, legislators are drafting bills, and Maryland residents are organizing. Strong Schools Maryland is leading the statewide effort to build a grassroots base to advocate for a world-class education system for Maryland students. Come learn how you can join Strong Schools Maryland in this growing movement to take a stand for all students, revise public education, and ensure equitable opportunities and resources for an excellent education for Maryland students.

Sue Fothergill is a Co-Executive Director of Strong Schools Maryland and supports the overall strategic mission of the organization. Ms. Fothergill also serves as the Associate Director of Policy for Attendance Works. Her past experience includes being the education advocate with the ACLU of Maryland’s Education Reform Project, director of advocacy and founder City Neighbors Foundation, and co-chair of the Baltimore Education Coalition. Sue holds a B.A. in Public Policy from University of Baltimore.

Shannen Coleman Siciliano has spent her professional career focused on education in Maryland. In addition to being a Co-Executive Director of Strong Schools Maryland, Shannen provides consulting to schools as well as nonproﬁts, foundations and communities committed to education. Prior to consulting, Shannen worked alongside colleagues and school communities to organize and provide after-school opportunities for youth and served as the founding co- chair of the Baltimore Education Coalition.

Joe Francaviglia is a veteran teacher of Baltimore City Public Schools having obtained the distinction of Model Teacher. During his time as a teacher, he led several organizing initiatives aimed at ensuring a fair and equitable school system and ensuring teacher voices were represented in decision- making processes. Recently Joe joined Strong Schools Maryland and helps lead the statewide push for a world-class education system for every student in Maryland.

\ 24. It’s Hard to See the picture When You’re the Frame (60 minutes) Tonya B. Shelby, Loch Raven Technical Academy

Workshop Description Meet Ms. Brown, a disgruntled educator who shares her perspective on teaching middle-school students. Participants will use her experience as a guide in order to take a closer look at their own personal framework to explore student- teacher rapport, delivery of pedagogy, and ideals/beliefs of the 21st century student.

Tonya Shelby has been an educator for 18 years. She has written the novel I am the Children I Teach,” and wrote and performed the one-woman show “I Am.” Ms. Shelby also coordinated and presented at the Tough Teacher Conference. She is the founder of Inside Ella’s Closet, a nonproﬁt organization that provides professional attire for college interns and women transitioning back into the workforce.

25. Waiting to Exhale: Top Ways to Prevent Burn Out (75 minutes) Gladys Peaches Kenney, LGSW, FaithSteps8

Workshop Description Are you ready to feel refreshed and revived? Has the mundane rigid schedule bored and tired you out? If one more thing is added to your plate, it’s going to make you SCREAM? This presentation is for you! In the workshop you will brainstorm, journal, role-play, use creative movement, and team up as someone Waiting to Exhale: Top Ways to Prevent Burn Out. You will learn how to reduce stress, recognize symptoms of burn out, and learn to communicate effectively. The goal is to have you EXHALE and be refreshed but in an appropriate healthy manner. Participants will engage with each other and participant in creative movement.

Gladys Peaches Kenney is a Licensed Graduate Social Worker with over 20 years of experience providing mental health services to families and children in various settings, including schools. She graduated from the University of Maryland at Baltimore School of Social Work. Ms. Kenney worked in a Baltimore City Public Schools through Johns Hopkins Child & Adolescent Psychiatry Program. In addition, she is a published author of the book, Stepping Out on Faith Dare to Dream: A Journal of Faith Book & Workbook, speaker and cancer survivor who has been honored and featured on the radio and in magazines. www.faithsteps8.com

19 Workshop B 12:00 – 1:15 p.m.

26. Day of Play (45 minutes) Megan Dhar, Flint Hill School, Lower School

Workshop Description In this session, participants will learn how Flint Hill School implemented the Lower School Day of Play. Presenters will share insights on how they planned and organized the Day and what learning objectives and community goals were obtained as a result. Participants will play the part of students in a simulated version of the Day of Play planning process.

Megan Dhar is currently the Enrichment Coordinator and Science Specialist at Flint Hill School. She is a graduate of Smith College and has a Master’s degree from the Curry School of Education at the University of Virginia. Prior to her current position, Megan worked at Flint Hill as an Admissions Ofﬁcer and at a prior school where she was a classroom teacher.

27. Mandalas: Math, Measurement & Magic (45 minutes) Ashley Clancy, Digital Harbor Foundation Workshop Description It is often difﬁcult to get youth excited for math, but did you know math can make beautiful illustrations? Participants will create mandalas to get their youth interested in measurement, circles, angles, patterns, and shape composition.

Ashley Clancy is the Elementary Program Coordinator at Digital Harbor Foundation and has worked with youth K-12. Before her journey to Baltimore, she worked for Boys & Girls Clubs of Harford County in their STEM department leading teams, developing content, and training staff.

28. Using the Arts to Engage Learners in conversations about Global Competency: How Do We Construct Identity? (75 minutes) Emily Veres, Washington International School

Workshop Description How can we connect with global issues in our classroom? In this workshop we will engage with a work of art to take a deep dive into the complexities of identity. Using various thinking routines we will explore the concept of identity through various perspectives as well as look for connections to our own classrooms and age groups. This workshop is suitable for teachers of all age groups and examples from different classrooms/age groups will be discussed.

Emily Veres is an IB Diploma Biology and Theory of Knowledge teacher at Washington International School in Washington, DC. She is a part of the global team to review and write the upcoming IB Biology syllabus. She uses a variety of routines but her favorites are the ones that get the students up and moving while challenging each other’s ideas about Biology or other global issues. Emily graduated with her degree in Biology and Biochemistry and a Masters in Education from Duquesne University in Pittsburgh, Pennsylvania.

29. The Interview: How to Listen and Find the Stories that Matter (75 minutes) Patti Porcarelli (The Park School of Baltimore) and Sean Martin (City Neighbors High School)

Workshop Description Interviewing has a long tradition as a primary tool for inquiry and understanding between individuals and communities. The study and practice of interviewing can serve the same purpose for our students and our schools. In this session, Patti Porcarelli and Sean Martin discuss the rationale behind a project of interviews they developed to bring their two different schools and separate student bodies together. Participants will pair up and interview each other, and we will ﬁnish with a discussion to talk about the implications and applications of this powerful tool within the walls of our schools and beyond.

Patti Porcarelli teaches English at The Park School of Baltimore. Her favorite books are Their Eyes Were Watching God and Jane Eyre. Sean Martin teaches English at City Neighbors High School. He loves to read and travel. His favorite book is Love in the Time of Cholera.

20 Workshop B 12:00 – 1:15 p.m.

30. Teaching through the Cycle of Inquiry (75 minutes) Maurice Tome and Jere Lorenzen-Strait, School Within School@Goding, Washington DC

Workshop Description In this interactive workshop, participants will learn about and apply key elements of teaching for inquiry. Through the context of a Kindergarten math project that emerged from students’ response to a published curriculum, participants will work in teams to observe and interpret student thinking, and design learning tasks that build on and extend students’ learning. We will also examine the key role of teachers acting as researchers, striving to learn from our students. While our workshop is grounded in a math project in a K classroom, learning goals are transferable to educators of any grade level and discipline who are looking to craft engaging, inquiry-based curriculum that is responsive to student interests and needs, while also promoting skill development and conceptual understanding.

Maurice Tome is an Instructional Coach at School-Within-School (SWS) at Goding, a Reggio Emilia-inspired DC public school. Throughout his career he has also taught various elementary grades at SWS, the Sidwell Friends School, and other schools in the DC and New York City area. A graduate of Bank Street College of Education, Maurice is passionate about social-constructivist education, teaching for equity, and fostering joyful, meaningful learning experiences for children and adults.

Jere Lorenzen-Strait teaches Kindergarten at School-Within-School at Goding, a Reggio Emilia-inspired DC public school. In 2011, Jere was named the DC Public Schools’ (DCPS) New Teacher of the Year. Jere's teaching is guided by his experience visiting the municipal schools in Reggio Emilia, Italy, and he uses Project Zero ideas to challenge his students to look closely at the world around them. He is currently a research associate in a Project Zero project, and he is a co-leader of the Children Are Citizens project. Jere graduated summa cum laude from The Catholic University of America with a B.A. degree in Early Childhood Education.

31. Getting Your Students Out of the Building and Into the Real World! (45 minutes) Sooz Laugen, Kerstyn Myers, Aboubakar Toure/Raekwon Redding, William Krakowiak (Alumnus), City Neighbors High School

Workshop Description This workshop will provide information for designing an internship program that gets your students out of the building and into authentic work experiences. The Internship Program includes a mentorship model, projects, and student presentations of learning. Come hear from staff, students, and mentors, and begin to design your own model.

Sooz Laugen is the Community Outreach/Internship Director for City Neighbors High School. She has been in the education arena for 18 years. This is her eighth year at CNHS. Kerstyn Myers, Aboubakar Toure/Raekwon Redding, and William Krakowiak (Alumnus), are students of City Neighbors High School where every student is Known, Loved, and Inspired. Each of these students has participated in the Internship Program.

32. Alfred Hitchcock, the Titanic, and Charles Darwin (60 minutes) Lou Rosenblatt. Retired, formerly of the The Park School of Baltimore

Workshop Description Suppose your courses didn’t come with textbooks. What would you teach? What is the material really about? As a key example, we will take stock of evolution, starting with the fundamental question “Are people innately good?” which, by the way, is where Darwin started.

Lou Rosenblatt taught sciences in the high school at The Park School of Baltimore for over 25 years. He has a background in the history and philosophy of science, and is the author of Rethinking the Way we Teach Science, 2011, and Buckets from an English Sea: 1832 and The Making of Charles Darwin, 2018.

21 Workshop B 12:00 – 1:15 p.m.

33. A Conversation About Restorative Practices (E) (60 minutes) Jon McGill , Baltimore Curriculum Project

Workshop Description In this workshop, we will present some foundational background to Restorative Practice processes. You will have the opportunity to learn about BCP’s experience with Restorative Practices in our schools and have discussions with participants about how it works and how it might work in your own setting.

Jon McGill is academic director for the Baltimore Curriculum Project, an operator of ﬁve Baltimore city conversion charter schools. This is his forty-ﬁfth year in schools from Toronto to London, from New York to Baltimore and his fourth time presenting at this conference.

34. Establishing Community Circles (75 minutes) Amy Dorman, Kelly Flynn-Putiri, Baltimore Montessori Public Charter School

Workshop Description A healthy and productive learning environment can be built and nurtured by conducting regular Community Circles. These circles give a class the opportunity to solve problems, restore justice, and build community. In this workshop, participants will engage in a Community Circle led by Amy and Kelly.

35. Special Session: Teachers Teaching Teachers (60 minutes) Teaching Artists Institute - Josef and Karen

Workshop Description Come and be a student in an arts-based workshop facilitated by a professional artist! These workshops will be led by teaching artists who are currently a part of the Teaching Artist Institute. They are looking for feedback from educators about how to tweak the workshops to make them more effective in classrooms. Pick up some arts strategies for your own classrooms at the same time!

36. Special Session: Teachers Teaching Teachers (60 minutes) Teaching Artists Institute - Sarah and Heather

22 Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools By Ron Ritchhart

From the Project Zero Website: "Let's build dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry. Once again we are in the throes of curriculum reforms designed to transform education. However, these efforts generally neglect the vital role classroom and school culture play in promoting learning. Any curriculum, good or bad, will sink or float on the culture of the classroom in which it is enacted. Culture matters not only to realize curricular goals, but also as a shaper of students' development as powerful thinkers and learners. Creating Cultures of Thinking, written by leading Harvard University researcher Ron Ritchhart, builds the case for "enculturation" as the key to deep learning and the development of the habits of mind and dispositions needed in a changing world.

23 Workshops Session C 12:45 -- 2:00

#37 Room 205 Write Freedom: Developing a Writers Workshop for Girls of Color (75 minutes) Stephanie E. Tellis

#38 Room 217 A Path Towards Cultural Competency (60 minutes) Courtney Rollins

#39 Room 214 Advoc8 - An Interdisciplinary Course for Civic Engagement (45 min.) Rich Espey

#40 Room 212 Assessment: From Coverage to Competency (75 minutes) Kevin Costa

#41 Room 204 Think-Puzzle-Explore: Genius Hour Possibilities (45 minutes) Anne Whipp, Charles Randolph, Michael Greene

#42 Room 201 Considering Global Issues through Visible Thinking (75 minutes) Angels Natal Asensio & Emily Fugate-Brunino

#43 Room 209 Special Session: Teachers Teaching Teachers (60 minutes) Manuela and Cindy

#44 Room 202 Special Session: Teachers Teaching Teachers (60 minutes) Tahira and Amy

24 Workshop C 12:45 – 2:00 p.m.

37. Write Freedom: Developing a Writers’ Workshop for Girls of Color (75 minutes) Stephanie E. Tellis, Educational Consultant

Workshop Description This workshop will focus on the development and implementation of a writers’ workshop that positively afﬁrms the identities of girls of color. We will examine literature written by women of color that addresses and explores multiple aspects of identity development and how these literary works can be used to build a workshop model that centers the intersectional experiences of girls of color. Participants will leave with activities and strategies designed to help amplify the voices of girls of color.

Stephanie E. Tellis is a veteran educator who is passionate about enhancing the educational experiences of African- American girls. Originally from Kansas City, MO, Tellis received a Bachelor of the Arts in History from Clark Atlanta University and a Master of the Arts in Teaching from Bard College. She most recently presented at the White Privilege Conference 18 about redesigning a race-based professional development for faculty that resulted in a school-wide call to action.

38. A Path Towards Cultural Competency (60 minutes) Courtney Rollins, The Park School of Baltimore

Workshop Description This workshop is designed to explore the steps the Park School of Baltimore are engaged in to build and develop a shared of cultural competency at institutional and individual levels. Participants will consider the challenges and opportunities of implementing equity and inclusion related professional development into the fabric of the school community.

As an educator and a life-long learner, Courtney Rollins ﬁnds purpose in developing interpersonal and institutional capacity to effectively address issues of inequity and building sustainable and just learning environments. He ﬁnds inspiration and guidance in the words of activist and academic, Lilla Watson: “If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.”

39. Advoc8 - An Interdisciplinary Course for Civic Engagement (45 minutes) Rich Espey, The Park School of Baltimore

Workshop Description Advoc8, now in its fourth year at The Park School of Baltimore, is designed for students to use skills and knowledge developed during middle school in order to take on roles as advocates for change. During Advoc8, students choose a topic about which they are passionate and, with faculty and peer collaboration, create an individualized or group project which culminates in the creation of authentic, innovative, solution-oriented advocacy. In this workshop, participants will be introduced to the Advoc8 program and then brainstorm ways in which this model of civic engagement might be adapted to ﬁt different settings. We’ll also consider how and if a stimulating and successful program like Advoc8 could be used as a catalyst to break out of the “silo-based” subject-speciﬁc model of education.

Rich Espey came to The Park School of Baltimore in 2002 and has a BA from Haverford College and a MS from Johns Hopkins University.

40. From Coverage to Competency (75 minutes) Kevin Costa, McDonogh School

Workshop Description Why is a competency-based approach to teaching and learning good for life in the 21st century? This workshop proposes that over-arching competencies can best be served in student learning when a school teaches for understanding. Participants will develop their understanding of a competency-based approach to teaching and have the opportunity to develop their own enduring understandings, which they can use right away in their teaching. Participants will engage with a number of Project Zero thinking routines in this workshop so that they construct their understanding together.

Kevin Costa, PhD, is the Director of Innovation & Learning at McDonogh School, where he directs the school's academic program. Kevin is also a classroom teacher who frequently teaches courses on Shakespeare and on acting.

25 Workshop C 12:45 – 2:00 p.m.

41. Think-Puzzle-Explore: Genius Hour Possibilities (75 minutes) Anne Whipp, Oakton High School / FCPS

Workshop Description Genius Hour provides an opportunity to empower students, document thinking, and celebrate innovation and success. What can Genius Hour look like with your students? Join a collaborative exploration of Genius Hour: possibilities, planning, potential pitfalls, practical considerations, etc. Connect with other Genius Hour enthusiasts, share your ideas, and leave with options and plans for implementing self-directed inquiry and innovation.

Anne Whipp is a reading specialist who has been learning and teaching in elementary, secondary, and college settings for over 20 years. She describes herself as an old dog learning new tricks. Anne is passionate about supporting student-centered learning experiences, advocating for educational equity and access, and honoring neurodiversity.

Charles Randolph has over 10 years of experience as an Instructional Technology Coordinator (ITC) for Arlington Public Schools where he worked to infuse 21st century Instructional Technology/STEM/CTE skills in the classrooms and schools. He has served as Lead High School Instructional Technology Coordinator for Arlington Public Schools and is a Certiﬁed Apple Education Trainer and ETLO (Certiﬁed Online Facilitator).

Michael Greene is a School-Based Technology Specialist for Fairfax County Public Schools. He greatly enjoys his current role as an instructional technology coach and is equally enthusiastic about supporting both teachers and students. Michael was a classroom Career & Technology Education teacher for over eight years and has also served as a high school baseball coach and club sponsor. Michael is very passionate about innovative ideas and progress in public education.

42. Considering Global Issues through Visible Thinking (45 minutes ) Angels Natal Asensio & Emily Fugate-Brunino, Oakton High School

Workshop Description Come explore a collection of Project Zero inspired Thinking Routines centered around one global issue. The Thinking Routines selected will encourage participants to extend their thinking and consider new perspectives. Participants will learn how to integrate Harvard’s Project Zero visible thinking routines into their classrooms and will engage in these “protocols” to explore a current global issue.

Emily Fugate-Brunino is a member of the faculty of Oakton High School, where she has been teaching French since 2006 and has been the department chair for the World Languages department since 2011. She holds a Bachelor’s degree from the University of Wisconsin-Madison in French and Anthropology and a Master’s degree in Anthropology as well as in Education from The George Washington University.

Angels Natal-Asensio has been teaching Spanish at Oakton High School for 11 years. In addition to teaching, she is a coach for new teachers with the Fairfax County Great Beginnings Program. She holds a Bachelor’s and a Master’s degree in English and a Master’s degree in Instructional Technology from the Autonomous University of Barcelona, Spain. Angels was a member of the faculty of the Virginia Governor’s Foreign Language Academy, where she taught Spanish and the Catalan language and culture.

43. Special Session: Teachers Teaching Teachers (60 minutes) Teaching Artists Institute - Tahira and Cindy

44. Special Session: Teachers Teaching Teachers (60 minutes) Teaching Artists Institute - Manuela and Cindy

26 Master Class Presenters Ron Ritchhart, Keynote Speaker “It is only when we understand what our students’ are thinking, feeling, and attending to that we can use that knowledge to further engage and support them in the process of understanding. Thus, making students’ thinking visible becomes an ongoing component of effective teaching.” -Ron Ritchhart, Making Thinking Visible

(Please see BIO on page 4)

Wendy Shaia, EdD, MSW is a Clinical Assistant Professor and Executive Director of the Social Work Community Outreach Service (SWCOS), and a graduate of the University of Maryland School of Social Work. Wendy obtained her Doctor of Education in Human and Organizational Learning from The George Washington University. Wendy is also the co-founder of the Positive Schools Center at the University of Maryland School of Social Work. Her work focuses on creating positive school climate and reducing the disproportionate suspensions and expulsions of children of color and children with disabilities.

Kristina Berdan is a National Board Certiﬁed teacher who taught in Baltimore City Schools for ﬁfteen years. She graduated from Towson University’s Master of Arts in Teaching Program after dancing professionally with the Dayton Ballet Company and then earning her B.S in Criminal Justice at the University of Maryland. Alongside nine of her middle school students in Baltimore City, she founded The Youth Dreamers, Inc. in 2001. She has been an adjunct teacher in Towson University’s Arts Integration Institute, the Maryland Institute College of Art’s MFA in Community Arts Program, and the University of Maryland’s MCERT Program. She is currently the Education Director at Young Audiences.

Valerie Branch graduated magna cum laude from the University of Maryland College Park with a Bachelor’s Degree in Dance. She has experience touring as a performing and teaching artist both nationally and internationally. Valerie has brought dance into schools throughout South Africa and St. George’s, Grenada and has received an invitation from the Danish Embassy to participate in a Cultural Arts Program Exchange Visit to Denmark. As a Roster Artist with Young Audiences of Maryland and the Wolf Trap Early Learning Program, Valerie believes in the importance of sharing the performing arts with under-served youth and adults to enhance growth and development within their communities. 27 Master Class Descriptions Master Class: Using Thinking Routines to Make Thinking Visible with Ron Ritchhart

The use of thinking routines and the idea of making students’ learning and thinking visible originated at Project Zero, Harvard Graduate School of Education, and has captured the interest of schools and teachers worldwide. With such popularity, we sometimes get superﬁcial use of the routines. For example, teachers may use thinking routines as simple activities. However, the real power of thinking routines comes from using them to establish patterns of thinking in the classroom, but how do teachers move beyond the use of routines as good activities to their establishment as patterns of thinking? What do classrooms look like when such patterns take hold? In this interactive master class, participants will have a chance to learn how teachers are working with thinking routines to transform their classrooms into cultures of thinking, and to use the routines themselves to see how they work as tools for all learners. Master Class #1 Annex 2nd Floor 2:15 - 3:45

Defeating Burnout: Creating a Plan for Consistent Self-Care in 2018 and Beyond with Wendy Shaia Did you close out 2017 feeling worn and exhausted? Did it take everything within you to make it to the end-of-year break? Educator Burnout, and its arch enemy, Self-Care, were probably involved in a deep and prolonged battle during those last few days of December. Who won? Together, we will explore both burnout and self-care, and the struggle most educators experience with both. We will learn: • Who is responsible for avoiding burnout and for applying self-care • The three major components of burnout at the organizational level • The three levels at which self-care need to take place • How to create a plan for your own self-care • How to evaluate your self-care plan and make corrections as necessary This interactive workshop requires participants to come ready to take responsibility for their own health and wellness. Let's work together to make a plan to stay healthy, strong, and eﬀective in 2018!

Master Class #2 Annex 1st Floor 2:15 - 3:45

Master Class: Diving Deeper into Literacy through Dance with Kristina Berdan & Valerie Branch

During this workshop, participants will engage in variety of ways to connect the arts with literacy that can be applied immediately in their own settings. They will dive into an arts integrated literacy lesson to explore big ideas of identity and our connections to community. Through engagement in this lesson that encompasses character traits, dance elements, and tableau, participants will see the power of using the body to create simple movements to express ideas and knowledge. With opportunities for reﬂection throughout, everyone will walk away with tangible ideas about how to connect literacy and art in truly transformative ways.

Master Class #3 Room 002 2:15 - 3:45

********************************************************************************* PLEASE JOIN US IN THE CNHS CAFE FOR 2 MORE IGNITE TALKS & the WINE AND CHEESE RECEPTION FOLLOWING THE MASTER CLASSES. *********************************************************************************

28 This conference is oﬀered for free because of the generous donations we receive. We want to be sure to thank the following individuals, businesses, and foundations for contributing to the 7th Annual Progressive Education Summit and continuing support of City Neighbors: Anonymous The Abell Foundation Blaustein Foundation Deutsch Foundation The Goldseker Foundation The Goldsmith Family Foundation Hamilton Bank Joseph & Harvey Meyerhoff Family Charitable Funds Straus Foundation Wright Family Foundation Harry and Jeanette Weinberg Foundation THANK YOU to our workshop facilitators today! Gwendolyn Unoko, Summit Coordinator, City Neighbors Zekes Coffee Gary Bryant, City Neighbors Justin Eames, City Neighbors Stephanie King, City Neighbors Kerry Brandon, City Neighbors Hamilton Neil Ingram and Preferred Cleaning City Neighbor's Parent, Board, and Teacher volunteers Batch Bakery Steel Drum Smokers BBQ THANK YOU!

29 • If you need assistance of any kind during the day call Gary: 410-948-5113 • The Annex is located by the parking lot near the High School entrance. • The cafeteria is on the ground ﬂoor. • This is a 4 story building. • Why does it feel so different here? In Reggio Emilia the environment is considered the 3rd teacher. We have connected our facility with our vision for how we see children and teachers. We have found that with simple and inexpensive ideas you can create spaces in your school that allow for relationships, collaboration, and inspiration. • What is a Pod? How can we be sure every student in our high school is Known, Loved, and Inspired? One way is to change the way we use space and time in our school. We have dedicated space to our advisory model (called Pods). In each Pod 16 students have personal desks, lockers, and a shared living room and kitchen area. Pod happens everyday from 12:30 - 2:00. Helpful Notes and info. and Notes Helpful • What is a Hybrid? Hybrid is a mixed use space, both classroom and Pod designated for Juniors and Seniors at CNHS. Classrooms can break out and use the living room space, and Pods can use the classroom space.

30 CONNECT WITH CITY NEIGHBORS! Do you want to work together? We are seeking schools, groups & teachers, who want to work together and design, create, explore, invent, and grow, grow, grow! Interested? Let us know.

The City Neighbors Foundation provides professional development, onsite experiences, and operates three schools. We are dedicated to impacting public education in Baltimore. Contact: Mike Chalupa [email protected]

On Twitter: @CityNeighbors Facebook: The City Neighbors Foundation inspired create to www.cityneighborsfoundation.org