LEARNING FORWARD 2016 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 CONNECTING Join us in Vancouver, BC LANDSCAPES for LEARNING Connecting Landscapes VANCOUVER for Learning

On behalf of the Learning Forward Board of Trustees and staf, 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 infuence to create the connections necessary to educate others who afect educational practice and student learning. As we share the examples, skills, knowledge, and insights we gained, we become advocates for all that efective 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 Stephanie Hirsh Learning Forward Learning Forward President Executive Director

2016 LEARNING FORWARD BOARD OF TRUSTEES

John Eyolfson Scott Laurence Deborah Renee Steve Cardwell Alan Ingram Janet Samuels E. Leigh Wall Olivia Zepeda President President-elect Jackson University of Education Norristown Santa Fe Gadsden Cherry Creek Carmel Unifed Past president British Columbia Consultant School District Independent Elementary School District School District Fairfax County Vancouver, BC Midwest City, OK Norristown, PA School District School District Centennial, CO Carmel, CA Public Schools Santa Fe, TX #32 Falls Church, VA San Luis, AZ

2 Learning Forward 2016 Annual Conference | Register Online Today VANCOUVER HOST COMMITTEE We invite you to MEMBERS join us in Vancouver, on the beautiful west coast of Canada, to be part of Connecting Trudean Jenny Landscapes for Learning. Participants arrive at the conference Andrews Garrels from many diferent 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 efective professional learning, we are more likely to strengthen that impact on student outcomes. Those attending the Jessica Robyn Antosz Gray conference are fortunate to be able to come together for fve 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 Heather Denise thought leaders who will challenge your thinking, keynotes that Baptie Johnson 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 Woody David will engage you in a very full learning experience! Bradford Manuel Vancouver has much to ofer 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 Maryann Corinne gondola ride to enjoy a fabulous city view. Enjoy a carol ship ride in Cardwell McCabe 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 Steve Juleen to visit the Musqueam Cultural Pavilion, a short car-ride away. Cardwell McElgunn 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 Lisa Cheryl great beneft of students. Carson Murtland 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 Satnam Karen Learning Forward 2016 Annual Conference experience! Chahal Stefensen Please join us!

Juleen McElgunn Sue Jennifer Host Committee Chairperson Elliott Turner

www.learningforward.org/conference | 800-727-7288 3 THE LEARNING CONFERENCE 4 Access new ideas. 4 Gain new What Makes Learning Forward’s Annual Conference knowledge. THE Learning Conference? 4 Learn from Learning Forward’s Annual Conference is the best investment you can make thought leaders. to promote professional learning that advances educator and student 4 Find resources. performance. Conference participants become a community of learners as they experience cutting edge keynotes and general sessions, participate in 4 Make connections. interactive learning sessions, and form lasting professional relationships.

THE PROGRAM THE ONSITE EXPERIENCE WHO SHOULD ATTEND: • Develop new knowledge and hone • Family-style sit-down meals • Central ofce administrators existing skills. encourage conversation and • Superintendents • Engage in meaningful conversations promote relationship building. • Policymakers and decision makers with thought leaders and colleagues. • Ticketed sessions mean your • Teacher leaders/Coaches presenter is expecting you and has • Acquire tools to apply immediately to • School-based teams your work with teachers and students. materials ready. • Principals/Assistant principals • Attend preconference sessions to • Two-, three-, and fve-hour sessions delve more deeply into priority areas. to promote deeper learning. • Technical assistance providers • Hear from vendors in the Exhibit • Exhibitors ofer valuable products Hall about the latest technology and resources specifc to tools available to facilitate professional learning. professional learning in the Technology Showcase.

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 #learnfwd16 The conference has been planned around 10 areas of focus which provide a broader context for your areas of interest:

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

4 Learning Forward 2016 Annual Conference | Register Online Today CONFERENCE Excellent ADVISORY COMMITTEE conference, Cathy Berlinger- I love the well planned, Gustafson, Facilitator, energy! Bringing “ Crystal Lake, IL great content. professionals Rod Allen, Highly School District #79 together with a (Cowichan Valley), “ Duncan, BC recommend. focus on building — Doris Messina Sydnee Dickson, Utah Department professional, of Education, Salt Lake City, UT collaborative Audrey Hobbs practice provides ” Johnson, Adviser, relevant content “MY FIRST North Vancouver, BC BUT NOT LAST and practices Jim Iker, LEARNING BC Teachers’ to immediately FORWARD. THE Federation, ORGANIZATION Vancouver, BC

apply to my work. AND RANGE OF Kit Krieger, SPEAKERS AND BC Principals’ and Vice- — Pamela Yoder Principals’ Association, TOPICS MADE Vancouver, BC MY TRIP.” Juleen McElgunn, BC School — Bev Freedman Superintendents Association, ” Vancouver, BC Mike Roberts, BC School Trustees This was an amazing time to be recharged, Association, inspired, and flled with new ideas. Vancouver, BC Everything at the conference is geared to David Ross, maximizing networking opportunities and Partnership for 21st “ Century Learning, creating a collaborative community. The Napa, CA entire conference is a powerful professional Andrew Szczepaniak, learning experience. Primavera Online High School, — Roberta Reed Chandler, AZ

SPECIAL THANKS TO

Cindy Harrison Back up concurrent The Learning” Conference speaker

www.learningforward.org/conference | 800-727-7288 5 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. Registration 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. Thought Leader Lectures (TL06, TL07, 8:30 a.m. – 4 p.m. Academy 2017 & 2018 Sessions & 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

SUNDAY, DECEMBER 4, 2016 1 p.m. – 2:15 p.m. General Session 7:30 a.m. – 6 p.m. Registration 2:30 p.m. – 3:30 p.m. Keynote Q&A (J01) 9 a.m. – 4 p.m. Preconference Sessions 2:30 p.m. – 4:30 p.m. Thought Leader Lectures (TL09 & TL10) 12 p.m. – 1 p.m. Preconference Lunch 2:30 p.m. – 4:30 p.m. Concurrent Sessions (Set G continued & J) 12 p.m. – 6 p.m. Exhibit Hall Open 2:30 p.m. – 4:30 p.m. Technology Showcase (Set K) 4:30 p.m. – 5:30 p.m. Academy Graduation & Reception 5:30 p.m. – 6:30 p.m. Business Meeting 6 p.m. – 8 p.m. Welcome Reception

WEDNESDAY, DECEMBER 7, 2016 MONDAY, DECEMBER 5, 2016 7 a.m. – 3:15 p.m. Registration 7:30 a.m. – 5 p.m. Registration 8 a.m. – 10 a.m. Thought Leader Lectures (TL11 & TL12) 7:30 a.m. – 8:30 a.m. Continental Breakfast in the Exhibit Hall 8 a.m. – 10 a.m. Concurrent Sessions (Set L) 7:30 a.m. – 6 p.m. Exhibit Hall 10:15 a.m. – 11 a.m. Brunch 8 a.m. – 8:30 a.m. Conference Preview and First Timer’s Orientation 11 a.m. – 12 p.m. General Session 9 a.m. – 12 p.m. Thought Leader Lectures 12:15 p.m. – 3:15 p.m. Summit Sessions (Set M) (TL01, TL02, TL03) 3:15 p.m. Conference Adjourns 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 The Learning Forward 1 p.m. – 2:15 p.m. General Session conference is a phenomenal 2:30 p.m. – 4:30 p.m. Keynote Q&A (D01) and Thought Leader Lectures (TL04 & TL05) experience. The quality of 2:30 p.m. – 4:30 p.m. Concurrent Sessions the concurrent sessions, the (Set A continued & D) organizational quality, and 4:30 p.m. – 6 p.m. Exhibit Hall Reception “ 4:45 p.m. – 5:45 p.m. Networking Meet Up Sessions (Set E) the opportunities for deep 4:45 p.m. – 5:45 p.m. FastForward Sessions (Set F) learning are unequaled by 6 p.m. – 7 p.m. State and Provincial Afliate Receptions any other conference in the country. The experience is energizing, rewarding, and a much-needed time to refect 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 School Trustees Association n BC Principals’ and Vice-Principals’ n BC Teachers Federation Association n Learning Forward BC n BC School Superintendents Association n Federation of Independent School n BC Association of School Business Ofcials Associations

www.learningforward.org/conference | 800-727-7288 7 CONFERENCE FEATURES

GENERAL SESSIONS WELCOME RECEPTION General sessions begin after lunch on Monday and Tuesday SUNDAY | DECEMBER 4, 2016 | 6 P.M. - 8 P.M. and after brunch on Wednesday. General sessions feature Kick of the conference with old friends and new colleagues! Learning Forward leaders, special guests, and student All conference attendees are invited to mix and mingle performances. Learning Forward has a long-held tradition while munching on sweet and savory hors d’oeuvres. Come in which participants eat meals together in the spirit of enjoy the festive atmosphere as you cultivate relationships camaraderie and networking. We encourage you to come during this informal networking event. to each general session and sit with diferent people each time. Learning Forward allows 30 to 45 minutes for sit- down meal service. CONFERENCE PREVIEW AND FIRST-TIMERS’ ORIENTATION KEYNOTE SPEAKERS MONDAY | DECEMBER 5, 2016 | 8 A.M. - 8:30 A.M. New to Learning Forward, or a frst-time attendee? This Our general session keynote speakers will motivate, inform, session will discuss the conference’s format and help you and engage you. Monday’s keynote features Michael Fullan maximize your learning experience. From navigating your and Andy Hargreaves sharing new fndings on the state of daily schedule and conference app to locating the general professional learning in Canada. Tuesday’s keynote address sessions, lunch, and keynotes, discover the many ways to by Pasi Sahlberg will speak to reinventing innovation and network and take advantage of all that Learning Forward the lessons to be learned from successful systems. Close has to ofer you. 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. LEARNING FORWARD EXHIBIT HALL RECEPTION MONDAY | DECEMBER 5, 2016 | 4:30 P.M. - 6 P.M. MEALS AND RECEPTIONS All attendees are invited to the Exhibit Hall Reception. Individuals who register for a preconference program Browse booths featuring the latest technology in the feld will receive cofee and lunch on preconference days. of professional learning, pick up souvenirs to take home, Individuals who register for the 3-, 4-, or 5-day conference and mingle over drinks and appetizers. Stop in the Exhibit program may attend the Welcome Reception on Sunday Hall classroom and watch FastForward, Pecha-Kucha style evening and the Exhibit Hall reception on Monday evening. presentations. Don’t miss this fun event promoting the best A continental breakfast is provided in the Exhibit Hall educational organizations and companies. Monday and Tuesday mornings from 7:30 a.m. to 8:30 a.m. Lunch is served on Monday and Tuesday; brunch is served CHAT WITH ROY HENRY VICKERS on Wednesday before the general sessions. Conference TUESDAY | DECEMBER 6, 2016 | 8 A.M. - 8:30 A.M. meals meet a variety of dietary needs and preferences. Join Canadian artist Roy Henry Vickers in conversation. Those with special needs should indicate their dietary Vickers is a recognized leader in the First Nations community requirements on their registration forms. and has received many awards and honors for his art and community involvement. Thanks to his harmonious fusion THOUGHT LEADER LECTURES / Q&AS of traditional and contemporary, old and new, and personal Thought Leader (TL) lectures and panel discussions and universal, Learning Forward is proud to feature his feature selected leaders in professional learning, school work throughout this printed program as we connect improvement, and other areas of interest. Lectures landscapes for learning in the natural beauty of Canada. 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 ARTWORK PROVIDED session follows each general session. Register for sessions BY LOCAL ARTIST D01, J01, or M01 for a more in depth conversation with the keynote speakers. ROY HENRY VICKERS

8 Learning Forward 2016 Annual Conference | Register Online Today EARN CONTINUING EDUCATION UNITS MOBILE APP FOR THE CONFERENCE Learning Forward’s Saint Mary’s College of California ofers you the conference mobile app opportunity to earn Continuing Education Units (CEUs) for provides easy-to-use, attending Learning Forward’s 2016 Annual Conference. The interactive tools to enhance Continuing Education Unit is a nationally recognized unit your conference experience. designed to provide a record of an individual’s continuing 1. Keep your conference education or professional growth accomplishments. Ten agenda with you in the hours of instruction equals one CEU. The cost for up to one mobile app. CEU is $50.00. 2. Receive alerts to stay To register: informed about • Pick up a CEU registration form or download a packet conference updates. from the conference website www.learningforward.org/ 3. Follow and join on conference. conference chatter with • Fill out the registration form and log sheet. the built-in Twitter feed. • Send a check for $50 per unit to Saint Mary’s College. 4. Connect with conference exhibitors and vendors. • Within two weeks after receipt of your forms and payment, you will receive a certifcate verifying the units 5. Search for local dining and you have earned. entertainment options. For more information, please contact Jeannie Harberson, Information about downloading the app Program Assistant at [email protected]. can be found at the conference website at www.learningforward.org/conference.

EXHIBITORS Welcome to the (as of July 1, 2016) Amplify Exhibit Hall Corwin CPM Educational Program Learning Forward’s Exhibit Hall features Crayola vendors recruited to address issues Florida Institute of related to professional development and Technology school improvement. The Exhibit Hall also Frontline features Learning Forward Bookstore’s new Hidow Inc. publications, as well as books by conference IRIS Connect Just ASK Publications speakers and presenters. & Professional Development Exhibit Hall Hours: Kagan Publishing & Professional SUNDAY MONDAY TUESDAY Development December 4 December 5 December 6 Panorama Education Exhibits Open Exhibits Open Exhibits Open Performance Matters 12 p.m. – 6 p.m. 7:30 a.m. – 6 p.m. 7:30 a.m. – 2:30 p.m. Roy Henry Vickers Exhibit Hall School Improvement Reception Network 4:30 p.m. – 6 p.m. 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 job- alike and special interest sessions. These facilitated discussion groups do not require tickets.

E01 Networking Meet-Up for Superintendents E04 Networking Meet-Up for State or Provincial Meet other superintendents of like mind and heart. Share Education Agencies conference highlights, refect on something you’ve heard Engage in a networking session with your state or provincial or learned that challenged your thinking, discuss common education agency colleagues and build on each other’s themes among speakers, or talk about an idea you might expertise. Share successful strategies for implementing quality like to try implementing in your district. professional learning aligned to educator evaluation systems, the Common Core, and new assessments. E02 Networking and Sharing with Principals and Assistant Principals E05 Facilitated Study Group on Research Consider the changing roles and expectations for principals Dig in and analyze professional learning research studies and assistant principals. Explore ways in which principals with fellow attendees in this networking meet up. Learn and assistant principals can facilitate school improvement. to connect research and practice. See how to become Join in a dialogue and share efective practices in this comfortable using data, research, and program evaluation networking session for principals and assistant principals. in daily decision-making. Network with other research- orientated attendees and continue this learning community E03 Networking for the Big 50 after the conference. Join a discussion about the major issues facing the largest school districts. Focus on the ways in which students learn E06 Networking Session for Teacher Leaders across content areas, examine the link between professional Meet with other teacher leaders and share something you’ve learning and student achievement, or discuss the best learned at the conference that will impact your practice. way to deploy resources. Consider how to increase public Consider teachers’ roles in schools and districts and how awareness and understanding that adult learning leads to best to advance teaching and learning. Share next steps you student success. will take when you return to your school or district.

FASTFORWARD TECHNOLOGY SHOWCASE SUMMIT SESSIONS MONDAY | DECEMBER 5, 2016 TUESDAY | DECEMBER 6, 2016 WEDNESDAY | DECEMBER 7, 2016 4:45 P.M. – 5:45 P.M. 2:30 P.M - 4:30 P.M. 12:15 P.M. - 3:15 P.M. Attend these fast-paced, concise Register for sessions in Set K and Top of your learning on Wednesday presentations, also variously known experience vendor demonstrations in afternoon, with a Summit Session. as PechaKucha, Ignite, or Bytes. Each the Exhibit Hall Technology Showcase. Summit sessions provide a three-hour, presentation includes 20 slides at 20 Find cutting-edge solutions to in-depth look at topics ranging from seconds each. Stop in for some or all your greatest professional learning culturally responsive pedagogy to of the presentations during the Exhibit challenges. Discover how to increase leadership standards for principals and Hall Reception. A list of sessions the efectiveness of your professional vice principals. can be found on page 62 or on our learning delivery systems. Explore website. FastForward can be found in the latest in tools, resources, and the Technology Showcase classroom. strategies to help develop and support Tickets are not required to attend educators in implementation eforts. when you register these presentations. Find a complete list on our website at Register by Oct. 1 for a 3-, 4-, or www.learningforward.org/conference 5-day conference $ attendance and a list as of June 3 on page 86. and save 50!

10 Learning Forward 2016 Annual Conference | Register Online Today Explore REDESIGN PD in REDESIGN PD TRACK sessions marked with this icon.

nnovative leaders and practitioners are reimagining and relevance of professional development and abandon solutions to professional learning challenges. In these initiatives that dilute or distract teachers’ focus. See how I sessions you will be inspired to think creatively about learning systems empower educators to determine and how to address challenges within current systems such as lead their own learning. The Redesign PD track ofers the measuring the impact of professional learning on teacher opportunity to engage in meaningful collaboration, refect, and practice and student outcomes and increasing coherence begin the process of tackling relevant problems of practice.

PC101 Evaluating Professional Development: Linking Our Learning D28 – Redesign PD: Measuring the Impact of Continuous Learning to Student Learning D29 – Silos to Synergy: Create Comprehensive District PC106 Building an Efective Teacher Leadership Program Professional Learning PC111 The Art and Science of Implementation D34 – Inquiring Professionals: Activating Learning and PC113 The State of Educator Professional Learning in Canada Changing Lives PC201 Leadership to Maximize Coherence in Schools, Districts, and D39 – Disruptive Professional Development: Design, Develop, Systems Implement, and Innovate PC204 The Feedback Process: The Power of Learner-Focused I04 – myPD: The Art and Science of Personalized Professional Feedback Development PC209 Spiral of Inquiry: For Equity and Quality I12 – Building Leadership Networks to Encourage Innovation PC215 Transforming Professional Learning: A System’s Approach I14 – LEarning together to Advance our Practice: A School- Based Approach to Learning Communities TL04 – Supporting Efective Teaching at Scale: What Does It Take? I21 – Using Data Displays to Engage and Empower Teachers TL05 – Learning to Improve I22 – What’s New? What’s Next? TL06 – Great Leaders for Great Schools J02 – Resources to Support the Beyond PD Report TL09 – The Principal Supervisor: How to Balance the Roles of Coach, Supervisor, and Central Ofce Leader J07 – Redesigning Professional Development to Improve Teaching and Learning B17 – Innovating Professional Learning to Transform Student Learning J09 – What Teachers Need to Make Professional Learning Work B18 – They are Doing What? Scenario-Based Online Professional J10 – It’s Intentional Development J12 – Impossible Excellence: One District’s Journey B20 – Learning Our Way to Excellence J15 – Redesign PD Coaching: Measuring the Impact of C03 – The Stafroom-Classroom: Diferentiating Professional Professional Learning Learning for Teachers J18 – Sowing the Seeds of Success: Growing Teacher Leaders C05 – Redesign PD: Innovative Process for Teacher Leadership L01 – Redesign PD Community of Practice: Lessons from the Field Through Professional Learning L11 – Getting Comfortable Being Uncomfortable: A Culture of C30 – Developing a Professional Learning Framework Equity D01 – The State of Professional Learning in Canada in Depth L24 – Redesign PD Coaching: Establishing Time for D04 – Redesign PD Coaching: Ensuring Coherence and Professional Learning Relevance in Professional Learning D06 – Innovation in Teacher Development: Micro-credentials REDESIGN IMPLEMENTATION AND and State and District Teaching Policy COACHING SUPPORT SESSIONS D07 – Unlocking Resources to Accelerate Professional Learning D08 – Getting Results: Leveraging Finances to Transform Receive coaching to help implement your specifc Redesign Teaching and Learning PD eforts. Give yourself time to explore your goals and dreams as you reimagine the possibilities. Consult with D11 – What’s on the Horizon for Professional Learning: Examining Global Trends a coach as you formulate a plan and consider possible solutions using a variety of Redesign PD tools. Bring your D12 – The Tacoma Whole Child Initiative: A Roadmap for Redesign PD problem and sign up for a coaching session. Sustainable School and Community Transformation Each session focuses on a specifc topic: D14 – Building Sustainable Professional Learning Teams Through Schedule Redesign D04 – Redesign PD Coaching: Ensuring Coherence and Relevance in Professional Learning D16 – Redesign PD: Enabling Growth in Teaching Practice J15 – Redesign PD Coaching: Measuring the Impact of D18 – Redesign PD: Creating a Coherent System of Professional Professional Learning Learning Using Formative Measures L24 – Redesign PD Coaching: Establishing Time for D26 – From Policy to Practice: Leveraging Policy to Build Professional Learning Professional Learning Systems That Get Results

www.learningforward.org/conference | 800-727-7288 11 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 teacher2teacher moments in the classroom, to challenges that push you. Together our stories build a stronger community. @teacher2teacher Share your #whyiteach story on Facebook, Twitter and Instagram and add your voice to @tchr2tchr this growing community.

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

12 Learning Forward 2016 Annual Conference | Register Online Today STRATEGIC PARTNERS

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

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 Get It Right: Common Sense on the Common Core important social problems, conducting research to fnd out campaign from the Learning First Alliance (LFA) supports what works and what doesn’t and to fll key knowledge gaps eforts to share success stories and resources with educators, – and then communicating the results to help others. The parents, and community leaders across the country to help Wallace Foundation supports Learning Forward to enhance them better understand and implement the Common understanding of school and system leadership through the Core State Standards in their local schools. As part of the dissemination of information and development of resources Get It Right campaign, LFA is engaged in sharing the for practitioners. For more information about The Wallace lessons from several key states that began Common Core Foundation, visit www.wallacefoundation.org. implementation early. For more information, visit www.learningfrst.org/get-it-right-campaign-guides- educators-examples-success#sthash.YQKq5XXG.dpuf.

www.learningforward.org/conference | 800-727-7288 13 2016 Learning Forward student 1 Annual Conference engagement making the Booth 303 standards come alive rigor diverse learners

Stop by Just ASK common language Booth 303 to chat with us and concept system instructional about how we can support your professional learning initiatives

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14 Learning Forward 2016 Annual Conference | Register Online Today Scholastic_HalfPage_Ad_R2.pdf 1 7/1/16 1:38 PM

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

Designation recognizes high-quality professional learning practices. The Learning School Designation identifes a school as exemplifying efective professional learning in action. Achieving the designation demonstrates the value a school places on professional learning that increases teaching efectiveness 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 15 Guide Professional Learning with Analytics

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16 Learning Forward 2016 Annual Conference | Register Online Today Leading & Learning with TC Press

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General Ad.indd 1 www.learningforward.org/conference | 800-727-72886/16/16 10:2317 AM KEYNOTE SPEAKERS

MONDAY | DEC 5 TUESDAY | DEC 6

MICHAEL FULLAN AND ANDY HARGREAVES PASI SAHLBERG “The State of Educators’ Professional Learning “Reinventing Innovation: in Canada” Leadership Lessons from Successful Education MICHAEL FULLAN, OC, is the former ANDY HARGREAVES is the Thomas Systems” dean of the Ontario Institute for More Brennan Chair in the Lynch Studies in Education at the University School of Education and Professor in of Toronto. Recognized as a world the Carroll School of Management at PASI SAHLBERG is a Finnish educator, authority on education reform, he Boston College, where he received author, and scholar. He has worked advises policymakers and education the 2015 Excellence in Teaching with as a school teacher, teacher educator, leaders to help achieve the moral Technology Award. Previously, he was researcher, and policy advisor in purpose of all children learning. Fullan the co-founder and director of the Finland and has studied education received the Order of Canada in International Centre for Educational systems and reforms around the December 2012. He is a prolifc, award Change at the Ontario Institute for world. His expertise includes school winning author whose books have Studies in Education at the University improvement, international education been published in many languages. of Toronto. Hargreaves has authored issues, classroom teaching and His book Change Wars (Solution or edited more than 30 books, several learning, and school leadership. His Tree, 2009), co-edited with Andy of which have achieved outstanding best-seller book, Finnish Lessons Hargreaves, was awarded the 2009 writing awards from the American 2.0: What Can the World Learn from Book of the Year Award by Learning Educational Research Association, the Educational Change in Finland Forward and Professional Capital: American Libraries Association, and (Teachers College Press, 2014, 2nd ed.), Transforming Teaching in Every School the American Association of Colleges won the 2013 Grawemeyer Award. (Teachers College Press, 2012), also for Teacher Education. One of these, He is a former director general of the with Andy Hargreaves, won the AACTE Professional Capital: Transforming Centre for International Mobility and 2013 Book of the Year. Fullan’s latest Teaching in Every School (Teachers Cooperation at Finland’s Ministry of books are The Principal: Three Keys to College Press, 2012) with Michael Education and Culture in Helsinki Maximizing Impact (Jossey-Bass, 2014) Fullan, has received three prizes and currently a visiting professor and Coherence: The Right Drivers in including the prestigious Grawemeyer of practice at Harvard University’s Action for Schools, Districts, and Systems Award in Education for 2015. Graduate School of Education in (Corwin, 2015), co-authored by Joanne Cambridge, MA. Quinn. He currently serves as an advisor to the premier and minister of education in Ontario.

18 Learning Forward 2016 Annual Conference | Register Online Today WEDNESDAY | DEC 7

MILTON CHEN AVIS GLAZE DENISE AUGUSTINE “Innovative Learning: “Poverty is Not Destiny: “Nu Sp’eq’um, The Path to Social Justice” Educators Make the Our Children: Why Diference” Recognizing, Nurturing, MILTON CHEN is senior fellow and executive director, emeritus at The and Celebrating George Lucas Educational Foundation AVIS GLAZE was Ontario’s frst chief (GLEF), a nonproft operating student achievement ofcer and Each Child’s Gifts Is foundation in the San Francisco Bay founding CEO of the Literacy and Transforming Education” Area that produces the award-winning Numeracy Secretariat, where she Edutopia.org website on innovative played a pivotal role in improving K-12 learning. He is also a member student achievement in Ontario. Glaze DENISE AUGUSTINE (SWEE’ALT), of the National Park System Advisory also served as Ontario’s education district principal of Aboriginal Board, appointed by Interior Secretary commissioner and senior adviser to education with the Cowichan Valley Jewell to advance the agency’s work the minister of education. Currently, School District #79 in Duncan, BC, in STEM and history/multicultural Glaze is president of Edu-quest Canada, is a Coast Salish woman education. His 2010 book, Education International, ofering a wide range with mixed ancestry. Eight years Nation: Six Leading Edges of Innovation of educational services and speaking ago, in response to a call from her in Our Schools (Jossey-Bass, 2012) was engagements across the globe. First Nation’s community and her named as one of the year’s 10 best colleagues, she moved her work from education books by the American guiding the learning of 5-12 year School Board Journal. olds to working alongside teachers, administrators, and support staf. She provides leadership through side-by- Back-Up Keynote: “Seven Success Factors for Improving Teaching” side coaching, participating in action research, and facilitating experiential JIM KNIGHT has spent more than two decades studying professional learning, efective teaching, and instructional coaching. workshops. Augustine carefully He is the president of the Instructional Coaching Group and The weaves story and research together, Impact Research Lab, and a research associate at the University of inviting us to open our hearts and Kansas Center for Research on Learning. Knight’s book Instructional minds and imagine an education Coaching: A Partnership Approach to Improving Instruction (Corwin, system that values diversity and 2007) popularized the idea of instructional coaching. He is also inspires innovation. 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.

www.learningforward.org/conference | 800-727-7288 19 THOUGHT LEADER LECTURES / PANELS

TL01 | TL04 | The State of Educator Professional Supporting Efective Teaching at Scale: Learning in Canada 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. CAROL CAMPBELL is associate professor AMY SLAMP is a senior program ofcer of Leadership and Educational Change, on the College Ready Work team at program coordinator for Educational the Bill & Melinda Gates Foundation Leadership and Policy graduate courses, where she works on investing in tools and director of the Knowledge Network and teaching strategies that support for Applied Education Research (KNAER) teachers, schools, districts and states in Secretariat at the Ontario Institute for implementing the Common Core. Studies in Education (OISE), University of Toronto.

TL05 | TL02 | Learning to Improve Helping Students See the Diferences MONDAY | DECEMBER 5, 2016 | 3:30 P.M. - 4:30 P.M. Between a Job or Career and Purpose ANTHONY BRYK is the ninth president MONDAY | DECEMBER 5, 2016 | 10 A.M. - 11 A.M. of the Carnegie Foundation for the DAN PONTEFRACT is chief envisioner of Advancement of Teaching, where TELUS, a Canadian telecommunications he is leading work on transforming company, where he heads the educational research and development Transformation Ofce, a future-of-work by more closely joining researchers and consulting group that helps organizations practitioners to improve teaching and enhance their corporate cultures and learning. collaboration practices.

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.

ARTWORK PROVIDED LILA LEFF founded Umoja Student BY LOCAL ARTIST Development Corporation in 1997 and served as the organization’s CEO until ROY HENRY VICKERS November 2010.

20 Learning Forward 2016 Annual Conference | Register Online Today TL06 | TL08 | Great Leaders for Great Schools Efective K-12 Strategies: Leadership and TUESDAY | DECEMBER 6, 2016 | 9 A.M. - 10 A.M. Learning in a Diverse World VIVIAN MIHALAKIS is a senior TUESDAY | DECEMBER 6, 2016 | 11 A.M. - 12 P.M. program ofcer with the Bill & Melinda AVIS GLAZE was Ontario’s frst chief Gates Foundation. Prior to joining the student achievement ofcer and foundation, Mihalakis led the English founding CEO of the Literacy and language arts product and professional Numeracy Secretariat, where she played development team at the Institute for a pivotal role in improving student Learning at the University of Pittsburgh. achievement in Ontario.

FELICIA CUMINGS SMITH is senior program ofcer - College Ready at the Bill & Melinda Gates Foundation. Cumings Smith started her career as an elementary and reading resource teacher in Jeferson County (Kentucky) Public Schools where she helped design and lead curriculum work in literacy and formative assessment benchmarks. CONFERENCE ICONS TL07 | Special symbols provide additional information for A Changing Role for Principal Supervisors: conference attendees. These sessions are marked with icons. Supporting Principals as Instructional Leaders Most sessions are appropriate TUESDAY | DECEMBER 6, 2016 | 10 A.M. - 11 A.M. for all attendees. JENNIFER GRIPADO has worked for BASIC for participants with limited background in the Tulsa Public Schools for 23 years. Jennifer content. currently is an Instructional Leadership ADVANCED for attendees Director supporting 10 elementary who have knowledge of the schools. She is also the Project Manager session content. for the School Leader Program Grant and Sessions that have content the Wallace Foundation Grant. and skills for educators serving TITLE 1 / economically HARRY HUGHES is in his 18th year disadvantaged populations. serving in the District of Columbia Public School System, currently in his fourth Explore REDESIGN PD in sessions marked with this year as an instructional superintendent. icon. In this role, Hughes leads a cluster of 12 Common Core State elementary schools (seven of which will Standards will be found in begin implementing a new extended these sessions.

school year model). Sessions appropriate for KATIE LARKIN is the principal of H.D. SUPERINTENDENTS are fagged with this icon. Cooke Elementary School in Washington, DC. This school year marks Larkin’s 17th Sessions where participants should BYOD—Bring your year as an educator in DC Public Schools own device. (DCPS). She spent 10 years as a classroom teacher at Ross Elementary School before Gain a global perspective in sessions marked with becoming the school’s instructional this icon. coach.

www.learningforward.org/conference | 800-727-7288 21 THOUGHT LEADER LECTURES / PANELS

TL09 | TL11 | The Principal Supervisor: How to Balance Understanding and Promoting Young the Roles of Coach, Supervisor, and Children’s Health and Well-Being Using Central Ofce Leader 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 KIMBERLY SCHONERT-REICHL is an of the University of Washington Center applied developmental psychologist for Educational Leadership (CEL), and and a professor in human development, afliate associate professor of educational learning, and culture in the Faculty of leadership and policy studies in the Education at the University of British University of Washington College of Columbia (UBC). Education. MAX SILVERMAN is the associate PIPPA ROWCLIFFE has worked for the director of the Center for Educational Human Early Learning Partnership (HELP) Leadership (CEL) at the University of at University of British Columbia, frst as Washington. Silverman is a former the executive director of the Council for principal and central ofce leader who Early Child Development and then as the leads CEL’s work focused on district knowledge translation director. leadership. SUSANNE JERDE is the chief academic ofcer of Highline Public Schools. She began her teaching career in Highline TL12 | in 1984, and since then has served as an elementary school principal, director of Building Deep Professional Learning Title 1/LAP/ELL, and executive director Environments: What Educators Need to supervising schools K-12. Know WEDNESDAY | DECEMBER 7, 2016 | 9 A.M. - 10 A.M. RON CANUEL has been president TL10 | and CEO of the Canadian Education Developing Great Teaching: Findings Association since 2010, and has over 40 years of experience in the public from a Major International Review into education sector. Efective Professional Development 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 22 Learning Forward 2016 Annual Conference | Register Online Today www.corwin.com

Find the latest resources and classic titles Visit the Learning Forward Bookstore, to keep you at the forefront of the f eld. Learning Forward members save 20% located next to registration. on all bookstore purchases!

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www.learningforward.org/conference | 800-727-7288 23 DECEMBER 3, 2016 PRECONFERENCE SESSIONS SATURDAY 9 AM - 4 PM

PC101 | PC102 | Evaluating Professional Thomas Guskey, Lexington, KY, Enhancing Literacy Learning [email protected] Through Collaboration, Formative Development: Linking Our Learning Thomas Guskey is professor of educational to Student Learning psychology in the College of Education at the Assessment, and Powerful PD 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 How can we support educators in making Accountability in professional learning served on the policy research team of the National Commission on Teaching and America’s a diference for diverse learners while means that educators take responsibility Future, on the task force to develop the National promoting equity, supporting inclusion, to provide evidence that their professional Standards for Professional Development, and and achieving desired literacy outcomes? learning leads to better instructional has been named a Fellow of the American See how change happens when educators practice and improved learning for all Educational Research Association, one of the engage in collaborative inquiry, learn students. Explore methods for designing Association’s highest honors. He is the author or about and from their students, renew their evaluation that measures the efects of editor of 20 books, including Reach the Highest practice, and bridge research and practice. professional learning on educator practice Standard in Professional Learning: Data with Pat Examine qualities of communities of and student learning. Learn how to identify Roy and Valerie von Frank (Corwin / Learning Forward, 2014). He also has been featured on practice that are generative, inquiry-driven, reliable indicators of student success and National Public Radio’ s “Morning Edition” and in situ, and place-conscious. Explore the educator practice, gather quantitative “Talk of the Nation.” role of a lead leaner and ways to support and qualitative evidence of efects, and Joellen Killion, Learning Forward, Lakeway, TX, learning in classrooms and within groups present that evidence in meaningful and [email protected] of teachers at the school and district level. convincing ways. Joellen Killion is the former deputy executive Learn about professional development Participants will: director of and currently senior advisor to approaches that embed learning within • Examine how to evaluate the results of Learning Forward. Killion has extensive classrooms exploring relationships individual, school, and system experience in professional learning planning, design, implementation, and evaluation at the between formative assessment, theory, professional learning in terms of educator school and system levels. Her most recent books practice, and context. practice and student performance. include The Feedback Process: Transforming Participants will: • Acquire understanding of how to Feedback for Professional Learning (Learning • Construct a vision of lead literacy learners Forward, 2015); Coaching Matters, co-authored use a variety of tools for measuring that fts within their context. the acquisition and implementation of with Cindy Harrison, Chris Bryan, and Heather • Engage with underlying theoretical professional learning and short- and Clifton (Learning Forward, 2012); and Becoming a Learning School (NSDC, 2009), co-authored principles and conditions of responsive long-term student outcomes. with Patricia Roy. She has authored numerous professional learning models. • Diferentiate between weak and strong articles and books on professional learning and • Consider how to generate situated evidence of efects and learn how to use writes the Research Review column for JSD. communities of practice for learning that evidence for accountability for quality She directed multiple association initiatives connect formative assessment, inclusive and efective professional learning. including Results-Based Staf Development, Demonstrating the Impact, the third edition education, literacy learning, and renewed of the Standards for Professional Learning, the pedagogical practice. development of the innovation confguration Leyton Schnellert, Kelowna, BC, Canada, maps, and Transforming Professional Learning [email protected]; @LeytonSchnell initiative. when you register Leyton Schnellert is a community-based Register by Oct. 1 for a 3-, 4-, or 5-day conference Area of Focus: Implementation researcher who leads collaborative inquiry teams and save $50! attendance throughout British Columbia and the Northwest Territories. Schnellert has presented and published his research in local, national, 24 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 3, 2016 SATURDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC103 | PC104 | SATURDAY and international forums and co-authored 6 Tell Me So I Can Hear You: A Overcoming the Achievement Gap books for educators including Developing Self- Trap: Liberating Mindsets to Efect Regulating Learners (Pearson, 2016) and Student Developmental Approach to Diversity (Pembroke/Stenhouse, 2016, 3rd ed.). Efective Feedback Change Explore the connection Faye Brownlie, Vancouver, BC, Canada, Mounting reform between personal and [email protected] initiatives, growing institutional mindsets and Faye Brownlie is a sought after literacy, learning, emphases on academic achievement and assessment expert, locally, nationally, collaboration, and the and internationally. She was the lead voice in gaps. Recognize that our promising connections reading in the 2012-15 BC Ministry of Education thinking is the primary between adult and initiative, Changing Results for Young Readers culprit in the fght to overcome inequality student learning puts (CR4YR). Brownlie is the author of the Early in student learning outcomes. SUNDAY Primary Reading Assessment (EPRA, in English feedback processes front and center and FIEPRA, in French), and DART (grades in education today. Understand adult Participants will: 3-9), formative and summative, whole class, developmental theory and how it • Understand the true meaning and value performance-based reading assessments. She supports adult growth and connects of school culture. has co-written many teacher resource books, to student achievement. Learn about • Recognize the power of mindsets and including It’s All About Thinking (Portage & a new, developmental approach to Main, 2011, 2nd ed.), Learning in Safe Schools, their infuence on educator efectiveness. giving and receiving feedback that can (Pembroke/Stenhouse, 2011, 2nd ed.) and • Shift from damaging mindsets support individual and group growth and Student Diversity, (Pembroke/Stenhouse, 2016, (superiority and inferiority) to high-level refection in schools and beyond. Finally, 3rd ed.). efcacy mindset (liberation). build on that knowledge to develop Shelley Moore, Richmond School District, Anthony Muhammad, actions plans. Vancouver, BC, Canada, New Frontier 21 Consulting, Novi, MI, [email protected] Participants will: [email protected] MONDAY Shelley Moore has worked in both elementary • Explore adult-developmental theory and Anthony Muhammad is the CEO of New and secondary schools supporting students its application to supporting growth and Frontier 21 Consulting, a company dedicated with and without special needs in inclusive to providing cutting-edge professional contexts in Alberta, New York, and British ofering feedback with developmental intentionality. development to schools all over the world. Columbia. She is currently an inclusion For nearly 20 years he served as a middle consultant in the Richmond School District, as • Gain practical strategies for enacting a school teacher, assistant principal, middle well as various other districts and community developmental approach to feedback school principal, and high school principal. organizations throughout British Columbia. so that others can best hear, take in, During his tenure as a practitioner, he Moore has presented at numerous conferences learn from, and act upon your feedback. earned several awards as a teacher and a both nationally and internationally, and has principal. Muhammad is the author of the • Consider takeaways for enhancing developed and ofered sessional courses as an book, Overcoming the Achievement Gap Trap: instructor at Simon Fraser University, University collaborative cultures and exchanges Liberating Mindsets to Efect Change (Solution of British Columbia, and University of British that support adult growth, build Tree, 2015). Columbia - Okanagan. Moore’s blog can be capacity, and instructional improvement. TUESDAY found at www.blogsomemoore.wordpress.com. Area of Focus: Equity Ellie Drago-Severson, Teachers College, Moore is the author of One Without the Other Columbia University, New York, NY, drago- (Portage & Main, 2016). [email protected] Area of Focus: Learning Communities 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. Drago- Severson is the author of seven books including WEDNESDAY 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). Area of Focus: Learning Designs www.learningforward.org/conference | 800-727-7288 25 DECEMBER 3, 2016 SATURDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC105 | PC106 | Supporting 21st-Century Thinking Roland Case, The Critical Thinking Consortium, Building an Efective Teacher Classrooms: Leading a Renovation, Vancouver, BC, Canada, [email protected] Roland Case is executive director and co-founder Leadership Program Not a Revolution of The Critical Thinking Consortium, a nonproft Learn about SATURDAY There is association that has provided professional a variety of crushing learning support for over 150,000 educators. approaches Case was a professor of curriculum at Simon to the pressure on Fraser University in Vancouver. He has edited or teachers to authored over 100 published works. His most creation of revise their recent book written with Garfeld Gini-Newman powerful practices is Creating Thinking Classrooms: Leading teacher in order to better prepare students for Educational Change for a 21st Century World leader programs that make an impact a 21st-century world. Learn how to (The Critical Thinking Consortium (TC2), 2015). on student learning. Examine the help teachers enhance the amount and In addition to his teaching career as school characteristics of efective teacher leader quality of students’ thinking without teacher and as a university professor, Case has programs along with the standards for worked with classroom teachers across Canada teacher leadership. Leave with a draft plan signifcantly disrupting existing teaching and in the United States, England, Israel, Russia,

SUNDAY and actionable next steps for creating or practices. Understand how to create a India, Finland, and Hong Kong to support the thinking classroom that is not the result refning a teacher leader program at the infusion of critical thinking. Case is a recipient of school or district level. of any specifc method, but builds on fve Confederation of University Faculty Associations’ principles of teaching and learning that Distinguished Academics Career Achievement Participants will: can support and add value to any initiative Award. • Identify possible roles and responsibilities or strategy. Find out how to support Garfeld Gini-Newman, for teacher leaders along with the needed respectful, incremental, but transformative University of Toronto, Toronto, ON, Canada, support from site administrators. change in your school or district. [email protected] • Compare the role of teacher leaders in Participants will: Garfeld Gini-Newman is an associate professor district/provincial initiatives. at OISE/University of Toronto and a senior • Understand the value of redirecting national consultant with The Critical Thinking • Study scenarios of teacher leadership at professional learning eforts towards Consortium. Garfeld has also authored several the site level using various models. helping teachers embed powerful articles, chapters in books and seven textbooks, • Gain skills needed to facilitate teams, and MONDAY educational principles and less on and has taught in the faculties of education create and implement a vision for teacher implementing prescribed practices. at York University and the University of British leadership. Columbia. His most recent book co-authored Cindy Harrison, • Engage in professional refection and with Roland Case, Creating Thinking Classrooms, consider what aspects of practice can be Instructional Improvement Group, has received widespread praise from leading Broomfeld, CO, [email protected] afrmed, revised, or aspired to so as to educators across Canada and internationally. best ensure success for all students. Cindy Harrison has worked in education Area of Focus: Student Learning for more than 30 years as a teacher, district • Plan for leadership that can assist staf development director, and middle teachers in putting quality thinking at the school principal. She works with districts and core of their teaching practices. schools in the areas of instructional coaching, organizational change initiatives, professional learning communities, staf development, leadership teams, and facilitation. She co-

TUESDAY authored 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 This is a wonderful conference flled with valuable Justin Darnell leads the design and information, efective classroom strategies, amazing implementation of a cohesive teacher leader development system for Denver Public educators, and fun-flled events. Schools. His eforts ensure that the more than ~Beth Thompson 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 difcult decision to leave the classroom because WEDNESDAY 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 26 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 3, 2016 SATURDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC107 | SATURDAY Jacqueline Kennedy, • Prepare to use the QFT immediately We Used a Protocol...But It Didn’t Arlington Independent School District, in the classroom and to coach more Work Arlington, TX, [email protected] teachers on how to implement a Using Jacqueline Kennedy is executive director transformative, evidence-based, and protocols of teaching and learning for the Arlington easy-to-implement strategy that results in schools Independent School District (Texas). During in greater student engagement and isn’t a new her 22 years in the education profession, she deeper learning. has served as a teacher, school counselor, concept, assessment coordinator, and district professional • Consider how the QFT strategies can be but it has learning director. In addition, Kennedy was used in professional development. become more commonplace in the past formerly the associate director of strategic • Leave prepared to provide support to few years. Unfortunately, many users initiatives for Learning Forward and now

integrate the QFT into practice. SUNDAY of protocols have been “protocoled” in serves Learning Forward as a senior consultant Dan Rothstein, The Right Question Institute, a district or school gathering and the and Academy coach. She is also a co-author Cambridge, MA, [email protected] residual efect isn’t positive or productive. with Shirley Hord, Joellen Killion, Pat Roy, and Dan Rothstein is co-director of The Right Experience well-facilitated protocols and Stephanie Hirsh of the Standards for Professional Learning: Innovation Confgurations Maps, Volume Question Institute (RQI). He is co-author with Luz leave with the necessary skills to match the 1 (Learning Forward, 2009). Santana of Make Just One Change: Teach Students purpose with the protocol to better serve Area of Focus: Learning Designs to Ask Their Own Questions (Harvard Education the group’s needs. Press, 2011), which frst introduced the Question Participants will: Formulation Technique to educators. Rothstein is the co-author of a new book on the Right • Identify root causes of inefective PC108 | Question School-Family Partnership Strategy protocol use. Teaching Students to Ask Their Own (ASCD, 2016). His work has appeared in a wide • Develop high-quality facilitation range of publications and has been featured on

Questions MONDAY strategies. National Public Radio. • Become “purpose frst, protocol second” Meredith Fenton, West Vancouver School District, West Vancouver, BC, Canada, educators. [email protected] • Revise agendas for higher engagement Meredith Fenton has recently returned to the and productivity. West Vancouver School District after a four Thomas Van Soelen, Van Soelen & Associates, year secondment at the University of British Lawrenceville, GA, [email protected] Teachers are being evaluated on the quality Columbia, working with teacher candidates on After a decade of central ofce leadership of student questioning and engagement the faculty of education. As an adjunct teaching professor, faculty advisor, and coordinator for in Georgia, Thomas Van Soelen became in their classrooms, yet, many say that the International Baccalaureate cohort, she was the president of Van Soelen & Associates, a getting students to ask their own questions professional development and coaching frm. involved in the implementation of Canada’s frst can feel “like pulling teeth.” Develop your His consulting work, specializing in learning IB educator program at a university level. Fenton ability to teach students how to produce facilitated and inspired learning in inquiry and communities, leadership development, and TUESDAY teacher evaluation, brings him to multiple states their own questions, improve them, and assessment and incorporated visible thinking and countries. Numerous print publications and strategize on how to use them. Transform routines into her teaching such as the Question a book about teacher evaluation, Crafting the students into active, engaged learners, Formulation Technique. Feedback Teachers Need and Deserve: A Guide for who take ownership of their learning. Darren Elves, New Westminster School District, Leaders (Routledge, 2016), ofer a glimpse into Develop expertise in using the Question Burnaby, BC, Canada, [email protected] his experiences. Formulation Technique (QFT), a resource Darren Elves is a primary teacher and vice embraced by teachers around the world, to principal with the New Westminster School design efective lessons and units that help District in Vancouver, BC, Canada. Elves has used the QFT extensively and has seen frst-hand its students ask better questions and become impact on student engagement to empower all more self-directed, independent learners. learners within the learning process. Participants will:

Area of Focus: Student Learning WEDNESDAY • 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.

www.learningforward.org/conference | 800-727-7288 27 DECEMBER 3, 2016 SATURDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC109 | PC110 | Culturally Responsive Pedagogy: Darryl Isbister, Saskatoon Public Schools, The Impact Coaching Cycle Saskatoon, SK, Canada, [email protected]; Transform Practice to Support First @Darryl_Isbister For more than a decade, Nation, Inuit, & Métis Students Darryl Isbister is a Métis man whose family Jim Knight and his

SATURDAY comes from the Kinistino area of this land research colleagues in we now call Saskatchewan. Isbister has been Kansas have been working working in education for 18 years and has spent to identify best practices time as a secondary social science teacher, for instructional coaching. learning leader, education consultant, and most recently Coordinator for First Nation, Hear about the results of their fndings in Inuit, and Métis Education with Saskatoon the impact cycle, a simple and powerful Public Schools. He has a passion for culturally way coaches can help teachers improve competent education and strives to achieve teaching to improve student learning. The history of education for First Nation, this through authentic inclusion of First Nation, Participants will: Inuit, and Métis students is flled with many Inuit, and Métis ways of knowing and doing examples of inequity and systemic racism. in curriculum. Isbister received his Master of • Learn how to implement the “identify, Research shows that First Nation, Inuit, and Education degree in 2008 from the University learn, and improve” components of the of Saskatchewan in curriculum studies and is SUNDAY Métis students are more likely to fail or impact cycle. a treaty catalyst teacher facilitator whose work drop out of school than any other cultural has been recognized by the Ofce of the Treaty • Receive free tools to use while coaching. group. Shifting this outcome requires Commissioner. • See videos illustrating the entire cycle divisions to look inward and work to Amy Basaraba, Saskatoon Public Schools, for Jim Knight’s The Impact Cycle (Corwin, enhance their cross cultural competencies. Saskatoon, SK, Canada, [email protected] 2016). As school divisions lead this efort to shift Amy Basaraba is a Michif woman whose Jim Knight, Instructional Coaching Group, paradigms about education for First Nation, Métis lineage originates in the Red River North Loup, NE, [email protected] Settlement, Manitoba, and extends to Batoche, Inuit, and Métis students, focusing on Jim Knight has spent more than two decades Saskatchewan. She has a master’s degree teacher practice and building relationships studying professional learning, efective in curriculum studies with a focus on early are foundational for success. Participants teaching, and instructional coaching. He is the childhood education from the University of will be taken on a journey through history president of the Instructional Coaching Group Saskatchewan. Basaraba is published in Portals that surfaces the current state of First of Promise: Transforming Beliefs and Practices and The Impact Research Lab, and a research associate at the University of Kansas Center for MONDAY Nation, Inuit, and Métis education and through a Curriculum of Parents (Sense, 2013), highlights how transforming pedagogy where she focused on the instrumental role Research on Learning. Knight’s book Instructional can enhance learning for First Nation, Inuit, Indigenous families have as educators of all-- Coaching: A Partnership Approach to Improving Instruction (Corwin, 2007) popularized the idea and Métis students. teachers, students, families, and community. Currently, she is the elementary educational of instructional coaching. He is also the author Participants will: consultant for First Nation, Inuit, and Métis of Focus on Teaching: Using Video for High- • Consider the economic, demographic, (FNIM) education with Saskatoon Public Schools Impact Instruction (Corwin, 2014) and Better moral and historical imperatives for where their current focus is honoring FNIM Conversations: Coaching Ourselves to be More Credible, Caring, and Connected (Corwin, 2016). afecting change. worldviews, ways of knowing, and ways of doing through authentic inclusion, alongside the Knight also writes the Radical Learners blog. • Explore a holistic approach to instruction current curriculum for prekindergarten-Grade 8 Area of Focus: Leadership to support First Nation, Inuit, and Métis teachers and students. learners. Marnie Ross, Saskatoon Public Schools, • Examine strategies for authentic inclusion Saskatoon, SK, Canada, [email protected] TUESDAY of First Nation, Inuit, and Métis content Marnie Ross is the secondary educational and ways of knowing in curriculum. consultant for the First Nation, Inuit, and Métis Education Unit for Saskatoon Public Schools. She • Refect on current state of education for is from the Northern Saskatchewan communities First Nation, Inuit, and Métis students and of Red Earth Cree Nation and Timber Bay Métis how to afect change to support learning. 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 when you register development. She embodies a Northern Cree Register by Oct. 1 for a 3-, 4-, or worldview that honors a holistic approach to 5-day conference education and she strives to apply this approach and save $50! attendance in all her work in education and community WEDNESDAY development. Area of Focus: Equity

28 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 3, 2016 SATURDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC111 | SATURDAY The Art and Science of Leslee Jodry, Grande Yellowhead Public student learning. Analyze case studies and Implementation School Division, Edson, Alberta, Canada, refect on your own data. [email protected] Participants will: Leslee Jodry is currently an Assistant • Determine the professional learning Superintendent with Northern Gateway Public Schools having previously been the Learning needs at a school. Services leader with Grande Yellowhead Public • Examine existing structures for School Division. Leslee’s career has resulted in professional learning and leverage them support for student learning for 30+ years as for the greatest efect. a teacher, school and district leader. She has a Students cannot beneft from the Masters in Educational Leadership and School • See how to support professional learning interventions they do not receive. Improvement with an undergrad focused on as it unfolds across the school year. SUNDAY See how planning for successful Special Education. Leslee believes all children • Understand their role during and after implementation requires an understanding can learn, think, and solve problems, and it is our professional learning sessions. of the characteristics of successful role as educators to provide engaging learning Participants should bring existing implementation, coherence among plans experiences which meet the needs of a diversity professional development plans and goals and priorities, and the intentional eforts by of learners and learning styles. and a school schedule/calendar that includes education stakeholders to collaboratively Nancy Freedman, Grande Yellowhead Public collaboration time. address the essential conditions. Develop School Division, Edson, Alberta, Canada, an implementation plan that makes more [email protected] Anneke Markholt, University of Washington, Seattle, WA, [email protected] efcient and efective use of time, human, Nancy Freedman is the Supervisor Inclusive and fnancial resources to ensure that Learning at Grande Yellowhead Public School Anneke Markholt is an associate director Division. Nancy models a passion and love with the University of Washington Center for students receive the interventions needed of learning that has been evident in her Educational Leadership (CEL), and afliate to support their learning.

strong role as a school principal. She has a faculty of educational leadership and policy MONDAY Participants will: Masters in Educational Leadership and School studies in the University of Washington College • Leave with an awareness and Improvement and a bachelor’s degree with a of Education. Markholt designs and directs the specialization in Special Education. Her focus is Center’s partnerships focused on developing understanding of the importance of on ensuring that teachers are supported and teaching efectiveness and instructional implementation through an overview of have the capacity to meet the diverse needs of leadership. Prior to her work with CEL, Markholt emerging literature and research. students in today’s classrooms. spent fve years as an associate researcher for • Examine case studies where tools and Area of Focus: Implementation the Center for the Study of Teaching and Policy measures were developed and used to at the University of Washington. She began her determine impact. career as an English-as-a-Second-Language specialist for Tacoma Public Schools where she • Create an implementation plan, or PC112 | taught for 10 years. Markholt is the co-author refect on an existing plan, infusing it with Stephen Fink of Leading for Instructional with Learning Forward’s Standards for The Principal’s Role in the Improvement: How Successful Leaders Develop Professional Learning as well as research Implementation of Teacher Teaching and Learning Expertise (Jossey-Bass, TUESDAY and best practices. Professional Learning 2011). Val Olekshy, Edmonton, AB, Canada, Joanna Michelson, University of Washington, School [email protected] Seattle, WA, [email protected]; leaders @JoannaMichelson Val Olekshy is known for her creative, play an collaborative, and dedicated eforts to improve Joanna Michelson is a project director at the teacher practice. Olekshy is currently consulting important Center for Educational Leadership. She manages with school districts to support implementation role in the CEL’s content area professional development of various initiatives. She spent 12 years as the develop- and coach learning lines of services. She also executive director of the Edmonton Regional ment of structures and processes that provides direct support to teachers, coaches, and Learning Consortium designing and delivering support efective professional learning. school and district leaders in secondary literacy instruction and coaching. Before moving to a professional learning opportunities for school Immerse yourself in examining a set

full-time position at CEL, Michelson worked as a WEDNESDAY districts. Previously, she worked in curriculum of tools and processes that will help development with Alberta Education and middle school language arts teacher, secondary principals and district leaders create instruction for secondary teachers at the literacy coach, and as a consultant for CEL. University of Alberta. specifc professional learning outcomes Area of Focus: Implementation based on the needs in their schools, advance communications with teachers about professional learning, and ensure intentional changes in teacher practice and

www.learningforward.org/conference | 800-727-7288 29 DECEMBER 3, 2016 SATURDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC113 | The State of Educator Professional Participants will: Faubert conducts most of his research in • Identify key features of quality the context of K-12 education in Canada in Learning in Canada professional learning. the overlapping areas of education fnance, The leadership and administration, governance, and SATURDAY • Refect on their own professional learning policy. importance experiences and examine how well they of teachers’ Pamela Osmond-Johnson, University align with these key features. of Regina, Regina, SK, Canada, knowledge, [email protected] skills, and • Engage with data from the study of Pamela Osmond-Johnson is an assistant practices professional learning across Canada. • Explore promising practices of professor of educational administration with has become the Faculty of Education at the University widely professional learning from around the of Regina. She recently completed her recognized world. doctorate in Educational Administration from in education • Develop an action plan for promoting the the Ontario Institute for Studies in Education policy tenets of quality professional learning in at the University of Toronto, with a focus on debates their own contexts. educational policy. Her research includes work SUNDAY and practices internationally. Yet, in many around teacher and school leadership, teacher Carol Campbell, University of Toronto, professionalism, teacher federations, and jurisdictions teachers do not readily have Ontario Institute for Studies in Education, teacher professional learning. Prior to beginning access to the kinds of active learning Toronto, ON, Canada, her doctorate, Osmond-Johnson was a high experiences that build professional capital [email protected]; @CarolCampbell4 school science teacher and vice-principal in and hone their skills to better support the Carol Campbell is associate professor of Newfoundland. diverse needs of their students. Explore Leadership and Educational Change, program Ken Zeichner, University of Washington, the current state of educator professional coordinator for Educational Leadership and Seattle, WA, [email protected] learning across Canada. Contribute to the Policy graduate courses, and director of the Knowledge Network for Applied Education Ken Zeichner is the Boeing Professor of Teacher evolving debate about what constitutes Research (KNAER) Secretariat at the Ontario Education at the University of Washington, quality professional learning. Focus Institute for Studies in Education (OISE), Seattle. Before moving to the University of on opportunities and challenges for University of Toronto. She is an appointed Washington in 2009, Zeichner was at the teachers to experience meaningful and education advisor to the Premier and the University of Wisconsin-Madison for 34 years. He is an elected member of the National MONDAY impactful professional learning. Apply Minister of Education in Ontario, and a member Academy of Education, a Fellow in the American these understandings to your own work of the Premier’s Expert Panel on the Highly Skilled Workforce. Campbell is the principal Educational Research Association (AERA), and a in classrooms, schools, and the wider former vice president of AERA. His publications educational community. investigator leading a research study on the state of educator professional learning in Canada include Teacher Education and the Struggle for funded by Learning Forward. Social Justice (Routledge, 2009). His current work focuses on teacher education and professional Brenton Faubert, University of Western Ontario, learning, teacher education policy, and engaging London, ON, Canada, [email protected] local communities in teacher education. Brenton Faubert is an assistant professor in the Area of Focus: Emerging Issues 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),

TUESDAY pan-Canadian (Council of Ministers of Education, Canada), and international levels (Organisation for Economic Cooperation and Development).

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30 Learning Forward 2016 Annual Conference | Register Online Today PRECONFERENCE SESSIONS DECEMBER 4, 2016 SUNDAY 9 AM - 4 PM

PC201 | PC202 | Leadership to Maximize Coherence Michael Fullan, Toronto, ON, Canada, Starting a Movement: From [email protected] Compliance to Commitment in Schools, Districts, and Systems Michael Fullan is professor emeritus at the The most common Leaders Ontario Institute for Studies in Education, University of Toronto. He served as special challenge for schools is who are adviser in education to Ontario Premier Dalton how to transition from a successful McGuinty from 2003 to 2013, and now serves as culture of compliance to in times of one of four advisers to Premier Kathleen Wynne. a culture of commitment, complexity He has been awarded honorary doctorates or how to move from develop from the University of Edinburgh, University `doing’ to `becoming’ or from `my kids’ coherence in their organizations. Explore of Leicester, Nipissing University, Duquesne to `our kids.’ Examine how to create a a coherence framework that provides the University, and the Hong Kong Institute of culture of collective responsibility as the pathway to build the capacity of your team Education. Fullan has won numerous awards for his more than 30 books, including the 2015 foundation for the shared mission of to deepen student learning. Consider the Grawemeyer prize with Andy Hargreaves for your school. Learn to engage in the four right drivers for leading coherent change: Professional Capital: Transforming Teaching in stages of authentic alignment and identify focusing direction that gets you into the Every School (Teachers College Press, 2012). He is the fundamental purpose and vision game; cultivating collaborative cultures the author with Joanne Quinn of Coherence: The needed to create schools with the moral that provide the pathway for change; Right Drivers in Action for Schools, Districts, and imperative of collective commitment deepening learning as the core strategy for Systems (Corwin, 2015). while systematically integrating these impacting student learning; and securing Joanne Quinn, Toronto, ON, Canada, commitments into existing structures. accountability that is essential to measure [email protected] growth and be accountable to yourselves Joanne Quinn is an international consultant Participants will: and the public. Examine strategies that will focusing on whole system change, capacity • Analyze the purpose of the work that is propel change and leave with powerful building, leadership, and professional learning. foundational to their classroom. Quinn leads whole system change projects for tools to focus goals, foster intrinsic • Frame a collective commitment motivation, unleash and leverage capacity states and districts, consults with governments, foundations and education systems, and is statement to share with colleagues. building, and inspire collective action to co-founder and director of New Pedagogies for • Examine teaching strategies to ensure accelerate success in your school or district. Deep Learning: A Global Partnership, (NPDL). alignment with purpose. Participants will: Quinn’s previous positions as superintendent • Understand the four phases of the • Examine a coherence framework. of the Halton District School Board, director of continuing education at the University of authentic alignment process. • Gain strategies to focus direction and use Toronto, and advisor to the Ontario Ministry Tom Hierck, Gibsons, BC, Canada, change processes. of Education give her a unique perspective on [email protected] • Build precision in cultivating collaborative large-scale change. Quinn is past president of Since 1983 Tom Hierck’s career has spanned all cultures that use the group to change the Learning Forward and founding president of the grade levels and many roles in public education. Ontario afliate. Her recent book, co-authored group. He is a best-selling author with 12 books and with Michael Fullan, is Coherence: The Right currently working on three others. Hierck’s • Assess the conditions that foster deep Drivers in Action for Schools, Districts, and Systems experiences as a teacher, administrator, district learning and explore leading edge (Corwin, 2015). leader, department of education project leader, approaches to transform the learning Area of Focus: Leadership and executive director provide a unique context process. for his education philosophy. • Explore how to secure accountability. Area of Focus: Leadership • Leave with a framework and strategies to design a plan to build coherence in their school, district, or organization.

www.learningforward.org/conference | 800-727-7288 31 DECEMBER 4, 2016 SUNDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC203 | Facilitation Skills for Group Carolyn McKanders, Thinking Collaborative, Participants will: Missouri City, TX, [email protected] • Identify the attributes of efective Efectiveness Carolyn McKanders is director of organizational feedback in order to assess current culture for Thinking Collaborative, the home SATURDAY feedback practices. of the Adaptive Schools Foundation Seminar and the Cognitive Coaching seminar. As an • Develop an understanding of multiple educational consultant, McKanders specializes types, purposes, and sources of feedback. in individual, group and organization • Apply skills for facilitating feedback development. McKanders’ background includes interactions and strategies for assessing 28 years in Detroit Public Schools as a teacher, efectiveness. Increase your efectiveness as a facilitator. counselor, and staf-development specialist. Presently, she presents seminars internationally • Expand their application of feedback to Learn ways to scafold conversations on developing adaptive schools, Cognitive promote continuous improvement. in small or large groups, in dialogue Coaching, enhancing presentation efectiveness, • Analyze their current context to assess its or discussion. Discover fve standards and facilitation skills. receptiveness to feedback and that improve meeting success. Extend Michael Dolcemascolo, willingness to take the next steps for personal skills for managing group energy, Thinking Collaborative, Skaneateles, NY, SUNDAY expanding a collaborative culture focus, and information fow. Apply new [email protected] in which feedback is routine practice. understandings to increase efectiveness Michael Dolcemascolo is an executive co- when collaborating for purposes of director of Thinking Collaborative, the home Joellen Killion, Learning Forward, Lakeway, TX, [email protected] studying student work, examining data, of the Adaptive Schools Foundation Seminar planning, or decision making. and the Cognitive Coaching seminar. An Joellen Killion is the former deputy executive independent consultant, Dolcemascolo regularly director of and currently senior advisor to Participants will: presents workshops to educators on Cognitive Learning Forward. Killion has extensive • Increase fexibility, confdence, and Coaching, developing collaborative groups, experience in professional learning planning, authenticity as a facilitator. learning styles, facilitation, and presentation design, implementation, and evaluation at the school and system levels. Her most recent books • Use new structures that promote success skills. Dolcemascolo is the co-author, with Robert Garmston, of The Focusing Four: A Consensus include The Feedback Process: Transforming in decision-making meetings. Seeking Activity DVD Viewers Guide (Center for Feedback for Professional Learning (Learning • Access new ways to develop group Adaptive Schools, 2009) and Dialogue DVD Forward, 2015); Coaching Matters, co-authored

MONDAY productivity. Viewers Guide (Center for Adaptive Schools, with Cindy Harrison, Chris Bryan, and Heather 2009). Clifton (Learning Forward, 2012); and Becoming • Use conversation structures that increase a Learning School (NSDC, 2009), co-authored Area of Focus: Leadership understanding and shared meaning with Patricia Roy. She has authored numerous among group members. articles and books on professional learning and • Convert negative energy into positive PC204 | writes the Research Review column for JSD. energy. She directed multiple association initiatives The Feedback Process: The Power of including Results-Based Staf Development, Demonstrating the Impact, the third edition Learner-Focused Feedback of the Standards for Professional Learning, the Feedback is a core part of a development of the innovation confguration continuous improvement maps, and Transforming Professional Learning process for educators. The initiative.

TUESDAY usefulness of feedback Area of Focus: Leadership 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 efective 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 ARTWORK PROVIDED assess the efectiveness of feedback. Gain BY LOCAL ARTIST a deeper understanding of the feedback ROY HENRY VICKERS

WEDNESDAY process and how to employ it to promote increased educator efectiveness.

32 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 4, 2016 SUNDAY PRECONFERENCE SESSIONS 9 AM - 4 PM SATURDAY PC205 | PC206 | Engaging Educators with Data to Victoria Bernhardt, Education for the Future, Chico, CA, [email protected] Teacher as Activator of Learning Create the Future of Your School Victoria Bernhardt is executive director of Walk into any classroom, Your school the Education for the Future Initiative, whose and within a few seconds is perfectly mission is to build the capacity of learning you’ll have a sense of designed to organizations at all levels to gather, analyze, and whether the atmosphere produce the use data to continuously improve learning for is one of stagnation all students. She is also a professor (currently results you and passivity or one are getting on leave) in the College of Communication and Education, at California State University, Chico. of motivation and engagement where now. If you want to envision a diferent Bernhardt is the author of 20 widely recognized students are learning. What is it that future, you must measure and change the data analysis and school improvement books, separates the latter from the former? processes that are producing these results. including best-seller, Data Analysis for Continuous Explore the conditions necessary to foster SUNDAY Change undesirable results by seeing School Improvement (Routledge, 2013, 3rd ed.). an environment of active, visible learning the whole story. Engage your staf with Bradley Geise, Education for the Future in a brain-compatible climate. Examine multiple measures of data to discover what Initiative, Chico, CA, [email protected] what efective teachers should know and is working and what is not working. Inform Bradley Geise has been with Education for the do to activate student learning and reach a new vision of what your future can be. Future, a not-for-proft initiative located on the targeted standards. Leave with practical Participants will: California State University, Chico campus, for strategies to implement immediately more than 20 years. Geise provides schools and that activate student thinking and target • Understand the types of data that districts with consultation services, workshops, learning intentions through diferentiation must be used in continuous school and facilitated data institutes that are focused on improvement. using data for continuous school improvement. and the use of collaboration, formative assessment, and feedback. • Experience how to engage staf in He manages broad contract data services with an emphasis on ensuring data integrity. With Participants will:

analyzing comprehensive data analysis MONDAY Victoria Bernhardt, Geise co-authored the book, • Discover what efective teachers should for student learning. From Questions to Actions: Using Questionnaire • Learn how to look across multiple Data for Continuous School Improvement know and do to activate student learning measures of data to determine what has (Routledge, 2009). Geise has also authored and reach targeted standards using to change to get diferent results. several applications that are designed to help theories such as Growth Mindsets and facilitate data collection and use throughout Panksepp’s SEEKING system. • Use the problem-solving cycle to access school districts. contributing causes of undesirable • Examine what “instructionally intelligent” results. Area of Focus: Data teachers have in their repertoires that makes an impact on student success. • Explore how to create a shared vision and plan that will positively transform • Leave with strategies to implement leading, teaching, and learning immediately that activate student schoolwide or districtwide. thinking and target learning intentions.

Gayle Gregory, Gayle Gregory Consulting, TUESDAY Burlington, ON, Canada, gregorygayle@ netscape.net Gayle Gregory is frst 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 staf development I walked away from this conference with fresh coordinator. Gregory was principal/course director at York University for the faculty of ideas and excitement to do more in my building! education, teaching in the teacher education program. She is the author of numerous books

~Shana Olson WEDNESDAY related to educational neuroscience and diferentiated instruction, assessment, and “ curriculum. ” Area of Focus: Student Learning

www.learningforward.org/conference | 800-727-7288 33 DECEMBER 4, 2016 SUNDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC207 | PC208 | PC209 | “Sit and Get” Won’t Grow Dendrites: Building Your Hard Conversations Spiral of Inquiry: For Equity and 20 Instructional Strategies That Skill Set for Being More Efective in Quality Challenging Situations SATURDAY Engage the Adult Brain Find out Increase your efectiveness Visualize the worst how the to collaborate more presentation that you spiral of successfully during have ever been a part inquiry, an moments of confict in of as an adult learner. approach team, department, or staf Now visualize the best based on meetings. Understand one. No doubt there is powerful professional learning research, how to supervise and coach with more a considerable diference between the can change the lives of learners. Learn confdence when challenging moments two professional learning opportunities. how schools can take an inquiry-oriented, arise. Learn the answers to three basic questions: evidence-based approach to teaching What are 20 strategies that I can use to Participants will: and learning that results in high-quality make my professional learning experience • Discuss the diference between learning for all students. Become familiar SUNDAY unforgettable? What are techniques that a clarifying conversation and an with the six stages of the spiral: scanning, result in sustained adult behavior change? accountability conversation. focusing, developing a hunch, new professional learning, taking action, and What are 10 things that keep adults living • Learn to bring fexibility of perspective to checking. Answer the questions: What well beyond the age of 80? a challenging discussion involving is going on for our learners? How do we Participants will: gender, generational, or cultural know? and Why does this matter? • Explore six precepts of adult learning diferences. Participants will: theory. • Increase their understanding of what else • Understand the spiral of inquiry • Experience fve strategies that make might be happening in organizational framework. learning memorable. and personal contexts when hard conversations are taking place. • See how to develop a sense of collective • Generate 10 characteristics of a brain- professional agency within their schools. compatible speech, workshop, or course. • Review the brain research about adult

MONDAY learning that supports a more efective • Explore tools, research evidence, and • Develop a professional learning lesson hard conversation outcome. case studies within the spirals of inquiry plan that will result in behavior change. • Increase their ability to respond to framework. • Ensure that teachers and administrators confict-escalator comments. • Develop strategies for shifting thinking get the message through strategies such and practice. as action research, study groups, and • See how to manage personal reactions peer coaching. when receiving difcult feedback. Linda Kaser, Halbert and Kaser Leadership Consultants, Vancouver, BC, Canada, linda. Jennifer Abrams, Palo Alto, CA, jennifer@ Marcia Tate, Developing Minds, Conyers, GA, [email protected] [email protected] jenniferabrams.com; @jenniferabrams Linda Kaser teaches leadership studies at Jennifer Abrams is an independent consultant Marcia Tate is an educational consultant who has Vancouver Island University and the University who specializes in new employee support, presented at state, national, and international of British Columbia in British Columbia, Canada. efective collaboration in a multigenerational conferences. Previously, she was executive She is co-leader with Judy Halbert of Networks workplace, and having hard conversations. Her director of professional development for the of Inquiry and Innovation and the Aboriginal TUESDAY publications include Having Hard Conversations DeKalb County School System in Decatur, Enhancement Schools Network in British (Corwin, 2009) and The Multigenerational GA. During her 30-year career with the Columbia and serves as one of the Canadian Workplace: Communicate, Collaborate & Create district, she was a classroom teacher, reading representatives to the OECD international Community (Corwin, 2013). Abrams has a new specialist, language arts coordinator, and staf research program on Innovative Learning book titled, Hard Conversations Unpacked: The development director. She is the author of Environments. Kaser is co-author of A Framework Whos, the Whens, and the What-ifs (Corwin, Worksheets Don’t Grow Dendrites: 20 Instructional for Transforming Learning in Schools: Innovation 2016). Her blog, “Voice Lessons,” is at www. Strategies That Engage the Brain, (Corwin Press, and the Spiral of Inquiry (The Centre for Strategic jenniferabrams.com. 2010, 2nd ed.), Preparing Children for Success Education, 2014), Spirals of Inquiry: For Equity and in School and Life: 20 Ways to Increase Your Area of Focus: Leadership Quality (BCPVPA, 2013), and Leadership Mindsets: Child’s Brain Power (Corwin Press, 2011), Science Innovation and Learning in the Transformation of Worksheets Don’t Grow Dendrites: 20 Instructional Schools (Routledge, 2009). 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). WEDNESDAY Area of Focus: Leadership

34 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 4, 2016 SUNDAY PRECONFERENCE SESSIONS 9 AM - 4 PM SATURDAY

Judy Halbert, Halbert and Kaser Leadership Jan Chappuis, Port Townsend, WA, • Apply what they learn to an issue Consultants, Vancouver, BC, Canada, judy. [email protected] to their schools or an innovation they [email protected] Jan Chappuis has been an elementary and wish to implement to increase principal Judy Halbert teaches leadership studies at secondary teacher as well as a curriculum efectiveness in their districts. Vancouver Island University and the University developer in English language arts, mathematics, Kay Psencik, Learning Forward, Cypress, TX, of British Columbia in British Columbia, Canada. social studies, and world languages. For the past [email protected] She is co-leader with Linda Kaser of Networks 25 years, she has written books and developed of Inquiry and Innovation and the Aboriginal workshops focused on classroom assessment Kay Psencik is a senior consultant for the Enhancement Schools Network in British literacy. Chappuis is the author of Seven Learning Forward. She has been an educator Columbia and serves as one of the Canadian Strategies of Assessment for Learning, (Pearson, for more than 45 years. Psencik served in Texas representatives to the OECD international 2015, 2nd ed.) and co-author with Rick Stiggins, public schools as a teacher and administrator research program on Innovative Learning Judith Arter, and Steve Chappuis of Classroom until her retirement in 1999 from Austin

Environments. Halbert is is co-author of A Assessment for Student Learning: Doing It Right- Independent School District where she was as SUNDAY Framework for Transforming Learning in Schools: Using It Well (Pearson, 2012, 2nd ed.). deputy superintendent. Since her retirement, she has assisted school districts and other Innovation and the Spiral of Inquiry (The Centre Area of Focus: Data for Strategic Education, 2014), Spirals of Inquiry: educational organizations across the nation For Equity and Quality (BCPVPA, 2013), and in eforts to transform their organizations by Leadership Mindsets: Innovation and Learning in PC211 | facilitating and coaching principals to lead the Transformation of Schools (Routledge, 2009). high-performing schools. Psencik’s other area of expertise is leadership development. Area of Focus: Learning Communities Becoming Learning Principals Eric Brooks, Arizona Department of Education, School Phoenix, AZ, [email protected] leaders PC210 | Eric Brooks is director of professional learning matter. with the Arizona Department of Education, Seven Strategies of Assessment for Next to the where he has worked since 2008. Throughout

classroom his tenure he has played an integral role in the MONDAY Learning teacher, Professional Development Leadership Academy, See how assessment for the principal has the greatest impact in providing technical support to the 15 county learning strategies can be on student achievement. Gain a deeper educational service agencies, and in working woven into daily teaching understanding of the relationships among with schools and districts around their work with the Standards Assessment Inventory (SAI). In activities. Examine the ways that principals work with others his current work he directs his unit’s energy and research fndings in goal in their schools, the expectations they have orientation to understand focus around creating and facilitating an agency- of students and staf, and their views of wide interactive learning course, expanding the how formative assessment practices can themselves as leaders of teaching, learning, agency’s work with local education agencies in improve student motivation, ownership of and professional learning. See how all of sustaining instructional rounds networks, and learning, and achievement. Learn strategies those factors make a tremendous impact supporting members of the Highly Efective to deliver feedback efciently and on principal success with all students. Teachers and Leaders Division as they work efectively, prepare students to self-assess toward ensuring equitable distribution of

Participants will: TUESDAY accurately, and to set goals likely to lead to efective educators. further learning. • Determine the signifcant role principals Area of Focus: Leadership play in high-performing learning Participants will: communities. • Develop understanding of the • Explore efective learning designs connections among formative principals can use to engage learning assessment practices, student motivation, communities in the essential work of and student achievement. teaching and learning. • Explore concrete examples of classroom • Examine a system for analyzing lessons, applications of the Seven Strategies of giving teachers precise feedback, and Assessment for Learning. coaching efectively. when you register • Be prepared to plan for continued WEDNESDAY • Analyze a system of refective practice Register by Oct. 1 learning and implementation. for a 3-, 4-, or for principals to increase their own $ 5-day conference Participants should purchase and bring a efectiveness. and save 50! attendance copy of Seven Strategies of Assessment for • Examine protocols and processes that Learning (Pearson, 2015, 2nd ed.). engage principals in their own learning journey.

www.learningforward.org/conference | 800-727-7288 35 DECEMBER 4, 2016 SUNDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC212 | PC213 | Visible Learningplus Professional Developing Communities of Bruce Wellman, MiraVia, Guilford, VT, Thought: Enhancing Social Capital [email protected] Development Bruce Wellman is co-director of MiraVia. He A robust consults with school systems, professional SATURDAY Experience an in-depth, body of groups, and organizations throughout the U.S. school change model research and Canada, presenting workshops and courses of professional learning clearly for teachers and administrators on the patterns and examine efective indicates and practices of learning-focused classrooms, instructional practices that learning-focused conversations for supervisors in order to determine and mentors, presentation skills, and facilitating individual teaching excellence is impact on student achievement and and developing collaborative groups. MiraVia’s insufcient to produce critical gains for learning. Consider the efects of the publications translate theory into accessible and learners across a school. Teachers working practices of teachers and leaders that will practical applications. Wellman is the author in isolation lack the collective resources and co-author of numerous publications related enable schools to make substantial gains for spreading good ideas and refning to organization and professional development, in student achievement. See how to plan patterns of practice within their buildings mentoring, quality teaching, and improving and present meaningful instruction to professional cultures. Wellman is an award-

SUNDAY and across their districts. Examine fve students of all levels. Leave with tools that key questions addressing learning winning author whose work has been honored you can use to ensure you are making the by the Education Writers Association and communities that are rich in social capital. maximum impact on student learning. was the recipient of Learning Forward’s Staf See how high-performing teams build the Participants will: Development Book of the Year in 1999 for The capacity to co-create, refne, and refect on Adaptive School: A Sourcebook for Developing • Examine the core concepts of Visible their ways of working and the outcomes Collaborative Groups (Christopher-Gordon Learning and using data to understand those ways achieve. Explore practical Publishers, 2008, 2nd ed.) with Robert Garmston. impact. strategies for supporting interdependent Area of Focus: Learning Communities • Explore some of the world’s leading thinking, productive problem solving, international research on how to make and methods for creating schools where substantial gains on student all learners fourish. Leave with new ideas achievement. and processes for developing powerful communities of thought in your schools.

MONDAY • Develop a plan that outlines next steps and action items to begin using the Participants will: Visible Learning research in your daily • Develop knowledge and skills for practice. enhancing social capital in their work Ainsley Rose, West Kelowna, BC, Canada, settings. [email protected] • Learn practical strategies for developing Ainsley Rose has been in education for over 40 communities of thought. years in many roles including a former director of education and curriculum for the Western • Expand a repertoire of tools for Quebec School Board in Gatineau, Quebec, a facilitating and structuring more efective high school and elementary school principal, collaborative groups. teacher, and graduate-level education professor. Laura Lipton, MiraVia, Sherman, CT, Throughout his career as an education leader, [email protected] TUESDAY Rose has incorporated his expertise within a Laura Lipton is co-director of MiraVia, a training wide range of principles, practices, and concepts, and publishing frm. Lipton is an international all of which have signifcantly improved consultant whose writing, research, and schools. Rose is the recipient of the Outstanding seminars focus on efective and innovative Achievement Award from the Association of instructional practices and on building Administrators of English Schools of Quebec. professional and organizational capacities for Area of Focus: Student Learning 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, staf developer, and curriculum specialist. She is author and co-author of numerous publications related to organizational and professional development, learning-focused Back to the Mountains

WEDNESDAY schools, and literacy development.

36 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 4, 2016 SUNDAY PRECONFERENCE SESSIONS 9 AM - 4 PM

PC214 | SATURDAY Collaborative Inquiry: Transforming Jenni Donohoo, Ministry of Education, • Learn from the implementation successes Toronto, ON, Canada, jenni.donohoo@ and challenges of Washington State’s Professional Learning in Schools learningforwardontario.ca; @jenni_donohoo. on-going transformation of professional Collaborative inquiry Jenni Donohoo is a provincial literacy lead for the learning. holds the potential to GAINS Literacy Initiative in Ontario (Curriculum • Develop your own roadmap to transform transform learning, and Assessment Policy Branch, Ministry of leading, and teaching. Education). She is the past president of Learning professional learning in your province, It is an instrumental Forward Ontario and is currently the editor of state, region, district, or school. approach to developing Learning Forward Ontario’s quarterly newsletter. Jane Chadsey, Educurious, Seattle, WA, teacher leadership and professional Donohoo has published a best-selling book [email protected] capital, increasing efcacy, and shifting entitled Collaborative Inquiry for Educators: A Jane Chadsey is vice president of Educurious, attributions regarding causes for student Facilitator’s Guide to School Improvement (Corwin, a non-proft dedicated to creating solutions to 2013) and a new book entitled The Transformative today’s most perplexing education challenges. SUNDAY success or failure. Examine the conditions Power of Collaborative Inquiry (Corwin, 2016) with needed to bring about a wider and deeper At Educurious, Chadsey has designed a Moses Velasco. professional learning system for teachers using adoption of collaborative inquiry in schools Area of Focus: Learning Designs a blended learning model of face-to-face and and school districts. Understand what virtual learning experiences that supports collaborative inquiry is and what it is not teachers in problem-based, blended learning and discuss six linchpins necessary to PC215 | instruction. Before joining Educurious, she was bring collaborative inquiry to scale. Explore the director of curriculum and instruction at ways to provoke educators’ thinking so Transforming Professional the Renton School District where she led a staf they have a clear understanding of how Learning: A System’s Approach of 20 instructional coaches and supervised the their actions make an impact on student Have you curriculum, professional development, and instruction for a 14,000-student K-12 district. outcomes. asked Participants will: Christine Corbley, Federal Way Public Schools,

yourself MONDAY Federal Way, WA, [email protected] • Be able to name the stages of how you Christine Corbley is the principal of the collaborative inquiry and describe key can possibly Truman Campus and Internet Academy with aspects of each stage. move yet Federal Way Public Schools. She is president • Diferentiate between technical and another initiative to full implementation? of Learning Forward Washington and is adaptive challenges. Hear how that challenge was taken up in member of the board of directors for Learning • Know how to enable conditions Washington State with the development Forward Foundation. She has held numerous roles including teacher, instructional coach, necessary for collaborative learning. of a statewide system of professional learning in partnership with the state consultant, district administrator, building • Consider various trajectories of agency, educational service districts administrator and college instructor. She collaborative inquiry teams and develop has been a member of the National Staf (ESDs), and school districts. Find out questions to strengthen the collection Development Council, now Learning Forward, how to leverage Learning Forward’s and analysis of evidence. since 1998 and was a founding member of Standards for Professional Learning, tools,

Learning Forward WA. TUESDAY • Explore ways to help teams reconcile and processes to develop a professional Area of Focus: Implementation discrepancies between espoused learning system that can hold the launch theories and theories-in-use. and successful implementation of any • Leave with the ability to support teams initiative that comes your way. Leave with through the stages of collaborative a roadmap and the tools needed to build inquiry, while they ensure the work is a system of professional learning that purposeful, productive, and impactful. supports teachers and leaders to reach the aspirational goals for learning. Participants will: • Gain an understanding of the key elements of a professional learning WEDNESDAY system. • Experience the tools and processes Learning Forward has in place to support your work.

Mayfy

www.learningforward.org/conference | 800-727-7288 37 WEDNESDAY TUESDAY MONDAY SUNDAY SATURDAY 38 di and retrain multiple times, and make where they will have to create jobs, train, better equip today’s learners for a world skills, competencies, and mindsets can how See afocuseducation andskills. on report card shows high achievement in On theworld stage, Columbia’s British Columbia the Future ofLearning inBritish Innovation, Transformation, and PC216 | • • • • will: Participants and teaching. create aninnovative mindsetfor learning and personal and social development to competencies of thinking, communication, contentapply rich combined with core literacy and numeracy foundations, then understand how educators may draw on Engage in an evolving dialogue to to social license in the change process. of implementation anditsrelationship PRECONFERENCE SESSIONS that requires and builds trust. supports implementation collaborative Engage inadialogueonhow to create across roles. professional individually and learning in developing andsustainingstrong Explore theK-12 innovation strategies in districts and schools. thechangeprovincially,support that strategies the and competencies Develop an understanding of the core current education content and context. Identify keyfeatures Columbia’s ofBritish f cult ethical decisions. Explore the cycle Learning Forward 2016 Annual Conference | Register Online Today Online Register | Conference Annual 2016 Forward Learning Area of Focus: Student Learning Diversity Regulating Learners (Pearson, 2016)andStudent books for educators includingDeveloping Self- and international forums and co-authored six and published his research in local, national, Northwest Territories. Schnellert has presented teams throughout British Columbia and the researcher who leads collaborative inquiry Leyton Schnellert is a community-based @[email protected]; Leyton Schnellert, Kelowna, BC, Canada, implementation continues to grow. in provincial curriculum development and works He that teacher engagement2016. and partnership June until ofEducation to ensure closely withtheMinistry Federation Teachers’ Jim Iker was president of the British Columbia BC, Canada, [email protected] Jim Iker, BC Teachers’ Federation, Vancouver, past provided themomentum for changeover the partners on board for system change in BC Ministry of Education. Allen’s work in bringing minister, superintendent intheBC oflearning formerly held the position of assistant deputy School District #79 on Vancouver Island, BC. He Rod Allen is superintendent Cowichan Valley BC,Canada,#79, Duncan, [email protected] Rod Allen, Cowichan Valley School District f ve years. (Pembroke/Stenhouse, 2016,3rd ed.). for allattendees. sessionsareMost appropriate sessions are marked withicons. conference attendees. These additional information for Special symbolsprovide ICONS CONFERENCE this icon. in sessionsmarked with aglobalperspective Gain own device. should BYOD—Bring your whereSessions participants fagged withthisicon. SUPERINTENDENTS are appropriateSessions for these sessions. Standards willbefound in Common Core State icon. sessions marked withthis Explore REDESIGNPDin disadvantaged populations. serving TITLE 1 / economically and skills for educators Sessions that have content session content. who have ofthe knowledge ADVANCED for attendees content. limited background inthe with BASIC for participants DECEMBER 4, 2016 9 SUNDAY

AM - 4

PM Skeena Moon DECEMBER 5, 2016 MONDAY 9 AM - 12 PM CONCURRENT SESSIONS | SET A CONTINUES 2:30 PM - 4:30 PM SATURDAY A01 | A03 | A05 | Fundamentals of Professional Mindfulness and Stress Reduction Changing Results for Young Learning for School Leaders Readers Initiative Learn how to respond to teacher and Hear about Changing Results for Young What is fundamental to quality professional parent questions about mindfulness in Readers, a collaborative inquiry project learning? Engaging adult learners? the classroom, and how to be the resource that one provincial department of Implementing Learning Forward’s for teachers who want to be trained in education initiated in 2012 to increase Standards for Professional Learning? teaching mindfulness. Mindfulness is the number of children who are engaged, Designing high-impact learning events? a practice that serves administrators, successful readers. See how teachers in 57 Facilitating powerful learning strategies teachers, and students. See how to teach participating school districts met regularly such as inquiry, focused conversations or about mindful leadership for school to explore inquiry questions during a protocols? Create your own answers to

leaders. Leave with answers to questions three-year period. Gain an overview of SUNDAY these questions in an interactive session, about leading new eforts like mindfulness the Changing Results for Young Readers using practical techniques and structures. in the classroom. Initiative, including the goals, framework, Walk away ready to tackle your next data sources, and impact on student professional learning session with clarity Caryn Wells, Oakland University, Grosse Pointe Woods, MI, [email protected] learning. and a dynamic tool kit. This session is repeated as G01. Area of Focus: Emerging Issues Maureen Dockendorf, British Columbia Ministry of Education, Victoria, BC, Canada, Sue Elliott, Learning Forward BC, Sechelt, BC, [email protected] Canada, [email protected] A04 | Sharon Jeroski, Horizon Research and Nancy Hinds, Vancouver, BC, Canada, Evaluation, Vancouver, BC, Canada, [email protected] Walkers Learning: Linking Data, [email protected] Area of Focus: Learning Designs Practice, and Impact Barb Carriere, School District #6 (Rocky

Develop a deep understanding of the Mountain), Invermere, BC, Canada, barb. MONDAY A02 | learning walk model of professional [email protected] learning. Practice a data collection process Vivian Collyer, Sooke School District, Victoria, Better Conversations: The Beliefs and the accompanying collaborative peer BC, Canada, [email protected] and Habits That Help Anyone feedback dialogue. Explore a process that Joanne Holme, Surrey School District #36, is more than a traditional learning walk Surrey, BC, Canada, [email protected] Dramatically Improve as a or instructional rounds and that engages Randy Cranston, Kaleden, BC, Canada, Communicator educators with student learning in a [email protected] Much of our joy and sorrow in life, and our continuous model of improvement. Leave Area of Focus: Student Learning success and failure at work, are the direct with an action plan for your site and access result of our relationships. Our relationships to resources for use before and after this fourish or fail depending on how well we session.

communicate. Learn how to listen and Karen Beattie, Volusia County Schools, New TUESDAY communicate with empathy, fnd common Smyrna Beach, FL, [email protected] bonds, and build emotional connections. Rachel Hazel, Volusia County Schools, Port Develop the beliefs and habits that lead to Orange, FL, [email protected] better conversations and more life-giving Julie Smith, Pacifc City, OR, drjuliesmith@ conversations. embarqmail.com Jim Knight, Instructional Improvement Area of Focus: Leadership Group, North Loup, NE, [email protected] Area of Focus: Leadership WEDNESDAY

4 Frogs

www.learningforward.org/conference | 800-727-7288 39 DECEMBER 5, 2016 MONDAY THOUGHT LEADER LECTURES 9 AM - 12 PM

TL01 | TL02 | TL03 | The State of Educator Professional Helping Students See the Applying a Holistic Approach to Learning in Canada Diferences Between a Job or Career Young Adult Success to Schools and Purpose 11 a.m. - 12 p.m. SATURDAY 9 a.m. - 10 a.m. Hear about a framework from the Hear about the 10 a.m. - 11 a.m. University of Chicago Consortium on fndings from a new Students may not School Research that describes how research study, funded know it yet, but cognitive and noncognitive factors by Learning Forward, having a sense of work together to afect student success on the current purpose has become throughout childhood, adolescence, state of educators’ table stakes for many and adulthood. Consider the role that professional learning employees at work. experiences and relationships play in in Canada. This study Equally important, helping young people develop the key is the frst of its kind to conduct in-depth today’s organizations factors to young adult success: agency, research within and across Canada on are being pressured to begin exhibiting integrated identity, and competencies. professional learning, recognizing also purpose in their operating practices.

SUNDAY Learn how Umoja Student Development the diversity of contexts, needs, and Explore the interconnections among the Corporation works to create the necessary priorities across provinces and territories. three distinct defnitions of--personal, conditions in schools for all students to Review current North American and role and organization--and fnd out how achieve academically, and ultimately meet international research and learn about 10 to create a balanced state of purpose or the challenges of adulthood and become research-informed principles for efective “sweet spot.” See how the alignment of thriving, contributing members of their professional learning. Discover how school purpose among self, role, and organization communities. and system leadership, policies, and benefts employers as well as educators. conditions enable efective professional Help students appreciate the alignment of Jenny Nagaoka, University of Chicago, learning, and consider the barriers to be personal, organizational, and role purpose Chicago, IL, [email protected] overcome. Examine the implications for and understand how important fnding the Jenny Nagaoka is the development of professional capital to sweet spot is to an engaging and fulflling the deputy director enhance educators’ and students’ learning lifetime of work. of the University of

MONDAY and to further advance and improve the Dan Pontefract, TELUS, Victoria, BC, Canada, Chicago Consortium state of professional learning. [email protected] on Chicago School Carol Campbell, University of Toronto, Ontario Dan Pontefract is chief envisioner of TELUS, Research. Her Institute for Studies in Education, Toronto, ON, a Canadian telecommunications company, research interests Canada, [email protected]; where he heads the Transformation focus on policy @CarolCampbell4 Ofce, a future-of-work consulting group and practice in urban education reform. Carol Campbell is associate professor that helps organizations enhance their She has co-authored numerous journal of Leadership and Educational Change, corporate cultures and collaboration articles and reports, including studies of program coordinator for Educational practices. Pontefract is a passionate leader college readiness, noncognitive factors, Leadership and Policy graduate courses, in the leadership and social collaboration the transition from high school to and director of the Knowledge Network technology spaces and is uniquely skilled postsecondary education, and Chicago’s for Applied Education Research (KNAER) to ensure an organization can move from initiative to end social promotion. TUESDAY Secretariat at the Ontario Institute for traditional cultures to healthier ways of Lila Lef, Umoja Student Development Studies in Education (OISE), University of working. A speaker and author, Pontefract Corporation, Chicago, IL, Toronto. She is an appointed education has presented at multiple TED events, and [email protected] advisor to the Premier and the Minister also writes for Forbes, Harvard Business Lila Lef founded of Education in Ontario, and a member of Review, and The Hufngton Post. He is Umoja Student the Premier’s Expert Panel on the Highly the author of The Purpose Efect: Building Development Skilled Workforce. Campbell is the principal Meaning in Yourself, Your Role and Your Corporation in 1997 investigator leading a research study on Organization (Elevate, 2016). and served as the the state of educator professional learning Area of Focus: Student Learning organization’s CEO in Canada funded by Learning Forward. until November Area of Focus: Emerging Issues 2010. Lef continues to support Umoja as well as a variety of other organizations where she provides

WEDNESDAY educational, youth development and strategic planning support as a consultant. Area of Focus: Student Learning

40 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET B 9 AM - 12 PM

B01 | B03 | B05 | SATURDAY Learning Forward Forum for Connecting Professional Bringing the Growth Mindset Alive Academy Graduates Development, PLCs, and Coaching in Daily Practice This session is for former and current See how to combine professional learning What happens in the classroom and the Academy members only. Hear from Joellen communities with instructional and school that gets low-performing, low- Killion on how feedback is a core part of peer coaching to make an impact on confdence students to believe, “Smart is a continuous improvement process for student achievement. Identify strategies something they can get,” and act on that? educators. Learn to identify the attributes and practice facilitation skills for the key Learn how to choose language, develop of efective feedback in order to assess leadership roles of coach, administrator, classroom structures, and use efective feedback practices. Consider the conditions and teacher leader. Engage teachers with instructional strategies to motivate all needed for feedback to be efective in questioning, paraphrasing, and providing students and communicate credibly that promoting change. Leave being able to feedback to create teacher critical thinking efective efort is the basis of student SUNDAY apply feedback to promote continuous and teacher learning. Gain a structure success. Explore classroom routines and improvement. for facilitating professional learning structures that generate student agency For information about this session, community conversations that connect and ownership of learning. See how to contact Kristin Buehrig at kristin.buehrig@ teacher actions to student actions and collect data and give feedback on the learningforward.org. learning outcomes. Identify, observe, and communication of high-expectation Joellen Killion, Learning Forward, Lakeway, TX, practice specifc verbal skills. messages. [email protected] Steve Barkley, PLS 3rd Learning, Allentown, Jon Saphier, Research for Better Teaching, Area of Focus: Leadership PA, [email protected] Acton, MA, [email protected] Area of Focus: Learning Communities Area of Focus: Equity B02 | B04 | B06 | MONDAY Using Professional Learning Systems to Transform Leading the Way to More Efective Teacher Inquiry for Professional Underperforming Schools Grading and Reporting for ALL Learning and Quality Teaching Learn how teachers are taking charge of Learn how to establish robust professional Learners their professional learning through inquiry. learning systems that build teacher and Changing how we grade and report Explore a model of inquiry that has been administrator capacity to improve student student learning requires that we successful in putting teachers in the driver’s achievement in underperforming urban challenge some of education’s longest- seat of their own learning. Experience districts and schools. Explore research- held traditions. Learn how efective leaders some of the activities that facilitators use based transformation rubrics developed successfully implement more efective to guide teachers through the process and to assess the strengths and challenges grading and reporting policies and engages teachers in refective questioning of districts and schools. Learn how to practices by stressing the importance of

and collaborative conversations aimed at TUESDAY develop, establish, and monitor grade- fairness and honesty in grading. Explore a improving individual classroom practice. level professional learning communities, variety of ways to report student learning instructional leadership teams, coaching, progress to parents and families, make Paddy McCallum, British Columbia Teachers’ appropriate adaptations for exceptional Federation, Vancouver, BC, Canada, and continuous-improvement cycles at the [email protected] district and site levels. learners and English language learner Amanda Wardrop, British Columbia Lisa Andrew, Partners in School students, and implement procedures for new reporting structures, including Teachers’ Federation, Vancouver, BC, Canada, Innovation, San Francisco, CA, [email protected] [email protected] standards-based grading. Area of Focus: Learning Designs Viviana Cabrales Garcia, Partners Tom Guskey, Lexington, KY, [email protected] in School Innovation, San Francisco, CA, Area of Focus: Data [email protected]

Area of Focus: Implementation WEDNESDAY

www.learningforward.org/conference | 800-727-7288 41 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET B 9 AM - 12 PM

B07 | B09 | B11 | Visible Principals: An Evaluation Building Principal and Coach Measuring Programs and Processes Framework for Excellence Partnerships to Maximixe Impact School processes defne what learning Examine the essential characteristics of organizations, and those who work in

SATURDAY Learn frst-hand about a principal efective building-level coaching programs them, do to help students learn: what evaluation model based on Visible with a focus on the administrator and they teach, how they teach, and how Learning and the research of John Hattie. coach relationship. Walk away with they assess students, as well as how the Discover the importance of Knowing examples and tools for working together. learning organization learns. Experience Thy Impact and the power of efective Learn about efective ways to evaluate methods to ensure school processes are feedback. Leave with a framework and and provide feedback about coaching and implemented with integrity and fdelity. evaluation cycle, which is aligned to the the coaching program. Refect on your Create a fowchart of a process or program Every Student Succeeds Act (ESSA) and will own program to identify how you might and analyze the impact of one of your help principals improve their leadership strengthen it and coaches’ work to ensure school processes. skills. maximum impact on learning. Victoria Bernhardt, Education for the Future, Rob Hess, Lebanon Community School District, Chico, CA, [email protected] Lebanon, OR, [email protected] Chris Bryan, Westminster, CO, Bradley Geise, Education for the Future, Chico,

SUNDAY [email protected] Tonya Cairo, Lebanon Community Schools, CA, [email protected] Lebanon, OR, [email protected] Sharron Helmke, Clear Creek Independent School District, League City, TX, Area of Focus: Data Area of Focus: Leadership [email protected] Laurie Stenehjem, Education Standards and B12 | B08 | Practices Board, Bismarck, ND, [email protected] Jim Stenehjem, North Dakota Lead Center, Making Learning Visible: Learners at the Center: Model for Bismarck, ND, [email protected] Transforming Learning Through Curriculum Design Area of Focus: Implementation Assessment The research is clear on the powerful Find out how the largest school district impact of teacher collaboration on B10 | in British Columbia is changing the student learning. Explore the tools and educational landscape by reimagining

MONDAY habits of mind that are central to shaping Ignite School Improvement assessment and potentially eliminating learning experiences that accommodate with the Standards Assessment letter grades. See how to capitalize on the all learners. Unpack a working model of professionalism of teachers and the digital student-centered, competency-driven, and Inventory tools of a new era to make learning visible concept-based curriculum design. Explore The Standards for Professional Learning in an unprecedented partnership that the possibilities of collaborative teacher defne the conditions, attributes, and has won recognition and news coverage. inquiry in shaping and reshaping practices content of professional learning that Learn how the use of digital portfolios has that deepens student learning. improves teaching and student learning. provided parents with a 24/7 window into Angela Kailley, Surrey School District #36, This session introduces you to tools that their children’s learning. Surrey, BC, Canada, [email protected] measure professional learning in your Jordan Tinney, Surrey School District #36, Shainaz Nanji, Surrey School District #36, school or system against the Standards Surrey, BC, Canada, [email protected] Surrey, BC, Canada, [email protected] and help you plan, implement, and evaluate professional learning that Robyn Thiessen, Surrey School District #36, TUESDAY Iain Fisher, Surrey School District #36, Surrey, Surrey, BC, Canada, BC, Canada, [email protected] increases student achievement. See how the Standards Assessment Inventory (SAI) [email protected] Area of Focus: Learning Designs can help you plan professional learning Karen Fadum, Surrey School District #36, and engage stakeholders in your system Surrey, BC, [email protected] in conversation about the Standards. Area of Focus: Student Learning 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 WEDNESDAY

42 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET B 9 AM - 12 PM SATURDAY B13 | B15 | B17 | Trust: An Essential Element Toolkit for a Culturally Profcient Innovating Professional Learning to No matter what relationship you consider, Facilitator Transform Student Learning 1-1, small team, or larger group, trust is Refne your facilitation skills and Construct a systemwide, responsive an essential element of that relationship. techniques to help fellow educators professional learning model that fosters Consider the synergy of four drivers--trust, journey toward excellence with equity innovations in teacher practice and collaboration, leadership, and professional in education. See how to navigate, as a transformations in student learning. Gain learning. Discuss ways to build high-trust, culturally profcient facilitator, through the practical understandings from evidence- listening, and learning structures at all inevitable sticky situations involving race, based examples that show how to engage levels of your system. Assess the current class, and culture. Use a facilitation rubric, teachers, principals, instructional coaches, state of the teams you work with and analyze cases, and develop expertise develop a plan to support and advance and students in an iterative cycle of deep to efectively facilitate group discourse SUNDAY learning to transform classroom practice. more collaborative work. about issues of equity, inclusion, and Connect with professional learning Ann Delehant, Learning Forward, Webster, NY, cultural competence. Learn to identify a structures and opportunities in your [email protected] range of facilitator behaviors and beliefs school or district and begin to articulate a Area of Focus: Leadership from culturally destructive to culturally responsive plan for innovating professional profcient. learning in their own context. John Krownapple, Howard County B14 | Jamie Robinson, Central Okanagan Public School System, Ellicott City, MD, School District #23, Kelowna, BC, Canada, [email protected] Visioning Into Action [email protected] Learn how one district’s visioning Area of Focus: Equity Keely Flannigan, Central Okanagan process created an inspiring roadmap for School District #23, Kelowna, BC, Canada, transformation across the system. Explore [email protected] B16 | MONDAY various ways to achieve your bold vision Carolyn Durley, Central Okanagan using school-based learning teams, district Quality Collaboration and School District #23, Kelowna, BC, Canada, networks, and professional inquiry as Community Building for Student [email protected] vehicles to move forward the teaching Sarah Watson, Central Okanagan practices and school cultures of an entire Success School District #23, Kelowna, BC, Canada, district. Undertake an introductory Explore how meaningful conversations [email protected] examination of the notion of adaptive infused with data about student progress Marnie Birkeland, Central Okanagan expertise and its role in developing and learning gaps can forge positive School District #23, Kelowna, BC, Canada, [email protected] systemwide, distributed leadership that is collaborative, collegial relationships leading to innovative classroom practices. that increase staf capacity to address Lindsey Schroeder, Central Okanagan students’ learning needs. Discover how School District #23, Kelowna, BC, Canada, Dianne Turner, Delta School District, Delta, BC, [email protected] Canada, [email protected] structured, learning-focused feedback Shelley Dickie, Central Okanagan Nancy Gordon, Delta School District, Delta, BC, can provide transformational results. TUESDAY Examine processes to maximize supportive School District #23, Kelowna, BC, Canada, Canada, [email protected] [email protected] learning environments for teachers that Neil Stephenson, Delta School District, Delta, Area of Focus: Learning Communities BC, Canada, [email protected] accelerate their abilities to solve problems, Diane Graves, Delta School District, Delta, BC, share promising practices, and increase Canada, [email protected] instructional repertoires of diferentiated Tashi Kirincic, Delta School District, Delta, BC, solutions that reach every learner. Canada, [email protected] Gayle Gregory, Gayle Gregory Consulting, Area of Focus: Learning Designs Burlington, ON, Canada, [email protected] Pam Robbins, Leadership and Learning, Staunton, VA, [email protected] WEDNESDAY Area of Focus: Learning Communities

when you register Register by Oct. 1 for a 3-, 4-, or 5-day conference and save $50! attendance

www.learningforward.org/conference | 800-727-7288 43 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET B 9 AM - 12 PM

B18 | B20 | B22 | They Are Doing What? Scenario- Learning Our Way to Excellence Synergy or Resistance? Scaling Based Online Professional What do supervisors of principals need to Teacher Inquiry for Impact know and be able to do to develop and Explore tensions between teacher SATURDAY Development lead learning-focused communities of leadership and systems leadership when Discover best practices for efective practice for principals? Explore strategies scaling data-driven teacher inquiry to professional learning in the online for senior district leaders that build elevate student achievement. Learn environment. Evaluate the efectiveness principal instructional leadership capacity and share strategies to create synergy of traditional professional development and their knowledge and skills through at the intersection of teacher choice versus learner-centered design. See how to innovative, diferentiated professional and systemwide planning to realize the create real-world, scenario-based activities learning experiences. Gain knowledge of promise of personalized, job-embedded that allow the learner to control their own efective learning structures and coaching professional learning. Plan action steps; learning in ways that result in improved strategies that build upon principals’ after this session participate in a virtual teacher practice. strengths. network via free online networks to fuel Elvira Salazar, Houston Independent School Donna Micheaux, Educational Consulting LLC, continuous learning and innovation for District, Houston, TX, [email protected]

SUNDAY Pittsburgh, PA, [email protected] impact. Alyssa Gomez, Houston Independent School Jennifer Parvin, Parvin & Associates, Dallas, TX Tonya Ward Singer, Santa Rosa, CA, District, Houston, TX, [email protected] [email protected] [email protected]; @TonyaWardSinger Heidi Rocha, Houston Independent School Area of Focus: Leadership Terri Fradette, Greater Saskatoon District, Houston, TX, [email protected] Catholic Schools, Saskatoon, SK, Canada, Area of Focus: Learning Designs [email protected] B21 | Maureen Torrez, Albuquerque Public Schools, Albuquerque, NM, [email protected] B19 | Positioning Teachers as Inquirers Adrianne Robinson Sublet, Shelby Self-Directed Evaluation and Possibilizers County Schools, Memphis, TN, Conversations Engage in conversations related to equity- [email protected] oriented professional development, Area of Focus: Leadership School districts are developing new teaching, and learning. Construct MONDAY professional performance review protocols models of professional learning that for use in the teacher evaluation process. seek the potential in diverse learners B23 | Understand how communication between through inquiry. Adopt transformational the evaluator and teacher determines Dedicated Exhibit Hall Time: approaches to curriculum that invite Resources for Success whether the evaluation supports growth professional learning which values local and learning. Acquire the skill set needed knowledge and increases pathways Time has been reserved in this session to to conduct an evaluation process that for all learners. Generate professional visit the Exhibit Hall. Engage in one-on-one supports professional learning and development initiatives that connect social conversations with exhibitors and vendors. promotes self-directedness in those being justice perspectives, teacher inquiry, and Spend time perusing and viewing the evaluated. Gain increased confdence in collaborative teaching. exhibits or attend vendor demonstrations using evaluation as an opportunity to in the Technology Showcase. Learn about Leyton Schnellert, University of British support growth. Columbia Okanagan, Kelowna, BC, Canada, the latest technology tools that can be TUESDAY Doreen Merola, Thinking Collaborative, [email protected] used to suppqwort professional learning at Solvay, NY, [email protected] Donna Kozak, Central Okanagan School the school or district level. Carol Brooks Simoneau, Thinking District #23, Kelowna, BC, Canada, Renee Taylor-Johnson, Learning Forward, Collaborative, KS, [email protected] [email protected] Oxford, OH, renee.taylor-johnson@ Area of Focus: Data Shelley Moore, Richmond School District #38, learningforward.org Richmond, BC, Canada, [email protected] Area of Focus: Resources Area of Focus: Equity

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WEDNESDAY ROY HENRY VICKERS

44 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET C 10 AM - 12 PM SATURDAY C01 | C03 | C05 | Making it Easier to Build Strong The Stafroom-Classroom: Redesign PD: Innovative Process School-Family Partnerships Diferentiating Professional for Teacher Leadership Through School leaders and teachers may have difculty fnding and committing Learning for Teachers Professional Learning additional time and resources to engage Learn how to construct rigorous and Learn how one innovative Professional parents who, for a wide range of reasons, focused conversations with teachers Development (iPD) district cultivated rarely come to school or have little which foster a culture of trust and build teacher motivation and leadership through involvement in their children’s education. adaptive expertise. Create conditions a unique and personalized approach Learn to use a simple, easy-to-implement for a refexive and fexible professional to professional learning. Develop an strategy for building strong school-family learning environment where teachers understanding of the power of teacher collaborate in developing content- and voice and choice within a framework partnerships that will beneft all students. SUNDAY Explore how to create a partnership that noncontent-based pedagogies, to ensure that begins with teachers’ personalized becomes more productive as parents continual improvement in both classroom professional learning needs followed by develop key question-asking and decision- and leadership capacities. Explore ways alignment of district resources. Explore making skills to support their children’s to collect multiple sources of evidence of and learn how to apply a systemic process education, monitor their progress, student learning, measuring the impact of for engaging and supporting teachers in advocate for them, and partner with individual and teams of teachers. school-based, teacher-driven, ongoing educators. Experience an evidence-based Simone Senisin, Department of Education professional learning. Design personalized strategy that helps parents learn these key & Training (DET), Birregurra, VIC, Australia, plans for a district or school-level process skills and, as a result, become constructive [email protected] that is supported by a teacher-led partners with educators in their children’s Denise Veltre, Department of Education & professional learning structure. schools. Training (DET), Birregurra, VIC, Australia, Marna Messer, Jeferson County Schools R-1, [email protected]

Golden, CO, [email protected] MONDAY Dan Rothstein, The Right Question Institute, Cambridge, MA, [email protected] Area of Focus: Learning Communities Katie Lannan, Jeferson County Schools R-1, Golden, CO, [email protected] Area of Focus: Resources Mary Beth Bazzanella, Jeferson County C04 | Schools R-1, Golden, CO, C02 | Teacher-Led Professional Learning [email protected] Action Research as Sustainable, 2.0 Area of Focus: Leadership Job-Embedded Professional Empower teachers to own their professional practice and professional C06 | Learning growth. Invigorate your professional Action research allows teachers to direct learning programs with the newest At-Risk to At-Promise: Shifting their own individualized professional creative and most innovative examples of Mindsets learning experience and increase student transformative teacher-led professional Empowering students to see themselves TUESDAY achievement. Learn how a statewide learning experiences. Explore the models as learners can be a daunting task. Shifting action research project was implemented from diferent schools and districts that mindsets of teachers can be even bigger with more than 200 teachers and discuss have successfully incorporated teacher- task. See how one school staf rallied the successes and challenges. Explore the led professional learning into professional together using a data-driven approach to components, resources and fnal products learning experiences. Draft a plan for intervene when students were struggling to evaluate use in your own classroom, your school or district that integrates one and, as a result, improved reading school, district, or state. Discuss and or more of these exciting professional achievement, changed attitudes, and create an implementation plan for action learning experiences. shifted mindsets. Identify untapped human research. Susan Race, EduPlanet21, Radnor, PA, resources within your school so that the Lisa Amerson, North Carolina Department [email protected] best equipped person is providing the of Public Instruction, Raleigh, NC, Area of Focus: Leadership right intervention to the students. WEDNESDAY [email protected] Lisa Kean, Chilliwack School District #33, Mandy Taylor, North Carolina Department Chilliwack, BC, Canada, [email protected] of Public Instruction, Raleigh, NC, [email protected] Area of Focus: Student Learning Geetanjali Soni, North Carolina Department of Public Instruction, Raleigh, NC, [email protected] Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288 45 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET C 10 AM - 12 PM

C07 | C09 | C11 | Making Time for Formative Building Collaboration for Leveraging Social and Emotional Assessment Professional Learning Learning for Efective Engagement Most educators understand that formative

SATURDAY Learn how teachers and school How do we imbue our schools with joy assessment practices will help students administrators worked for a two-year and lively engagement? Delve into the learn, but many have difculty fnding period to build structures, processes, CASEL’s fve social emotional learning (SEL) the time to implement them. Underlying and understanding of collaborative competencies that are the foundation of this difculty is often a fundamental professional learning. See which facilitation teachable-learnable skills with an explicit misconception about the conditions strategies were utilized to help an inquiry equity lens. Deepen your understanding required for learning to take place. Examine group draw on the literature base to evolve of SEL as a catalyst for efective, engaging the beliefs about learning and assessment its thinking about collaborative learning. pedagogy that strengthens students’ that create barriers to efective formative Access graphic organizers, participants’ connections to school while improving assessment at the system and the video reports, literature reading lists, and academic achievement. Engage in practical classroom levels. Discuss ways to remove other materials used by facilitators. See strategies for integrating SEL into daily the barriers. how the school district and the teachers’ classroom and schoolwide practices.

SUNDAY Jan Chappuis, Port Townsend, WA, union collaborated to support teacher and Ann McKay Bryson, CASEL, Anchorage, AK, [email protected] school administrator professional learning. [email protected] Area of Focus: Resources Debbie Korn, British Columbia Teachers’ Deidre Farmbry, CASEL, Philadelphia, PA, Federation, Vancouver, BC, Canada, [email protected] [email protected] Mary Hurley, Oakland Unifed School District, C08 | Keri Russell, School District #20 (Kootenay- Oakland, CA, [email protected] Traveling the Technology Trail Columbia), Castlegar, BC, Canada, Area of Focus: Emerging Issues [email protected] Learn how curriculum, instruction, and technology can all be integrated Area of Focus: Learning Communities seamlessly to enhance student learning C12 | and engagement. See how one school C10 | Transformational Leadership district married all three so that teachers

MONDAY Framework: Principal Actions That would have an easier time seeing the Teaching Between Desks for Deeper connection and supporting students in the Learning Improve Schools creation of student products. Hear about Learn to use a research-based framework Teachers around the world spend hours of new technology tools available to use with of school leader practices that outlines class time each week roving between desks teachers and students. steps principals have taken to improve during student activities, group projects, student learning. Hear real-life stories of Leslie Ceballos, Allen Independent School pair work, or individual practice. In Japan, District, Allen, TX, [email protected] principals using the framework in their educators have a specifc term, kikan shido, schools, the challenges they faced and how Larry Labue, Allen Independent School for describing the teaching that takes District, Allen, TX, [email protected] they overcame them, and how the school place during these critical “between-the- benefted from using the framework. Kim White, Allen Independent School District, desk” opportunities. Explore research and Allen, TX, [email protected] Develop actionable skills for diagnosing video examples from Japan and the U.S. school practices and identifying key areas Area of Focus: Technology and discover the power of kikan shido for TUESDAY for improvement. facilitating deeper learning using a process of monitoring student activity, guiding Jaime Aquino, New Leaders, New York, NY, [email protected] student activity, organizing materials and physical set-up, and engaging in social talk. Area of Focus: Leadership Brad Ermeling, Shanghai, China, [email protected] Genevieve Graf-Ermeling, Shanghai, China, [email protected] Area of Focus: Student Learning WEDNESDAY

46 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET C 10 AM - 12 PM

C13 | C16 | SATURDAY Coaching Through Second-Order teachers as critical partners in continuous Coaching, Collaborating, Change improvement eforts aimed at helping all Consulting, and Calibrating teachers and students achieve. Come and see how a large urban school Lisa Lande, Teacher Voice & Aspirations Professional Excellence district is transitioning traditional International Center, Dunedin, FL, Explore the important relationship classrooms into learner-centered [email protected] between mentor teachers and the novices environments. Learn how district leaders Shay Davis, North Star Charter School, Eagle, they support. Experience a three-phase co-created and utilized a professional ID, [email protected] model of learning, and gain practical tools, learning tool to bring about second- Melissa Anderson, North Star Charter School, specifc templates, and technical tips to order change in 160+ schools. Examine Boise, ID, [email protected] help others in increasing the efectiveness how administrators and teacher leaders Area of Focus: Leadership of their practice. See how to apply verbal facilitated the phases of transition and nonverbal skills across a continuum of SUNDAY to transform teaching and learning. interactions to support teacher learning. Discover how school-based professional C15 | Develop methods for providing feedback development teachers now provide to improve instructional decision making. targeted coaching and job-embedded Leadership Series for Business Laura Lipton, MiraVia, Charlotte, VT, professional development for all teachers. Leaders [email protected] Explore the phases of transition that Learn how a leadership program in Bruce Wellman, MiraVia, Guilford, VT, individuals experience when going British Columbia enhances leadership [email protected] through second-order change. and management skills through shared Area of Focus: Implementation Christina Byers, Baltimore County Public learning. Experience a program that Schools, Towson, MD, [email protected] allows the participants to gain skills Ryan Imbriale, Baltimore County Public and strategies to build purposeful C17 | Schools, Towson, MD, [email protected] relationships, leadership skills, and capacity MONDAY Stefani Pautz, Baltimore County Public to competently shape the future of public Supporting Principals: Creating an Schools, Towson, MD, [email protected] education in British Columbia. See how LGBTQ Inclusive School Culture David Robb, Baltimore County Public Schools, mentorship and facilitation are used to Learn how to support educators in Towson, MD, [email protected] broaden the program and ensure an fostering safe, inclusive, and accepting Jeanne Imbriale, Baltimore County Public exchange of knowledge and experience. schools. See how to lead challenging Schools, Baltimore, MD, [email protected] Understand the strategies of collaborative conversations with educators, parents, Area of Focus: Leadership learning, how to utilize global research students, and the community as you to inform practice, and how to build a engage in shifting mindsets and attitudes. network to support your work. Explore a model that provides professional C14 | Joan Axford, BC Association of School learning and capacity building regarding Turn Up the Volume on Teacher Business Ofcials, Vancouver, BC, Canada, equity leadership and understanding of Voice [email protected] specifc needs of students who identify as TUESDAY David Green, School District #35 Langley, LGBTQ. Network with other leaders in a safe Experience strategies to amplify Vancouver, BC, Canada, [email protected] environment and challenge your own ideas teacher voice by bringing to life the Cathy Elliott, Novus Entertainment, Vancouver, and perceptions. principles of self-worth, engagement, BC, Canada, [email protected] Kim Christianson, Association des directions and purpose. From the journey of one Area of Focus: Leadership et directions adjointes des ecoles franco- school representing a worldwide learning ontariennes (adfo), Ottawa, ON, Canada, community, learn about the powerful [email protected] impact teacher voice can have on school Jan Murphy, Catholic Principals’ Council culture, teacher efectiveness, and student Ontario, Toronto, ON, Canada, motivation to learn. Determine action steps [email protected] to encourage and heed teacher voice in Jill Ott, Ontario Principals’ Council, Toronto, WEDNESDAY your eforts to help teachers and students ON, Canada, [email protected] reach their potential. Determine personal Area of Focus: Equity next steps for taking action to engage

www.learningforward.org/conference | 800-727-7288 47 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET C 10 AM - 12 PM

C18 | C20 | C22 | TeachBC: Supporting Teacher Canada’s Untold History of Indian Every Student a Reader: Endless Learning Through Resource Sharing Residential Schools Possibilities Learn how the British Columbia Teachers’ Learn about Project of Heart, a student-

SATURDAY Learn how to implement schoolwide Federation supports teacher learning directed, inquiry-based project to develop changes to efectively target students’ through “TeachBC,” a resource sharing an understanding of the true history and literacy needs in a diverse and changing website that focuses on teacher needs legacy of the Canadian Indian Residential demographic. See how school teams in a time of changing curriculum and School system. Explore the British can collect and analyze specifc data to dwindling district resources. Discuss how Columbia Teachers’ Federation’s recently implement an informed literacy approach an online sharing site can provide teachers released resource/e-book Project of Heart: based on students’ needs and skill levels, with the venue to fnd and adapt new Illuminating the Hidden History of Indian thereby creating an environment where methods and materials. See how a resource Residential Schools in BC. Examine the every student is empowered to read. sharing site can be developed from the importance of the Truth and Reconciliation Engage teams in responding to data ground up, from concept to reality. Commission’s Final Report and calls to to plan targeted instruction and utilize Karen Rojem, British Columbia Teachers’ action. Begin an inquiry into the legacy of ongoing assessment for continuous

SUNDAY Federation, Vancouver, BC, Canada, Canada’s Indian Residential School system improvement and increased K-7 student [email protected] through Project of Heart. achievement. Mike Silverton, British Columbia Teachers’ Gail Stromquist, British Columbia Teachers’ Tara Zielinski, West Vancouver School Federation, Vancouver, BC, Canada, Federation, Vancouver, BC, Canada, District, West Vancouver, BC, Canada, [email protected] [email protected] [email protected] Area of Focus: Resources Area of Focus: Equity Mary Parackal, West Vancouver School District, West Vancouver, BC, Canada, [email protected] C19 | C21 | Suzanne Mcdonald, West Vancouver School District, West Vancouver, BC, Canada, EQ not just IQ: Developing Teacher Leadership: Building [email protected] Emotionally Intelligent School Capacity and Sustainability in Area of Focus: Implementation Leaders Schools MONDAY Emotional intelligence is as complicated Understand the principal tenets of C23 | as it is organic, in that its foundation rests distributed and adaptive leadership theory on an individual’s awareness of self and as applied to teacher leaders through text- Designing Responsive and how emotions drive their ability to relate based protocols and professional dialogue. Sustainable Mentorship in British with others. With this comes the question, Explore practical professional learning what makes a successful school leader? structures and strategies for developing Columbia Learn about the components of emotional knowledge, skills, and behaviors of teacher The New Teacher Mentoring Project is a intelligence and its crucial connection leaders at the school and organizational provincial initiative designed to develop to your efectiveness as a school leader. level. Refect on problems of practice a more cohesive, research-based, and Refect on leadership requirements that challenge implementation of a sustainable system of support for BC that mobilize authentic commitment teacher leadership model in schools. teachers new to the profession. Hear and explore strategies to increase your Apply an action planning process that about the partnership formed between TUESDAY emotional intelligence and support your includes diagnosing organizational needs, the British Columbia Teachers’ Federation, work in achieving the goals of your school. readiness, opportunities, and challenges. the University of British Columbia, and The British Columbia Superintendents’ Rowena Mak, Ramona Unifed School District, Michael Greenfeld, Harrison Central School Association and explore the successes Ramona, CA, [email protected] District, Harrison, NY, and challenges of responsively designing Area of Focus: Leadership [email protected] quality mentoring programs within such Valerie Hymes, Harrison Central School District, Harrison, NY, diverse urban and rural contexts. See [email protected] how to strengthen collaborative practice and innovation through peer mentoring Area of Focus: Leadership and fnd ways to integrate technology to enable and enhance mentorship work. Alison Davies, British Columbia Teachers’ Federation, Vancouver, BC, Canada,

WEDNESDAY [email protected] Devon Stokes-Bennett, Sooke School District, Victoria, BC, Canada, [email protected] Area of Focus: Learning Communities 48 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET C 10 AM - 12 PM

C24 | C25 | C27 | SATURDAY Improving Student Outcomes Who’s Driving the Data? Equity for Students: Efective Through Case Study Inquiry Learn how a variety of data sources can Support for New Teachers Develop a framework for inquiry that be organized and combined to improve Learn how efective induction for novice encourages classroom and support instruction and performance. Hear how teachers is an issue of equity for students. teachers to collaborate in meeting the to gather, analyze, and communicate data Explore ways to provide rich learning needs of the most complex learners in their quarterly. Examine data tools and unique opportunities for new educators that help classrooms. Explore how this inquiry leads processes for consistent, authentic use to close their learning gaps, so that they to improved outcomes for all learners and of a wealth of data. Understand ways can close their students’ learning gaps. is extended to professional learning for the to measure results in the classroom by Examine standards for comprehensive school as a whole. Examine ways in which efciently using data to fnd and address induction, assess your own induction specifc needs. the renewed BC curriculum, with a focus on system, identify areas of opportunity for SUNDAY core competencies and big ideas, can be Carol Martin, Sylacauga City Schools, improving equity of access for students, used to support teachers in establishing a Sylacauga, AL, [email protected] and consider ways to overcome barriers deepened and more efective instructional Julie Green, Sylacauga City schools, Sylacauga, to this work. Engage key stakeholders in framework for their classrooms. Learn AL, [email protected] analyzing induction work to identify areas about free digital tools that allow for Shelley Bailey, Sylacauga City Schools, of strength and growth. Sylacauga, AL, [email protected] diferentiated and inclusive classroom Marcy Yoshida, Ofce of Superintendent of practice. Jennifer Donohoo, Amherstburg, ON, Canada, Public Instruction, Olympia, WA, [email protected] Kerri Steel, School District #69 Qualicum, [email protected] Parksville, BC, Canada, [email protected] Courtney Monnette, Sylacauga City Schools, Gail Jessett, Ofce of Superintendent Sylacauga, AL, [email protected] Jolin Meier, School District #69 Qualicum, of Public Instruction, Olympia, WA, Qualicum, BC, Canada, [email protected] Area of Focus: Data [email protected]

Janis Proctor, School District #69 Area of Focus: Equity MONDAY Qualicum, Qualicum Beach, BC, Canada, [email protected] C26 | Julie Whynacht, School District #69 Translating Professional Learning C28 | Qualicum, Qualicum Beach, BC, Canada, Student-Led Learning Walk [email protected] Communities Practices: Inquiries Learn how to engage in a simple, Area of Focus: Student Learning into ELL Instructional Strategies innovative, collaborative community-based Explore a video-enhanced, blended leadership practice that places learning professional learning community (PLC) on a visible continuum and student voice model in which teachers focus on the at the core. Gain the leadership, ideas, implementation of fve dimensions of inquiry, creativity, and rekindle a passion English language learner instructional for learning that drives a student-led

strategies and the use of academic TUESDAY Learning Walk. Leverage technology to discussion, conversations, and vocabulary enhance professional leadership learning usage. Examine an inquiry cycle that allows and student achievement. for individualization and job-embedded professional learning. Design a learning Mirella Rossi, Toronto Catholic District School Board, Ajax, ON, Canada, plan sequence using content-sharing tools [email protected] that facilitate inquiry and are based on PLC frameworks. Area of Focus: Learning Designs Jodi Hufendick, Yakima School District, Yakima, WA, [email protected] Megan Anderson-Reilly, Yakima School District, Yakima, WA, [email protected] WEDNESDAY Christina Carlson, Yakima School District, Yakima, WA, Dragonfy [email protected] Paul Teske, Teaching Channel, Oakland, CA, [email protected] Area of Focus: Learning Communities

www.learningforward.org/conference | 800-727-7288 49 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET C 10 AM - 12 PM

C29 | C30 | External Partnerships That Work Developing a Professional Learning Ignite thinking about professional learning plans that include external partners while Framework CONFERENCE

SATURDAY staying aligned to the Learning Forward Learn how to envision and create a Standards for Professional Learning. professional learning framework founded ICONS Develop expectations for partners, who on the idea of sustainable professional Special symbols provide support school and districts, to realize learning, including self-paced digital additional information for changes in instruction and student learning and job-embedded professional conference attendees. These learning. See how to create an organization sessions are marked with icons. achievement. Explain how various Most sessions are appropriate learning designs in a partnership-learning designed to promote continuous, for all attendees. plan contribute to implementation ongoing, and connected adult learning sustainability. Witness frst-hand how focused on increasing student learning. BASIC for participants with a comprehensive learning plan for K-2 Draft a professional learning framework, limited background in the content. literacy is building common language and revise your current professional learning expectations across a district. framework, or create a plan for professional ADVANCED for attendees SUNDAY James Cannon, Scholastic Education, Chicago, learning framework redesign. who have knowledge of the session content. IL, [email protected] Melissa Hampton, Naperville Community Unit School District 203, Naperville, IL, Michelle Carr, Sanger Unifed School District, Sessions that have content [email protected] Sanger, CA, [email protected] and skills for educators Cindy Harrison, Broomfeld, CO, serving TITLE 1 / economically Elizabeth Reyes-Ragsdale, Sanger [email protected] disadvantaged populations. Unifed School District, Fresno, CA, [email protected] Area of Focus: Learning Designs Explore REDESIGN PD in Area of Focus: Implementation sessions marked with this icon.

Common Core State Standards will be found in these sessions. MONDAY Sessions appropriate for SUPERINTENDENTS are fagged with this icon.

Sessions where participants should BYOD—Bring your own device.

Gain a global perspective in sessions marked with this icon. TUESDAY WEDNESDAY

Spirit Bear

50 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY THOUGHT LEADER LECTURES 2:30 PM - 4:30 PM SATURDAY TL04 | TL05 | Supporting Efective Teaching at Learning to Improve Scale: What Does It Take? 3:30 p.m. - 4:30 p.m. Anthony Bryk, Carnegie Foundation for the 2:30 p.m. - 3:30 p.m. A chasm is growing Advancement of Teaching, San Francisco, CA, between our rapidly Efective teaching [email protected] rising aspirations does not reside in Anthony Bryk is the ninth president of the the hands of teachers for our educational systems and Carnegie Foundation for the Advancement alone, instead, of Teaching, where he is leading work on efective teaching what schools can routinely accomplish. transforming educational research and is the result of a development by more closely joining robust instructional Education needs an improvement paradigm--one that researchers and practitioners to improve SUNDAY improvement system teaching and learning. Formerly, he held that embraces systemwide routines, recognizes the complexity of the work of education and the wide variability the Spencer Chair in Organizational structures, and resources that enable Studies in the School of Education and the efective teaching for all students. Learn in outcomes that our systems currently produce. Hear how a new paradigm Graduate School of Business at Stanford about fve essential and interrelated University from 2004 until assuming elements of instructional support systems joins the discipline of improvement science with the power of structured Carnegie’s presidency in September 2008. and the implications for educators across Bryk is a member of the National Academy a system. Hear stories from districts doing networked communities to accelerate learning to improve. See how networked of Education and was appointed by the work and the results they are seeing to President Obama to the National Board for date. improvement communities (NICs) combine analytic thinking and systematic methods Education Sciences in 2010. Amy Slamp, Bill & Melinda Gates Foundation, Area of Focus: Implementation Washington, DC, [email protected] to develop and test changes that can achieve better outcomes more reliably MONDAY Amy Slamp is a senior program ofcer on by drawing together the expertise of the College Ready Work team at the Bill practitioners, researchers, designers, & Melinda Gates Foundation where she technologists, and many others. 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 TUESDAY the superintendent of the Elizabethtown Area School District in Elizabethtown, Pennsylvania, where she worked for fve years. This conference never disappoints! It feeds my Area of Focus: Implementation 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 ” WEDNESDAY

www.learningforward.org/conference | 800-727-7288 51 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM

D01 | D03 | D05 | The State of Professional Learning A Guide to Support Writing for Publication in Canada In Depth Implementation: Essential Share your challenges, perspectives, Conditions and successes through writing and gain SATURDAY Continue the conversation with the team responsible for The State of Professional Students cannot beneft from the valuable skills in advocating for education Learning in Canada research study interventions they do not receive. How can and promoting professional growth. funded by Learning Forward. Extend we ensure that our eforts are supporting Explore fve key questions to ask when your understanding beyond the keynote teacher capacity and that we will know preparing to tell your story, collect tips on by Michael Fullan and Andy Hargreaves we have created impact for students? how to identify potential topics and fnd and the thought leader lecture by Carol Explore Alberta’s Guide to Support your voice for publication. Get an overview Campbell. Hear how education decision Implementation: Essential Conditions of Learning Forward’s guidelines for makers may develop the human, social, (www.essentialconditions.ca) which accepting manuscripts, as well as strategies and decisional professional capital focuses on planning for implementation. for shaping your voice for a wide range of to enable authentic and efective Gain an overview of emerging research, new media outlets. professionally led collaborative learning Alberta case studies, and strategies to use Tracy Crow, Learning Forward, Columbus, OH,

SUNDAY to beneft educators and students within in your work. Create an implementation [email protected] Canada and internationally. Engage plan that infuses Learning Forward Eric Celeste, Learning Forward, Dallas, TX, in discussion and create action plans Standards for Professional Learning as well [email protected] to develop professional learning that as research and practice from the work in Area of Focus: Leadership advances your knowledge, skills, and Alberta. practices, and that aligns with Learning Val Olekshy, Edmonton, AB, Canada, D06 | Forward’s Standards for Professional [email protected] Learning. Thérèse deChamplain-Good, Edmonton Innovation in Teacher Michael Fullan, Toronto, ON, Canada, Regional Learning Consortium, Edmonton, AB, Development: Micro-credentials [email protected] Canada, [email protected] Andy Hargreaves, Brookline, MA, Leslee Jodry, Grand Yellowhead Public and State and District Teaching [email protected] School Division, Edson, AB, Canada, Policy [email protected] MONDAY Carol Campbell, University of Toronto, Toronto, Explore research behind the growing Area of Focus: Implementation ON, Canada, [email protected] movement for using micro-credentials Area of Focus: Learning Designs and the Digital Promise eco-system, D04 | as a potential solution to strengthen D02 | professional development. See how the Redesign PD Coaching: Ensuring state of Tennessee is leveraging these new The Mystery of Infuence: Helping Coherence and Relevance in tools to cultivate and spread teaching Professional Learning expertise. Learn about the historical Others Excel context in Tennessee for transforming Infuence is about relationships. See how Ensuring that teachers experience teacher licensing and professional infuence and relationships are inextricably professional learning as useful, timely, and development as well as examine the linked and foundational for a leader to be relevant to their classroom practice, and state’s current 3-year plan for embedding TUESDAY successful. Examine strategies that will help abandon those initiatives that distract or micro-credential work into existing policy educators to become people of infuence. dilute teachers’ focus requires increasing structures. Examine some current micro- Ainsley Rose, Thistle Educational the coherence and relevance of PD. Consult credentials and assess how they can Development, West Kelowna, BC, Canada, with members from the Redesign PD be used in your own context while also [email protected] Community of Practice who have been identifying both supports and gaps in your Area of Focus: Leadership working on this specifc problem. Bring own state or district policies. your coherence and relevance problem Barnett Berry, Center for Teaching Quality, and give yourself time to explore possible Carrboro, NC, [email protected] goals as you reimagine the possibilities. Kathleen Airhart, Tennessee Department Nick Morgan, Learning Forward, Newton, MA, of Education, Nashville, TN, kathleen. [email protected] [email protected] Area of Focus: Learning Communities Karen Cator, Digital Promise, Redwood City, CA, [email protected]

WEDNESDAY Area of Focus: Technology

52 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM SATURDAY D07 | D09 | D11 | Unlocking Resources to Accelerate Design and Technology Curriculum: What’s on the Horizon for Professional Learning Integration, Implementation, and Professional Learning: Examining Is your budget helping you do everything Assessment Emerging Global Trends Gain an introduction to a variety of maker you can to support the professional Examine the fndings from an international education activities for K-12 classrooms learning of your teachers? Join McKinsey’s horizon scan on professional learning and creative pedagogical approaches education practice to understand a proven trends conducted by the Innovation Unit for integrating applied design, skills, and approach to make your budget an enabler (IU) for the Australian Institute for Teaching technology into your current teaching of teacher and student growth, not a and School Leadership (AITSL). Engage practices. Explore what design and barrier. with the framework detailing diferentiated technology curricula are capable of, why Jake Bryant, McKinsey & Company, Boston, features of professional learning, cross- they matter, how they contribute to SUNDAY MA, [email protected] sector case studies of professional learning makerspaces, and innovative strategies for Jimmy Sarakatsannis, McKinsey & Company, in action, illustrative video materials, and assessment. Become versed in a variety of Washington, DC, identifed global trends in professional [email protected] makerspace concepts, including how to learning. turn your current space into a makerspace. Area of Focus: Resources Al Bertani, Innovation Unit, Chicago, IL, Rachel Ralph, The University of British [email protected] Columbia, Vancouver, BC, Canada, D08 | [email protected] Area of Focus: Emerging Issues Getting Results: Leveraging Paula MacDowell, The University of British Columbia, Vancouver, BC, Canada, D12 | Finances to Transform Teaching and [email protected] Learning Area of Focus: Technology The Tacoma Whole Child Initiative: MONDAY Explore the true meaning of the term, A Roadmap for Sustainable School “strategic fnance plan,” and see how Lake D10 | and Community Transformation County Schools implemented their three- Explore a comprehensive approach that year plan. Hear how successful initiatives Capacity-Building Professional weaves diferent types of evidence-based were expanded and new initiatives were Learning in Quebec’s Cree Nation practices together and creates a supportive introduced in the current plan. Learn Gain insights and lessons learned from structure for consistency and predictability how this plan led to instructional reform the frst-year implementation of a unique for children, no matter which environment through a two-pronged approach: capacity-building professional learning they are in. Discover a set of supports that implementing a districtwide approach to model for indigenous on-reserve schools. promotes academic and social emotional personalized learning for students and a Identify ways to integrate a culture of learning skills by utilizing efective talent development pipeline to recruit and change and adaptation to the individual strategies from cradle to career. Hear retain high-quality instructional staf and

strengths and challenges of each child in about The Whole Child Initiative (TWCI), TUESDAY leaders. lower socioeconomic schools. Explore a a supportive structure for consistency Andrea Guogas, Lake County Schools, Tavares, process that embeds professional learning and predictability and the Youth Program FL, [email protected] into schools while providing school Quality for out-of-school providers and Melissa DeJarlais, Lake County Schools, districts with the tools to maintain and how it builds upon the structures in the Tavares, FL, [email protected] grow cumulative professional learning TWCI. Kathleen Halbig, Lake County Schools, knowledge for the long-term. Build Kathi Littmann, The Greater Tacoma Tavares, FL, [email protected] strategies that develop long-term capacity Community Foundation, Tacoma, WA, Area of Focus: Resources among employees to design efective [email protected] interventionist strategies rather than Carla Santorno, Tacoma Public Schools, developmental pedagogical orientations Tacoma, WA, [email protected] to better leverage current human, fnancial, Gregory Benner, University of Washington WEDNESDAY pedagogical, and capital resources. Tacoma, Tacoma, WA, [email protected]; @GregoryJBenner Ron Canuel, Canadian Education Association, Toronto, ON, Canada, [email protected] Tafona Ervin, Foundation for Tacoma Students, [email protected] Serge Béliveau, Cree School Board, Mistissini, QB, Canada, [email protected] Josh Garcia, Tacoma Public Schools, Tacoma, WA, [email protected] Area of Focus: Learning Communities Area of Focus: Student Learning

www.learningforward.org/conference | 800-727-7288 53 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM

D13 | D15 | D17 | Transforming Professional Learning Developing Principal Supervisors to The Data Diet in an Age of Innovation Lead for Equity Learn how balanced assessment is a Learn how to leverage professional foundation for standards-based instruction. SATURDAY Share in lessons learned from research learning designs to motivate and empower and practice for building high-capacity Investigate how formative instructional districts and schools. See how events like principals to become equity-focused teaching can ensure academic success for TEDx, Ignite Nights, EdCamps, Twitter chats, principal supervisors with key instructional all students. Develop focused, accountable and Walk-and-Talks can transform a culture. leadership competencies. Learn how a support teams to plan quality instruction Celebrate and honor the failures that allow large Florida district’s one-year central while strategically gathering evidence of us to learn and grow and discover how ofce residency supports high-capacity impact. See how to engage data teams by personalized experiences like Student-for- principals in developing knowledge and arming them with tools and resources to a-Day, the One Word Challenge, and more skills to become principal supervisors. facilitate strategic school and instructional can cultivate innovation and strengthen a Apply a case study of this district to planning. learning network. Walk away with a host of deepen understanding of how to develop Heavenly Montgomery, Fulton County ideas and strategies to foster a culture of and support equity-centered principal Board of Education, Atlanta, GA,

SUNDAY innovation. [email protected] supervisors who support principals’ Sean Nosek, West Vancouver School District, instructional leadership. Carla Austin, Fulton County Board of West Vancouver, BC, Canada, snosek@ Education, Atlanta, GA, wvschools.ca Julia Kassissieh, University of Washington, [email protected] Seattle, WA, [email protected] Craig Cantlie, West Vancouver School District, Nikki Porter, Fulton County Board of West Vancouver, BC, Canada, ccantlie@ Veda Hudge, Broward County Public Schools, Education, Atlanta, GA, wvschools.ca Pompano Beach, FL, [email protected] [email protected] Area of Focus: Learning Designs Area of Focus: Data Area of Focus: Leadership D14 | D16 | D18 | Building Sustainable Professional Redesign PD: Enabling Growth in Redesign PD: Creating a Coherent MONDAY Learning Teams Through Schedule Teaching Practice System of Professional Learning Redesign Pittsburgh Public Schools (PPS), as part of Using Formative Measures Hear how educators can restructure the Redesign PD Community of Practice, Learn how two large urban school time during the school week and has aligned district-led teacher and school districts are measuring the impact of align instructional practices that will leader professional learning to enable their professional learning eforts to stimulate instruction and teamwork. See growth in teaching practice and relevant, create more coherent systems for their how one district built interschool and rigorous student learning experiences in educators. Engage in dialogue about district capacity, communication, and all classrooms. Hear from district leaders as using measurement in more formative collaboration at the junior-high level they share the processes, strategies, and ways to learn and inform adjustments, and re-envisioned time to allow teachers lesson learned. See how to defne clear not just determine return on investment. a full day of professional learning each content priorities, establish a coherent Explore the tools and processes they’ve week. Share real-world strategies used for developed and learn from their challenges

TUESDAY and aligned professional learning system scheduling to beneft student outcomes to grow instructional and leadership to infuence next steps in your district. and support teachers’ professional learning. practice for all educators, and implement Theress Pidick, Denver Public Schools, Denver, Leave with resources to assist leaders in systemwide criteria and standards for CO, [email protected] working through the change process. professional learning. Marna Messer, Jeferson County Schools R-1, Shaun Moseman, Tulsa Public Schools, Tulsa, Allyce Pinchback, Pittsburgh Public Schools, Golden, CO, [email protected] OK, [email protected] Pittsburgh, PA, [email protected] Carrie Mafoni, Jeferson County Schools R-1, Nikki Dennis, Tulsa Public Schools, Tulsa, OK, Allison McCarthy, Pittsburgh Public Schools, Golden, CO, [email protected] [email protected] Pittsburgh, PA, [email protected] Katie Lannan, Jeferson County Schools R-1, Teresa Pena, Tulsa Public Schools, Tulsa, OK, Alison Huguley, Pittsburgh Public Schools, Golden, CO, [email protected] [email protected] Pittsburgh, PA, [email protected] Brooks Rosenquist, Denver Public Schools, Denver, CO, [email protected] Mark Cole, Tulsa Public Schools, Tulsa, OK, Area of Focus: Learning Communities [email protected] Gabe DeMola, Denver Public Schools, Denver, CO, [email protected]

WEDNESDAY Area of Focus: Resources Area of Focus: Learning Communities

54 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM SATURDAY D19 | D21 | D23 | Do We Really Need to Discuss This? Foundations in Mathematics Collaborative Approach to Use ethnodrama to learn how to create Find out how to support educators in Assessment Literacy: A Networked proactive antidiscrimination/sexual creating learning opportunities, which Professional Learning Community orientation policies that create safe spaces are based on strategies and philosophies Learn how to bring together education for your LGBTQ students, staf, and parents used in Singapore, to set students up for partners to unlock the collaborative in your school and district. Learn about success as mathematical thinkers and power of multi-agency professional global and local LGBTQ policies. Develop problem solvers. Gain resources and learning communities focused on an understanding of LGBTQ terms. Review actively engage in experiences aligned quality classroom assessment. Discover a and discuss a variety of district policies with the mathematical practices that build process for engaging teachers, principals, already in place. Leave with a clearer foundational number sense, questioning educator unions, and other partners in understanding of antidiscrimination/sexual and defending, and modeling. Collaborate a network working toward a common SUNDAY orientation policymaking and how you can and share ideas with fellow participants professional learning goal over time. Bridge make schools safer for students, staf, and on implementation and application that organizational divides to give all members parents. address all levels of learners and increase of the professional learning community Christine Perkins, School District #58 student achievement. equitable voice and buy-in for collaborative (Nicola-Similkameen), Merritt, BC, Canada, Jamie Takamura, Central District, Honolulu, HI, learning. See how to build a cross-school [email protected] [email protected] and district collaborative efort to lead, Area of Focus: Equity Macey Uehara, Hawaii Department of ultimately, to more meaningful student Education, Honolulu, HI, learning. [email protected] D20 | Andrea Shunk, Oregon Education Association, Area of Focus: Student Learning Portland, OR, [email protected] Follower’s Infuence: How Staf Erin Whitlock, Oregon Education Association, Shape Leadership Efectiveness D22 | Portland, OR, [email protected] MONDAY Review recent research that reveals Area of Focus: Learning Communities components of efective leadership from Diferentiating the Flipped the lens of the follower. Examine the Classroom Using Digital Tools D24 | unique role followers play in leadership to Flipped instruction can engage students deepen understanding of the signifcant in more fexible learning experiences, but Promoting Self-Regulation Skills to infuence followers have on leader fipping also presents challenges. See how Decrease and Manage Anxiety efectiveness. Learn to cultivate the to ensure active engagement and address Anxiety and self-regulation are both right environment to produce strong diverse learning needs at home and at complex topics that don’t involve quick followership leading to higher staf school. Learn how to choose appropriate fxes. Recognize that self-regulation is a engagement, retention, and student tools and strategies to build community, lifelong skill of understanding how our achievement. Assess current school and/ formatively assess, and diferentiate brains and bodies work and employing TUESDAY or district context to identify schools/ instruction in the fipped environment. strategies that change how the brain reacts departments experiencing transition and Identify points in the curriculum when it to body cues. See how to develop internal develop action plan(s) utilizing a follower- makes the most sense to “fip” instruction resources that not only have an impact focused leadership approach. and use diferentiated instruction. Leave on learning but also afect overall health Terri Seay, Gwinnett County Public Schools, being able to select the appropriate and wellness. Engage in approaches that Suwanee, GA, [email protected] digital tool for a high-quality instructional help enhance learning environments in Theresa Anderson, Waukegan Public Schools, purpose. becoming more mental-wellness aware. Waukegan, IL, [email protected] Eric Carbaugh, James Madison University, Ian Landy, School District 83 Area of Focus: Leadership Harrisonburg, VA, [email protected] (North Okanagan Shuswap), Sorrento, BC, Kristina Doubet, James Madison University, Canada, [email protected] Harrisonburg, VA, [email protected]

Laura Paiement, School District 83 (North WEDNESDAY Area of Focus: Learning Designs Okanagan Shuswap), Salmon Arm, BC, Canada, [email protected] Area of Focus: Emerging Issues

when you register Register by Oct. 1 for a 3-, 4-, or 5-day conference and save $50! attendance

www.learningforward.org/conference | 800-727-7288 55 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM

D25 | D27 | D29 | Supporting Beginning Teachers Redefning Student Success: Silos to Synergy: Create Give new teachers the time and Sharing Their Stories Comprehensive District Professional professional guidance they need to Learn how to foster an inclusive and SATURDAY become expert teachers. Investigate key engaging school culture that supports Learning research fndings on high teacher turnover and celebrates the diversity of all learners. Learn how an urban district transformed rates, and examine the four types of Identify key stakeholders in a school fragmented and contradictory staf support--physical, emotional, instructional, community that can contribute to a development silos into systemwide and institutional--that are crucial during student’s social, emotional, and academic comprehensive professional learning a teacher’s frst year in the classroom. success. Explore strategies to engage and for teachers, education support Discover essential strategies for K-12 empower disconnected or marginalized professionals, administrators, and central mentors, coaches, and school leaders to students. Identify strategies to facilitate ofce personnel. Engage in strategic conversation and knowledge sharing as develop an efective mentoring program relationships and connections with a tool for ensuring stakeholder buy-in schoolwide. Learn how to ascertain which disengaged learners. teachers have the skills and experience and sustained commitment. Experience Sarah Garr, Richmond School District #38, to be efective mentors and how these how collaboration across departments,

SUNDAY Richmond, BC, Canada, [email protected] mentors can form prosperous relationships alignment of resources, and a focus Area of Focus: Student Learning with their mentees. on results leads to elevated practice Tina Boogren, Marzano Research, Denver, CO, for all employees. Examine a yearlong [email protected] D28 | comprehensive professional learning calendar. Explore a variety of funding Area of Focus: Leadership Redesign PD: Measuring the Impact options and implications. of Continuous Learning Salwa Zaki, Washoe County School District, D26 | Reno, NV, [email protected] As part of the eforts to redesign their From Policy to Practice: Leveraging professional learning system, the New Area of Focus: Learning Designs Policy to Build Professional York City Department of Education is adopting cycles of learning as its unifying D30 | Learning Systems That Get Results approach to improvement. Learn how the MONDAY There is consensus that we need to expect department is measuring the impact of Professional Learning for more from the investment in professional its professional learning related to cycles Immersion and Second Language learning, and there is a strong body of of learning. Take away a collection of tools evidence about what to work toward to that will allow you to apply this learning to Educators get results. Policy can play an important your own context. Explore how one school district in British Columbia has implemented specifc role in creating the conditions for high- Julie Leopold, New York City Department quality professional learning systems, of Education, New York, NY, supports and professional learning particularly in light of the Every Student [email protected] opportunities to build the instructional, linguistic, and cultural capacities of Succeeds Act (ESSA). Learn how leading Area of Focus: Data states and districts are leveraging policy to teachers. Discover why this immersion program is one of the most widely cultivate a culture of continuous learning researched and successful second and establish learning systems that are TUESDAY language programs in the world. Review uncompromising in their focus on efective the key research fndings on student teaching and improved student learning. outcomes and efective instructional Jess Wood, Ed Counsel, Washington, DC, methodologies. Develop an understanding [email protected] of promising practices for enhancing Area of Focus: Emerging Issues educator efectiveness in second language contexts. 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]

WEDNESDAY Cathy Piteux, North Vancouver School District #44, North Vancouver, BC, Canada, [email protected] Area of Focus: Learning Communities 56 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM

D31 | D33 | SATURDAY Student Voice: Leverage Through Attaining New Heights in Teacher Katherine McIntosh, Coast Mountain School District, Terrace, BC, Canada, Listening Induction [email protected] Learn about the power of leveraging Strong, successful teacher induction Sherry Elwood, Richmond School District #38, student voice for improved engagement programs are a crucial component of any Richmond, BC, Canada, [email protected] and learning. Consider the sources of initiative aimed at improving teaching Lynn Tomlinson, West Vancouver School information that guide instructional and student learning. Induction program District, West Vancouver, BC, Canada, decision making and how students’ leaders and teams are tasked with [email protected] voices can add meaning and depth to this delivering this success. In this session Terry Taylor, School District 10 Arrow Lakes, process. Discover commercially produced we will discuss key components of the Nakusp, BC, Canada, [email protected] survey tools and classroom-based methods New Teacher Center induction model. Deb Koehn, Nechako School District, of soliciting input from students. Learn We will engage participants in protocols Vanderhoof, BC, Canada, SUNDAY ways to collect student input and increase to examine, analyze, and assess their [email protected] student investment in all aspects of local induction practices. Strategies for Lynn Archer, Richmond School District, classroom and school functioning. identifying and collecting data about Richmond, BC, Canada [email protected] Suzanne Newell, Grapevine-Colleyville program impact on teacher retention and Jane MacMillan, Richmond School District, Independent School District, Grapevine, TX, efectiveness will also be explored. Richmond, BC, Canada, [email protected] [email protected] Cindy Brunswick, Chicago New Teacher Center, Karen Nelson, Fraser Cascade School District, Area of Focus: Student Learning Chicago, IL, [email protected] Hope, BC, Canada, [email protected] Jodi Peters, New Teacher Center, Santa Cruz, Alison Webber, Fraser Cascade School District, CA, [email protected] Hope BC, Canada, [email protected] D32 | Area of Focus: Implementation Nancy Gordon, Delta School District, Delta BC, Learning in Depth: Students as Canada, [email protected] Diane Turner, Delta School District, Delta, BC, MONDAY Expert Learners D34 | Canada, [email protected] Share one school’s collaborative journey Gerald Fussell, Como Valley School District, into Learning in Depth (LiD). Align Inquiring Professionals: Activating Courtenay, BC, Canada, [email protected] principles of LiD with British Columbia’s Learning and Changing Lives Area of Focus: Leadership redesigned curriculum, personalized Discover how 15 inquiry- and growth- learning, and pure inquiry. Observe minded British Columbia public school evidence of competencies as students districts have come together to investigate D35 | develop expertise, discover how all the following question: In what ways do Professional Development Models knowledge is connected, and build a district strategic initiatives in inquiry- culture of thinking. Explore Kieran Egan’s based learning act as catalysts for for Today’s Leaders theory of Learning in Depth. Refect on the moving learning forward and enhancing Explore the critical leadership skills

school’s ongoing implementation journey student success? Engage in exploration principals need to lead today’s schools as TUESDAY including roadblocks, next steps, and long- of professional practices, structures, and they make the digital learning transition. term goals. supports that inspire collaborative inquiry Examine strategies and activities that can Alida Privett, Central Okanagan School as the basis for growth that leads to be used to guide leaders through this District #23, West Kelowna, BC, Canada, greater equity and student achievement. process. Investigate models for delivering [email protected] Explore how to characterize and describe professional development for leaders Tara Scott, Central Okanagan School professional learning impacts and how including face-to-face, blended, and District #23, West Kelowna, BC, Canada, these might be assessed to demonstrate online approaches. Refect on facilitation [email protected] their relationship to improved student strategies and models that you can use. Area of Focus: Student Learning outcomes. Nancy Mangum, The Friday Institute for Catherine McGregor, University of Victoria, Educational Innovation, Raleigh, NC, Victoria, BC, Canada, [email protected] [email protected] WEDNESDAY Scott Benwell, School District #85 Vancouver Mary Ann Wolf, The Friday Institute for Island North, Port McNeill, BC, Canada, Educational Innovation, Raleigh, NC, [email protected] [email protected] Linda Kaser, Kaser & Halbert Consulting, Area of Focus: Technology Vancouver, BC, Canada, [email protected] Judy Halbert, Kaser & Halbert Consulting, Vancouver, BC, Canada, [email protected]

www.learningforward.org/conference | 800-727-7288 57 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM

D36 | D38 | D40 | Transformations in Practice for Creating Professional Learning for Professional Learning Support Deep Learning Paraprofessionals Teams Consider how focus, collaborative inquiry,

SATURDAY Learn how to transform your district or Share one district’s journey in and instructional leadership can enable school towards a practice of deep learning implementing Learning Forward’s high-quality professional learning. Examine where the teacher is a co-learner and Standards for Professional Learning with some of the common challenges facing lessons are leveraged by technology. its paraprofessionals. Hear about the professional learning and the critical Discuss with others what the challenges collaboration with its classifed employee supports for success, including the and benefts are for students, teachers, association to create a systemic approach competencies required of both school-site and parents as the voice of all stakeholders to provide professional development leaders and the district professionals with plays a role in lesson planning. See how and an incentive program to increase whom they work. Identify next steps for we started with six schools to embark on compensation. Apply what was developed strengthening school-site professional learning journey with New Pedagogies for to create a professional learning design for learning in their own schools or districts. Deep Learning. paraprofessional or classifed staf in your Carmen Concepcion, Miami-Dade Sandy Owens, Ottawa-Carleton District district.

SUNDAY County Public Schools, Miami, FL, School Board, Ottawa, ON, Canada, Tim Ames, Medical Lake Schools, Medical [email protected] [email protected] Lake, WA, [email protected] Milagros Gonzalez, Miami-Dade County Michael Partridge, Ottawa-Carleton Ann Everett, Medical Lake Schools, Medical Public Schools, Miami, FL, District School Board, Ottawa, ON, Canada, Lake, WA, [email protected] [email protected] [email protected] Kim Headrick, Medical Lake Schools, Medical Janis Fackler, Miami-Dade County Public Area of Focus: Learning Designs Lake, WA, [email protected] Schools, Miami, FL, [email protected] Area of Focus: Emerging Issues Isela Rodriguez, Miami-Dade County Public D37 | Schools, Miami, FL, D39 | [email protected] Lessons Learned: Implementing Area of Focus: Leadership Intervention Programs in High Disruptive Professional

MONDAY School Development: Design, Develop, D41 | Study the change theory used to transform Implement, and Innovate remediation and enrichment. Learn how As more and more schools explore blended Develop Inquiring Minds Through a high school created, implemented, learning for their students, there is an STEM and prepared the staf and community increasing need to incorporate and provide Practice pedagogical strategies that for an intervention program intended to blended learning models into professional develop and enhance students’ skills remediate and enrich student learning. learning. More than just providing videos, to construct signifcant and insightful Explore the data used in the Response efective blended learning takes intentional questions through STEM learning to Instruction and Intervention (RtII) design and thoughtful implementation. experiences. Discuss the importance process, as well as the processes to gain Explore critical aspects of blended learning of modeling strategies that explicitly understanding of student achievement and build a plan to disrupt existing support teaching the development of skills data, to make informed decisions. professional development models with inherent in critical literacy, problem solving, TUESDAY Experience the process, struggles, hybrid approaches. Use a discovery-driven communication, creativity, critical thinking, solutions, successes, and failures as you process to design and implement blended and collaboration. Refect on how creating plan or revise your own high school’s learning into your own professional a culture of questioning in classrooms program to enhance student achievement development structures (or even innovate empowers students’ voices. and growth. from scratch). Marietta Bloch, Let’s Talk Science, London, ON, Andrew Maoury, Boyertown Area Kellie Ady, Cherry Creek School District, Canada, [email protected] School District, Boyertown, PA, Centennial, CO, [email protected] [email protected] Area of Focus: Student Learning Nanci Meza, Cherry Creek School District, Area of Focus: Learning Designs Centennial, CO, [email protected] Kris Edwards, Cherry Creek School District, Centennial, CO, [email protected] Area of Focus: Learning Designs WEDNESDAY

58 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM SATURDAY D42 | D44 | D46 | Your School Professional Learning School Improvement: Strategies Drizzle to Downpour: Expanding Process: Standards? Principles? That Work Teacher-Led Learning Impact Tap the power of teacher leadership. Learn Learn about the Standards for Professional Explore strategies to strengthen culture how schools and districts can leverage a Learning and the principles from The and instruction as essential components teacher-led professional learning model to Learning Educator, which three Manitoba for school turnaround. Examine leadership improve instruction. Explore practices in schools employed as they implemented protocols to develop a sustainable system adult learning design and skillful facilitation data-driven decision making to improve for capacity building and diferentiated and the coaching needed to continuously student learning. Discover roadblocks in professional development. Discover improve teacher learning. Connect this making the most efective use of time strategies associated with data-driven collaborative and fexible program to your and resources. Refect upon the school instruction: culture/assessment/analysis/

own setting and walk away with a model to SUNDAY improvement plans developed in response action/refection within a Plan-Do-Check- infuence the quality of instruction at your to the implementation of this process and Act Continuous Improvement Cycle. schools. the resultant increased student learning. Donna Snyder, Arlington Public Schools, Lambrina Kless, Teach Plus, Chicago, IL, Joan Zaretsky, Education Solutions Manitoba, Arlington, VA, [email protected] [email protected] Winnipeg, MB, Canada, [email protected] Area of Focus: Leadership Michael Savoy, Teach Plus, Chicago, IL, Area of Focus: Data [email protected] D45 | Paige Nilson, Chicago Public Schools, Chicago, D43 | IL, [email protected] Developing and Supporting Area of Focus: Learning Designs Learning by Communicating Instructional Coaches Learning Efective instructional coaching is the

D47 | MONDAY Investigate how schools and districts can most efective way to ensure that teacher align curriculum, teaching, assessment, and professional learning leads to improved Starting a Movement: To and communication to increase learning. Assess classroom practice. Gain an overview of Through the BAR how the current reporting practices of Learning Forward’s Coaches Academy, Discover how to quiet the noise and participants contribute to student learning. exploring the multiple roles of coaches in focus on research-based high-leverage Create an action plan for improving this a system, as well as tools and strategies collective commitments that will help you alignment in your school or district. for developing coaching skills related to build a culture of learning for all. Learn Kyle Timms, School District #71 Comox Valley, building relationships, leading professional how to live your posters, and deliver on Comox, BC, Canada, [email protected] learning, and individual and team the promise education can ofer every Gerald Fussell, School District #71 Comox coaching. student with high levels of learning for all. Valley, Courtenay, BC, Canada, Chris Bryan, Westminster, CO, bryan. Forget the status quo and prepare for a [email protected] [email protected]

transformational experience. Walk away TUESDAY Area of Focus: Student Learning Heather Clifton, Denver, CO, with a practice-based blueprint for creating [email protected] a culture of learning for all. Area of Focus: Implementation Kenneth Williams, Unfold The Soul, Sharpsburg, GA, [email protected] Area of Focus: Learning Communities

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ADVANCED for attendees who have Common Core State Standards will Gain a global perspective in sessions knowledge of the session content. be found in these sessions. marked with this icon.

Sessions that have content and skills for Sessions appropriate for educators serving TITLE 1 /economically SUPERINTENDENTS are fagged with disadvantaged populations. this icon.

www.learningforward.org/conference | 800-727-7288 59 DECEMBER 5, 2016 MONDAY CONCURRENT SESSIONS | SET D 2:30 PM - 4:30 PM

D48 | D52 | Women in Educational Leadership unique needs of refugee and immigrant No Percents? Standards-Based and the Power of a Personal families are being met in Surrey. Reporting Instead Jordan Tinney, Surrey School District #36, Learning Network Discuss the value of letter grades and SATURDAY Surrey, BC, Canada, [email protected] percentages as compared to standards- Share a personal journey in leadership Caroline Lai, Surrey School District #36, Surrey, based assessment. Learn how to and the circumstances that necessitated BC, Canada, [email protected] implement a standards-based report card the creation of a women-in-leadership Area of Focus: Emerging Issues personal learning network (PLN) in my in your secondary school while recognizing district. Examine the structures for this type the factors that promote educational of group and leave with a framework for D51 | change to further engage students in creating a similar PLN. Make connections their learning. Review the steps taken by with other leaders in the session to create a Essential Practices for Standards one secondary school when it came to broader (perhaps even global) PLN. Implementation: Building District implementing a new reporting system. Paula Gosal, Chilliwack School District, Capacity Jennifer Towers, West Vancouver School Chilliwack, BC, Canada, [email protected] District, West Vancouver, BC, Canada, Learn how a very large Southern California [email protected] SUNDAY Area of Focus: Leadership district, with support from Resourcing Jeannette Laursoo, West Vancouver School Excellence in Education at University of District, West Vancouver, BC, Canada, D49 | California Davis, uses the SOAR Teaching [email protected] Frames to establish a districtwide system of Area of Focus: Implementation Increasing Achievement Through professional growth. Discuss strategies for Student Ownership of Learning building instructional capacity to support coach and teacher enactment of the D53 | Learn to make the most of one of the most SOAR Frames and Practices in elementary overlooked assets in student learning- and secondary schools in support of Dedicated Exhibit Hall Time: -the students themselves. See learning student learning. Receive examples of Resources for Success through the eyes of students and develop materials used during fve-day professional Time has been reserved in this session to a student-centered learning process that learning institutes. Understand and be visit the Exhibit Hall. Engage in one-on-one

MONDAY will empower them to take ownership able to implement targeted core practices conversations with exhibitors and vendors. of achievement. Realize how to equip that align with the research literature Spend time perusing and viewing the students with practices and strategies on efective instruction to address the exhibits or attend vendor demonstrations that will allow them to know what they’re Common Core ELA and Anchor Literacy in the Technology Showcase. Learn about learning, how they’re learning it, and when Standards and Integrated ELD. the latest technology tools that can be they’ve achieved. Robert Pritchard, Sacramento State University, used to support professional learning at Joshua Sherod, Options For Youth and Roseville, CA, [email protected] the school or district level. Opportunities for Learning, Pasadena, CA, [email protected] Susan O’Hara, University of California Davis, Renee Taylor-Johnson, Learning Forward, Davis, CA, [email protected] Oxford, OH, renee.taylor-johnson@ Jared Garcia, Options For Youth and learningforward.org Opportunities for Learning, Pasadena, CA, Maricela Sanchez, Los Angeles Unifed School [email protected] District, Los Angeles, CA, [email protected] Area of Focus: Resources Isabel Aquirre, Los Angeles Unifed School

TUESDAY Area of Focus: Student Learning District, Los Angeles, CA, [email protected] Kandice McLurkin-Hasani, Los Angeles D50 | Unifed School District, Los Angeles, CA, [email protected] Welcoming Immigrant and Refugee Area of Focus: Implementation Families to the Community 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 when you register community and schools through a central Register by Oct. 1 for a 3-, 4-, or welcome center that acts as a key resource 5-day conference

WEDNESDAY $ attendance in collaboration with schools. See how the and save 50!

60 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 5, 2016 MONDAY NETWORKING MEET UPS | SET E 4:45 PM - 5:45 PM

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

E01 | E03 | E05 | Networking Meet-Up for Networking for the Big 50 Facilitated Study Group on Research Dig in and analyze professional learning Join a discussion about the major issues Superintendents research studies with fellow attendees in facing the largest school districts. Focus Meet other superintendents of like mind this networking meet up. Learn to connect on the ways in which students learn and heart. Share conference highlights, research and practice. See how to become across content areas, examine the link refect on something you’ve heard or comfortable using data, research, and between professional learning and student SUNDAY learned that challenged your thinking, program evaluation in daily decision- achievement, or discuss the best way to discuss common themes among speakers, making. Network with other research- deploy resources. Consider how to increase or talk about an idea you might like to try orientated attendees and continue this public awareness and understanding that implementing in your district. learning community after the conference. adult learning leads to student success. Jef Ronnenberg, Spring Lake Park Schools, Joellen Killion, Learning Forward, Lakeway, TX, Deborah Childs-Bowen, Learning Forward, Minneapolis, MN, [email protected] [email protected] Decatur, GA, deborah.childs-bowen@ Rod Allen, Cowichan Valley School District learningforward.org Area of Focus: Learning Communities #79, Duncan, BC, Canada, [email protected] Area of Focus: Emerging Issues Area of Focus: Emerging Issues E06 | E04 | E02 | Networking Session for Teacher MONDAY Networking and Sharing With Networking Meet-Up for State or Leaders Principals and Assistant Principals Provincial Education Agencies Meet with other teacher leaders and Engage in a networking session with share something you’ve learned at the Consider the changing roles and conference that will impact your practice. expectations for principals and assistant your state or provincial education agency colleagues and build on each other’s Consider teachers’ roles in schools and principals. Explore ways in which principals districts and how best to advance teaching and assistant principals can facilitate school expertise. Share successful strategies for implementing quality professional learning and learning. Share any next steps you will improvement. Join in a dialogue and share take when you return to your school or efective practices in this networking aligned to educator evaluation systems, the Common Core, and new assessments. district. session for principals and assistant Jim Iker, BC Teachers’ Federation, Vancouver, principals. Victoria Duf, Learning Forward, Toms River, NJ, [email protected] BC, Canada, [email protected] Tara Zielinski, West Vancouver School District, Jenny Garrels, BC Teachers’ Federation, Area of Focus: Emerging Issues TUESDAY West Vancouver, BC, Canada, tzielinski@ Vancouver, BC, Canada, [email protected] wvschools.ca Area of Focus: Leadership Eric Brooks, Arizona Department of Education, Phoenix, AZ, [email protected] Area of Focus: Emerging Issues

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 WEDNESDAY 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 refect and apply. All of which can and will be done. ~Angela Mooney

www.learningforward.org/conference” | 800-727-7288 61 DECEMBER 5, 2016 MONDAY FASTFORWARD SESSIONS | SET F 4:45 PM - 5:45 PM

Attend these fast-paced, concise presentations. Each presentation includes 20 slides presented in 20 seconds each.

SATURDAY F01 | F03 | F05 | Literacy for All Students: A Blended Developing and Supporting Online Learning Experiences of Non- Approach Professional Learning Facilitators Mathematics Subject Specialist Take a visual tour of an innovative blended Examine what is needed to support and Teachers approach to literacy instruction with four develop the work of online professional Teachers assigned to teach secondary pillars that support all learners: a strong learning facilitators. Identify the desired mathematics out-of-feld are likely research base, horizontal and vertical qualities of a facilitator and explore the to engage in professional learning to articulation of standards-based outcomes, intersection of knowledge of best practices improve understanding of the subject diferentiated learning, and technological in professional learning, strong subject matter. Discover the professional learning enhancement. Consider how to apply content knowledge, and knowledge experiences of non-mathematics subject

SUNDAY tenets of edCount’s innovative literacy of best uses of technology. See how specialist teachers who teach secondary approach to your own practice. to develop the essential skill sets for mathematics in BC schools and what Elizabeth Greninger, edCount, Washington, successful online professional learning professional activities these teachers DC, [email protected] facilitation. participate in to strengthen their content Erin Buchanan, edCount, Washington, DC, Pamela Moore, Mobile County Public School knowledge. [email protected] System, Mobile, AL, [email protected] Christine Younghusband, Simon Fraser Area of Focus: Student Learning Area of Focus: Learning Communities University, Burnaby, BC, Canada, [email protected] Area of Focus: Student Learning F02 | F04 | Using Moodle in a Blended Measuring Professional F06 | Classroom Development in Magnet Schools Professional Learning Systems: A MONDAY Use Moodle in a face-to-face classroom Learn about the work conducted in a Key to Transforming Schools setting to help improve student large school district that studied the link Learn the importance of sound achievement while providing an easy between the use of Learning Forward’s professional learning systems in way to incorporate balanced assessment Standards for Professional Learning and transforming underperforming urban practices. Learn how Moodle allows student achievement. Find out which schools. Listen to advice on what to do-and students to improve their technology standards were rated highest and which not to do-when establishing sustainable skills by having electronic assignments. were rated lowest in New York City professional learning systems in such Incorporate elements of Game Theory to Department of Education magnet schools. schools. See how to help your lowest- help encourage and engage learners. Dive deeper into specifc questions from performing schools get on track, and Jef Campbell, Chilliwack School the SAI2 that were most important for come away with tips on how to accelerate District #33, Chilliwack, BC, Canada, future practice and future implications. improvement in your schools. [email protected] Nicolas Cracco, New York City Department TUESDAY Derek Mitchell, Partners in School Innovation, Area of Focus: Technology of Education, New York, NY, San Francisco, CA, [email protected] [email protected] Rosalba Del Vecchio, St. John’s University, Area of Focus: Implementation Jamaica, NY, [email protected] Area of Focus: Data WEDNESDAY

62 Learning Forward 2016 Annual Conference | Register Online Today FASTFORWARD SESSIONS | SET F CONNECTING LANDSCAPES for LEARNING VANCOUVER

4 ways to register: F07 | F09 | Tools for Building Strong Teacher- Registrations will be accepted Global Citizens and Environmental online, by mail, fax, or scan. All Student Relationships Stewards: An Educator Perspective Identify key aspects of positive teacher- registrations require payment for Explore global learning through one student relationships based on new processing. educator’s experiences as a National research. Explore how teacher-student Geographic Grosvenor Fellow in relationships can inform professional Paper registration forms are Antarctica. Learn about the concept of development, which is related to school available at www.learningforward. geo-education and the role it plays in climate and student engagement, and fostering a generation of environmental org/conference. Avoid a US$25 equip teachers to build strong relationships stewards and global citizens. See how handling fee by registering online. with students. Gain free resources for these experiences have infuenced this measuring and improving teacher-student educator’s professional practice. relationships in elementary, middle, and Jennifer Long, Chilliwack School District #33, high school settings. Chilliwack, BC, Canada, [email protected] Elizabeth Breese, Panorama Education, Area of Focus: Emerging Issues Boston, MA, [email protected] ONLINE Area of Focus: Student Learning F10 | www.learningforward.org F08 | School Trustee Information Sources Aboriginal Infusion at Gibson and Research Use Elementary School One way to improve policy and practice in British Columbia is to help policymakers Journey into British Columbia’s Aboriginal and practitioners focus on high-quality MAIL Education Enhancement Agreement. research and information. Examine the self- Learning Forward Conference Experience the process an elementary reported information-seeking activities and school undertook to nurture a climate Registration • 504 S. Locust Street, networks of BC school trustees in an efort where staf and students open their hearts Oxford, OH 45056 to strengthen the transmission of research. and minds to our Coast Salish Heritage. Establish which particular information Observe how storytelling and art were able sources are used based on varying school to unlock a deeper understanding and district variables. appreciation of the histories and cultures Christine Younghusband, Simon Fraser of Aboriginal communities in British University, Burnaby, BC, Canada, [email protected] Columbia. Daniel Laitsch, Simon Fraser University, FAX Linda Klassen, Delta School District, Delta, BC, Burnaby, BC, Canada, [email protected] Canada, [email protected] 513-523-0638 Area of Focus: Emerging Issues Area of Focus: Emerging Issues

SCAN [email protected]

ARTWORK PROVIDED BY LOCAL ARTIST Make plans to attend! ROY HENRY VICKERS DEC. 3-7, 2016 VANCOUVER

www.learningforward.org/conference | 800-727-7288 63 DECEMBER 6, 2016 TUESDAY 9 AM - 12 PM CONCURRENT SESSIONS | SET G CONTINUES 2:30 PM - 4:30 PM

G01 | G03 | G05 | Fundamentals of Professional Formative Assessment in a Brain- Achieving Racial Equity: The Fierce Learning Compatible Classroom: How Do We Urgency of Now Engage educators in the deep work of

SATURDAY Facilitating group decision making? Really Know They’re Learning? personal, professional, and systemic Implementing Learning Forward’s Whether they are called multiple transformation. Acquire proven practices Standards for Professional Learning? intelligences or gifts, students come to for enhancing cultural competence and Modeling efective professional class with many diferent ways of knowing. culturally responsive teaching. Learn how development teaching strategies? Gain strategies that help move you from to create and sustain a systemic approach Engaging adult learners? How does a deciding what you want students to know to racial equity. Examine the deeper causes beginning staf developer know where and be able to do to knowing when they of race-based educational disparities. to start and what to do? Focus on each have mastered essential learning. Consider of these questions and create your own Gary Howard, Gary Howard Equity Institutes, both traditional and more authentic forms Seattle, WA, [email protected] answers. Learn multiple strategies and of assessing a student’s way of knowing; Area of Focus: Equity techniques for advancing successful leave with product ideas and strategies for professional development. This session is a assessing student learning. SUNDAY repeat of A01. Marcia Tate, Developing Minds, Conyers, GA, Ann Delehant, Learning Forward, Webster, NY, [email protected] [email protected] Area of Focus: Data Denny Berry, University of Virginia, Charlottesville, VA, [email protected] CONFERENCE Area of Focus: Learning Designs G04 | Coaching Teams to Use Formative ICONS G02 | Assessments for Results Special symbols provide additional information for Hacking Leadership: A Disturbing Learn how to coach teacher teams to conference attendees. These unlock the power of classroom formative sessions are marked with icons. Guide assessment to motivate students and Most sessions are appropriate

MONDAY May you always be courageous, stand increase achievement. Experience a for all attendees. upright, and be strong in leading the process for engaging teacher teams disturbances necessary to change the BASIC for participants with in developing frequent formative limited background in the system you work in. Gain a foundation in assessments and analyzing results. content. communicative intelligence and adaptivity Guide teams in using tools to respond to so that people and the organization can formative data with timely and targeted ADVANCED for attendees grow. Explore ways to efectively disturb who have knowledge of the action that moves student learning session content. the system you work in while surviving the forward. Facilitate teams in learning about turmoil by understanding that each of us is and applying a formative assessment Sessions that have content the nexus of leadership and change. Apply and skills for educators driven-instructional cycle and a variety of serving TITLE 1 / economically a process for creating innovations in your formative assessment practices. disadvantaged populations. school or district. Nancy Love, Research for Better Teaching,

TUESDAY Explore REDESIGN PD in Antonia Issa Lahera, California State Acton, MA, [email protected] University - Dominguez Hills, Carson, CA, sessions marked with this Robin Whitacre, Idaho Springs, CO, icon. [email protected] [email protected] Kendall Zoller, Sierra Training Associates, Common Core State Nina Smith, Santa Fe, NM, [email protected] Foresthill, CA, [email protected] Standards will be found in Area of Focus: Data these sessions. Area of Focus: Leadership Sessions appropriate for SUPERINTENDENTS are fagged with this icon.

Sessions where participants should BYOD—Bring your own device.

Gain a global perspective

WEDNESDAY in sessions marked with this icon.

64 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY THOUGHT LEADER LECTURES 9 AM - 12 PM SATURDAY TL06 | TL07 | School before becoming the school’s Great Leaders for Great Schools A Changing Role for Principal instructional coach. In 2012, she became 9 a.m. - 10 a.m. Supervisors: Supporting Principals the assistant principal at Hearst Elementary Explore what it takes to grow and support as Instructional Leaders School. outstanding teacher leaders, school 10 a.m. - 11 a.m. Area of Focus: Leadership administrators, and instructional leadership In the United States, the Model Principal teams. Dig into challenges that arise when Supervisor Professional Standards were schools and districts work to distribute TL08 | released in 2015, recommending a shift instructional leadership across schools. in the role of principal supervisor from Efective K-12 Strategies: Vivian Mihalakis, Bill & Melinda Gates overseeing compliance to sharpening Foundation, Washington, DC, Leadership and Learning in a

principals’ instructional leadership SUNDAY [email protected] capabilities. Learn more about these Diverse World Vivian Mihalakis is a standards and hear from principals and 11 a.m. - 12 p.m. senior program ofcer principal supervisors in two US districts Learn about K-12 strategies that work and with the Bill & Melinda - Tulsa, Oklahoma and Washington, DC, reafrm your commitment to continuous Gates Foundation. putting their recommendations to the improvement in leadership and learning. Prior to joining the test as part of The Wallace Foundation’s Explore trends that will afect education foundation, Mihalakis Principal Supervisor Initiative. and society in the 21st century. Review led the English Jennifer Gripado, Tulsa Public Schools, Tulsa, research-informed, high-impact, K-12 language arts product OK, [email protected] approaches to close achievement and professional development team at Jennifer has worked gaps, improve student learning and the Institute for Learning at the University for Tulsa Public achievement, and improve graduation of Pittsburgh. She has partnered with Schools for 23 years. outcomes. See how to realize the promise MONDAY educators in public school districts from Jennifer currently of diversity by emphasizing excellence, coast to coast to provide professional is an Instructional equity, and inclusivity. Explore the role learning for teachers, coaches, and Leadership Director of holistic education and develop an administrators, and to design English supporting 10 understanding of how to help students language arts curriculum and performance elementary schools. become globally conscious solution assessments for K-12 classrooms. She is also the Project Manager for the fnders. Felicia Cumings Smith, Bill & Melinda School Leader Program Grant and the Avis Glaze, Edu-quest International, Delta, BC, Gates Foundation, Frankfort, KY, Wallace Foundation Grant. Canada, [email protected] [email protected] Harry Hughes, District of Columbia Public Avis Glaze was Felicia Cumings Schools, Washington, DC, [email protected] Ontario’s frst chief Smith is senior Harry Hughes is student achievement program ofcer – in his 18th year ofcer and founding TUESDAY College Ready at serving in the CEO of the Literacy the Bill & Melinda District of Columbia and Numeracy Gates Foundation. Public School Secretariat, where she Cumings Smith System, currently played a pivotal role in started her career in his fourth year improving student achievement in Ontario. as an elementary and reading resource as an instructional Glaze also served as Ontario’s education teacher in Jeferson County (Kentucky) superintendent. In this role, Hughes leads commissioner and senior adviser to the Public Schools where she helped design a cluster of 12 elementary schools and is minister of education. Currently, Glaze and lead curriculum work in literacy and responsible for coaching, supporting, and is president of Edu-quest International, formative assessment benchmarks. She evaluating principals. ofering a wide range of educational was associate commissioner of education Katie Larkin, District of Columbia Public services and speaking engagements across and chief academic ofcer from 2009 to Schools, Washington, DC, [email protected] WEDNESDAY the globe. 2014, where she led the work of three Katie Larkin is the branches of the Kentucky Department of principal of H.D. Cooke Area of Focus: Student Learning Education. Elementary School in Area of Focus: Implementation Washington, DC. She spent 10 years as a classroom teacher at Ross Elementary

www.learningforward.org/conference | 800-727-7288 65 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET H 9 AM - 12 PM

H01 | H03 | H05 | Learning Forward’s Afliate Leaders Purpose, Process, Payof: Shared The CRAFT of Thoughtful Join other afliate leaders and interact Leadership Leadership with Learning Forward’s Board of Trustees Learn what high-achieving schools

SATURDAY See how one high school used a and senior staf members. Gather new do regularly that makes them more professional learning community information and share ideas with your successful than average or low-achieving (PLC) process, built on the foundation fellow afliate leaders. Lead your afliate schools. See how building your school’s of standards-based instruction and in advancing the Learning Forward vision, capacities to Collaborate, Refect, Adapt, developed through shared leadership, mission, and strategic priorities in your and Focus (CRAFT) leads to thoughtful for lesson planning, open classrooms state or province. teaching, learning, and leadership for for observation, and looking at student Dale Hair, Learning Forward, Kennesaw, GA, all. Explore each capacity in CRAFT and work. Engage in teacher-created cycles [email protected] learn how schools are currently building of continuous improvement. Determine Area of Focus: Leadership these capacities to create and sustain the impact of Standards Study Learning improvement. Acquire a set of ready-to-use Walks on student achievement and leadership tools for collecting meaningful H02 | create goals to develop a plan for future

SUNDAY data about teaching and learning implementation of shared leadership throughout your school. Creating the Engaged Classroom in opportunities. Harvey Silver, Silver Strong & Associates, Secondary Schools Larissa McCoy Mitti, School District of Franklin Lakes, NJ, Hillsborough County, Tampa, FL, Explore a framework for strengthening [email protected] conditions for learning and discuss and [email protected] Area of Focus: Leadership experience a targeted set of research-based Robyn Sullivan, School District of Hillsborough instructional practices for reaching and County, Tampa, FL, [email protected] engaging adolescent learners in secondary Francesca Sciullo, School District of H06 | classrooms. Explore the question, “What Hillsborough County, Tampa, FL, [email protected] are the teacher mindsets and practices Around About: Impacting Student that build engaging and well-managed Elizabeth Morgan, School District of Achievement and Systemic Hillsborough County, Tampa, FL, classrooms and to ensure every student [email protected] Collaboration MONDAY succeeds academically in school?” Embed Create collaborative professional learning targeted academic learning supports and Area of Focus: Learning Communities networks that refect diversity and the interventions into daily practice. Increase needs and interests of students with personal interest and engagement through H04 | heightened engagement to improve student voice, choice, and diferentiated student achievement. Align and assignments and products. The Powerful Task: Instructional maintain momentum to propel student Michele Tissiere, Engaging Students, Planning for Cognitive Engagement achievement forward while honoring the Cambridge, MA, [email protected] Refect on lesson planning and task design learning and achievements of all educators. Area of Focus: Student Learning using tools developed in schools across Learn how to build capacity and teacher North America. Explore high-impact tasks efcacy through instructional rounds and and analyze the components of rigor to superintendent support. fnd what engages students and allows

TUESDAY Pam Bondett, Peel District School learners to make meaning in all content Board, Mississauga, ON, Canada, areas. Use a rubric to hone current practice [email protected] into stronger, learner-focused tasks, and Nikki Hutchison, Peel District School build powerful formative assessment Board, Mississauga, ON, Canada, from the standards. See how to plan more [email protected] engaging and powerful lessons. Area of Focus: Learning Communities John Antonetti, Colleagues on Call, Benton, AR, [email protected] Colleen Hawkins, Compton Unifed School District, Compton, CA, [email protected] when you register Area of Focus: Learning Designs Register by Oct. 1 for a 3-, 4-, or 5-day conference WEDNESDAY and save $50! attendance

66 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET H 9 AM - 12 PM SATURDAY H07 | H10 | Building System Capacity to Jason Rann, New York City Department of #aqueerendeavor: Afrming Education, New York, NY, [email protected] Family, Gender, Sexual Diversity Transform Content Literacy Jackie Grasso, New York City Department Learning of Education, New York, NY, Districtwide [email protected] Learn about a district’s partnership with Hear about lessons learned from the A Queer Endeavor, a university-based implementation of transformative Area of Focus: Student Learning center housed in a school of education professional development built on that moves topics of gender and sexual multitiered systems of comprehensive H09 | diversity beyond the antibullying narrative and fexible support for educators. Gain toward policy, practice, and professional experiential and theoretical understanding Leveraging Collaboration for learning. See how to proactively afrm of the Reading Apprenticeship Framework Supporting Student Achievement gender and sexual diversity and ensure SUNDAY and its professional development model- Hear about a partnership between a very a safe, welcoming environment for all. -an internationally-recognized and large urban district and the Regional Explore your background knowledge, evidence-based approach to increasing Educational Laboratory Appalachia that examine biases, and create a plan for secondary and postsecondary student resulted in a three-year journey building engaging learners and families in your own engagement and achievement in content middle school educators’ capacities to setting. literacy across the disciplines. Make engage in collaborative inquiry to raise connections between the principles and Tracy Stegall, Boulder Valley Schools, student achievement. Gain practical tips specifc strategies used in two large school Broomfeld, CO, [email protected] for developing a collaborative culture at systems to engage teachers, coaches, and Bethy Leonardi, University of Colorado the district, school, and classroom levels. at Boulder, Boulder, CO, principals in this new approach and your Explore how to translate collaborative [email protected] own context. inquiry from research at the national Sara Staley, University of Colorado at Boulder, Ruth Schoenbach, WestEd, San Francisco, CA, level to the district, school, and classroom Boulder, CO, [email protected] MONDAY [email protected] levels. Participate in an ongoing Jennifer Barr, Boulder Valley Schools, Boulder, Becky Graf, Charlotte-Mecklenberg Schools, virtual community of practice around CO, [email protected] Charlotte, NC, [email protected] collaborative inquiry and share support Odette Edbrooke, Boulder Valley Schools, Shelley Warkentin, Manitoba Province and resources beyond the conference Boulder, CO, [email protected] Education and Advanced Learning setting. Division, Winnipeg, MB, Canada, Phil Katsampes, Boulder Valley Schools, [email protected] Margie Johnson, Metro Nashville Public Boulder, CO, [email protected] Schools, Nashville, TN, Emily Clay, Boulder Valley Schools, Boulder, Area of Focus: Implementation [email protected] CO, [email protected] Shelly Dunaway, Metro Nashville Public Area of Focus: Equity Schools, Nashville, TN, H08 | [email protected]

Motivating Learning Through Erin Anderson, Metro Nashville Public Schools, TUESDAY Growth Mindset and Essential Nashville, TN, [email protected] Craig Hammond, Metro Nashville Public Questions Schools, Nashville, TN, Examine the role of achievement vs. [email protected] learning-goal research in motivating Whitney Akin, Metro Nashville Public Schools, students to become mastery-based Nashville, TN, [email protected] learners. Learn techniques for identifying Mary Laurens Seely, Metro Nashville Public the symptoms of a fxed mindset. Practice Schools , Nashville, TN, [email protected] ways to engage teachers in using essential Stephanie Wilkerson, Magnolia questions to help students access and Consulting, Charlottesville, VA, cultivate learning goals. Examine and [email protected] adapt goal orientation survey tools used to Area of Focus: Implementation WEDNESDAY identify goal priorities. 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 TUESDAY CONCURRENT SESSIONS | SET H 9 AM - 12 PM

H11 | H13 | H15 | Connected Action Road Map: Cultivating A Learning Culture Improving Skills and Practices of Strengthening Educator Practice Through Content Coaching Teacher Evaluators Through PLCs Learn strategies for developing coaching See how a high school faculty increased SATURDAY Learn about a school improvement process approaches that engage educators in teacher evaluator efcacy by learning using collaborative teams to drive ongoing mindful inquiry and conversation to breed new techniques for documenting improvements in educator practice and innovation and collective genius. Learn to instructional practices. Examine varying student learning. See how the Connected interweave proven practices (e.g. content types of documentation practices that Action Roadmap (CAR), endorsed by New coaching, lesson study, and communities bring diferent strengths to the teacher Jersey Department of Education and New of practice) that result in profound evaluation process. Train your teacher Jersey’s leading educational organizations, learning for coaches, school leaders, and evaluators in a fun, engaging, experience provides a systemic approach for measurable improvements in student that develops their instructional eye transforming practice and school culture. learning. Rethink coaching initiatives and toward improved instruction for your Consider how to examine formative and retool coaches and principals to have students. Learn and practice a variety of summative assessment data in a way that lasting, positive, and systemic impact new styles of evidence documentation and

SUNDAY organically promotes efective instructional on school culture and student learning. discuss the circumstances in which teacher decision making while meeting the needs Use inclusive processes that give voice evaluators can use them efectively. of diverse learners. Articulate priority areas and choice to teachers, principals, and Ben Collins, Maine Township District 207, Park for improving professional learning aligned coaches in the design and implementation Ridge, IL, [email protected] to the Standards for Professional Learning of efective professional development Jill Geocaris, Maine Township District 207, Park by engaging in a self-assessment of current formats and forums. Ridge, IL, [email protected] collaborative practices. Lucy West, Metamorphosis Teaching Susan Savage, Maine Township District 207, Victoria Duf, New Jersey Principals and Learning Communities, New York, NY, Park Ridge, IL, [email protected] Supervisors Association, Monroe Township, [email protected] Area of Focus: Leadership NJ, [email protected] Julie Everly, Monroe Public Schools, Monroe, Patricia Wright, New Jersey Principals and MI, [email protected] Supervisors Association, Monroe Township, Holly Wallace, Monroe Public Schools, Monroe, H16 | NJ, [email protected] MI, [email protected]

MONDAY Leading a School’s Literacy Donna McInerney, New Jersey Principals and Area of Focus: Learning Communities Supervisors Association, Monroe Township, Classroom Visit Model NJ, [email protected] Learn how to lead and look for key Area of Focus: Learning Communities H14 | elements of efective literacy instruction as Impact of Data on Collaboration a team of teacher leaders and the principal H12 | walk through classrooms. Experience a and Student Achievement process of engaging a leadership team How Principals Develop Teacher Learn how data can be used as a basis to review the data from the visits to Practice: External Expertise, for building collaborative, embedded determine strengths and needs. Determine Teacher Leaders, and Sponsorship professional learning communities that the next steps of action in professional focus on improving instructional practices learning as a result of the classroom visit. Examine how principals can leverage the that increase student achievement. Receive resources to start collecting data in TUESDAY role of teacher leaders, assistant principals, Experience the application of technology your school or district. and external professional learning to collect and use data to create change resources to develop teacher practice. Sandi Novak, Burnsville-Eagan-Savage, and promote positive school culture and Explore an urban middle school case study, Lakeville, MN, [email protected] professional collegiality. See how teachers and examine a principal’s experience Bonnie Houck, Victoria, MN, can use data as a focus for building working with the math department. Gain [email protected] best practices around student-centered tools to support the framing of professional Dawn Wiegand, Mounds View Schools, New learning. See how to create a team to learning sessions, participation in the Brighton, MN, support strong leadership within a school. [email protected] sessions, and follow-up including teacher goal-setting, classroom observation, and Courteney Lizotte, Yellowknife Education Area of Focus: Learning Designs principal feedback. District #1, Yellowknife, NT, Canada, [email protected] Anneke Markholt, University of Washington, Seattle, WA, [email protected] Brenda Johnson, Yellowknife Education District #1, Yellowknife, NT, Canada,

WEDNESDAY Joanna Michelson, University of Washington, [email protected] Seattle, WA, [email protected] Area of Focus: Data Area of Focus: Student Learning

68 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET H 9 AM - 12 PM

H17 | H19 | SATURDAY Garnering Feedback on Your The Nonverbals of Observing and Sheila Robinson, Greece Central School District, North Greece, NY, Feedback Giving Feedback [email protected] Written feedback is a powerful force. Shift from management by power to Holly Stettner, Greece Central School District, See how the choices observers make management by infuence where every Rochester, NY, [email protected] prompt the readers of the feedback, the educator uses efective nonverbal Area of Focus: Implementation teachers, to deeply consider the feedback communication. Develop a clear or discount it. Explore a high-quality understanding of the levels of observation Innovation Confguration map that was and when to focus on which level. H21 | co-developed by teachers and leaders Understand how nonverbal aspects of after fve years of study in an urban district. communication make up as much as 80% Dedicated Exhibit Hall Time:

Experience how opportunities were of a coach’s communication. Recognize Resources for Success SUNDAY created for observers to garner feedback that how we sound, our body posture, and Time has been reserved in this session to on their feedback. breathing efects how teachers respond to visit the Exhibit Hall. Engage in one-on-one Thomas Van Soelen, Van Soelen & Associates, coaches. Break the habit of automatic eye conversations with exhibitors and vendors. Lawrenceville, GA, contact and know when and how to make Spend time perusing and viewing the [email protected] eye contact vs. looking at an observation exhibits or attend vendor demonstrations Area of Focus: Implementation form. in the Technology Showcase. Learn about Krista Grinder-Dettlof, Vancouver School the latest technology tools that can be District, Vancouver, WA, used to support professional learning at H18 | [email protected] the school or district level. Transforming Leadership Learning Michael Grinder, Michael Grinder and Renee Taylor-Johnson, Learning Forward, Associates, Battle Ground, WA, Oxford, OH, renee.taylor-johnson@

and Development Through MONDAY [email protected] learningforward.org Refective Practice Rachel Babbs, Salem-Keizer Public Schools, Area of Focus: Resources Learn about the roles and criteria for Salem, OR, [email protected] principal leaders to ensure efective Area of Focus: Learning Designs teaching and learning at high levels for all students. Utilize self-refection to guide principals’ engagement with H20 | leadership development strategies and From Professional Development practices. Explore strategies and tools to Professional Learning: for transforming instructional leadership This was the frst time as well as district professional learning Collaboration Transforms Planning programs for multiple leadership roles. Explore a mid-sized school district’s journey that I have ever been to

Design learning plans aligned with key from traditional professional development the Learning Forward TUESDAY leadership roles for district or individual to a true professional learning model Conference. I really leadership development. using strategic relationships, alignment, enjoyed every single day Deborah Childs-Bowen, Creative and collaborative opportunities. Identify “ Mind Enterprise, Atlanta, GA, characteristics and components of a of the conference. My [email protected] professional learning plan that engages sessions were awesome Ann Cunningham-Morris, Mableton, GA, educators in active, personalized, job- [email protected] embedded, ongoing learning based and I got many good Phyllis Pajardo, City of Fairfax Schools, on student needs. Understand how a ideas that I can bring Fairfax, VA, [email protected] technology-based design tool can support back to my district. Area of Focus: Leadership refning or creating components of an educator-driven planning process. ~Jennifer Ullrich WEDNESDAY Marguerite Dimgba, Greece Central School District, Rochester, NY, [email protected] Juliet Correll, Frontline Technologies, Malvern, PA, [email protected] ”

www.learningforward.org/conference | 800-727-7288 69 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET I 10 AM - 12 PM

I01 | I03 | Plot Your Course to Sustainable Jennifer Crockett, Long Beach Unifed School Visible Learning in Literacy District, Long Beach, CA, How can teachers maximize their eforts Teacher Leadership [email protected] to improve students’ literacy? See how Design and plot your course for developing Enrico Biscocho, Long Beach Unifed School SATURDAY to use the efect size research from John sustainable teacher leadership in your District, Long Beach, CA, Hattie to focus specifc literacy instructional school or district to support student [email protected] routines that build student surface, deep, learning. Put students at the forefront Leonardo Ramos, Long Beach Unifed School and transfer knowledge. Get help in of your vision and practice. Explore District, Long Beach, CA, [email protected] determining impact using efect sizes. the path one district navigated in their Area of Focus: Data Identify infuences within a teacher’s journey to empower teacher leaders to control that positively and negatively afect collaboratively take ownership of their students’ literacy development. Analyze school improvement goals. Create an I05 | student learning using efect sizes on pre- action plan tailored to the needs of your Teachers’ Learning and Leadership: and postassessment tools. school or district. Doug Fisher, Health Sciences High and Middle Michele Schmidt Moore, Loudoun Of, By, For Teachers

SUNDAY College, San Diego, CA, [email protected] County Public Schools, Ashburn, VA, Learn, discuss, and share promising Nancy Frey, Health Sciences High and Middle [email protected] practices and experiences for developing College, San Diego, CA, [email protected] David Arbogast, Loudoun County Public teachers’ peer-led professional learning. Schools, Ashburn, VA, [email protected] Area of Focus: Implementation Explore approaches for developing Sonja Polcen, Loudoun County Public Schools, teachers’ informal and formal leadership Ashburn, VA, [email protected] of professional knowledge and practices I02 | Jennifer Miller, Loudoun County Public to support teaching and learning. Gain Schools, Ashburn, VA, [email protected] insights from evidence of practices Transforming Teaching and Area of Focus: Leadership to support knowledge development, Learning With Technology mobilization, and application for Learn how teaching and assessment I04 | individuals, groups, and networks of methods transform as a result of using educators. Access the latest research technology, such as Google Classroom and on successful strategies for teacher MONDAY myPD: The Art and Science FreshGrade. Experience diferent apps and professional learning, leadership, and digital assessment methods to introduce of Personalized Professional professional knowledge exchange. implementation approaches into your own Development Carol Campbell, University of Toronto, Toronto, teaching practice. Observe student work How do we leverage 21st-century ON, Canada, [email protected] samples and useful apps in conjunction technologies to create personalized and Ann Lieberman, Stanford University, Stanford, with various subject areas and explore respectful professional development CA, [email protected] digital portfolios as a multimodal platform with an eye toward measuring impact Anna Yashkina, University of Toronto, Toronto, to showcase students’ learning. Design and ensuring coherence? Find out how ON, Canada, [email protected] assessment methods that allow students to a team from a large urban school district Area of Focus: Leadership show their thinking and learning in a range in Southern California uses the myPD of modes from writing to audio samples, professional development management videos, and photographs. Participants system to meet the challenge. This TUESDAY should bring an iPad or other personal community of practice uses myPD to device. match teacher needs and wants to Alexis Birner, Crofton House School, coherent, relevant professional learning; Vancouver, BC, Canada, then, equips teachers with the tools to [email protected] measure the impact of that professional Stella Araujo, Vancouver, BC, Canada, learning on teacher practice. Develop a [email protected] vision in practice and begin to plan your Area of Focus: Technology next steps to actualizing this vision in your own district. Nader Twal, Long Beach Unifed School District, Long Beach, CA, [email protected] Amy Pendray, Long Beach Unifed School District, Long Beach, CA, WEDNESDAY [email protected]

70 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET I 10 AM - 12 PM SATURDAY I06 | I08 | I10 | State Agencies as Learning Getting Smarter Together: Coaching Through Video to Organizations Integrating STEM in the Classroom Motivate Changes in Practice Learn about a charter school model for State education agencies infuence the Discover how lab classroom coaching developing a coaching cycle to support success of districts and schools. When cohorts were developed and implemented teacher development through refective they become learning organizations, they in a large school district for STEM video practice. Gain knowledge about reinforce the signifcance of continuous integration in science and math 6-12, the extent to which video, a shared piece improvement. Learn how staf members scalable to any content area. Participate of evidence, can drive critical changes in in a reform-minded state department in a model STEM lesson, and interact teacher practice. Understand how video of education leveraged engagement in with strategies to re-envision STEM can be used to motivate and inspire the Transforming Professional Learning implementation. Spark and develop ideas

change in teacher implementation of SUNDAY initiative to establish a bold plan for professional learning through the restorative practices. and strategies for their own ongoing structure of this model, its efectiveness in professional learning. improving instruction, and how it builds Catherine Guimaraes, Teaching Channel, Oakland, CA, [email protected] Joellen Killion, Learning Forward, Lakeway, TX, capacity in teacher leaders. Engage in a [email protected] model STEM lesson to experience a teacher Jennifer Tiggs, Henry Ford Academy, Detroit, MI, [email protected] Karen Kidwell, Frankfort, KY, workshop and give participants authentic [email protected] ways to integrate STEM by using NGSS Liz Bastian, Henry Ford Academy, Detroit, MI, [email protected] Area of Focus: Learning Communities science and engineering practices and the Common Core State Standards of Math Area of Focus: Implementation I07 | Practice. Denise Goldin-Dubois, Cherry Creek School I11 | District, Centennial, CO, Leader Tracking System: Tool for MONDAY [email protected] Changing Culture and Practice: Principal Pipeline Strategy Sherri Dennstedt, Cherry Creek School District, Collaborative Feedback Loops for Learn how a data system supports building Centennial, CO, the capacity of school leaders. See how [email protected] Leaders a large district created a Leader Tracking Area of Focus: Learning Designs Unpack current enablers and barriers to System (LTS) to track human resources system or school improvement. Explore an and student achievement data to inform existing model for collaborative reviews evaluation, recruitment, and professional I09 | using inquiry as a process to guide change development strategies. Understand Project Momentum: A Focused that is top-down by the system and the components of a district principal bottom-up by the schools. Examine the pipeline strategy. Generate ideas on how and Diferentiated Model of international and Canadian research on creating an LTS may enhance leadership Districtwide School Improvement instructional leadership for system and development strategies in your own and Explore a district-level school improvement school improvement including feedback to TUESDAY other districts. model and the impact of a strategic monitor implementation of initiatives, limit Jevelyn Bonner-Reed, Charlotte- focus. Examine the project’s tight focus, variability, and increased coherent and Mecklenburg Schools, Huntersville, NC, strategic deployment of resources, and efective practices. [email protected] strategies for removing barriers to student Beverley Freedman, University of Toronto, Michele Mason, Charlotte- achievement, all in a diferentiated Vaughan, ON, Canada, Mecklenburg Schools, Huntersville, NC, framework. Learn about the tools used for [email protected] [email protected] school improvement at school and district Mike Borgford, Seine River School Division, Jill Near, Charlotte-Mecklenburg Schools, levels. Hear about specifc strategies used Lorette, MB, Canada, [email protected] Huntersville, NC, [email protected] for school turnaround and how they were Area of Focus: Leadership John Legrand, Charlotte- implemented in a large suburban district. Mecklenburg Schools, Huntersville, NC, Mark Greenfelder, Fairfax County Public Schools, WEDNESDAY [email protected] Falls Church, VA, [email protected] Stephen Esposito, Charlotte- Brendan Menuey, Fairfax County Public Mecklenburg Schools, Huntersville, NC, Schools, Falls Church, VA, [email protected] [email protected] Steve Lockard, Fairfax County Public Schools, Area of Focus: Leadership Falls Church, VA, [email protected] Terry Dade, Fairfax County Public Schools, Falls Church, VA, [email protected] Area of Focus: Implementation

www.learningforward.org/conference | 800-727-7288 71 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET I 10 AM - 12 PM

I12 | I14 | I16 | Building Leadership Networks to LEarning Together to Advance our State Policy Matters: Principals Encourage Innovation Practice: A School-Based Approach Advance Teaching and Learning

SATURDAY Learn about a leadership network that to Learning Communities Explore the unique role of state agencies in shares learning across diverse districts Hear about a new school-based approach identifying and training aspiring principals to spread and scale innovative practices to professional learning, LEarning together while supporting on-the-job principals. which support teacher professional to Advance our Practice (LEAP), used by Expand understanding of state policy learning and school or district leadership District of Columbia Public Schools (DCPS). levers to cultivate and support excellent capacity. Discover how to create a See how LEAP creates content-specifc, principals, with special emphasis on sustainable structure that fosters school-based learning communities that supporting principals’ growth with aligned professional learning for district leaders engage in a cycle of planning, content professional development. Leave energized and leads to impressive gains for students. knowledge development, formative after learning how one state achieved Identify common problems of practice that observations, and student work analysis success using an aligned, integrated may exist across districts, as well pathways - all tied to the DCPS curriculum and learning supports model as the catalyst for to address those issues in a collaborative facilitated by a content-specifc leader. principal development. SUNDAY and efective manner. Learn about the LEAP program and what Rhonda Waltman, Scholastic Education, New Sharon Roberts, Tennessee SCORE, Nashville, DCPS did to launch the initiative, and how York, NY, [email protected] TN, [email protected] the work is going. Linda Felton-Smith, Alabama State Department of Education, Montgomery, AL, Lyle Ailshie, Kingsport City Schools, Kingsport, Scott Thompson, District of Columbia Public [email protected] TN, [email protected] Schools, Washington, DC, Neel Durbin, Dyersburg City Schools, [email protected] Merrianne Dyer, Scholastic Education, Gainesville, GA, [email protected] Dyersburg, TN, [email protected] Paige Hofman, District of Columbia Public Courtney Seiler, Tennessee SCORE, Nashville, Schools, [email protected] Area of Focus: Leadership TN, [email protected] Area of Focus: Learning Communities Lily Newman, TNTP, South Hadley, MA, [email protected] I17 | Area of Focus: Learning Communities I15 | Principal Evaluations: From a Once- MONDAY Principals Collaborating to Deepen a-Year Event to an Ongoing Cycle of I13 | Understanding of High-Quality Growth Text Complexity: A Key Measuring Instruction Find out about the Association of Stick in Assessment See how to engage in a process that Washington School Principals’ AWSP ensures equitable evaluation of teacher Leadership Framework and the Framework Learn about the critical components efectiveness through an interrater Users Guide, used by more than 95% of sound assessment design and the reliability system. Understand how of school districts in the state, and the role that text complexity plays within it. developing a common rubric vocabulary sweeping changes in the mindset and Analyze multiple data sets to determine and maximizing external resources attitude toward principal evaluation. how to use evidence of student learning including the utilization of a calibration Explore efective tools to move principals against multiple levels of text to identify and certifcation engine (CCE) results in and principal evaluators from a once-

TUESDAY instructional opportunities that meet the districtwide rater agreement. Examine how a-year evaluation event to a system of needs of learners from a district, building, principals, by engaging as instructional self-evaluation, goal setting, ongoing classroom, or at the individual student leaders in purposeful professional learning conversations and observations, which are level. Identify action steps to support and collaboration, assist teachers in truly helping principals to grow and go using new knowledge to drive data-driven improving classroom instruction to result deeper in their practice. Walk away with discussions centered on student learning in greater student growth. tools, tangibles, and planning strategies against targeted objectives. and begin working toward a cycle of Todd Cummings, Fort Wayne Community Karen Flories, Valley View School District 365U, Schools, Fort Wayne, IN, continuous growth. Romeoville, IL, [email protected] [email protected] Ron Sisson, Association of Washington School Area of Focus: Student Learning Kay Psencik, Learning Forward, Cyprus, TX, Principals, Olympia, WA, [email protected] [email protected] Scott Seaman, Association of Washington K.C. MacQueen, Empirical Education, Palo Alto, School Principals, Olympia, WA, [email protected] CA, [email protected] Area of Focus: Implementation WEDNESDAY Area of Focus: Implementation

72 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET I 10 AM - 12 PM SATURDAY I18 | I20 | I22 | What the Public Wants From Our Help Your Teachers Apply What’s New? What’s Next? Schools Learning From Their Professional Get answers to two key questions for The annual PDK poll is the longest running Development today’s professional development leaders... What’s new? What’s next? Examine eight measure of the American publics’ attitudes Teachers intend to implement what towards public education and has shaped innovative education trends that will make they’ve learned from their professional a positive impact on your work. Identify the views of leaders, policymakers, and the development, but sometimes things get media toward public education. Review key trends that will infuence educational in the way--lack of time, lack of follow-up professional learning and educator the results and fndings of the most recent support, and often fear of trying something PDK poll. Engage with others in discussing engagement for the next fve years. Inspire diferent. Find out about a new tool co- a student-centered and future-focused its implications for your own leadership. designed by practitioners in a very large vision of professional learning that can be SUNDAY Create a plan for addressing the publics’ urban district that provides mentors and interests in their own communities. integrated into your own district. Design coaches a simple way to help new teachers an active learning ecosystem graphic and Joshua Starr, PDK International, Arlington, VA, apply in their own classroom what they [email protected] become more knowledgeable about what learned in professional development. is new and what is next through the lens of Area of Focus: Leadership Dara Barlin, DARE Consulting, Los Angeles, CA, research, best practice, and current issues. [email protected] Jill Gildea, Fremont School District 79, I19 | Judi Fenton, New York City Department of Mundelein, IL, [email protected] Education, New York, NY, jfenton2@schools. Elizabeth Freeman, Fremont School District nyc.gov Novice Teacher Support: 79, Mundelein, IL, [email protected] Area of Focus: Implementation Instruction-Focused Professional Aislynn Gildea, Crystal Lake Community Learning District 155, Crystal Lake, IL, [email protected] MONDAY How do campus and district leaders I21 | Area of Focus: Emerging Issues develop an intentional implementation Using Data Displays to Engage and plan for growing novice teachers and their mentors? Examine induction vs. mentoring Empower Teachers and experience a new-teacher learning Examine efective data displays which walk. Refect on systems elements and have led to teacher change in instructional professional learning needed to build and practice. Create data displays based sustain a collaborative induction system on classroom observation linked to an for continuous improvement. Discover instructional framework created for a protocol to develop the instructional teachers in preK-12 classrooms. Discuss Learning Forward is prowess of novice teachers and their how teacher-driven, individualized amazing…. I have mentors. professional learning can result in teacher made a commitment TUESDAY refection and change in instructional Elita Driskill, Education Service Center Region to attend every 11, White Settlement, TX, [email protected] practice. Linda Parker, Eagle Mountain-Saginaw Jamey Burns, University of Florida, Neptune “year, even if I have Independent School District, Fort Worth, TX, Beach, FL, [email protected] to personally pay [email protected] Lauren Gibbs, University of Florida, Karen Ray, Eagle Mountain-Saginaw Jacksonville, FL, [email protected] for it. The learning Independent School District, Fort Worth, TX, Valeria Brown, Seminole County Public is THAT valuable to [email protected] Schools, Sanford, FL, me. Thank you for Justin Matthews, Eagle Mountain-Saginaw [email protected] Independent School District, Fort Worth, TX, Mary Kay Rodgers, University of Florida, making it fantastic [email protected] Scottsdale, AZ, [email protected] every single year. Area of Focus: Learning Designs Area of Focus: Data ~Chad Dumas WEDNESDAY

when you register Register by Oct. 1 for a 3-, 4-, or 5-day conference ” and save $50! attendance

www.learningforward.org/conference | 800-727-7288 73 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET I 10 AM - 12 PM

I23 | I24 | I26 | Transforming Teacher Leadership: Supporting Teachers: Increasing Using Our Strengths to Lead: Developing Mentors as Teacher Instructional Efectiveness for Empowering Teacher Leadership Leaders Learn about an initiative where teachers SATURDAY Student Learning Learn how a district intentionally designs engage in leadership training to expand Successfully shift teacher evaluation opportunities to nurture school-based their sphere of infuence beyond the from inspection to a growth model and mentors as teacher leaders. Investigate a classroom. See how building individual focus your teacher feedback on student replicable, sustainable model that develops capacity has empowered instructional K-12 learning. Refne your ability, or build teachers as school-based mentors and staf to begin to infuence systemic change. capacity in others, to truly measure district leaders who co-learn and coach to Hear from district administrators and teacher “efectiveness” during classroom implement researched-based instructional, teachers how to replicate this professional observations. Learn how to mindfully assessment, and equity strategies. Examine learning community model in your collect evidence and critically analyze a how a district supports teacher leaders to schools or district. Engage in conversations teacher’s impact on engagement and strengthen novice teacher efcacy through designed to overcome limiting perceptions understanding. Develop action steps diferentiated professional learning, about teachers’ roles in schools and based on an analysis rooted in evidence SUNDAY collaborative inquiry, gradual release, and districts. and change outcomes to make an impact actionable goal-setting that facilitates Julie Glazer, Summit Public Schools, Summit, directly on student learning. leadership and afects student success. NJ, [email protected] Amy Tepper, ReVision Learning Partnership, Lauren Banker, Summit Public Schools, Allison Cunningham, Peel District School Sarasota, FL, [email protected] Board, Mississauga, ON, Canada, Summit, NJ, [email protected] [email protected] Jordan Grossman, Canton Public Schools, Ron Poles, Summit Public Schools, Summit, NJ, Canton, CT, [email protected] Suzanne Molitor, Ontario College of Teachers, [email protected] Toronto, ON, Canada, [email protected] Natalie Simpson, West Hartford Public Dana Folk, Summit Public Schools, Summit, Schools, West Hartford, CT, NJ, [email protected] Dina Burkett, Peel District School Board, [email protected] Mississauga, ON, Canada, Trudy Cohen, Summit Public Schools, Summit, [email protected] Patrick Flynn, ReVision Learning Partnership, NJ, [email protected] Colchester, CT, [email protected] Cheryl Dell, Peel District School Board, Area of Focus: Leadership Mississauga, ON, Canada, Area of Focus: Implementation MONDAY [email protected] Maria Luisa Lebar, Peel District School Board, I25 | I27 | Mississauga, ON, Canada, Supporting New Teachers and [email protected] Leading Implementation of Career- Anna Presta, Peel District School Board, and College-Readiness Standards Mentors Mississauga, ON, Canada, Find out how to ensure that all students [email protected] Identify principal practices that lead to are engaged, inspired, and empowered to Area of Focus: Leadership efective implementation of career- and learn by providing an equal focus on your college-readiness standards by supporting new teacher hires and their mentors. Learn teacher learning. Engage with tools and how to analyze your induction program other artifacts that principals and teachers and create a sustainable professional use in their school to provide feedback learning infrastructure tailored to new- TUESDAY and practice-centered instructional teacher and mentor needs. See how a support. Experience specifc professional comprehensive induction and mentoring development leadership practices, such program that meets professional learning as distributing leadership and designing standards accelerates inductee professional systems for professional development, knowledge and builds their skill capacity. that directly support teacher work in the Svetlana Sutic, Deerfeld District 109, classroom. Libertyville, IL, [email protected] Brad Cawn, New Leaders, New York, NY, Kristen Paul, Deerfeld District 109, Deerfeld, [email protected] IL, [email protected] Cheryl Borden, New Leaders, New York, NY, Rachel Fillippi, Deerfeld District 109, [email protected] Deerfeld, IL, [email protected] Jill Grossman, New Leaders, New York, NY, Area of Focus: Learning Designs [email protected]

WEDNESDAY Area of Focus: Leadership

74 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET I 10 AM - 12 PM SATURDAY I28 | I30 | I32 | Key to Successful Implementation: Creating and Sustaining a Quality Feedback: Non-Negotiable Focus on Outcomes First Community of Practice for Leaders for Today’s Leader Learn how a community of practice ofers Feedback can be used to support and Learn how to develop and use common a robust professional learning strategy for encourage professional growth and language to clearly articulate desired leaders by serving as a vehicle for authentic learning. Discover how instructional outcomes. Experience six strategies for communication, mentoring, coaching, and leaders provide the tools and structures change and how they are enacted in self-refection. Experience and examine necessary to create professional learning practice. Create a road map to reach protocols, strategies, and processes that experiences that focus on the use of intended outcomes. Identify facilitation one school used in its community of quality feedback. Investigate professional strategies that promote changing mindsets practice that engaged and inspired its learning opportunities and artifacts such as about using outcomes frst.

participants. Review the impact of this protocols, videos, and assessments. Explore SUNDAY Janice Bradley, Utah Education Policy Center, strategy on leaders, school stafs, and tech tools to streamline the feedback Salt Lake City, UT, [email protected] student learning. process. Walk away with professional Amy Colton, Learning Forward, Ann Arbor, MI, development engagements you can fold [email protected] Corrie Ziegler, Edmonton Regional Learning Consortium, Edmonton, AB, Canada, into your already established professional Ed Tobia, Austin, TX, [email protected] [email protected] development plan. Area of Focus: Implementation Laurie Kardynal-Bahri, Elk Island Catholic Shawn Clark, Saluda County Schools, Saluda, Schools, Sherwood Park, AB, Canada, SC, [email protected] I29 | [email protected] Abbey Duggins, Saluda County Schools, Area of Focus: Learning Communities Saluda, SC, [email protected] Using Tripod Student Surveys to Area of Focus: Leadership Enhance Professional Learning I31 | MONDAY Harness the power of student voice through the Tripod 7Cs framework of A System’s Approach to Supporting efective teaching and explore how to use Aboriginal Education Tripod student surveys as a way to enhance Explore ways a system can weave together feedback available to teachers. Dig into the supports to create a culturally safe research fndings associated with the use organization. Refect on your own biases of Tripod surveys across the United States and move from bystander to ally. See and learn how results are correlated to how to design staf professional learning important outcomes. Gain knowledge and that addresses cultural safety. Walk away strategies that can be leveraged by school with the understanding and tools to work and district teams promoting continuous towards a culturally safe organization. improvement to enhance teaching practice Understand and build assessments to TUESDAY and student outcomes. measure cultural safety with in your Rob Ramsdell, Tripod Education Partners, organization. Cambridge, MA, [email protected] Shelly Niemi, School District #57 (Prince Alka Pateriya, Tripod Education Partners, George), Prince George, BC, Canada, Cambridge, MA, [email protected] [email protected] Area of Focus: Equity Jennifer Parisian, School District #57 (Prince George), Prince George, BC, Canada, [email protected] Area of Focus: Equity WEDNESDAY

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 75 DECEMBER 6, 2016 TUESDAY THOUGHT LEADER LECTURES 2:30 PM - 4:30 PM

TL09 | TL10 | Max Silverman, University of Washington, The Principal Supervisor: How Seattle, WA, [email protected] Developing Great Teaching: to Balance the Roles of Coach, Max Silverman is the Findings from a Major International

SATURDAY Supervisor, and Central Ofce associate director of the Review into Efective Professional Center for Educational Leader Leadership (CEL) at the Development 2:30 p.m. - 3:30 p.m. University of Washington. 3:30 p.m. - 4:30 p.m. School districts across the country are Silverman is a former What are the principal and central quickly revising the role of principal ingredients of ofce leader who leads supervisor to refect recent research CEL’s work focused on efective teacher indicating a need for a stronger focus on district leadership. In this role, Silverman has learning, and how improving principal performance. Hear worked closely with the Bill & Melinda Gates do you create these what the University of Washington Center Foundation and a number of districts including conditions? Drawing for Educational Leadership is learning Seattle, Shelby County (TN), and Minneapolis. on the fndings from about this role and also hear from a central Susanne Jerde, Highline Public Schools, a major international

SUNDAY ofce leader about this efort in her district. Burien, WA, review, hear about the core ideas illustrated Develop a deeper understanding of how to [email protected] using practical examples of exceptional balance the roles of coach and supervisor, Susanne Jerde is the practice from his organization’s network how to address issues of principal chief academic ofcer of of United Kingdom and international supervisor span of control, and ways that Highline Public Schools. schools drawn from recent work with the She began her teaching principal supervisors can be vital central UK government using the Standard for career in Highline in ofce leaders. 1984, and since then has Teachers’ PD. Stephen Fink, University of Washington, served as an elementary David Weston, Teacher Development Trust, Seattle, WA, [email protected]; @StephenFinkAtUW school principal, director London, England, Stephen Fink is the of Title 1/LAP/ELL, and [email protected]; @informed_edu executive director of the executive director supervising schools K-12. David Weston is the founder and chief executive University of Washington Jerde holds a superintendent’s certifcate from of the Teacher Development Trust, and the Center for Educational Seattle University, a master’s from Seattle Pacifc chair of the United Kingdom Department for MONDAY Leadership (CEL), University, and a bachelors in elementary Education’s Teacher Development Expert Group. and afliate associate education from Central Washington University. He is a school governor and a former secondary professor of educational Area of Focus: Leadership math and physics teacher. Weston speaks and leadership and policy writes frequently for education sector and studies in the University national media and has had a number of radio of Washington College of Education. He has and TV appearances on the subject of teaching, worked extensively with school and district teacher development, and LGBT issues. leaders on improving the quality of instructional Area of Focus: Leadership 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

TUESDAY co-author with Anneke Markholt of Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise (Jossey-Bass, 2011).

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Sessions that have content and skills for Sessions appropriate for WEDNESDAY educators serving TITLE 1 /economically SUPERINTENDENTS are fagged with disadvantaged populations. this icon.

76 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM SATURDAY J01 | J03 | J05 | Tuesday Keynote Q&A With Pasi When Coaches Learn, Teachers Mighty Micromessages for Student Sahlberg Learn Success Hear how the most-improved district Micromessages are small, subtle, Keynote speaker Pasi Sahlberg will answer in its state enacted a clearly articulated unconscious messages we send while your questions in this special session after process for supporting instructional communicating with others, whether by his keynote address on Tuesday afternoon. coaches. Through this ongoing process, voice, tone, or action. These messages Pasi Sahlberg, Helsinki, Finland, instructional coaches use a coaching cycle may be positive or negative, stem [email protected] to ensure shifts in educator practice. The from our implicit biases, and afect Area of Focus: Leadership presenters will share how the district’s relationships. Discuss the various types instructional coaches are engaged in a of micromessages, how micromessages

J02 | cycle of continuous improvement and impact students, how to encourage SUNDAY work in study teams to practice the skills persistence through the use of micro- Resources to Support the Beyond they are using with others, refect on the afrmations, and how to inoculate students PD Report quality of the work, and assess the impact from internalizing micro-inequities that, Explore the tools included in Learning of coaching. Engage in protocols and over time, afect their potential. Forward’s facilitator guide designed for learning designs used with coaches and Meagan Pollock, National Alliance for teachers, teacher leaders, principals, and refect on the possible implications for Partnerships in Equity, Gap, PA, [email protected] central ofce staf. See how to analyze and your district. Establish a plan of action for use the fndings from Beyond PD: Teacher incorporating ideas from the session into Area of Focus: Equity Professional Learning in High-Performing your own district support for instructional coaches. Systems to strengthen professional J06 | learning at the school and system levels. Kay Psencik, Learning Forward, Cypress, TX, Find tools, which are organized into an [email protected] 21st-Century Professional Learning: MONDAY easy-to-use guide and may be used for Ramona Coleman, Fort Wayne Blended Learning for Educators multiple purposes by a range of educators. Community Schools, Fort Wayne, IN, [email protected] Examine the iNACOL Blended Learning Joellen Killion, Learning Forward, Lakeway, TX, Valerie Mitrani, Learning Forward, Miami, FL, Teacher Competency Framework and [email protected] [email protected] California Quality Professional Learning Area of Focus: Resources Area of Focus: Learning Designs Standards and see how these standards were applied by one district to create new blended models for professional learning. J04 | Consider what your school or district can Next-Generation Accountability: do to build similar experiences. Beyond Test Scores Emily Garrison, Palo Alto Unifed School

District, Palo Alto, CA, [email protected] TUESDAY Transform your accountability system Kelly Bikle, Palo Alto Unifed School District, from test scores into a learning system. Palo Alto, CA, [email protected] Synthesize research on high-leverage Kathleen Laurence, Palo Alto Unifed School strategies and apply best practices District, Palo Alto, CA, [email protected] in accountability to your school and Area of Focus: Technology educational system. Energize your staf with accountability indicators that are collaborative, meaningful, and impactful. Advocate for constructive accountability systems to your communities and stakeholders. WEDNESDAY Douglas Reeves, Creative Leadership Solutions, Boston, MA, [email protected] Area of Focus: Data when you register Register by Oct. 1 for a 3-, 4-, or 5-day conference and save $50! attendance

www.learningforward.org/conference | 800-727-7288 77 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM

J07 | J09 | J11 | Redesigning Professional What Teachers Need to Make Professional Learning Practices and Development to Improve Teaching Professional Learning Work Resources from 15 States

SATURDAY and Learning Teams from the Agents for Learning Hear about new research on the eforts in Learn how one school district is Competition will ofer their insights and 15 states to foster efective professional redesigning professional learning systems share their vision for the best uses of Title learning for all educators on state college- to improve the conditions for teaching II and other federal funds under the Every and career-readiness standards. Improve and learning using Learning Forward’s Student Succeeds Act (ESSA). Building on leadership in your own state by identifying Standards for Professional Learning. the whitepaper co-published by Learning approaches, learning designs, and Discover the lesson study cycle and how Forward and the National Commission on resources from states with the strongest it is a catalyst for transforming teacher Teaching & America’s Future on teacher eforts. Discuss innovative initiatives refection during teacher collaborative agency, hear fnalist teams’ analysis of with leaders from one of those states. learning time. See how to guide teacher teachers’ primary professional learning Get help tackling the nuts and bolts of teams within the framework of a needs and their theory of action to implementing results-based professional professional learning system designed leverage that learning to advance teaching learning reform in your state. SUNDAY to foster teacher growth. Engage in and learning. Leave with recommendations Kimberly Anderson, Southern Regional collaborative discussions that foster for states, districts, and schools to consider Education Board (SREB), Atlanta, GA, professional learning system changes. as guides to their Consolidated State Plans [email protected] Andrea Pyatt, Lake County Schools, Tavares, and/or state and district Title II plans, a Janice Poda, Learning Forward, Columbia, SC, FL, [email protected] requirement of ESSA. [email protected] Amy Cockcroft, Lake County Schools, Tavares, Co-sponsors for the competition include Mary Elizabeth Mira, Southern Regional FL, [email protected] America Achieves, AFT, Center for American Education Board (SREB), Atlanta, GA, [email protected] Seth Edwards, Lake County Schools, Tavares, Progress, Corwin, CCSSO, Educators 4 FL, [email protected] Excellence, Hope Street Group, NEA, National Tamika Ball, Southern Regional Education Board (SREB), Atlanta, GA, Area of Focus: Learning Communities Board for Professional Teaching Standards, [email protected] National Network of State Teachers of the Trent Danowski, West Virginia Department of Year, Scholastic, and Teach Plus. Education, Charleston, WV, MONDAY J08 | Area of Focus: Leadership [email protected] Targeted, Small-Group Instruction Christina Bailey, West Virginia Department of in Secondary Classrooms J10 | Education, Charleston, WV, [email protected] Join a team of school-based and district-level educators and delve into It’s Intentional Area of Focus: Leadership innovative designs for targeted, small- Discover how to move from being a school group instruction at the secondary level. with professional development sessions to Distinguish between targeted, small-group a professional learning school. Experience instruction and collaborative-learning and leave with practical methods for structures. Engage in authentic small- transforming leadership, culture, systems, group structures and discussion to uncover and instruction. See how one school made a responsive instructional pathway that TUESDAY the journey in becoming the frst school encompasses standards, purposeful to earn the Learning School Designation planning, and strategic formative from Learning Forward and AdvancEd, assessments to enhance teacher practice which recognizes exemplary efective and student learning. professional learning in action. Maggie Cummins, Baltimore County Public Jill Brock, Spartanburg School District Seven, Schools, Baltimore, MD, [email protected] Spartansburg, SC, [email protected] Christine Roberts, Baltimore County Public Lisa Foster, Spartanburg School District Seven, Schools, Baltimore, MD, [email protected] Spartansburg, SC, [email protected] Mary Boswell-McComas, Baltimore Area of Focus: Learning Communities County Public Schools, Baltimore, MD, [email protected] Niamh McQuillan, Baltimore County Public Schools, Windsor Mill, MD, [email protected] WEDNESDAY Area of Focus: Student Learning

78 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM SATURDAY J12 | J14 | Amy Pendray, Long Beach Unifed School Impossible Excellence: One District’s Anything’s Possible When All Really District, Long Beach, CA, Journey Means All [email protected] Examine processes and practices used Learn how central ofce leaders from Jennifer Crockett, Long Beach Unifed School by a fnancially and demographically a high-performing district framed District, Long Beach, [email protected] challenged district with eight schools--half professional learning as a journey toward Leonardo Ramos, Long Beach Unifed School of which have earned ongoing national a larger vision of social justice where District, Long Beach, CA, [email protected] recognition as models of excellence from success for all means all students, staf, Area of Focus: Learning Communities two diferent organizations. Engage in and community partners. Hear how the protocols used by teachers and principals superintendent’s administrative team to examine student learning. Refect invested a year of study to learn how to J16 | on how you can apply these processes, train and coach school-based, district and SUNDAY practices, and protocols to also achieve community partnership teams to use a Taking Back the Profession “impossible” excellence through the student-focused school improvement Learn how education stakeholders-- application of the principles of professional process based on Learning Forward’s teacher preparation institutions, teacher learning communities. Standards for Professional Learning. Leave and principal associations, and parents-- formed a New Jersey alliance to promote a Chad Dumas, Hastings Public Schools, with strategies for building commitment Hastings, NE, [email protected] and capacity for deep organizational teacher learning and support continuum that incorporates teacher preparation, Craig Kautz, Hastings Public Schools, Hastings, transformation within the context of the mentoring and induction, professional NE, [email protected] ever-changing education and economic learning, and teacher leadership. Discover Montessa Muñoz, Hastings Public Schools, landscapes. how to grab the reform agenda by Hastings, NE, [email protected] Anne Conzemius, SMART Learning Systems, connecting continuous teacher learning Lawrence Tunks, Hastings Public Schools, Fitchburg, WI, to educator efectiveness and student MONDAY Hastings, NE, [email protected] [email protected] success. Gain ideas from the coalition Demond Means, Mequon-Thiensville School Jason Caferty, Hastings Public Schools, about how to unite to infuence state Hastings, NE, [email protected] District, Mequon, WI, [email protected] policymakers and legislative action. David Essink, Hastings Public Schools, Matthew Joynt, Mequon-Thiensville School Martha DeBlieu, New Jersey Education Hastings, NE, [email protected] District, Mequon, WI, [email protected] Association, Trenton, NJ, [email protected] Amy Kelly, Hastings Public Schools, Hastings, Area of Focus: Learning Designs Marie Blistan, New Jersey Education NE, [email protected] Association, Trenton, NJ, [email protected] Area of Focus: Learning Communities J15 | Sharon Sherman, New Jersey Association of Colleges for Teacher Education, Lawrenceville, J13 | Redesign PD Coaching: Measuring NJ, [email protected] the Impact of Professional Learning Eileen Spedding, New Jersey Association of Colleges for Teacher Education, Pennington,

Leading Efectively: What Does It TUESDAY Strengthening the measurement of NJ, [email protected] Take? the impact of professional learning on Patricia Wright, New Jersey Principals and An educator’s work is emotionally and teacher practice and making decisions Supervisors Association, Monroe Township, psychologically demanding. One’s ability to based on these measures is necessary for NJ, [email protected] be both intrapersonally and interpersonally a comprehensive professional learning Area of Focus: Emerging Issues intelligent is essential for meeting the system. Consult with members of the challenges of the day-to-day work in a Redesign PD Community of Practice school. Develop your self-awareness and who have been working on this specifc interpersonal skill set so you are even problem. Bring your measuring impact better able to deal with the complex needs problem and give yourself time to explore of your school system. Determine what possible goals as you reimagine the

emotional intelligence looks like in practice possibilities. WEDNESDAY and what leadership research says about its Michelle King, Learning Forward, Dallas, TX, importance. [email protected] Jennifer Abrams, Jennifer Abrams Consulting, Helen Coley, Prince George’s County Public Palo Alto, CA, [email protected] Schools, Capitol Heights, MD, [email protected] Area of Focus: Leadership Denise Greene, Prince George’s County Public Schools, Capitol Heights, MD, [email protected]

www.learningforward.org/conference | 800-727-7288 79 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM

J17 | J19 | J21 | Taking Classroom Tech to the Next Motivating the Reluctant Learner Developing Confdence and Level: Projects and Ideas Experience brain-friendly instruction and Competence Through Personalized leave with strategies proven to enhance SATURDAY Using technology to complete projects Professional Learning achievement at any grade level, in any requires a huge time commitment. Explore Learn about a large urban district’s how to design projects that meet learning lesson. Explore instructional strategies that nourish the brain, focus attention, and movement towards a competency-based outcomes in several curricular areas. professional learning system. Examine Consider various applications of hardware: accelerate review and mastery of content. Learn how to create greater engagement structures that have been developed to iPads/iPods, digital cameras, Smart Boards, help teachers understand their strengths, computers and software, such as Comic and deeper understanding of content, determine personal learning goals, and Life, iMovie, iTunes, and various apps. how to build motivation in the classroom, defne clear measures of success linked Discuss implementation strategies and a and how to promote higher-level thinking to student outcomes. Explore systems reimagined teacher and tech relationship. with any curriculum. Learn and process for supporting site-based personalized Leave with a larger exposure to a wider structures to boost higher-level thinking learning connected to the district’s vision range of tools and share implementation and communication skills. including micro-credentialing and teacher SUNDAY strategies. Jacqueline Minor, Kagan Publishing and development pathways that prioritizes Felisha Martin, EverFi, Toronto, ON, Canada, Professional Development, San Clemente, CA, competence related to student outcomes [email protected] [email protected] over seat time. Kris Sward, Chilliwack School District #33, Area of Focus: Student Learning Chilliwack, BC, Canada, [email protected] Katie Martin, University of San Diego, San Diego, CA, [email protected] Scott Gregory, Chilliwack School District #33, Chilliwack, BC, Canada, [email protected] J20 | Annie Wolfe, Houston Independent School District, Houston, TX, [email protected] Area of Focus: Technology Coaching for Equity: One Terrence Sanders, Houston Independent Instructional Team’s Journey School District, Houston, TX, J18 | Review the historical context of inequities [email protected] within American public education and Area of Focus: Learning Designs Sowing the Seeds of Success: specifcally within an urban public school MONDAY Growing Teacher Leaders district. Learn how an instructional coaching team committed to and began Experience the process of growing implementing a coaching-for-equity teacher leaders from “seed” to “harvest” framework within an urban school district. by utilizing best practices of professional Learning Forward’s Understand the stages in the development learning and identifying opportunities of coaching for equity, moving coaches annual conference for teacher leaders to engage in the from self-awareness to action that professional learning process. Strategize stands alone challenges mindsets and behaviors that ways to grow teacher leaders’ tools through perpetuate the myth of an achievement at the top of personalizing professional learning best gap rather than the reality of an educational venues practices to be applied systemwide in “ opportunity gap. Develop an action plan for professional order to have initiatives and high-quality to begin your journey within classrooms, TUESDAY learning. schools and district ofces. learning. The Lydia Conway, Fulton County Schools, Sandy Lori Adams Chabay, District of Columbia Public conference mirrors Springs, GA, [email protected] Schools, Washington, DC, [email protected] the mission and Trisha Myers, Fulton County Schools, Sandy Katina Kearney-Edwards, District of Columbia Springs, GA, [email protected] Public Schools, Washington, DC, standards of the Lisa Steele, Fulton County Schools, Sandy [email protected] organization - Springs, GA, [email protected] Sheila Williams, District of Columbia Public Schools, maintaining an Audra Tompkins, Fulton County Schools, Sandy Washington, DC, [email protected] Springs, GA, [email protected] Jennifer Morse, District of Columbia Public Schools, atmosphere of Latrina Cockrell, Fulton County Schools, Sandy Washington, DC, [email protected] community around Springs, GA, [email protected] Florence Kreisman, District of Columbia Public Natasha Harp, Fulton County Schools, Sandy Schools, Washington, DC, professional growth Springs, GA, [email protected] [email protected] and camaraderie.

WEDNESDAY Area of Focus: Leadership Tsitsi Sithole, District of Columbia Public ~Anne Conzemius Schools, Washington, DC, [email protected] Area of Focus: Equity 80 Learning Forward 2016 Annual Conference | Register Online Today ” DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM SATURDAY J22 | J24 | J26 | Assessment Coaching Moves: Changing the World One Writer at Using Art to Draw Families Into Partnering for Assessment Literacy a Time School Learn how instructional coaches leverage Meaningful writing does not always Use art to draw families into school and specifc assessment coaching moves originate on paper. Discover an action- inspire a school culture where creative to engage teachers in rich refective research predictor of student success experiences deepen your understanding of conversations and practices related to in composition. Learn creative ways to and opportunities for family engagement. assessment, evaluation, and reporting. tap into hidden potential and provide Ensure educational equity through creative Participate in elements of the Iterative authentic experiences for the young parent communication by expanding Assessment Coaching Cycle to understand authors in your classes. Plan efective ways opportunities for students to reach full the routines and protocols coaches to provide your students with authentic, academic potential while creating a culture can use to support teachers with the real-world experiences that use writing to SUNDAY where every child can succeed. Learn how implementation of purposeful and aligned make a positive diference in their schools to engage families in your professional assessment. Witness how stakeholders and communities. Facilitate data-driven learning communities. Use an interactive respond to assessment coaching moves lessons and projects for writing students project for understanding how art can and the positive impact on student within and beyond the classroom. be a tool to empower all stakeholders achievement. Lea Ann Atherton, McCracken County Schools, to communicate with each other in Kristen Clarke, Peel District School Board, Paducah, KY, meaningful ways and as a way for students [email protected] Mississauga, ON, Canada, and parents to learn to use their voices in [email protected] Area of Focus: Student Learning an educational setting. Tina Grandy, Peel District School Board, Mississauga, ON, Canada, Kristen Walter, Crayola, Arlington Heights, IL, [email protected] J25 | [email protected]

Karen Cox, Peel District School Board, Area of Focus: Equity MONDAY Mississauga, ON, Canada, Collaboration Through Professional [email protected] Learning to Support Language J27 | Mirjan Krstovic, Peel District School Board, Learners Mississauga, ON, Canada, Change Professional Practice to [email protected] See how engaging content teachers in professional learning communities can Improve Student Learning Area of Focus: Learning Designs provide practical tools for the instruction Learn how to use a dynamic professional of English language learners. Explore how learning design to change professional J23 | to build capacity and support collaborative practice and signifcantly increase student professional learning focused on language learning and achievement. Discover how Keeping Social and Emotional instruction and assessment through district educators are dramatically re- Learning at the Center a blended learning course. Consider a envisioning their approach to professional Recognize that the success of students design for teams of educators and focus on development. Explore this design in TUESDAY extends beyond academic achievement to exploring cultural practices, implementing multiple content areas through the lens include school climate and student social strategies to diferentiate instruction, of the Common Core State Standards and emotional growth, among others and integrating language standards for for opinion writing. Understand how factors. Understand a framework that planning and instruction. this powerful design embodies Learning connects social emotional learning (SEL), Jennifer Aleckson, WIDA, Madison, WI, Forward’s Standards for Professional school climate, and academic learning. [email protected] Learning. Gain specifc strategies to integrate SEL into Jonathan Gibson, Nevada Department of Linda Vanderford, Clackamas Education daily instruction and identify data sources Education, Carson City, NV, [email protected] Service District, Clackamas, OR, to assess SEL and school climate. Kulwadee Axtell, Nevada State Department of [email protected] Education, Carson City, NV, [email protected] Nick Yoder, American Institutes for Research, Barb Soisson, West Linn-Wilsonville School

Chicago, IL, [email protected] Area of Focus: Learning Designs District, Tualatin, OR, [email protected] WEDNESDAY Michael McGarrah, American Institutes Carol Middleton, Clackamas Education Service for Research, Washington, DC, District, Clackamas, OR, [email protected] [email protected] Area of Focus: Implementation Area of Focus: Learning Designs

www.learningforward.org/conference | 800-727-7288 81 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM

J28 | J30 | J32 | Problem-Based, Blended Learning: Let’s Play Chess, Not Checkers Implementing the Literacy Design Design for Success The rate of change is faster than our ability Collaborative Through a Hybrid to adapt to technology, increased social Professional Learning Model SATURDAY Discover how you can establish the conditions where teachers can implement demands, and emotional issues. Most of Discuss early lessons learned in designing powerful, 21st-century learning in their us are playing checkers with very limited and implementing a hybrid Literacy classrooms as represented by rigorous moves and limited strategy when we need Design Collaborative (LDC) professional problem-based, blended, and personalized to play chess, with multiple pieces, multiple learning model in New York and Louisiana learning. Understand the characteristics of moves, and more creative solutions. See through a federal Investing in Innovation these approaches and learn how districts how to determine what to keep from our (i3) grant. Learn how teachers, coaches, and schools are designing systems for past and what to adapt and use creatively and school leaders utilized a network of successful implementation. Leave with the for new solutions. online and in-person supports to build resources you need to develop individual, Betty Burks, Adkins, TX, [email protected] teacher competencies in implementing school, team, and school system capacities William Sommers, Austin, TX, rigorous standards and using data to for innovation. [email protected] identify leading indicators to gauge SUNDAY Jane Chadsey, Educurious, Seattle, WA, Area of Focus: Leadership implementation strength. [email protected] Megan Jensen, Literacy Design Collaborative, Ellen Dorr, Renton School District, Renton, WA, J31 | New York, NY, [email protected] [email protected] Sarah Arroyo, Los Angeles Unifed School Area of Focus: Implementation Student Learning Objectives: One District, Los Angeles, CA, [email protected] Tracie Bryant, Los Angeles Unifed School Measure of Teacher Efectiveness District, Los Angeles, CA, [email protected] J29 | Learn how an urban school district has Area of Focus: Learning Designs implemented and customized the use of Leaders: Discover, Communicate, student learning objectives (SLOs) as one and Sustain Your School Identity measure of the new Professional Pathways J33 | Learn how to use a genealogist’s for Teachers (PPfT) appraisal system. Leadership Talent Assessment

MONDAY tools and processes to discover your Experience a process that helps teachers Learn how school districts can recruit, school’s historical identity in order to with collecting and analyzing data, develop, and retain visionary principals foster community consensus around determining areas of high needs, setting who will continue to drive teaching and a compelling vision and purpose. an objective, and measuring the student learning improvement. Dive into the Understand how and why you should growth. See how to set up systems that new research-based Principal Talent shape and communicate the essence will help you implement SLOs at your own Management Framework for school of your story to important stakeholders. campus or district. superintendents and district leadership Examine strategies and practices for hiring, Joann Taylor, Austin Independent School teams created by the George W. Bush developing, and retaining teachers and District, Austin, TX, [email protected] Institute and American Institutes for administrators who understand and are Robert Chavez, Austin Independent School Research. Self-assess your own district committed to sustaining your school District, Austin, TX, [email protected] policies and practices pertaining to identity as documented in your story. Omar Castillo, Austin Independent School District, Austin, TX, [email protected] supporting and growing your own TUESDAY Barbara Dill-Varga, Maine Township High principal talent. Design action plans to School District 207, Park Ridge, IL, Area of Focus: Data [email protected] begin improving a targeted policy or practice areas for improvement. Area of Focus: Learning Communities Eva Chiang, George W. Bush Institute, Dallas, TX, [email protected] Matthew Cliford, American Institutes for Research, Washington, DC, [email protected] Area of Focus: Leadership

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82 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM SATURDAY J34 | J36 | J38 | Standards-Based Goal Setting Novice Teacher Retention Professional Learning Communities Through Collaborative Teaming Measurement Beyond Service Years for 21st-Century Learning Use screening and growth-minded Explore a model of collaborative and Hear about a districtwide professional evaluation tools coupled with lessons refective communities of practice learning community (PLC) model that learned in an urban teacher residency that are focused on improving student provides time and space for collaborative program in Los Angeles to support new learning through standards-based goal teams to work together to efectively teachers so they thrive from preservice, setting. Investigate how a school district address student needs. Explore the job placement, and in their frst two trains and supports grade- level and norms of collaboration that guide the years of teaching. Based on the strengths department communities of practice to collegial, data-driven conversations and needs of your school site or district, explore, monitor, and adjust curriculum, that are the center of improved student

design diferentiated support to develop SUNDAY instruction, and assessment to improve learning. Consider an approach to PLC equity-minded teachers. Become versed in student learning. Learn how a goal-setting implementation that keeps schools researched-based tools to uncover teacher process can be utilized for the purpose of and teams on track and focused on the disposition that is “best ft” for urban school measuring student growth as a component most important issues. See how the settings. of a teacher evaluation and measurement requirements of the local teachers’ contract model. Yvonne Ribas, Center for Collaborative were met while creating administrator led Education, Los Angeles, CA, [email protected] Jill Meciej, Consortium for Educational Change, PLC time within the school district. Maria Chan, Center for Collaborative Glendale Heights, IL, [email protected] Kevin Reimer, School District #71 Comox Valley, Education, Los Angeles, CA, [email protected] Jerry O’Shea, Marquardt School District 15, Courtenay, BC, Canada, [email protected] Glendale Heights, IL, [email protected] Area of Focus: Implementation Geof Manning, School District #71 Comox Carol Van Gorp, Marquardt School District 15, Valley, Courtenay, BC, Canada, Glendale Heights, IL, [email protected] [email protected] J37 | MONDAY Jennifer Leaderman, Marquardt School District Area of Focus: Learning Communities 15, Glendale Heights, IL, [email protected] Inclusion and Diferentiation Meredith Haugen, Marquardt School District Engage in strategies that help with 15, Glendale Heights, IL, [email protected] inclusion and promote a culture for a J39 | Area of Focus: Learning Communities positive learning environment. Share the Enhancing Teacher Efcacy: diferences between accommodation, Building Sustainable Learning modifcations, and interventions. Apply J35 | co-teaching strategies and models to Networks help diferentiate lessons in the classroom Learn to implement successful professional Propel: Launching Students as well as create a positive learning learning focused on teacher efcacy, Forward environment. Learn to work cohesively culturally responsive pedagogy, and Learn how a focus on project-based with co-teaching partners and gain a better researched instructional practices using TUESDAY learning, using the Propel model, can understanding of each other’s personalities technology to encourage and sustain enhance teacher collaboration, practice, and behavior tolerances. teacher engagement and growth. learning, and engagement for students. Gage Kashigi, Central District, Honolulu, HI, Focus on the structure and results of an Become knowledgeable about strategies [email protected] implemented Teacher Efcacy Academies. for building capacity within student and Patti Yoneshige, Hawaii Department of See how to enhance the efectiveness and teacher teams. Explore a professional Education, Honolulu, HI, efcacy of classroom teachers serving development model that allows teachers [email protected] underprepared and underserved students to engage in an internal division or district Area of Focus: Student Learning in literacy and STEM (science, technology, exchange, explore and develop new engineering, and math). skills and ideas, and then return to more Mary Little, University of Central Florida, traditional settings to begin integrating Orlando, FL, [email protected] those ideas. Johni Cruse Craig, Delta Research and WEDNESDAY Ralph Wagner, Louis Riel School Division, Educational Foundation, Washington, DC, Winnipeg, MB, Canada, [email protected] [email protected] Irene Nordheim, Louis Riel School Division, Chelonnda Seroyer, Seroyer Consulting, Winnipeg, MB, Canada, [email protected] Trenton, NJ, [email protected] Patrick Hansen, Louis Riel School Division, Martha Lue Stewart, University of Central Winnipeg, MB, Canada, [email protected] Florida, Orlando, FL, [email protected] Matt Patrician, Louis Riel School Division, Area of Focus: Equity Winnipeg, MB, Canada, [email protected] Area of Focus: Learning Designs www.learningforward.org/conference | 800-727-7288 83 DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM

J40 | J42 | J44 | Building School-Community Creating a Gender-Inclusive School Aboriginal Education: Partnership: The EQUAL Experience Culture Understanding the Past to Move EQUAL, an equine-assisted learning

SATURDAY See how educators are learning about program, uses equine activities to explicitly Forward antihomophobia education and using it teach social and emotional skills to Gain a stronger understanding of why First in their schools and classrooms. Explore secondary students. Learn how a school People Principles of Learning should be how teachers in British Columbia are worked together with EQUAL to support embedded in a meaningful and relevant making their schools and classrooms safe the social and emotional development of way into school curricula. Increase your for all students, including LGBTQ students. its students at-risk for learning difculties. confdence to allow the various entry Acquire strategies to prevent and address Explore the professional learning and points of Aboriginal education to be valued homophobia, transphobia, and create collaborative strategies used to strengthen and respected. Leave understanding of gender-inclusive schools and classrooms. the school-community partnership and how Aboriginal education impacts all Heather Kelley, British Columbia Teachers’ the impact of the partnership on students’ learners and society. Federation, Vancouver, BC, Canada, Brad Baker, North Vancouver School District #44, social and emotional development. [email protected] North Vancouver, BC, Canada, [email protected] SUNDAY Ailsa Goh, National Institute of Education, David Butler, British Columbia Teachers’ Stephanie Maki, North Vancouver School Singapore, [email protected] Federation, Vancouver, BC, Canada, District #44, North Vancouver, BC, Canada, Carol Tan, National Institute of Education, [email protected] [email protected] Singapore, [email protected] Area of Focus: Equity Cher Chong Tan, Ministry of Education, Area of Focus: Emerging Issues Singapore, [email protected] Area of Focus: Student Learning J43 | J45 | Systems Coaching: Building and How Learning Forward Foundation J41 | Sustaining Efective District Can Help Enhance Leadership Creating Shared Visions of Practices Enhancing leadership is the Learning Excellence Through Studio Days Review the research base regarding Forward Foundation’s focus by

MONDAY organizational change and systems Hear how a school district implemented underwriting individuals, teams, and coaching and discuss implications for studio days for all middle school English afliates through grants and scholarships school districts. Observe, discuss, and language arts, math, and science teachers. focused on change and improving evaluate strategies for identifying district Discover a model of excellence that gives practice. Become aware of the types of priorities and developing standards of teachers and administrators opportunities grants and scholarships from the Learning practice. Identify appropriate data sets for to refect on their own practice. See how Forward Foundation and their purposes. district priorities and participate in data- studio days include collaborative teacher Get guidelines and tips on funding driven dialogue connecting leadership planning, observation of an expert teacher, opportunities and the way a proposal practices with identifed outcomes. debriefng, and refection on observed is scored for acceptance. Leave with an Refect on your own school or district instruction. Learn about three diferent understanding of the expectations for strengths and needs in the area of systems intentional structures for studio days and evaluation of proposals for grants and development and district team building to leave being able to design efective and scholarships. TUESDAY develop a plan for strengthening school impactful studio days for your own system. Jo Wood, Saint Louis University, St. Louis, MO, and district leadership. [email protected] Monica Chandler, Renton School District, Tina Mondale, Jackson County School District 9, Renton, WA, [email protected] Victoria Duf, Learning Forward, Toms River, Eagle Point, OR, [email protected] NJ, [email protected] Genevieve Ramsey, Renton School District, Cynda Rickert, Jackson County School District Renton, WA, Area of Focus: Leadership 9, Eagle Point, OR, [email protected] [email protected] Tifanie Lambert, Jackson County School District Kimberly Booker, Renton School District, 9, Eagle Point, OR, [email protected] Renton, WA, [email protected] Jen Mason, Jackson County School District 9, Kelly Jones, Renton School District, Renton, Eagle Point, OR, [email protected] WA, [email protected] Megan Heineman, Renton School District, Area of Focus: Leadership Renton, WA, [email protected] ARTWORK PROVIDED BY LOCAL ARTIST Area of Focus: Learning Designs

WEDNESDAY ROY HENRY VICKERS

84 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 6, 2016 TUESDAY CONCURRENT SESSIONS | SET J 2:30 PM - 4:30 PM

J46 | J49 | J51 | SATURDAY Identifying Areas of Focus Using Meaningful Student Voice in the Leadknowledgy: Implementing the Student Survey Data Classroom, School, and District Magnifcent Seven A growing body of research fnds that Students are key stakeholders in their Leadknowlogy...practice the practical and student feedback on teacher performance education, and therefore, deserve to crucial understanding of how technology is can provide valid and reliable ratings have a voice in how that education is essential to the education sector, question of instructional quality. Student survey shaped. See examples of meaningful your own competency levels, and learn responses hold potential as a source of student voice in classrooms, schools, and diferent strategies and resources to guidance for teacher development. Test the districts across Canada. Walk away with support your campus needs. Examine how potential for student survey reports to help tools and strategies you can implement to leverage platforms that exist and use teachers improve areas of focus identifed by at all levels to increase student voice and open source applications. Analyze purpose their students and gain strategies for using engagement. Understand how to go about and relevance of digital practice and tools SUNDAY student survey data to improve practice. starting a district students’ council, and and build personal efcacy around seven Ryan Balch, My Student Survey, Nashville, TN, then eventually, a student trustee position. priorities for future-ready leaders. See how [email protected] Leave with examples of constitutions and technology helps you support feedback, Laura Stiver-Walsh, Metro Nashville Public Schools, regulations that govern student trustees capture and store data and evidence, Nashville, TN, [email protected] across the country. create communities of learners. Explore Area of Focus: Data Nick Milum, Student Voice Initiative Canada, how you can surmount the obstacles of Montreal, QC, Canada, [email protected] distance and inequality. Rohan Nuttall, University of British Columbia, Valerie Wainright, Houston Independent J47 | Vancouver, BC, Canada, [email protected] School District, Houston, TX, A Book Talk: Leading Change Area of Focus: Emerging Issues [email protected] Queinnise Miller, Houston Independent Learn the eight steps to successful change School District, Houston, TX, MONDAY as described by John Kotter. Experience J50 | [email protected] the process for identifying components in Area of Focus: Technology each of the steps. Use a change project to My Learning, My Way: Igniting experience the eight steps to successful Teacher Leadership change. Participants do not need to have Acquire a foundational and evidence- J52 | read the book to attend this session. informed understanding of how teacher- Dedicated Exhibit Hall Time: Jody Bergman, Roanoke, TX, directed professional learning designs, [email protected] enabled by technology, facilitate provincial Resources for Success Terry Morganti-Fisher, Learning Forward, and state collective professional growth for Time has been reserved in this session to Austin, TX, [email protected] the broader beneft of students. Experience visit the Exhibit Hall. Engage in one-on-one Area of Focus: Implementation how TeachOntario, an innovative online conversations with exhibitors and vendors. Spend time perusing and viewing the platform for sharing, collaboration and TUESDAY knowledge exchange, nurtures teacher exhibits or attend vendor demonstrations J48 | professional learning, fosters teacher in the Technology Showcase. Learn about Are We There Yet? Figuring Out if leadership, and demonstrates how more the latest technology tools that can be We’re Making Progress Toward the than 3500 educators can make their used to support professional learning at thinking and learning visible in a digital the school or district level. Destination medium. Renee Taylor-Johnson, Learning Forward, Learn quick and easy strategies for Karen Grose, TVO, Toronto, ON, Canada, Oxford, OH, renee.taylor-johnson@ determining the progress in your plans [email protected] learningforward.org to make an impact on adult learning Carol Campbell, University of Toronto, Toronto, Area of Focus: Resources and school improvement. Discern the ON, Canada, [email protected] diference between assessment of school Katina Papulkas, TVO, Toronto, ON, Canada, WEDNESDAY progress and evaluation of school progress. [email protected] Leave with a battery of tools that will help Area of Focus: Learning Communities determine where you are in your school improvement eforts while allowing for any mid-course adjustments to ensure the destination. Michael Murphy, Richardson, TX, [email protected] Area of Focus: Implementation www.learningforward.org/conference | 800-727-7288 85 DECEMBER 6, 2016 TUESDAY TECHNOLOGY SHOWCASE SESSIONS | SET K 2:30 PM - 4:30 PM

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

SATURDAY conversations. Explore the latest in tools, resources, and strategies to help develop and support educators in implementation eforts. Discover how to increase the efectiveness of your professional learning delivery systems.

K01.1 | K01.2 | K02.1 | 2:30 p.m. - 3 p.m. 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 Practice What You Preach: Using Classroom Literacy Coaching Conversations Technology to Engage All Learners Using Moodle in a blended classroom has Literacy coaches need to pay careful Engaging adult learners is essential SUNDAY the potential for positive impact when attention to conversational and coaching for creating high-quality professional used in classrooms and can produce moves while conferring individually with development and today’s technology gives improvements in student achievement. teachers. Hear how coaches can hone us some exciting options for doing this. Gain an introduction to the blended their dialogue skills so that they are talking Experience several tools that can be used learning environment and the possibilities with teachers in ways that help them feel to engage your audience, get formative that arise from teaching and learning empowered to move to the next stages feedback, and encourage collaboration in such a setting. Explore examples of of refection and planning. See how to among participants. Leave with several how Moodle can help create balanced create a note-taking guide for literacy technology tools that can be used during assessments and improve students’ professionals to use as they watch videos your next workshop that will help you technology skills. See how elements of of their own coaching conversations and model promising practices for today’s Game Theory can be interwoven with classrooms. notice specifc pieces on which to improve, Moodle to engage and motivate learning. one at a time. Nancy Mangum, The Friday Institute for Educational Innovation, Raleigh, NC,

MONDAY Jef Campbell, Chilliwack School Bethanie Pletcher, Texas A&M University at District #33, Chilliwack, BC, Canada, [email protected] Corpus Christi, Corpus Christi, TX, [email protected] Mary Ann Wolf, The Friday Institute for Educational [email protected] Area of Focus: Technology Innovation, Raleigh, NC, [email protected] Area of Focus: Leadership Lauren Acree, The Friday Institute for Educational Innovation, Raleigh, NC, [email protected] K01.3 | Area of Focus: Technology 2:30 p.m. - 3 p.m. Measuring the Quality of K02.2 | Professional Learning 3 p.m. - 3:30 p.m. Learning Forward’s Standards Assessment Measuring the Quality of TUESDAY Inventory (SAI) is a valid and reliable tool Professional Learning that measures alignment of a school’s professional learning practices to the Learning Forward’s Standards Assessment Inventory (SAI) is a valid and reliable tool Standards for Professional Learning. Learn that measures alignment of a school’s how this 50-item survey provides you with professional learning practices to the valuable data on teachers’ perceptions Standards for Professional Learning. Learn of professional learning; highlights the how this 50-item survey provides you with successes and challenges your system valuable data on teachers’ perceptions faces with professional learning practices of professional learning; highlights the and implementation; and helps you successes and challenges your system identify actions that increase the impact of faces with professional learning practices professional learning. and implementation; and helps you Tom Manning, Learning Forward, Dallas, TX, identify actions that increase the impact of WEDNESDAY [email protected] professional learning. Area of Focus: Resources Tom Manning, Learning Forward, Dallas, TX, [email protected] Area of Focus: Resources 86 Learning Forward 2016 Annual Conference | Register Online Today TECHNOLOGY SHOWCASE SESSIONS | SET K CONNECTING LANDSCAPES for LEARNING VANCOUVER K03.1 | K03.2 | 3:30 p.m. - 4 p.m. 3:30 p.m. - 4 p.m. Five Ways Micro-credentials Can Taking Your Professional Learning Transform Professional Learning Community to the Next Level 4 ways to register: Gain a simple process for facilitating Gain a foundational understanding of professional learning communities (PLCs) Registrations will be accepted micro-credentials and the theoretical that engage each teacher’s intellectual online, by mail, fax, or scan. All framework for using micro-credentials to curiosity; build a trusting, positive team support professional learning. Explore fve registrations require payment for culture; and focus on concrete action steps ways that micro-credentials can transform processing. to improve student learning. Walk away professional learning for teachers. Evaluate with tools that will enable you to begin how micro-credentials address or fail Paper registration forms are implementing highly efective PLCs as soon to address common challenges with available at www.learningforward. as you return to your school. professional learning and consider policy org/conference. Avoid a US$25 Monica Martinez, ConsultEd Strategists, enablers and barriers for local agencies handling fee by registering online. as they consider implementing micro- Tiburon, CA, [email protected] credentials. Dara Barlin, DARE Consulting, Los Angeles, CA, [email protected] Lauren Acree, The Friday Institute for Educational Innovation, Raleigh, NC, Area of Focus: Learning Communities [email protected] Mary Ann Wolf, The Friday Institute for K04.1 | ONLINE Educational Innovation, Raleigh, NC, [email protected] 4 p.m. - 4:30 p.m. www.learningforward.org Area of Focus: Learning Designs 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 MAIL professional learning practices to the Standards for Professional Learning. Learn Learning Forward Conference how this 50-item survey provides you with Registration • 504 S. Locust Street, valuable data on teachers’ perceptions Oxford, OH 45056 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. FAX Tom Manning, Learning Forward, Dallas, TX, [email protected] 513-523-0638 Area of Focus: Resources

SCAN [email protected]

Make plans to attend! DEC. 3-7, 2016 VANCOUVER

www.learningforward.org/conference | 800-727-7288 87 DECEMBER 7, 2016 WEDNESDAY THOUGHT LEADER LECTURES 8 AM - 10 AM

TL11 | TL12 | Kimberly Schonert-Reichl, University of Understanding and Promoting British Columbia, Vancouver, BC, Canada, Building Deep Professional Young Children’s Health and Well- [email protected] Learning Environments: What Kimberly Schonert- SATURDAY Being Using Population Data Reichl is an applied Educators Need to Know 8 a.m. - 9 a.m. developmental 9 a.m. - 10 a.m. What are the ways in which we can psychologist and a Evidence has been promote children’s social and emotional professor in the Human mounting for competence and well-being--protective Development, Learning, years that many and Culture in the factors that have been identifed to of the challenges Faculty of Education at promote resiliency, positive mental health, the University of British experienced and school success? Understand the Columbia (UBC). She is also the director of the by secondary factors that forecast children’s success Human Early Learning Partnership (HELP), an students such as in school and in life and hear about interdisciplinary research unit in the School of disengagement, ways to guide children in desirable Population and Public Health in the Faculty of dissatisfaction, and dropping out are Medicine at UBC. Prior to her graduate work,

SUNDAY directions. Gain an overview of how signifcantly linked to their learning the Human Early Learning Partnership Schonert-Reichl worked as middle school environments and a teaching gap: the teacher and then as a teacher at an alternative (HELP) is working to understand how to diference between what we know to high school for at-risk adolescents. help propel children away from risk and be efective teaching and the quality Pippa Rowclife, University of British Columbia, vulnerability and toward resiliency and of teaching that students are often Vancouver, BC, Canada, [email protected] well-being. See how population-level data experiencing. Hear about a provocative Pippa Rowclife relates to children’s social, emotional, and set of new evidence-based school has worked for the cognitive competence to context (e.g. Human Early Learning improvement strategies that are being neighborhood, socioeconomic status) and Partnership (HELP) at applied with success to build deep learning can infuence systemwide decision making University of British for students, teachers, and principals. about programs and services in schools Columbia, frst as the Explore action research initiatives that and communities. executive director of serve as powerful levers for achieving the the Council for Early changes that we aim to see in schools and MONDAY Child Development and school communities. then as the knowledge translation director. In July 2014, Rowclife assumed the position Ron Canuel, Canadian Education Association, of interim deputy director of HELP. She has a Toronto, ON, Canada, [email protected] particular interest in health equity and the social Ron Canuel has been president and CEO of the determinants of health, and also in the felds of Canadian Education Association since 2010, community systems change and evaluation. and has over 40 years of experience in the Area of Focus: Student Learning 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 frst Canadian districtwide 1:1 laptop programs for students and teachers, and has received numerous awards in recognition of this groundbreaking initiative. He has been TUESDAY Without a doubt, this is the best professional a frequent presenter, panelist, and lecturer conference for central ofce and school-based at national and international conferences on student and teacher engagement, change supervisors and administrators. The level of management, innovation in education, presenter quality and expertise, coupled with leadership, and classroom technology integration. Canuel is currently leading the “the content of the sessions, is second to no delivery of a unique professional development other organizational conference. Visionary and program that supports Indigenous and non- Indigenous educators and their communities to thought-provoking, Learning Forward truly leads drive change in their schools. by example and embodies how professional Area of Focus: Student Learning learning should be delivered to professionals. ~Susan Brown WEDNESDAY

88 Learning Forward 2016 Annual Conference | Register ”Online Today DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM SATURDAY L01 | L03 | L05 | Redesign PD Community of Scheduling for Academic Progress: Measuring Impact of Professional Practice: Lessons from the Field Data, Rigor, and Support Development on Teacher Growth Explore how you can measure the Learn about a networked community that Examine how a high school implemented impact of your professional development shares learning across diverse districts an equitable, data-driven student initiatives on teacher beliefs, dispositions, and CMOs to improve the design and scheduling system with rigorous academic and practice. Learn how to develop implementation of PD, such that teachers pathways to increase rigor for all students. initiative outcomes and to identify measurably improve their practice and Explore how improved academic progress appropriate tools for measuring the thereby accelerate student growth. resulted from developing a challenging outcomes. Discover valid assessment Understand the critical components and equitable Advanced Placement (AP) instruments that are available for low of a strong community of practice and program, redesigning middle school

or no cost. Leave with a draft plan for SUNDAY the steps to creating a collaborative courses, implementing new innovative documenting the efectiveness of your learning community. Discover how electives designed to re-engage reluctant professional learning eforts. to create a sustainable structure that learners, and instituting a new extra-help fosters professional learning and leads to class. Leave understanding how teacher Ann Pearce, Santa Fe Trail BOCES, Littleton, CO, continuous improvement and changes teams moved student learning forward [email protected] in teacher practice. Identify common with strategies for equitable student Jenny Edwards, Fielding Graduate University, Santa Barbara, CA, [email protected] problems of practice that may exist across placement in rigorous courses. districts, as well pathways to address those Tyrone Olverson, Finneytown Local Schools, Area of Focus: Data issues in a collaborative and efective Reynoldsburg, OH, [email protected] manner. Area of Focus: Student Learning L06 | Michelle King, Learning Forward, Dallas, TX, [email protected] Learning and Leading Through MONDAY Nick Morgan, Learning Forward, Newton, MA, L04 | Professional Learning Plans [email protected] Individualized Learning Plans: Hear how two school districts, one urban Area of Focus: Learning Communities District- and School-Level and one rural, strengthened professional Approaches learning communities through professional L02 | learning plans. Learn how they utilized a Learn how to develop and implement cycle of professional inquiry to engage International Teacher individualized teacher learning plans educators around these fundamental Professionalism and Standards for aligned with their identifed growth questions: What do I need to know and be needs to improve instructional practices able to do to support student learning? Professional Learning and student achievement. Experience a What can I do to help students learn best? In 2016, the Organization for Economic systematic process that allows teachers What can we, as colleagues committed Cooperation and Development and administrators to collaboratively to these students, do together? See TUESDAY (OECD) released Supporting Teacher integrate Learning Forward’s Standards for how these districts infuenced teacher Professionalism, a report on the Teaching Professional Learning in the individualized efectiveness by engaging learning teams and Learning International Survey (TALIS). learning plan. Discover how popular in ongoing cycle of improvement, analysis, Examine these fndings through the technology tools can be used to support and refection. lens of Learning Forward’s Standards the development and implementation of Kathy Wiebke, Arizona K12 Center, Phoenix, for Professional Learning. Consider the teachers’ individualized learning plans. AZ, [email protected] knowledge, skills, and practices that Susan Jones, Tennessee State Department of Daniela Robles, Balsz Elementary School teachers must have to be efective Education, Nashville, TN, [email protected] District, Phoenix, AZ, [email protected] educators and how teacher leaders Amy McWhirter, Cheatham County School Christie Olsen, Lake Havasu Unifed School can apply international models in the District, Pleasant View, TN, District, Lake Havasu City, AZ, U.S. Review the TALIS results to analyze [email protected] [email protected] and compare supports for teacher Bethanne Augsbach, Monroe Township Area of Focus: Learning Communities WEDNESDAY professionalism, particularly as they relate School District, Morganville, NJ, to high-performing countries. [email protected] Deborah Boyd, Lipscomb University, Nashville, Area of Focus: Learning Designs TN, [email protected] when you register Register by Oct. 1 for a 3-, 4-, or Area of Focus: Leadership 5-day conference and save $50! attendance

www.learningforward.org/conference | 800-727-7288 89 DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM

L07 | L09 | L11 | Instructional Leadership: Engaging Updating and Expanding School Getting Comfortable Being Adult Learners Communication Using Technology Uncomfortable: A Culture of Equity

SATURDAY Learn how to drive your school and system Explore options for expanding your school Engage in dialogue about educational priorities forward with instructional or district’s ability to communicate with equity using structured protocols leadership that walks the talk. See how staf, students, and parents quickly and that let leaders and teachers deeply to align with adult learners from all levels inexpensively by using e-blasts and social examine beliefs and practices that of your school district and apply the media. Learn the tricks to using a template impact instructional practice. Review one principles of assessment to your leadership to create professional looking e-blasts district’s approach to launching successful practice. Experience practical and informed and the pitfalls to avoid. Consider the professional learning initiatives that strategies, protocols, and processes that advantages and disadvantages of using challenge the notion of “one-size-fts-all” can be used immediately. email services; the importance of copyright to close disproportionate achievement Sandra Herbst, Connect2learning, Courtenay, and student release forms; and how to gaps and accelerate student learning. Gain BC, Canada, [email protected] use Twitter, Instagram, and Facebook understanding and expertise in developing Anne Davies, Connect2learning, Courtenay, communities. culturally responsive instruction.

SUNDAY BC, Canada, [email protected] Scott Fowler, New York City Department of Kati Pearson, Lake County Schools, Howey-in- Brenda Augusta, Connect2learning, Education, New York, NY, [email protected] the Hills, FL, [email protected] Courtenay, BC, Canada, brenda@ Donnett Langley-Samuels, New York City connect2learning.com Area of Focus: Equity Department of Education, New York, NY, Area of Focus: Leadership [email protected] Area of Focus: Resources L12 | L08 | Implementing the Framework for Mindful or Mind Full? One District’s L10 | Teaching With Fidelity Journey Igniting Creativity and Curiosity in Hear about one urban district’s journey Understand how to help students, to connect the pieces of Charlotte teachers, clerical staf, administrators, bus Your Diverse Classroom Danielson’s Framework for Teaching,

MONDAY drivers, and food services employees learn Explore creative strategies to activate leadership, and learning communities to how to de-stress during the day. See how conditions for a culture of thinking and design and implement instructional best one district has integrated mindfulness curiosity. See how to ensure that all practices for all teachers. See how to start strategies into the daily life of the school students acquire key concepts and skills or strengthen your school district’s current community and learn about the positive through varied activities and assignments implementation of continuous learning impact it has had. Experience frst-hand that tap individual interest and motivation. for leaders. Explore concrete examples of several, easily accessible, mindfulness Discover brain-friendly techniques to successfully implementing the Framework techniques that can be used in a classroom accelerate learning and student success. for Teaching and identify potential pitfalls or an ofce. Create an action plan for Identify specifc student, teacher, and to implementation. infusing mindfulness into your own district, organizational behaviors that allow Gregory Betts, Westside Community Schools, school, or classroom. creativity and innovation to thrive in the Omaha, NE, [email protected] Linda Darcy, Newington Public Schools, classroom. Susan Presler, Omaha, NE, Newington, CT, [email protected] TUESDAY Kathy Perez, Saint Mary’s College of California, [email protected] Melissa Delaney, Newington Public Schools, Alameda, CA, [email protected] Area of Focus: Implementation Newington, CT, [email protected] Area of Focus: Student Learning Area of Focus: Emerging Issues

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BASIC for participants with limited Explore REDESIGN PD in sessions Sessions where participants should background in the content. marked with this icon. BYOD—Bring your own device.

ADVANCED for attendees who have Common Core State Standards will Gain a global perspective in sessions knowledge of the session content. be found in these sessions. marked with this icon.

WEDNESDAY Sessions that have content and skills for Sessions appropriate for educators serving TITLE 1 /economically SUPERINTENDENTS are fagged with disadvantaged populations. this icon.

90 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM SATURDAY L13 | L15 | L17 | Presentation Transformation Teachers as Curriculum Designers: A Calling All Innovative Educators Learn efective ways to communicate Collaborative Process Discover an elementary teacher’s ideas and create visual stories to launch Refect on the power of inviting teachers personalized learning journey that began actions that will create change. See how to voices to the curriculum development by starting with the “Why?” in her own enhance your everyday presentations and table and how classroom expertise can classroom and spread throughout her become a world-class creator regardless inform curricular decisions. Gain practical district. Feel inspired to bring innovation of your knowledge of technology. knowledge about how to facilitate a to your students through Genius Hour, Understand how to connect with your team of teachers through the curriculum Individualized Playlists, and the Question audience and how to unclutter your design process, including analyzing Formulation Technique. Develop ideas for presentations to send a clear message. data, researching instructional practices, spreading innovation in your school or Refect on the ideas of communicators working in a community of practice, and district. SUNDAY such as Steve Jobs, Nancy Duarte, Kenneth mapping and aligning curriculum, both Alyson Dowda, Sullivan County Schools, Blanchard, and Garr Reynolds. vertically and horizontally. Become versed Kingsport, TN, [email protected] Matt Pavao, Burlingame School District, in a process and set of materials to use for Area of Focus: Student Learning Burlingame, CA, [email protected] a successful curriculum review and design Area of Focus: Technology experience. Erin Dorso, Educational Service District 123, L18 | L14 | Pasco, WA, [email protected] Handling Difcult Discussions With Area of Focus: Learning Communities Ease Developing Leadership: Aspiring Recognize diferent types of difcult and Newly Appointed School L16 | discussions that one might have as a Administrators teacher leader, administrator, union MONDAY Learn how a district intentionally designs Coaching Through Teacher leader, or in a classroom setting. Learn opportunities to develop and nurture Resistance diferent strategies to approach potential aspiring teacher leaders and supports Learn how to coach or mentor resistant high-stakes conversations and situations. them after they become vice principals coaches and mentees by applying Practice having these conversations with or principals. Investigate a replicable and Robert Kegan’s ideas of constructive- fellow participants in a safe setting. Leave sustainable model that develops leaders developmental theory as synthesized by with a greater understanding of yourself through coaching and mentoring to build Eleanor Drago-Severson in her work on and how you deal with difcult discussions. the technical and relational skills necessary the diferent ways of knowing. Review Michele O’Neill, Connecticut Education for school and district success. Examine case studies and use role-playing to Association, Hartford, CT, [email protected] how a district uses a comprehensive become better at working with resistant Katherine Field, Connecticut Education induction program for aspiring and newly coachees. Develop applicable strategies for Association, Hartford, CT, [email protected] appointed school leaders. working with resistant coachees. Explore Area of Focus: Leadership TUESDAY Rob Lobovsky, Peel District School Board, an analytical tool to approach resistant Mississauga, ON, Canada, coaches and mentees. [email protected] John Boggs, Bloom Township District 206, Hilda Pierorazio, Peel District School Board, Chicago Heights, IL, [email protected] Mississauga, ON, Canada, Ron Giglio, Bloom Township District 206, [email protected] Chicago Heights, IL, [email protected] Cheryl Dell, Peel District School Board, Joseph Malizia, Bloom Township District 206, Mississauga, ON, Canada, Chicago Heights, IL, [email protected] [email protected] Andrew O’Connell, Bloom Township District Area of Focus: Leadership 206, Chicago Heights, IL, [email protected]

Rebecca O’Connell, Bloom Township District WEDNESDAY 206, Chicago Heights, IL, [email protected] Area of Focus: Learning Designs

www.learningforward.org/conference | 800-727-7288 91 DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM

L19 | L21 | L23 | Districtwide Program Seven Essential Factors to Engage GoPRO-fessional: Building Implementation: Proven Strategies Teachers and Students Collaboration in the 21st Century

SATURDAY That Work Understand the essential factors in Discover how a school with an award- Become knowledgeable about the leading engaging teachers and students to winning mentor program strengthened research and practical strategies that outperform expectations: priorities, adult learning and culture through the will aid in building the district leadership inspiration, frequent observations, targeted introduction of virtual technology. Get capacity necessary for successfully professional development, planning time, inspired by a 21st-century learning model implementing programming districtwide. access to materials, and ongoing coaching. through experimentation with GoPro cameras and team-based activities. Gain knowledge about how to implement See how to create a framework to sustain a Walk away with a refreshed perspective programming that helps teachers high level of performance and yet also be on adult learning and a personalized change their practice and enhance nimble enough to respond to the needs of action plan that you’ll be excited to student engagement. Design an efective all community members. implement within your own professional implementation strategy to strengthen Erica Herro, Stevenson School, Carmel, CA, community. Improve student outcomes by your district’s current work. [email protected] SUNDAY demonstrating how technology supports Lauren Segedin, Greater Essex County Molly Bozzo, Stevenson School, Carmel, CA, [email protected] Universal Design for Learning concepts District School Board, Windsor, ON, Canada, in both special and general education [email protected] Area of Focus: Learning Designs classrooms. Gain efective, real-time Area of Focus: Implementation strategies to analyze lessons and student L22 | reactions to them. L20 | Regina Tottenham, New York City Building a Culture of Efcacy Department of Education, Brooklyn, NY, Video-Enabled Professional Through Impact Teams [email protected] Learning: Case Studies and Toolkit Understand how a district learned to build Courtney Rattenbury, New York City Department of Education, Brooklyn, NY, Learn how educators across Washington efcacy through a model teams approach. [email protected] Hear how fve schools were challenged State are using video for self-refection, Elizabeth Sandoval, New York City MONDAY peer collaboration, coaching, and creation to refocus their professional learning Department of Education, Brooklyn, NY, of video libraries. Become familiar with communities to efciently and efectively [email protected] a comprehensive toolkit that provides build teacher efcacy through the Maura Flanagan, New York City teachers, coaches, principals, and formative assessment process. Experience Department of Education, Brooklyn, NY, administrators with the resources, tools, how the teams developed collaborative [email protected] research, and protocols necessary to expertise to build collective efcacy by Lillian Greco, New York City Department implement video-based professional focusing their meetings on what matters: of Education, Brooklyn, NY, learning. Understand the importance of students at the center of the learning [email protected] high-quality feedback and how video can process. Area of Focus: Learning Designs be used as a powerful tool for improving Chris Templeton, Reeds Spring School District, teaching quality. Reeds Spring, MO, [email protected] Shawn Edmondson, Washington STEM, Barb Pitchford, The Core Collaborative, Aspen,

TUESDAY Seattle, WA, [email protected] CO, [email protected] Amanda Fankhauser, Washington STEM, Area of Focus: Learning Communities Seattle, WA, [email protected] Area of Focus: Technology

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 WEDNESDAY “ 92 Learning Forward 2016 Annual Conference | Register Online” Today DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM SATURDAY L24 | L26 | L28 | Redesign PD Coaching: Establishing Practical Applications of Racial Transforming Education Through Time for Professional Learning Equity Standards and Tools First Peoples Principles of Learning Finding time for job-embedded How can school leaders efectively Explore what the inclusion of perspectives professional learning is one of the most address racial equity to transform and content through the lens of the First frequently cited challenges. Consult with teaching and learning environments and Peoples Principles of Learning might mean coaches and leaders who have experience student outcomes in the context of new for the classroom and school. Examine with processes and tools to increase or Professional Standards for Educational the principles in some detail and come refne the use of educator collaboration. Leaders? Explore how leaders can to understand how they can be used to Give yourself time to explore possible goals implement coherent systems of curriculum, support learning that is personal, holistic, as you reimagine the possibilities. instruction, assessment, and discipline embedded in relationship, authentic, Lisa Pryor, National Center on Time and Learning, that build educator and student capacities and relevant for all students. Learn about SUNDAY Boston, MA, [email protected] for racial equity. Discover resources additional resources that can help teachers Colleen Beaudoin, National Center on Time and that are culturally relevant and student integrate First Peoples content and Learning, Boston, MA, [email protected] centered. Examine your current capacity for perspectives into their classrooms. Laura Middleton, National Center on Time and organizing schools or districts to transform Jo Chrona, First Nations Education Steering Learning, Boston, MA, academic and social experiences for boys Committee, West Vancouver, BC, Canada, [email protected] and young men of color. [email protected] Seth Edwards, Lake County Schools, Howey-in- Irma Zardoya, New York City Leadership Area of Focus: Equity the-Hills, FL, [email protected] Academy, Long Island City, NY, Jennifer Carr, Fresno Unifed School District, [email protected] Fresno, CA, [email protected] Area of Focus: Leadership L29 | Heather Allen, Fresno Unifed School District,

Fresno, CA, [email protected] Improving Feedback Conversations MONDAY Area of Focus: Resources L27 | Through Public Practice and Putting the Learning Back into Collaboration L25 | Learn how to engage leaders and Professional Learning Communities coaches in collaborative, job-embedded Elevate, Collaborate, and Experience how a large comprehensive professional learning to improve the Investigate high school is using an impact team efectiveness of feedback conversations model to refocus its professional learning with teachers. Experience a collaborative Learn how to collaborate within school communities (PLC). See and learn about process of short classroom visits, video- teams to focus on a schoolwide inquiry the foundational components of the recorded coaching conversations, initiative about identity to motivate and impact team model, which is a student- and refection to strengthen feedback engage learners. Experience a process of centered PLC designed to strengthen conversations that result in excellent building capacity by creating proactive TUESDAY student, team, and teacher efcacy by teaching and learning. Identify learning partners among teacher teams, scaling up expertise related to student- opportunities for applying new learning students, and the community. Explore an centered assessment. Learn how school in your current capacity to foster efective interdisciplinary inquiry framework that administrators built leadership capacity feedback conversation skills at your site. incorporates deeper learning, learning to facilitate efective teams committed to Jennifer Shepard, Clay County School District, partnerships, leveraging digital technology, creating assessment-capable learners. Green Cove Springs, FL, jlshepard@oneclay. and the learning environment. Examine Katherine Smith, Lyons Township High School net how diferent early and middle year grade- D204, LaGrange, IL, [email protected] Ryan Widdowson, Clay County School District, level teams adapt, according to students’ Brian Waterman, Lyons Township High School Green Cove Springs, FL, ages and interests, inquiry-based learning D204, LaGrange, IL, [email protected] [email protected] on a common theme. Paul Bloomberg, The Core Collaborative, San Emily Weiskopf, Clay County School District,

Julie Van Caeyzeele, Louis Riel School Diego , CA, [email protected] Green Cove Springs, FL, WEDNESDAY Division, Winnipeg, MB, Canada, Area of Focus: Learning Communities [email protected] [email protected] Lydia Creel, Clay County School District, Green Ange Neufeld, Louis Riel School Division, Cove Springs, FL, [email protected] Winnipeg, MB, Canada, [email protected] Area of Focus: Learning Designs Kathy Klenk, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Tannis Steiman, Louis Riel School Division, Winnipeg, MB, Canada, [email protected] Area of Focus: Student Learning www.learningforward.org/conference | 800-727-7288 93 DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM

L30 | L32 | L34 | Paving the Path to Productive Access for All Learners in All Flipping EdTech Professional Teams and Workgroups Classrooms Development: Going From See how a high school built its master Techphobic to Techliterate SATURDAY Do your meetings spiral out of control? schedule to support co-teaching teams. Do you wonder what skills are needed to Supercharge your professional Analyze student data to determine create a productive meeting in a school development efectiveness by modeling co-teaching sections and build a model or district setting? Pave your path with tech-enabled activities and resources schedule to support the learning of greater confdence to address situations that support daily instructional and class all students. Build parity among your that surface and pack a toolkit of strategies management challenges. Discover how co-teaching teams to increase refective to ensure your next meeting is a success. Google Apps for Education and 100s classroom practices for all learners. Utilize See how to plan and facilitate an efective of other free apps can be used to spark paraprofessionals in the general education meeting to build a cohesive team to reach innovation and uncover the tech genius classroom efectively. intended goals. among even the most techphobic. Tara Keith, Palo Alto Unifed School District, Gail Morgan, Council for Leaders in Alabama Learn how fipping your professional Palo Alto, CA, [email protected] Schools (CLAS), Montgomery, AL, development may not only move SUNDAY [email protected] Denise Herrman, Palo Alto Unifed School teacher practice, but also make teacher District, Palo Alto, CA, [email protected] Area of Focus: Leadership development into active and collaborative Teri Lee, Palo Alto Unifed School District, Palo parts of organizational culture. Receive Alto, CA, [email protected] access to a collection of resources and L31 | Area of Focus: Implementation activities that can be easily customized for Redefning Special Education: immediate use. Angelina Millare, Opportunities for Learning Changing the Landscape of Early L33 | Public Charter School, Pasadena, CA, Intervention Teachers at the Forefront of [email protected] Learn how a school district redefned Katy Allamong, Pathways In Education, Sustainable Systemic Change Pasadena, CA, [email protected] the landscape of early intervention. Learn how to systematically establish, Area of Focus: Technology Challenge traditional notions of school analyze, and sustain a culture of learning, MONDAY readiness and special education through which is the foundation for professional the application of current cognitive and learning communities. Engage in planning L35 | developmental neuroscience. Recognize and allocating resources to create powerful core elements required to build a strategic teacher leadership teams that generate Innovative Tools for Professional learning design for early learning and efective staf development for teachers Growth early identifcation. Assess student data and by teachers. Learn how to leverage See how the peer collaboration cycle, to spark community engagement and professional learning community data using individualized support through target early intervention systemically. to strategically infuence the practices, coaching, mentoring, and professional Investigate school district and community processes, and efcacy that lead to an development for teachers, can guide structures that impede or enhance embedded culture of learning for all. deliberate practice. Engage peers in building instructional capacity and related Anthony Brazouski, Whitnall School District, creating an action plan that facilitates understandings in the early years. Eagle, WI, [email protected] the successful implementation of peer TUESDAY Sandra-Lynn Shortall, West Vancouver Kristine Hipp, Cardinal Stritch University, collaboration cycles. Understand how to School District, West Vancouver, BC, Canada, Milwaukee, WI, [email protected] [email protected] promote a growth mindset in professional Area of Focus: Leadership learning communities and recognize the Maureen Lee, West Vancouver School District, West Vancouver, BC, Canada, instructional professional as a lifelong [email protected] learner. David Platt, West Vancouver School District, Jill Bartley, Miami Dade County Public Schools, West Vancouver, BC, Canada, Miami, FL, [email protected] [email protected] Jeannette Tejeda, Miami Dade County Public Area of Focus: Implementation Schools, Miami, FL, [email protected] Stephanie Rolle, Miami Dade County Public Schools, Miami, FL, [email protected] when you register Register by Oct. 1 for a 3-, 4-, or Kristin Trompeter, Miami Dade County Public Schools, Miami, FL, [email protected]

WEDNESDAY 5-day conference and save $50! attendance Area of Focus: Implementation

94 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 7, 2016 WEDNESDAY CONCURRENT SESSIONS | SET L 8 AM - 10 AM SATURDAY L36 | L37 | Tackling Implicit Bias Catalyst: A Docudrama on Student We educators may feel overwhelmed Engagement and Transformation when, in addition to addressing overt Experience Catalyst, a one-woman racism in our schools, we must tackle docudrama from The Education Trust that unconscious racist feelings, known as has sparked tough, honest conversations implicit bias. Consider solutions and in schools and districts across the country. practices in which educators can engage, Take on tough questions of student including measuring and reducing implicit engagement, adult expectations, and bias. Gain research-based strategies to institutional power, examining the parallel counter stereotypes, build empathy, and stories of two struggling students in two promote environments where students of very diferent schools. Leave reenergized, SUNDAY all backgrounds are welcomed, supported, refective, and reminded of why you came and academically successful. Leave with a into this work in the frst place. plan of action for reducing implicit bias by Brooke Haycock, The Education Trust, building empathy, taking perspective, and Washington, DC, [email protected] avoiding stereotypes. 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 refect on the level of my own efectiveness and innovation as an educator. If I’m not doing that...then how can I be a positive infuence 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 ~Fran Miller

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

BASIC for participants with limited Explore REDESIGN PD in sessions Sessions where participants should

background in the content. marked with this icon. BYOD—Bring your own device. WEDNESDAY

ADVANCED for attendees who have Common Core State Standards will Gain a global perspective in sessions knowledge of the session content. be found in these sessions. marked with this icon.

Sessions that have content and skills for Sessions appropriate for educators serving TITLE 1 /economically SUPERINTENDENTS are fagged with disadvantaged populations. this icon.

www.learningforward.org/conference | 800-727-7288 95 DECEMBER 7, 2016 WEDNESDAY SUMMIT SESSIONS | SET M 12:15 PM - 3:15 PM

M01 | M03 | M05 | A Conversation with Milton Chen, Creating a Culturally Responsive Sexual Orientation and Gender Avis Glaze, and Denise Augustine Learning Environment for All Identity in Schools Keynote speakers Milton Chen, Avis Glaze, Explore the compelling data about SATURDAY and Denise Augustine will engage in a Students students and staf who are struggling moderated conversation on equity and Understand how a culturally responsive with sexual orientation and gender social justice as an educational imperative. learning environment makes a positive identity. Hear about one school district’s Sophie Loui (Invited), Global BC, Vancouver, impact on student learning and experience and consider strategies that can BC, Canada achievement. Articulate the meaning of be implemented within districts, schools, Milton Chen, San Francisco, CA, culturally responsive and be able to identify and classrooms to foster understanding. [email protected] the key aspects that are necessary to create Refect on the structures currently in place Avis Glaze, Delta, BC, Canada, and sustain a culturally responsive learning within your district, school, or classroom to [email protected] environment. Focus on connecting British support LGBTQ youth. Develop a plan of Denise Augustine, Cowichan Valley Columbia’s First Peoples Principles of action using available resources. School District, Duncan, BC, Canada, Learning and Aboriginal worldviews and Matt Carruthers, Delta School District, Delta, [email protected] perspectives with the newly re-designed SUNDAY BC, Canada, [email protected] Area of Focus: Equity British Columbia curriculum. Maryann Cardwell, Delta School District, Delta, Perry Smith, Abbotsford School District #34, BC, Canada, [email protected] Abbotsford, BC, Canada, Area of Focus: Equity M02 | [email protected] Student Engagement in an Age of Shelly Niemi, School District #57 (Prince George), Prince George, BC, Canada, M06 | Distraction [email protected] In this age of distraction, engagement Area of Focus: Equity Increase Your Professional Learning is often overlooked when planning for Community’s Impact on Student student learning. Explore the relationship Learning between student engagement and M04 | Learn how to assess your school or district’s academic outcomes. Compare and contrast Finish the Dissertation

MONDAY current practices for collaboration and their the attributes of social, academic, and Taking inspiration from the dreadful impact on teacher efcacy and student intellectual engagement. Determine the statistic that 69% of doctoral candidates learning. Use case studies to explore implications for policy and practice when never fnish, learn about a volunteer transforming teacher teams into impact students are not engaged in their learning. group dedicated to providing one-to- teams that assess, learn, plan, and act Examine the concept of fow and how to one assistance to doctoral candidates efectively together to improve teacher deepen intellectual engagement. at FinishTheDissertation.org. Hear from practice and increase student learning. Steve Cardwell, University of British Columbia, dissertation advisors and chairpersons and Review templates, protocols, and tools to Delta, BC, Canada, [email protected] get support you need to fnish working on transform your teams. Develop specifc Area of Focus: Student Learning your doctoral degree. action steps to implement this school year. Douglas Reeves, Creative Leadership Karl Clauset, National Center for School Change, Solutions, Boston, MA, Bellingham, WA, [email protected] [email protected]

TUESDAY Dave Nagel, NZJ Learning, Zionsville, IN, Area of Focus: Resources [email protected] B.R. Jones, Jones County School District, Ellisville, MS, [email protected] Area of Focus: Learning Communities

ARTWORK PROVIDED BY LOCAL ARTIST

WEDNESDAY ROY HENRY VICKERS

96 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 7, 2016 WEDNESDAY SUMMIT SESSIONS | SET M 12:15 PM - 3:15 PM

M07 | M10 | SATURDAY School-Based Approaches to Janet Hoag, Gulf Island School District #64, Salt Developing a Strategic Plan for Collaboration Spring Island, BC, Canada, [email protected] STEM Education Reform Jess Willows, Gulf Island School District #64, Salt Have you wondered how to set up a Spring Island, BC, Canada, [email protected] Hear how the Smithsonian Science collaborative culture at your school? Are Education Center (SSEC) assessed the Susan Robinson, Gulf Island School you at the beginning of this journey, or well District #64, Salt Spring Island, BC, Canada, efcacy of its Leadership and Assistance for into it and want to deepen and expand [email protected] Science Education Reform (LASER) model in it? Share in a unique, yet connected, systemically transforming STEM education. Area of Focus: Student Learning journey and learn the “why” (creating Find out how inquiry-based science motivation with needs), the “what” (your improves student achievement in science unique school), the “how” (an organic yet M09 | as well as in reading and mathematics at systemic approach), and the “next steps” elementary and middle school levels. See SUNDAY (refecting on the process) toward creating Bullying: Beyond Rescue and how inquiry-based science bolsters student a collaborative culture. Share your own Punish learning, especially among underserved experience and come away with strategies Develop the skills necessary to populations. Receive practical tips for and ideas. eliminate school bullying and create a implementing elements of the LASER Tanya Dailey, School District #42 Maple Ridge proactive strategy that works. See how model and learn the basics of developing & Pitt Meadows, Maple Ridge, BC, Canada, administrators and leaders can teach other a strategic plan for transforming STEM [email protected] professionals, students, and parents how education. Learn how to create a shared Jovo Bikic, School District #42 Maple Ridge to eliminate bullying behavior through vision for instructional improvement and & Pitt Meadows, Maple Ridge, BC, Canada, student skill development. Share strategies build the infrastructure to sustain student- [email protected] for working with both those students centered learning and teaching. Jennifer Simon, School District #42 Maple prone to bullying, and those prone to Carol O’Donnell, Smithsonian Science Ridge & Pitt Meadows, Maple Ridge, BC, being bullied. Learn about using adult and Education Center, Washington, DC, MONDAY Canada, [email protected] child or youth scenarios to teach how to [email protected] Area of Focus: Learning Communities deal with bullying from the viewpoints Amy D’Amico, Smithsonian Science Education of both the bullied and the bullying Center, Washington, DC, [email protected] M08 | youngsters. Katie Gainsback, Smithsonian Science Education Center, Washington, DC, Steve Andrews, Canadian Mental Health [email protected] Building Sustainable District Association, Abbotsford, BC, Canada, Approaches to Communicate [email protected] Area of Focus: Student Learning Student Learning Area of Focus: Equity Communicate with students in a way that M11 | encourages and sustains student curiosity Leadership Standards for Principals

and motivation to learn and engages TUESDAY students in setting learning goals and and Vice Principals assessing progress. Engage parents in Gain an overview of the Leadership deeper conversations about what comes Standards for Principals and Vice next for their student. Inquire, collaborate, Principals in British Columbia. Consider and develop with teachers, innovative ways the four domains under which they are to capture and share learning stories with organized: Moral Stewardship, Instructional students and parents, including student- Leadership, Relational Leadership, and led conferences, student e-portfolios, Organizational Leadership. Engage pedagogical narratives, co-created criteria, in dialogue, participate in interactive and competency-based reporting. activities, and complete a self-assessment Doug Livingston, Gulf Island School tool that will guide the creation of District #64, Salt Spring Island, BC, Canada, a personal action plan for further WEDNESDAY [email protected] professional learning. Lisa Halstead, Gulf Island School District #64, Jessica Antosz, BC Principals’ and Vice Salt Spring Island, BC, Canada, Principals’ Association, Vancouver, BC, Canada, [email protected] [email protected] Shelly Johnson, Gulf Island School District #64, Woody Bradford, BC Principals’ and Vice Salt Spring Island, BC, Canada, Principals’ Association, Vancouver, BC, Canada, [email protected] [email protected] Area of Focus: Leadership

www.learningforward.org/conference | 800-727-7288 97 DECEMBER 7, 2016 WEDNESDAY SUMMIT SESSIONS | SET M 12:15 PM - 3:15 PM

M12 | M14 | M15 | Tying Together Professional Math Task Force: A Forum for Improving Outcomes for Aboriginal Learning Communities, Common Learning and Leading Learners Hear how one school district launched a

SATURDAY Review ongoing and upcoming initiatives Assessments, and Interventions math task force to address their ongoing for improving outcomes for Aboriginal Have you ever wondered how professional concerns with student performance in learners in British Columbia. Examine learning communities, interventions, and mathematics. Consider how the educators key themes including local control, common formative assessments work used research as the lens through which parental responsibility, rights-based together to increase student learning? to review system practices, the learning approaches, evidence-based goal setting, Review John Hattie’s research that shows environment, curriculum, professional and accountability. Gain awareness and Response to Intervention and common learning, and resources, as well as understanding of key education policy- formative assessment have a great stakeholder perspectives, beliefs, and and philosophy anchor documents such impact on student achievement. Gain an practices. Learn how the the task force also as Indian Control of Indian Education, understanding of how these practices ft used intent, learning process, deliverables, Truth and Reconciliation Commission Final together. Develop a practical road map and monitoring processes to improve for implementing these initiatives in your Report, and United Nations Declaration on SUNDAY teaching and learning practices. the Rights of Indigenous Peoples. schools or departments. Clara Howitt, Greater Essex County District Starleigh Grass, First Nations Education Rebecca Irwin Kennedy, Arlington County School Board, Windsor, ON, Canada, Steering Committee, West Vancouver, BC, Public Schools, Oakridge, VA, [email protected] [email protected] Canada, [email protected] Fouada Hamzeh, Greater Essex County District Lynne Wright, Arlington County Public School Board, Windsor, ON, Canada, Area of Focus: Equity Schools, Arlington, VA, [email protected] [email protected] Area of Focus: Implementation Brenda DelDuca, Greater Essex County District School Board, Windsor, ON, Canada, M16 | [email protected] Developing Your School’s M13 | Heidi Horn Olivito, Greater Essex County Professional Learning Capacity District School Board, Windsor, ON, Canada, Aboriginal Education is for [email protected] Learn the key leadership practices

MONDAY Everyone, Every Day Chris Knight, Greater Essex County District that fostered a culture of collective Learn the importance of teaching and School Board, Windsor, ON, Canada, responsibility for increasing educator learning about Aboriginal people for [email protected] efectiveness and student learning results. the betterment of all students. Engage Sharon Johnson, Greater Essex County District Discover essential language and strategies in learning about historical impacts, School Board, Windsor, ON, Canada, that inspire ownership and commitment Aboriginal ways of being, knowing, [email protected] to increase capacity for learning and and doing by incorporating Aboriginal Nick Arundine, Greater Essex County District leading professional learning. See how knowledge and pedagogy in the School Board, Windsor, ON, Canada, the Standards for Professional Learning classroom. Endeavor to become refective [email protected] and the Innovation Confgurations serve of Aboriginal people in your everyday Janet Hannigan, Greater Essex County District as a leader’s guide to develop collective practice to make systemic change in School Board, Windsor, ON, Canada, responsibility for learning. [email protected] education for the improved success of Steven Carney, Woodland Public Schools,

TUESDAY Aboriginal students. Area of Focus: Student Learning Woodland, WA, [email protected] Juanita Coltman, School District # 48 Malinda Huddleston, Woodland Public (Sea to Sky), Vancouver, BC, Canada, Schools, Woodland, WA, [email protected] [email protected] Area of Focus: Equity Area of Focus: Leadership

when you register Register by Oct. 1 for a 3-, 4-, or 5-day conference $ attendance WEDNESDAY and save 50!

98 Learning Forward 2016 Annual Conference | Register Online Today DECEMBER 7, 2016 WEDNESDAY SUMMIT SESSIONS | SET M 12:15 PM - 3:15 PM SATURDAY M17 | M19 | M21 | Enhancing Professional Learning Facilitating a Fetal Alcohol Leading Collaborative Learning: Through Collaborative Inquiry Spectrum Disorder-Informed What’s the Big Idea? Share in a yearlong inquiry-learning Focus on building collective efcacy journey to promote and support excellent Approach to Teaching among staf and gain practical steps teaching within schools and across the K-12 Learn how to support students who live on how leaders and teachers, working system. Learn how a district committed with Fetal Alcohol Spectrum Disorder. together can build strong learning cultures. targeted professional development Hear how a small provincial outreach Examine strategies such as co-planning, co- funding and, with the involvement and team utilizes an outreach service model, teaching, co-debriefng, and co-refection approval of multiple stakeholders, built technology, and action-research funds to using an inquiry stance that has been capacity using inquiry facilitation and facilitate collaborative professional learning successfully used in improving professional across an entire province. Experience grassroots teacher participation. Become learning and student achievement. Learn SUNDAY knowledgeable about how this district was the importance of understanding Fetal how building collective teacher efcacy able to work within its complex context of Alcohol Spectrum Disorder and how that will minimize within school variance continuous budget reductions, recurring understanding afects eforts to shift between teachers. teacher job action, and professional educator practice. Beate Planche, Newmarket, ON, Canada, autonomy cultural practices to co-develop, Stacey Wakabayashi, BC Ministry of Education, [email protected] Prince George, BC, Canada, support, and sustain a teacher inquiry Lyn Sharratt, University of Toronto, Toronto, [email protected] professional learning model. ON, Canada, [email protected] Jodee Sayle, BC Ministry of Education, Prince Denise Johnson, Vancouver School Board, Area of Focus: Leadership George, BC, Canada, [email protected] Vancouver, BC, Canada, [email protected] Meredith Keery, BC Ministry of Education, Prince George, BC, Canada, [email protected] Mary Filleul, Vancouver School Board, M22 | Vancouver, BC, Canada, [email protected] Area of Focus: Learning Designs Investing in Education to Transform MONDAY Magdalena Kassis, Vancouver School Board, Vancouver, BC, Canada, [email protected] Community M20 | Area of Focus: Learning Communities Hear about The Cmolik Foundation’s Passion-Led Communities investments in British Columbia youth Examine a passion-based professional by providing substantial scholarships M18 | learning community (PLC) that was and mentoring for students during their Youth Equity Stewardship: Full organized by teachers from diferent frst fve years of university or college. Partners in School Improvement schools. Look at the power of PLCs that Learn about feld trips and summer extend over years and their evolution of school programs funded and organized Get ideas, tools, and strategies to support focus, relationship, and group structures by Cmolik that provide enrichment for the development of student stewards for collaboration and sharing. See how elementary students in an inner city

of safe, respectful, inclusive, and soulful TUESDAY members of this professional group used school. Consider the lessons learned from learning environments. Come away with an their passion to refne teaching practice Cmolik’s investments as a way to improve actionable process for building youth-adult and promote professional dialogue. education. Identify and develop a plan for partnerships in support of school change Consider optional ways of forming and your own community needs. eforts. Gain a conceptual framework sustaining PLCs through the lens of Ellen Cmolik, The Cmolik Foundation, Langley, for youth leadership and engagement teacher-initiated inquiry beyond school BC, Canada, [email protected] synchronized with the fve phases of Gary walls. Area of Focus: Resources Howard’s Deep Equity process. Discover Denise Colby, Toronto District School Board, arts-integrated tools and strategies to Toronto, ON, Canada, [email protected] engage historically marginalized youth. Diana Maliszewski, Toronto District School Benjie Howard, New Wilderness Project, Board, Toronto, ON, Canada, Bellingham, WA, [email protected] [email protected] WEDNESDAY Wade Colwell-Sandoval, Counseling in Area of Focus: Learning Communities Schools, New York, NY, [email protected] Area of Focus: Equity

www.learningforward.org/conference | 800-727-7288 99 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 REGISTER: to the next level: • 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 at learningforwardconference.org/annual16. •Doctorate in Educational Leadership • Fill out the registration form

• Send a check for $50 per unit to For dates of upcoming Saint Mary’s College. information sessions • Within two weeks after receipt of your
stmarys-ca.edu/ksoe-events 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].

100 Learning Forward 2016 Annual Conference | Register Online Today Join the Learning Forward Academy

This time with the Academy has been the most valuable professional learning Apply 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 Now 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 ”f eld. Connect with coaches and other practitioners to help you Previous attendees overcome the professional learning challenges you are facing. include… directors, n Learn how to implement research-based, ef ective professional learning to ef ect change; superintendents, n Build knowledge and develop strategies for improved educator principals, practice; facilitators, n Develop a deep understanding of the key elements of a and other learning comprehensive professional learning system; and leaders. n Ultimately increase educator ef ectiveness and student results.

Now accepting individuals and teams: www.learningforward.org/academy Scholarships available See you next year in…

Ox RLANDO!

The 2017 Annual Conference in Orlando Dec. 2-6, 2017

More than just the theme park capital of the world, Orlando also of ers 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

102 Learning Forward 2016 Annual Conference | Register Online Today Walk-a-thon: Tuesday, December 6, 2016 Lead change 6:30 a.m. Meet | 7:00 a.m. Walk $20 entry fee with your feet... 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 $20 entry fee Bring your Fitbit or receive a free pedometer with your $20 entry fee; Pack your walking shoes enter your name in a drawing for gift and Fitbits... participate cards… winners announced Tuesday afternoon. in Learning Forward Enter both events for only $30! Foundation’s Walk-a-thon and Fitbit Challenge to maximize impact for educators’ scholarships.

Learning Join us in Denver at the Denver Marriott Forward’s City Center 2017 July 20 & 21, 2017 Summer July 22 & 23, 2017 Intensive learning that digs deeper Institute into the topics that matter to you. Strengthen your capacity to implement ef ective 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 103 AFFILIATE CONTACT INFORMATION

Learning Forward afliates provide educators with the opportunity to advance the vision and purpose of Learning Forward at the local, state, and provincial levels. Afliate contacts want to hear from individuals interested in get- ting involved with their work. Contact Frederick Brown at [email protected] if you’re interested in facilitating a new afliate within a state currently not served by a state chapter.

Learning Forward Alabama Learning Forward Kentucky Learning Forward New York Terri Boman Jana Beth Slibeck-Francis Margaret Jones-Carey Email: [email protected] Email: [email protected] Email: [email protected] Website: www.learningforwardalabama.com Website: www.lfnys.org Learning Forward Louisiana Learning Forward Alaska Susan Aysenne Learning Forward North Dakota Jennifer Harty Email: [email protected] Ryan Townsend Email: [email protected] Website: www.learningforwardla.org Email: [email protected] Learning Forward Arizona Learning Forward Manitoba Learning Forward Ohio Mori Creamer Joan Zaretsky Sherri Houghton Email: [email protected] Email: [email protected] Email: [email protected] Website: http://learningforwardaz.com/ Website: www.learningforwardohio.org Learning Forward Maryland Learning Forward Arkansas Antoinette Kellaher Learning Forward Ontario Marion Woods Email: [email protected] Chris Quinn Email: [email protected] Website: http://learningforwardmaryland.org Email: [email protected] Website: www.learningforwardontario.ca Learning Forward British Columbia Learning Forward Michigan Sue Elliott Amy Colton Learning Forward Oregon Email: [email protected] Email: [email protected] Sibyl Barnum Website: http://learningforwardbc.ca Website: www.learningforwardmichigan.org Email: [email protected] Learning Forward California Learning Forward Minnesota Learning Forward Pennsylvania Scott Laurence Ann Malwitz Marcy Hessinger Email: [email protected] Email: [email protected] Email: [email protected] Website: http://learningforwardminnesota.org/ Website: www.learningforwardpa.org Learning Forward Colorado Veronica Anderson Learning Forward Mississippi Learning Forward South Carolina Email: veronica.anderson Sara Maghan Jason Fulmer @learningforwardcolorado.org Email: [email protected] Email: [email protected] Website: www.learningforwardcolorado.org Website: www.learningforwardsc.wordpress.com Learning Forward Missouri Florida Association for Staf Development Jody Wood Learning Forward Tennessee Carol Milton Email: [email protected] Gaye Hawks Email: [email protected] Website: www.learningforward-mo-msdc.org Email: [email protected] Website: www.fasdonline.org Website: www.learningforwardtennessee.org Learning Forward Montana Learning Forward Georgia Chris Olszewski Learning Forward Texas Kathy O’Neill Email: [email protected] Terri Iles Email: [email protected] Email: [email protected] Website: www.learningforwardga.org Learning Forward Nebraska Website: www.learningforwardtexas.org Rhonda Jindra Learning Forward Hawaii Email: [email protected] Learning Forward Utah Christine Udarbe Kami Christensen Email: [email protected] Learning Forward Nevada Email: [email protected] Nicolette Smith Website: www.learningforwardutah.weebly.com Learning Forward Illinois Email: [email protected] Karla McAdam Learning Forward Virginia Email: [email protected] Learning Forward New England Sue Sarber (CT, MA, ME, RI, VT) Email: [email protected] Learning Forward India Juliet Correll Website: www.learningforwardvirginia.org Sandeep Dutt Email: [email protected] Email: [email protected] Website: www.learningforwardnewengland.org Learning Forward Washington Website: www.schooleducation.com Jane Chadsey Learning Forward New Hampshire Email: [email protected] Learning Forward Indiana Ethel Gaides Website: www.learningforwardwashington.org Janice Hopkins-Malchow Email: [email protected] Email: [email protected] Website: www.learningforwardnh.org Learning Forward Kansas Learning Forward New Jersey Dayna Richardson Rosemary Seitel Email: [email protected] Email: [email protected] Website: www.learningforwardkansas.org Website: www.njstafdevelopment.org

104 Learning Forward 2016 Annual Conference | Register Online Today 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 efective 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 afect 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 Ofcer | [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]

www.learningforward.org/conference | 800-727-7288 105 REGISTRATION INFORMATION

To register for Learning REGISTRATION PROCEDURE 4 ways to register. Registrations will be accepted online, and by fax, Forward’s 2016 Annual scan, or mail. Avoid a $25 handling fee and register online. Conference, please visit METHOD OF PAYMENT www.learningforward.org/conference. Visa, MasterCard, or Discover are accepted as well as payment by check, or purchase order. Purchase orders must accompany Fees for Saturday and Sunday include registration. Learning Forward will invoice your school or district on lunch, materials, and program attendance. the purchase order upon receipt. Payment of the invoice must be Fees for Monday and Tuesday include received before the conference. For information on Canadian dollar breakfast, lunch, general session program, rates, visit www.learningforward.org/conference. morning sessions, afternoon sessions, and materials. Wednesday’s fee includes REGISTRATION DISCOUNTS AND RATES brunch, general session program, morning Learning Forward members receive discounted registration. Join, sessions, afternoon sessions, and materials. renew, or upgrade your membership with special conference rates Registrations include admission to the and attend the conference at the member rate. Sunday Welcome Reception, Exhibit If your registration is submitted or postmarked before October 2, Hall Reception, Afliate Receptions, and 2016, you will receive an early discount of US$50 of a 3-, 4-, or 5-day entrance to the Exhibit Hall. registration.

Member Early Nonmember Early Member Nonmember (includes discount (includes discount (No discount from 10-2-16 (No discount from 10-2-16 through 10-1-16) through 10-1-16) through 12-7-16) 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

PASSPORTS INTERNATIONAL MOBILE PHONE USING YOUR CREDIT OR DEBIT TRAVEL Passports are required to enter ROAMING TRAVEL PLANS CARD TIPS Canada and for re-entry into the Check with your carrier for Notify your cardholders in advance U.S. Check your passport expiration wireless rates and plans that cover to avoid payments being declined date and begin renewing or international travel. You may incur due to concerns over fraud. Make applying for your passport soon. additional fees or have access to sure you update your contact There may be a backlog this purchase a simple international information and cell number with year due to 10-year passport access option. your cardholder. Understand renewals for passports issued in which foreign transaction fees will 2006 and 2007 when the Western apply and how Canadian dollar Hemisphere Travel Initiative went transactions will be converted. into efect.

106 Learning Forward 2016 Annual Conference | Register Online Today CONNECTING LANDSCAPES for LEARNING SESSION SELECTION VANCOUVER 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. 4 ways to register: To receive your frst choice, consider selecting sessions at the time you Registrations will be accepted register. Sessions by popular presenters or on popular topics fll early. Search online, by mail, fax, or scan. All online using the My Conference tool for session choices and availability. registrations require payment for Reserve your seat using the My Conference tool in the online registration processing. form and create your own personal conference agenda. You may change your agenda through the website at any time for any open session. Paper registration forms are available at www.learningforward. MORNING AFTERNOON LATE AFTERNOON org/conference. Avoid a US$25 MON handling fee by registering online. SET E – Networking SET A Meet Ups SET F – FastForward SETS B & C SET D TL01, TL02, & TL03 TL04 & TL05

TUE ONLINE SET G www.learningforward.org SET J SETS H & I SET K–Technology TL06, TL07, & TL08 Showcase TL09 & TL10

WED MAIL SET L SET M Learning Forward Conference TL11 & TL12 Summit Sessions Registration • 504 S. Locust Street, Oxford, OH 45056 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 ofers a 25-minute trip from Vancouver International Airport to Waterfront Station with an FAX easy walk to conference hotels and the Vancouver Convention Centre. 513-523-0638 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. SCAN CLIMATE AND SURROUNDINGS [email protected] With the coastal mountain range, Pacifc 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 Make plans to attend! 2002. After a long day of learning, you can relax and enjoy the downtown waterfront, an inviting, vibrant community of restaurants, attractions, DEC. 3-7, 2016 and retail – including a foat plane terminal conveniently located to VANCOUVER accommodate adventurous travelers!

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 1 Pan Pacifc ...... $199.00 CAD CENTRE 2 The Fairmont Waterfront ...... $189.00 CAD Single/Double 3 The Fairmont Hotel Vancouver* $179.00 CAD Single/Double 4 The Fairmont Pacifc 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 Registration and attendance at, or participation in, Learning Forward Business Ofce by Nov. 10, 2016 to receive a full Forward’s 2016 Annual Conference and other activities, refund. A 50% refund will be given to written requests constitutes an agreement by the registrant to Learning received by Nov. 19, 2016. A processing fee of US$50 will Forward’s use and distribution (both now and in the be deducted from all refunds. No refunds will be issued for future) of the registrant’s or attendee’s image or voice in cancellations received after Nov. 19, 2016. Learning Forward photographs, videotapes, electronic reproductions, and/or reserves the right to process refunds after the conference audiotapes of such events and activities. 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 GET YOUR handling fee will be assessed. PASSPORTS NOW!

03 DEC 16 E “Show Your Badge” for discounts! Convention delegates are Attractions and Shops, Spas, Restaurants and eligible to receive exclusive Sightseeing Tours Transportation Night Clubs Capilano Suspension BC Ferries Bridges Restaurant discounts at these participating Bridge Park Coastal Peoples Fine Arts The Liberty Distillery member businesses. Please note Deep Cove Canoe & Kayak Gallery The Roxy many ofers require you to book Harbour Air Seaplanes McArthurGlen Designer Urban Sushi Outlet Vancouver Airport in person at Tourism Vancouver Harbour Cruises & Events The Vancouver Fish Prince of Whales Star Limousine Company Restaurant Visitor Centres.

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 Stanley Park Stop by the Vancouver n Science World Tourism Kiosk n Vancouver Aquarium for discounts! n Space Centre n Capilano Suspension Bridge n Van Dusen Gardens n UBC Museum of Anthropology n Musqueam Cultural Pavilion n Whistler Mountain SCIENCE WORLD n Grouse Mountain – The Peak of Vancouver n Harbour Centre CAPILANO n Shopping at Pacifc Centre, Oakridge, SUSPENSION Robson Street, and the new Outlet Mall at BRIDGE the airport.

VICTORIA

n BC Provincial Museum n Madame Tussauds n BC Legislature n Butchart Gardens n Butterfy Gardens n Whale and wildlife watching

UBC MUSEUM OF ANTHROPOLOGY 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 www.learningforward.org/conferencefor learning in the natural beauty | 800-727-7288 of Canada. 109 TOPIC INDEX (as of 7-1-16)

21st century learning Culture and climate L01, L12, L14, L16, L18, L19, L26, Presentation and facilitation skills PC105, PC216, B14, C08, D08, D09, PC104, PC109, PC202, PC203, PC216, L29, L30, M11, M17, M20, M21, TL02, PC107, PC203, PC207, PC208, A01, D13, D32, D35, D41, D49, F09, I04, B13, C19, C20, D19, D21, D27, D44, TL06, TL07 A02, B03, B15, C09, C16, D35, F03, J01, J04, J08, J19, J26, J28, J35, K01.1, D47, D48, F07, G02, H06, H09, H10, G01, G02, H19, J05, L13, L18, L30 Learning communities/teams L10, L13, L17, L23, TL02, TL08 H13, H14, J10, J23, J26, J29, J30, J37, PC102, PC112, PC201, PC209, PC213, J42, L08, L26, L28, L31, L33, L37, Principal mentoring and/or PC214, A05, B02, B03, B06, B08, B13, Addressing change and resistance M01, M05, M16, M18, TL02, TL12 coaching PC202, PC204, PC208, A01, B13, B22, B16, B17, C03, C09, C15, C19, C26, PC211, A03, B07, B20, E02, H18, I30, C03, C13, D02, D03, D10, D42, E06, Data-driven decision making C30, D04, D14, D16, D17, D23, D30, L14, L25, TL07, TL09 G02, I18, I28, J30, J47, L18, M06 PC101, PC112, PC113, PC205, PC212, D40, D47, G04, H03, H05, H07, H11, PC214, PC216, A05, B05, B10, B11, H13, H14, H20, I04, I12, I14, I26, I30, Program evaluation Adult development and learning B16, B19, B22, C03, C06, C22, C25, J06, J07, J10, J12, J14, J15, J25, J34, PC101, B09, B10, D04, D18, D26, PC103, PC207, A02, A03, B16, B18, C27, D04, D08, D17, D18, D28, D33, J35, J38, J39, J40, J41, K02.1, K03.2, D33, D34, E05, H05, H20, I06, I28, C02, C04, C14, C19, C20, D02, D05, D37, D42, D44, E05, F07, F10, G03, L01, L03, L06, L17, L22, L24, L27, L30, J15, J48, K01.3, K02.2, K04.1, L05 D46, E06, F04, G01, H07, I05, I22, I27, G04, H05, H11, H14, H16, I01, I04, I07, L33, L35, M06, M07, M12, M14, M20, Project-based learning (PBL) J13, J41, L05, L07, L08, M11, M17 I13, I18, I21, I29, J04, J08, J15, J23, M21, TL05 J28, J35 J24, J27, J31, J32, J38, J46, J51, K01.3, Allocating resources for professional Lesson study learning (time and dollars) K02.2, K04.1, L03, L05, L15, L22, L27, Response-to-Intervention C10, H03, H13, J07 PC111, B23, C05, C07, C18, D07, D10, L31, L32, L33, M12, M14, M21 C06, D10, D37, J08, J37, L32, M12 D14, D29, D42, D50, D53, E01, E03, Linguistic diversity/English Diferentiated instruction Rural issues and settings H12, H21, I07, I09, I15, J02, J12, J38, language learners PC206, B16, C24, D21, D22, D32, F01, C23, H14, I31, L06, L37, TL03 J45, J52, L03, L09, L20, L24, L32, L33, C26, D30, D50, D51, J25, M01 I09, J08, J25, J37, L10, L17 M05, M17 School reform/improvement Literacy Educator evaluation process Assessment and grading PC102, PC108, PC216, A05, C22, C29, PC204, B07, B19, D08, H15, H16, I07, PC111, PC215, B02, B10, C03, C29, PC101, PC102, PC210, B04, B11, B12, F01, H07, H16, I01, I13, J24, J32, J39, I15, I17, I24, J31, J46, TL09 D16, D18, D26, D44, E01, E02, E04, C07, C25, D17, D43, D52, G03, H02, K01.2 F04, F06, I06, I09, I12, I16, J14, J48, H04, H11, I02, I13, I23, J04, J08, J22, Equity Measurement models (SLOs or L02, L03, L33, M16, TL04, TL05, TL06 K02.1, L27, M08, M12, M21, TL03 PC104, B05, B08, B15, B21, C11, C17, value-added) C20, C27, D19, D27, D50, F01, G05, Social and emotional learning (SEL) Brain-based strategies J31, J34 H06, H10, I23, I31, J05, J14, J20, J26, C11, D12, D24, D27, F07, I29, J23, J29, PC108, PC206, PC216, D24, G03, J42, J44, L03, L11, L26, L36, L37, M01, Mentoring and induction J40, J42, L36, M09, TL02, TL03, TL11 H04, H08, J19, L10, TL03, TL11, TL12 M03, M05, M09, M15, M18, TL08 C16, C23, C27, D25, D33, I19, I20, I23, Social networking applications Career pathways I27, J16, J36 Family and community engagement D06, D13, J17, L09, L34 D06, D48, E06, L14, M04 PC109, B12, C01, C28, C29, D12, D19, Models of professional learning STEM: Science, technology, Coaching and school coaches D50, E01, H10, I18, J14, J16, J26, J29, PC101, PC102, PC110, PC113, PC201, engineering, and math PC106, PC110, PC211, A02, B03, B08, L09, L31, L36, M09, M15, M22 PC209, PC211, PC213, PC215, A01, PC109, PC216, D21, D41, F05, H12, B09, B19, C16, D25, D45, G04, H13, B06, B14, B17, B18, C02, C04, C05, Flipped learning I08, J17, J39, M10, M14 H19, I08, I10, I20, I21, I23, J03, J20, C09, C10, C29, C30, D01, D06, D10, D22, F02, K01.1, L34 J22, J43, K01.2, L16, L20, L21, L29 D13, D23, D29, D38, D39, D45, D46, Teacher recruitment, support, Global competence and awareness F04, F05, F06, G01, G05, H03, H11, development, and retention Collaborative inquiry PC113, PC216, C10, D11, F09, J01, H20, I03, I05, I08, I14, I19, I26, I30, I29, J16, J21, J29, J36, L04, L21, TL06 PC201, PC209, PC214, B06, B08, B14, L02, TL08, TL10 J02, J06, J07, J09, J10, J18, J21, J27, Title I focus B17, B20, B21, B22, C09, C24, D23, J32, J36, J41, J50, K03.1, K03.2, L01, PC104, PC206, B02, B05, C13, C28, D28, D34, D36, D40, F08, H09, H11, Instructional leadership and L02, L04, L20, L23, L27, L35, M14, D10, D12, D18, D21, D47, D49, E03, H13, I11, I12, I14, I22, I23, I30, J12, supervision M17, M19, TL01, TL05, TL10 L06, L15, L22, L25, L27, M06, M07, PC101, PC105, PC108, PC109, PC112, H02, H12, I09, J20, J26, J39, L11, L12, M08, M10, M17, M19, M20, M21 PC205, PC211, PC212, A05, B04, B08, Motivating/Engaging L37, M10, M19 B09, B11, C08, C12, C13, C25, D09, disenfranchised learners Urban issues and settings College- and career-readiness D15, D16, D20, D22, D37, D40, D41, PC108, PC109, PC206, B05, C01, C08, PC206, B02, B05, C13, C23, C28, D12, D21, D51, I08, I25, J11, J27, J32, TL02 D45, H04, H07, H12, H16, I11, I13, C11, C24, D12, D13, D27, D31, D49, D15, D18, D21, D29, D49, D50, E03, I14, I15, I24, I25, I27, I32, J10, J19, H02, H04, H08, J19, J40, J44, K01.1, Common Core/new student G05, H02, H12, H17, I15, J08, J20, J24, J43, K01.2, L07, L12, L15, L21, L11, L37, M01, M02, M08, M09, M13, performance standards J21, J26, J32, J36, J39, J51, L09, L12, M03, M11, M13, TL03, TL04, TL06, M19, TL03, TL11, TL12 B07, D21, D51, I08, I25, J11, J27, L37, M10, M19, M22, TL03 TL07, TL09, TL12 J32, L15 Observation and feedback strategies Use of technology for Integrating student or teacher voice PC103, PC204, PC211, A04, B05, B09, Continuous improvement professional learning PC109, C05, C14, C28, D01, D05, B19, C16, H07, H12, H15, H17, H19, PC112, PC205, PC210, PC214, B02, PC110, B18, B23, C18, C23, C26, C30, D20, D27, D31, D36, D49, E06, H02, I10, I11, I17, I19, I21, I24, I25, I29, I32, B10, B11, B19, C06, C12, C21, C22, D06, D35, D39, D53, F03, H07, H20, I22, I29, J09, J46, J49, J50, L07, L15, J12, J46, J51, L16, L20, L23, L29, TL09 D03, D04, D06, D16, D18, D26, D28, H21, I04, I10, I32, J06, J21, J32, J51, M01, M02, M18, TL01 D29, D34, E01, E05, F04, F05, F06, Online or blended learning J52, K02.1, K03.1, L04, L09, L13, L20, G04, H03, H07, H11, H14, H17, H18, Leadership development and skills B18, D39, F02, F03, I04, J06, J28, J32 L23, L29, L34, M19 I04, I06, I11, I14, J03, J10, J11, J43, PC103, PC106, PC107, PC111, PC201, Personal learning networks Use of technology to enhance J45, L06, L24, TL04, TL05, TL08 PC207, PC208, PC211, A01, A02, C05, D13, D48, M20 student learning Culturally responsive pedagogy A03, A04, B01, B03, B09, B13, B20, B23, C08, C28, D09, D22, D36, D43, PC109, B15, C20, C28, D19, D50, F08, B22, C05, C15, C17, C19, C21, C23, Policy development and D53, F02, H21, I02, J17, J52, K01.1 H10, I31, J05, J39, L11, L26, L28, L36, D02, D05, D15, D19, D20, D35, D40, advocacy eforts L37, M01, M03, M13, TL08 D46, D48, E01, E02, E04, F10, G01, PC113, D01, D05, D07, D19, D26, Walk-throughs/Instructional rounds G02, H01, H05, H18, H19, I03, I05, E01, E02, E03, E04, E06, H01, I16, I18, A04, C28, H06, H16, I19 I07, I16, I23, I26, J01, J04, J13, J18, I22, J04, J09, J11, J16, J33, J49, M15, J30, J33, J47, J50, J51, K01.1, K03.2, M22, TL01

110 Learning Forward 2016 Annual Conference | Register Online Today AUDIENCE INDEX

SATURDAY/SUNDAY C14, C17, C21, C24, C26, C27, C29, C30, C10, C11, C14, C23, C28, D01, D04, D05, J39, J40, J41, J42, J44, J45, J50, J52, K01.1, D01, D02, D03, D04, D05, D06, D07, D10, D06, D07, D12, D13, D15, D18, D21, D29, K01.2, K01.3, K02.1, K02.2, K03.1, K03.2, Classifed/Support Staf D11, D12, D13, D14, D15, D16, D17, D18, D31, D41, D49, D50, D53, E03, E05, E06, K04.1, TL06, TL07, TL08, TL09, TL10 PC113, PC204 D25, D26, D28, D29, D30, D31, D33, D35, F04, F06, TL01, TL02, TL03, TL04, TL05 Technical Assistance Providers D37, D39, D40, D42, D44, D45, D46, D48, District Ofce Personnel (Directors/ G01, H01, H07, H12, H21, I02, I12, J01, D50, D51, D53, E03, E05, F03, F05, F06, TUESDAY Consultants for Instruction, J02, J11, J15, J32, J52, K01.3, K02.1, K02.2, F07, TL01, TL02, TL03, TL04, TL05 Technology, Curriculum, Human Classifed/Support Staf K04.1, TL06, TL07, TL08, TL09, TL10 Resources, and Assessment) Policy Makers and Community G01, H01, H21, J01, J02, J15, J37, J52, Title I School Staf PC103, PC106, PC110, PC111, PC113, PC201, Stakeholders K01.3, K02.1, K02.2, K04.1, TL06, TL07, G01, G03, H01, H02, H03, H07, H09, H12, PC202, PC207, PC208, PC211, PC213, PC215 A01, A02, B01, B04, B19, B23, C01, C20, TL08, TL09, TL10 H21, I01, I02, I09, J01, J02, J09, J15, J19, C28, D01, D02, D04, D05, D06D07, D08, District-Level Staf Developers J26, J37, J52, K01.1, K01.3, K02.1, K02.2, D09, D10, D11, D12, D16, D18, D19, D26, District Ofce Personnel (Directors/ PC102, PC103, PC104, PC106, PC107, PC109, K04.1, TL06, TL07, TL08, TL09, TL10 D50, D53, E03, E04, E05, F09, F10, TL01, Consultants for Instruction, PC110, PC111, PC112, PC113, PC201, PC202, TL02, TL03, TL04, TL05 Technology, Curriculum, Human Urban Educators PC203, PC205, PC207, PC208, PC209, PC211, Resources, and Assessment) G01, G03, G05, H01, H02, H03, H08, H12, PC212, PC213, PC216 Principals, Assistant Principals G01, G02, G03, G04, G05, H01, H07, H09, H21, I01, I02, I15, J01, J02, J05, J08, J09, A01, A02, A03, A04, A05, B01, B02, B03, Policy Makers and Community H10, H11, H16, I03, I04, I06, I07, I09, I11, J15, J19, J20, J21, J26, J32, J36, J37, J39, B05, B06, B07, B08, B09, B10, B11, B12, Stakeholders I12, I13, I14, I16, I17, I19, I22, I23, I24, I27, J51, J52, K01.1, K01.3, K02.1, K02.2, K04.1, B13, B14, B15, B16, B17, B19, B22, B23, PC103, PC113, PC202, PC211, PC215, PC216 I28, I29, I32, J01, J02, J03, J04, J06, J10, TL06, TL07, TL08, TL09, TL10 C01, C03, C04, C05, C06, C07, C09, C10, J12, J13, J14, J15, J18, J21, J22, J23, J24, Principals, Assistant Principals C11, C12, C13, C14, C16, C17, C19, C20, J28, J29, J30, J31, J34, J38, J41, J43, J46, WEDNESDAY PC101, PC102, PC103, PC104, PC105, PC106, C22, C24, C25, C28, C29, D01, D02, D04, J48, J50, J51, J52, K01.3, K02.1, K02.2, PC107, PC109, PC110, PC111, PC112, PC113, D05, D06, D07, D09, D10, D12, D13, D14, K03.1, K04.1, TL06, TL07, TL08, TL09, TL10 Classifed/Support Staf PC201, PC202, PC203, PC204, PC205, PC206, D19, D20, D22, D24, D25, D26, D27, D28, L09, L24, L37, M01, M04, M09, M22, TL11, PC207, PC208, PC209, PC210, PC211, PC212, D30, D31, D32, D34, D35, D36, D37, D39, District-Level Staf Developers TL12 PC213, PC214, PC215, PC216 D40, D42, D43, D44, D45, D46, D47, D48, G01, G02, G05, H01, H04, H07, H17, H18, D49, D50, D51, D52, D53, E02, E03, E05, H19, H20, H21, I04, I05, I06, I07, I08, I09, District Ofce Personnel (Directors/ School-Based Staf Developers/ F02, F04, F06, F07, F08, F09, TL01, TL02, I10, I11, I13, I14, I16, I17, I19, I20, I21, I22, Consultants for Instruction, Instructional Coaches TL03, TL04, TL05 I27, I28, I30, I32, J01, J02, J04, J06, J07, Technology, Curriculum, Human PC101, PC102, PC103, PC104, PC105, J08, J10, J15, J17, J18, J20, J27, J28, J32, Resources, and Assessment) PC107, PC108, PC109, PC110, PC112, School-Based Staf Developers/ J34, J36, J39, J41, J42, J43, J47, J48, J50, L01, L02, L09, L18, L19, L21, L24, L27, L37, PC113, PC201, PC202, PC203, PC204, Instructional Coaches J51, J52, K01.3, K02.1, K02.2, K03.2, K04.1, M01, M03, M04, M05, M08, M10, M15, PC205, PC206, PC208, PC209, PC210, A01, A02, A03, A04, A05, B01, B02, B05, TL06, TL07, TL08, TL09, TL10 M22, TL11, TL12 PC212, PC213, PC214, PC215, PC216 B06, B07, B08, B09, B11, B12, B13, B14, B15, B16, B17, B18, B19, B21, B22, B23, Policy Makers and Community District-Level Staf Developers Superintendents, Assistant C01, C02, C03, C04, C05, C06, C07, C08, Stakeholders L01, L04, L05, L06, L07, L09, L10, L11, L12, Superintendents C09, C10, C11, C12, C14, C16, C19, C20, G01, H01, H07, H15, H21, I06, I09, I16, I17, L14, L15, L17, L19, L20, L22, L23, L24, L26, PC101, PC103, PC106, PC110, PC111, C21, C24, C26, C30, D01, D02, D04, D05, I18, I22, I25, J01, J02, J04, J09, J10, J11, J14, L28, L29, L32, L34, L35, L37, M01, M03, PC112, PC113, PC201, PC204, PC207, D06, D07, D09, D10, D12, D13, D17, D18, J16, J29, J33, J34, J40, J49, J52, K01.3, K02.1, M04, M10, M17, M19, M21, M22, TL11, TL12 PC208, PC211, PC215, PC216 D20, D21, D22, D23, D24, D25, D28, D30, K02.2, K04.1, TL06, TL07, TL08, TL09, TL10 Policy Makers and Community Teacher Leaders/Mentors/Team D31, D32, D33, D34, D37, D39, D40, D41, Principals, Assistant Principals Stakeholders Leaders D42, D43, D45, D46, D47, D48, D49, D50, G01, G02, G03, G04, G05, H01, H02, H03, L01, L02, L12, L24, L31, L37, M01, M03, PC101, PC102, PC103, PC104, PC105, D51, D52, D53, E03, E05, F01, F02, F03, H04, H05, H06, H07, H08, H09, H10, H11, M04, M08, M15, M22, TL11, TL12 PC107, PC108, PC109, PC110, PC113, F05, F08, TL01, TL02, TL03, TL04, TL05 H12, H13, H14, H15, H16, H17, H18, H19, PC201, PC203, PC204, PC205, PC206, Principals, Assistant Principals Superintendents, Assistant H21, I01, I03, I04, I08, I09, I10, I11, I13, I14, I15, PC209, PC210, PC212, PC213, PC214 L03, L04, L05, L07, L08, L09, L10, L13, L14, Superintendents I16, I17, I18, I21, I22, I24, I25, I26, I27, I29, I30, L15, L16, L17, L18, L20, L21, L22, L23, L24, Technical Assistance Providers A01, A02, A03, B01, B02, B04, B05, B07, I31, I32, J01, J02, J03, J04, J05, J06, J07, J08, L25, L26, L27, L28, L29, L30, L31, L32, L33, PC110, PC113, PC201, PC204, PC214 B08, B10, B12, B13, B14, B20, B21, B22, J09, J10, J12, J13, J15, J16, J18, J19, J21, J22, L34, L36, L37, M01, M02, M03, M04, M05, B23, C01, C05, C11, C12, C13, C15, C17, J23, J25, J26, J27, J28, J29, J30, J31, J33, J34, Title I School Staf M06, M07, M09, M10, M11, M12, M13, M14, C19, C21, C23, C27, C28, C29. D01, D03, J35, J36, J38, J40, J41, J42, J44, J45, J46, J48, PC101, PC105, PC106, PC108, PC109, M16, M18, M19, M20, M21, M22, TL11, TL12 D04, D05, D06, D07, D08, D10, D11, D12, J49, J52, K01.1, K01.2, K01.3, K02.1, K02.2, PC110, PC113, PC206, PC210, PC212 D15, D16, D18, D19, D20, D23, D26, D28, K03.1, K04.1, TL06, TL07, TL08, TL09, TL10 School-Based Staf Developers/ Urban Educators D29, D31, D33, D34, D35, D36, D38, D43, School-Based Staf Developers/ Instructional Coaches PC101, PC105, PC106, PC108, PC109, D44, D48, D50, D53, E01, E03, E04, E05, Instructional Coaches L04, L05, L06, L08, L09, L10, L11, L16, L20, PC110, PC113, PC201, PC206, PC210, F06, F09, F10, TL01, TL02, TL03, TL04, TL05 G01, G02, G03, G04, G05, H01, H02, H03, L21, L22, L24, L25, L27, L29, L30, L34, L35, PC212, PC214 L37, M01, M02, M04, M06, M11, M12, Teacher Leaders/Mentors/Team Leaders H05, H09, H10, H11, H12, H13, H14, H16, M13, M14, M16, M17, M19, M20, M21, A01, A02, A03, A04, A05, B01, B03, B05, H17, H19, H21, I01, I02, I03, I04, I05, I08, I10, MONDAY TL11, TL12 B06, B08, B11, B12, B15, B16, B21, B22, I13, I19, I20, I21, I23, I24, I26, I29, I32, J01, J02, B23, C02, C03, C05, C06, C08, C09, C10, J03, J06, J07, J08, J09, J10, J12, J15, J17, J18, Superintendents, Assistant Classifed/Support Staf C11, C12, C14, C16, C18, C19, C20, C21, J19, J20, J21, J22, J23, J24, J25, J26, J27, J32, Superintendents A01, A02, B01, B23, D01, D04, D05, D07, C22, C23, C24, C25, C26, D01, D02, D04, J34, J35, J36, J37, J38, J40, J41, J42, J46, J47, L01, L02, L03, L07, L12, L13, L14, L19, L24, D21, D38, D50, D53, E03, E05, TL01, TL02, D05, D06, D07, D09, D12, D13, D17, D18, J51, J52, K01.1, K01.2, K01.3, K02.1, K02.2, L26, L31, L33, L36, L37, M01, M03, M04, TL03, TL04, TL05 D20, D21, D22, D23, D24, D25, D27, D30, K03.2, K04.1, TL06, TL07, TL08, TL09, TL10 M05, M08, M11, M15, M16, M17, M18, District Ofce Personnel (Directors/ D31, D32, D34, D37, D41, D44, D47, D48, Superintendents, Assistant M21, M22, TL11, TL12 Consultants for Instruction, D49, D50, D51, D52, D53, E03, E05, E06, Superintendents Teacher Leaders/Mentors/Team Leaders Technology, Curriculum, Human F01, F02, F03, F05, F07, F08, F09, TL01, G01, G05, H01, H06, H07, H13, H15, H20, L02, L06, L08, L09, L10, L13, L15, L16, L17, Resources, and Assessment) TL02, TL03, TL04, TL05 H21, I04, I06, I07, I09, I11, I12, I15, I16, I17, L18, L20, L23, L24, L25, L28, L30, L32, L33, A01, A02, B01, B02, B04, B07, B09, B10, Technical Assistance Providers I18, I19, I22, I24, I25, I28, I30, I31, J01, J02, L34, L35, L36, L37, M01, M02, M04, M05, B13, B15, B17, B18, B19, B23, C08, C12, A01, A02, B01, B23, D01, D04, D05, D07, J04, J05, J09, J10, J11, J13, J14, J15, J16, M06, M07, M08, M09, M10, M12, M13, C13, C15, C17, C23, C25, C26, C27, C29, D16, D18, D26, D28, D53, E04, E05, TL01, J21, J30, J31, J33, J34, J36, J38, J43, J44, M14, M18, M19, M20, M21, TL11, TL12 C30, D01, D02, D03, D04, D05, D06, D07, TL02, TL03, TL04, TL05 J45, J47, J48, J49, J52, K01.3, K02.1, K02.2, D08, D10, D12, D14, D15, D16, D18, D20, K04.1, TL06, TL07, TL08, TL09, TL10 Technical Assistance Providers D21, D22, D23, D26, D27, D28, D29, D30, Title I School Staf L24, L26, L37, M01, M03, M04, M15, TL11, D31, D33, D34, D36, D37, D38, D41, D43, A01, A02, B01, B02, B05, B23, C10, C11, Teacher Leaders/Mentors/Team Leaders TL12 D45, D50, D53, E03, E05, F01, F02, F03, C14, C22, C28, D01, D04, D05, D06, D07, G01, G02, G03, G04, G05, H01, H02, H03, Title I School Staf F04, F05, F10, TL01, TL02, TL03, TL04, TL05 D12, D13, D18, D21, D31, D41, D44, D47, H04, H05, H06, H08, H10, H11, H12, H13, L03, L24, L37, M01, M04, M10, TL11, TL12 D49, D53, E03, E05, E06, TL01, TL02, TL03, H14, H16, H17, H18, H19, H20, H21, I01, District-Level Staf Developers TL04, TL05 I02, I04, I05, I08, I13, I15, I19, I20, I21, I23, Urban Educators A01, A02, A05, B01, B04, B06, B09, B10, I26, I27, I29, I31, J01, J02, J05, J06, J07, L03, L09, L11, L24, L37, M01, M04, M10, B11, B13, B14, B15, B17, B18, B19, B23, Urban Educators J08, J09, J10, J12, J13, J15, J16, J17, J19, M22, TL11, TL12 C02, C04, C05, C07, C09, C11, C12, C13, A01, A02, A05, B01, B02, B03, B05, B23, J21, J22, J23, J24, J25, J31, J32, J35, J37, www.learningforward.org/conference | 800-727-7288 111 PRESENTER INDEX

Abrams, Jennifer ...... PC208, J13 Boswell-McComas, Mary...... J08 Coltman, Juanita ...... M13 Everly, Julie ...... H13 Hair, Dale ...... H01 Acree, Lauren ...... K02.1, K03.1 Boyd, Deborah ...... L02 Colton, Amy ...... I28 Halbert, Judy ...... PC209, D34 Adams Chabay, Lori ...... J20 Bozzo, Molly...... L21 Colwell-Sandoval, Wade ...... M18 Fackler, Janis ...... D40 Halbig, Kathleen ...... D08 Ady, Kellie ...... D39 Bradford, Woody ...... M11 Concepcion, Carmen ...... D40 Fadum, Karen ...... B12 Halstead, Lisa ...... M08 Ailshie, Lyle ...... I12 Bradley, Janice ...... I28 Conway, Lydia ...... J18 Fankhauser, Amanda ...... L20 Hammond, Craig ...... H09 Airhart, Kathleen ...... D06 Brazouski, Anthony ...... L33 Conzemius, Anne ...... J14 Farmbry, Deidre ...... C11 Hampton, Melissa ...... C30 Akin, Whitney ...... H09 Breese, Elizabeth ...... F07 Corbley, Christine ...... PC215 Faubert, Brenton ...... PC113 Hamzeh, Fouada ...... M14 Aleckson, Jennifer ...... J25 Brock, Jill ...... J10 Correll, Juliet ...... H20 Felton-Smith, Linda ...... I16 Hansen, Patrick ...... J35 Allamong, Katy ...... L34 Brooks Simoneau, Carol ...... B19 Cox, Karen ...... J22 Fenton, Judi ...... I20 Hargreaves, Andy ...... D01 Allen, Heather ...... L24 Brooks, Eric ...... PC211, E02 Cracco, Nicolas ...... F04 Fenton, Meredith ...... PC108 Harp, Natasha ...... J18 Allen, Rod ...... PC216, E01 Brown, Valeria ...... I21 Cranston, Randy ...... A05 Field, Katherine ...... L18 Harrison, Cindy ...... PC106, C30 Amerson, Lisa...... C02 Brownlie, Faye ...... PC102 Creel, Lydia ...... L29 Filleul, Mary ...... M17 Haugen, Meredith ...... J34 Ames, Tim ...... D38 Brunswick, Cindy ...... D33 Crockett, Jennifer ...... I04, J15 Fillippi, Rachel ...... I27 Hawkins, Colleen ...... H04 Anderson, Erin ...... H09 Bryan, Chris ...... B09, D45 Crow, Tracy ...... D05 Fink, Stephen ...... TL09 Haycock, Brooke ...... L37 Anderson, Kimberly ...... J11 Bryant, Jake ...... D07 Cruse Craig, Johni ...... J39 Fisher, Doug ...... I01 Hazel, Rachel ...... A04 Anderson, Melissa ...... C14 Bryant, Tracie ...... J32 Cumings Smith, Felicia...... TL06 Fisher, Iain ...... B08 Headrick, Kim ...... D38 Anderson, Theresa ...... D20 Bryk, Tony ...... TL05 Cummings, Todd ...... I15 Flanagan, Maura ...... L23 Heineman, Megan ...... J41 Anderson-Reilly, Megan ...... C26 Buchanan, Erin ...... F01 Cummins, Maggie ...... J08 Flannigan, Keely ...... B17 Helmke, Sharron ...... B09 Andrew, Lisa ...... B02 Burkett, Dina ...... I23 Cunningham, Allison ...... I23 Flories, Karen ...... I13 Herbst, Sandra ...... L07 Andrews, Steve ...... M09 Burks, Betty ...... J30 Cunningham-Morris, Ann ....H18 Flynn, Patrick ...... I24 Herrman, Denise ...... L32 Antonetti, John ...... H04 Burns, Jamey ...... I21 Folk, Dana ...... I26 Herro, Erica ...... L21 Antosz, Jessica ...... M11 Butler, David ...... J42 Dade, Terry ...... I09 Foster, Lisa ...... J10 Hess, Rob ...... B07 Aquino, Jaime ...... C12 Byers, Christina ...... C13 Dailey, Tanya ...... M07 Fowler, Scott ...... L09 Hierck, Tom ...... PC202 Aquirre, Isabel ...... D51 Danowski, Trent ...... J11 Fradette, Terri ...... B22 Hinds, Nancy ...... A01 Araujo, Stella ...... I02 Cabrales Garcia, Viviana ...... B02 Darcy, Linda ...... L08 Freedman, Beverley ...... I11 Hipp, Kristine ...... L33 Arbogast, David ...... I03 Caferty, Jason ...... J12 Darnell, Justin ...... PC106 Freeman, Elizabeth ...... I22 Hoag, Janet ...... M08 Arroyo, Sarah ...... J32 Cairo, Tonya ...... B07 Davies, Alison ...... C23 Frey, Nancy ...... I01 Hofman, Paige ...... I14 Arundine, Nick ...... M14 Campbell, Carol...... Davies, Anne ...... L07 Fullan, Michael ...... PC201, D01 Holme, Joanne ...... A05 Atherton, Lea Ann...... J24 ...... PC113, TL01, D01, I05, J50 Davis, Shay ...... C14 Fussell, Gerald ...... D43 Horn Olivito, Heidi ...... M14 Augsbach, Bethanne ...... L04 Campbell, Jef ...... F02, K01.1 DeBlieu, Martha ...... J16 Houck, Bonnie ...... H16 Augusta, Brenda ...... L07 Cannon, James ...... C29 deChamplain-Good, Thérèse .D03 Gainsback, Katie ...... M10 Howard, Benjie ...... M18 Augustine, Denise ...... M01 Cantlie, Craig ...... D13 DeJarlais, Melissa ...... D08 Garcia, Jared ...... D49 Howard, Gary ...... G05 Austin, Carla...... D17 Canuel, Ron ...... D10, TL12 DeMola, Gabe ...... D18 Garcia, Josh ...... D12 Howitt, Clara ...... M14 Axford, Joan ...... C15 Carbaugh, Eric ...... D22 Del Vecchio, Rosalba ...... F04 Garr, Sarah ...... D27 Huddleston, Malinda ...... M16 Axtell, Kulwadee ...... J25 Cardwell, Maryann...... M05 DelDuca, Brenda ...... M14 Garrels, Jenny ...... E06 Hudge, Veda ...... D15 Cardwell, Steve ...... M02 Delaney, Melissa ...... L08 Garrison, Emily ...... J06 Hufendick, Jodi ...... C26 Babbs, Rachel ...... H19 Carlson, Christina ...... C26 Delehant, Ann...... B13, G01 Geise, Bradley ...... PC205, B11 Hughes, Harry ...... TL07 Bailey, Christina ...... J11 Carney, Steven ...... M16 Dell, Cheryl ...... I23, L14 Geocaris, Jill ...... H15 Huguley, Alison ...... D16 Bailey, Shelley ...... C25 Carr, Jennifer...... L24 Dennis, Nikki ...... D14 Gibbs, Lauren ...... I21 Hurley, Mary ...... C11 Baker, Brad ...... J44 Carr, Michelle ...... C29 Dennstedt, Sherri ...... I08 Gibson, Jonathan ...... J25 Hutchison, Nikki ...... H06 Balch, Ryan ...... J46 Carriere, Barb ...... A05 Dickie, Shelley ...... B17 Giglio, Ron ...... L16 Hymes, Valerie ...... C21 Ball, Tamika ...... J11 Carruthers, Matt ...... M05 Dill-Varga, Barbara ...... J29 Gildea, Aislynn ...... I22 Banker, Lauren ...... I26 Case, Roland ...... PC105 Dimgba, Marguerite ...... H20 Gildea, Jill ...... I22 Iker, Jim ...... PC216, E06 Barkley, Steve ...... B03 Castillo, Omar ...... J31 Dockendorf, Maureen ...... A05 Gini Newman, Garfeld ...... PC105 Imbriale, Jeanne ...... C13 Barlin, Dara ...... I20, K03.2 Cator, Karen ...... D06 Dolcemascolo, Michael ....PC203 Glaze, Avis...... TL08, M01 Imbriale, Ryan ...... C13 Barr, Jennifer ...... H10 Cawn, Brad ...... I25 Donohoo, Jenni ...... PC214 Glazer, Julie ...... I26 Irwin Kennedy, Rebecca ...... M12 Bartley, Jill ...... L35 Ceballos, Leslie ...... C08 Donohoo, Jennifer ...... C25 Goh, Ailsa ...... J40 Isbister, Darryl ...... PC109 Basaraba, Amy ...... PC109 Celeste, Eric ...... D05 Dorr, Ellen ...... J28 Goldin-Dubois, Denise ...... I08 Issa Lahera, Antonia ...... G02 Bastian, Liz ...... I10 Chadsey, Jane ...... PC215, J28 Dorso, Erin ...... L15 Gomez, Alyssa...... B18 Bazzanella, Mary Beth ...... C05 Chan, Maria ...... J36 Doubet, Kristina ...... D22 Gonzalez, Milagros ...... D40 Jensen, Megan ...... J32 Beattie, Karen ...... A04 Chandler, Monica ...... J41 Dowda, Alyson ...... L17 Gordon, Nancy ...... B14 Jerde, Susanne ...... TL09 Beaudoin, Colleen ...... L24 Chappuis, Jan ...... PC210, C07 Drago-Severson, Ellie ...... PC103 Gosal, Paula...... D48 Jeroski, Sharon ...... A05 Béliveau, Serge ...... D10 Chavez, Robert ...... J31 Driskill, Elita ...... I19 Graf, Becky ...... H07 Jessett, Gail ...... C27 Benner, Gregory ...... D12 Chen, Milton ...... M01 Duf, Victoria ...... E04, H11, J45 Graf-Ermeling, Genevieve .....C10 Jodry, Leslee ...... D03 Benwell, Scott ...... D34 Chiang, Eva ...... J33 Duggins, Abbey ...... I32 Grandy, Tina ...... J22 Johnson, Brenda ...... H14 Bergman, Jody ...... J47 Childs Bowen, Deborah ...... H18 Dumas, Chad ...... J12 Grass, Starleigh ...... M15 Johnson, Denise ...... M17 Bernhardt, Victoria ...... PC205, B11 Childs-Bowen, Deborah ...... E03 Dunaway, Shelly ...... H09 Grasso, Jackie ...... H08 Johnson, Margie ...... H09 Berry, Barnett ...... D06 Christianson, Kim ...... C17 Durbin, Neel ...... I12 Graves, Diane ...... B14 Johnson, Sharon ...... M14 Berry, Denny ...... G01 Chrona, Jo...... L28 Durley, Carolyn ...... B17 Greco, Lillian ...... L23 Johnson, Shelly ...... M08 Bertani, Al ...... D11 Clark, Shawn ...... I32 Dyer, Merrianne ...... I16 Green, David ...... C15 Jones, B.R...... M06 Betts, Gregory ...... L12 Clarke, Kristen ...... J22 D’Amico, Amy...... M10 Green, Julie ...... C25 Jones, Kelly ...... J41 Bikic, Jovo ...... M07 Clauset, Karl ...... M06 Greene, Denise ...... J15 Jones, Susan ...... L04 Bikle, Kelly ...... J06 Clay, Emily ...... H10 Edbrooke, Odette ...... H10 Greenfelder, Mark ...... I09 Joynt, Matthew ...... J14 Birkeland, Marnie ...... B17 Cliford, Matthew ...... J33 Edmondson, Shawn ...... L20 Greenfeld, Michael ...... C21 Birner, Alexis ...... I02 Clifton, Heather ...... D45 Edwards, Jenny ...... L05 Gregory, Gayle ...... PC206, B16 Kailley, Angela ...... B08 Biscocho, Enrico ...... I04 Cmolik, Ellen ...... M22 Edwards, Kris ...... D39 Gregory, Scott ...... J17 Kardynal-Bahri, Laurie ...... I30 Blistan, Marie ...... J16 Cockcroft, Amy ...... J07 Edwards, Seth ...... J07, L24 Greninger, Elizabeth ...... F01 Kaser, Linda ...... PC209, D34 Bloch, Marietta ...... D41 Cockrell, Latrina ...... J18 Elliott, Cathy ...... C15 Grinder, Michael ...... H19 Kashigi, Gage ...... J37 Bloomberg, Paul ...... L27 Cohen, Trudy ...... I26 Elliott, Sue ...... A01 Grinder-Dettlof, Krista...... H19 Kassis, Magdalena ...... M17 Boggs, John ...... L16 Cohn-Vargas, Esther ...... L36 Elves, Darren ...... PC108 Gripado, Jennifer ...... TL07 Kassissieh, Julia ...... D15 Bondett, Pam ...... H06 Colby, Denise ...... M20 Elwood, Sherry ...... D34 Grose, Karen ...... J50 Katsampes, Phil ...... H10 Bonner-Reed, Jevelyn ...... I07 Cole, Mark ...... D14 Ermeling, Brad ...... C10 Grossman, Jill ...... I25 Kautz, Craig ...... J12 Boogren, Tina ...... D25 Coleman, Ramona ...... J03 Ervin, Tafona ...... D12 Grossman, Jordan ...... I24 Kean, Lisa ...... C06 Booker, Kimberly ...... J41 Coley, Helen ...... J15 Esposito, Stephen ...... I07 Guimaraes, Catherine ...... I10 Kearney-Edwards, Katina ...... J20 Borden, Cheryl ...... I25 Collins, Ben ...... H15 Essink, David ...... J12 Guogas, Andrea ...... D08 Keery, Meredith ...... M19 Borgford, Mike...... I11 Collyer, Vivian ...... A05 Everett, Ann ...... D38 Guskey, Tom ...... PC101, B04 Keith, Tara ...... L32

112 Learning Forward 2016 Annual Conference | Register Online Today PRESENTER INDEX

Kelley, Heather ...... J42 McKanders, Carolyn ...... PC203 Parker, Linda ...... I19 Teske, Paul ...... C26 Kelly, Amy ...... J12 McKay Bryson, Ann ...... C11 Partridge, Michael ...... D36 Sahlberg, Pasi ...... J01 Thiessen, Robyn ...... B12 Kennedy, Jacqueline ...... PC107 McLurkin-Hasani, Kandice .....D51 Parvin, Jennifer ...... B20 Salazar, Elvira ...... B18 Thompson, Scott ...... I14 Kidwell, Karen ...... I06 McQuillan, Niamh ...... J08 Pateriya, Alka ...... I29 Sanchez, Maricela ...... D51 Tiggs, Jennifer ...... I10 Killion, Joellen ...... McWhirter, Amy ...... L04 Patrician, Matt ...... J35 Sanders, Terrence ...... J21 Timms, Kyle ...... D43 ..PC101, PC204, B01, E05, I06, J02 Mcdonald, Suzanne ...... C22 Paul, Kristen ...... I27 Sandoval, Elizabeth ...... L23 Tinney, Jordan ...... B12, D50 King, Michelle ...... J15, L01 Means, Demond ...... J14 Pautz, Stefani...... C13 Santorno, Carla ...... D12 Tissiere, Michele ...... H02 Kirincic, Tashi ...... B14 Meciej, Jill...... J34 Pavao, Matt ...... L13 Saphier, Jon ...... B05 Tobia, Ed ...... I28 Klassen, Linda ...... F08 Meier, Jolin ...... C24 Pearce, Ann ...... L05 Sarakatsannis, Jimmy ...... D07 Tomlinson, Lynn ...... D34 Klenk, Kathy ...... L25 Menuey, Brendan ...... I09 Pearson, Kati ...... L11 Savage, Susan ...... H15 Tompkins, Audra ...... J18 Kless, Lambrina ...... D46 Merola, Doreen ...... B19 Pena, Teresa ...... D14 Savoy, Michael ...... D46 Torrez, Maureen ...... B22 Knight, Chris ...... M14 Messer, Marna...... C05, D18 Pendray, Amy ...... I04, J15 Sayle, Jodee ...... M19 Tottenham, Regina ...... L23 Knight, Jim ...... PC110, A02 Meza, Nanci ...... D39 Perez, Kathy ...... L10 Schmidt Moore, Michele ...... I03 Towers, Jennifer ...... D52 Korn, Debbie ...... C09 Micheaux, Donna ...... B20 Perkins, Christine ...... D19 Schnellert, Leyton ...... Trompeter, Kristin...... L35 Kozak, Donna ...... B21 Michelson, Joanna ..... PC112, H12 Peters, Jodi ...... D33 ...... PC102, PC216, B21 Tunks, Lawrence ...... J12 Kreisman, Florence ...... J20 Middleton, Carol ...... J27 Pidick, Theress ...... D18 Schoenbach, Ruth ...... H07 Turner, Dianne ...... B14 Krownapple, John ...... B15 Middleton, Laura ...... L24 Pierorazio, Hilda ...... L14 Schonert-Reichl, Kimberly ....TL11 Twal, Nader ...... I04 Krstovic, Mirjan ...... J22 Mihalakis, Vivian ...... TL06 Pinchback, Allyce ...... D16 Schroeder, Lindsey ...... B17 Millare, Angelina ...... L34 Pitchford, Barb ...... L22 Sciullo, Francesca ...... H03 Uehara, Macey ...... D21 Labue, Larry ...... C08 Miller, Jennifer ...... I03 Piteux, Cathy ...... D30 Scott, Tara ...... D32 Lai, Caroline ...... D50 Miller, Queinnise ...... J51 Planche, Beate ...... M21 Seaman, Scott ...... I17 Van Caeyzeele, Julie ...... L25 Laitsch, Daniel ...... F10 Milum, Nick ...... J49 Platt, David ...... L31 Seay, Terri ...... D20 Van Gorp, Carol ...... J34 Lambert, Tifanie ...... J43 Minor, Jacqueline ...... J19 Pletcher, Bethanie ...... K01.2 Seely, Mary Laurens ...... H09 Van Soelen, Thomas ....PC107, H17 Lande, Lisa ...... C14 Mira, Mary Elizabeth ...... J11 Poda, Janice ...... J11 Segedin, Lauren ...... L19 Vanderford, Linda ...... J27 Landy, Ian ...... D24 Mitchell, Derek ...... F06 Polcen, Sonja ...... I03 Seiler, Courtney ...... I12 Veltre, Denise ...... C03 Langley-Samuels, Donnett.....L09 Mitrani, Valerie ...... J03 Poles, Ron ...... I26 Senisin, Simone ...... C03 Lannan, Katie ...... C05, D18 Molitor, Suzanne...... I23 Pollock, Meagan ...... J05 Seroyer, Chelonnda ...... J39 Wagner, Ralph ...... J35 Larkin, Katie ...... TL07 Mondale, Tina ...... J43 Pontefract, Dan ...... TL02 Sharratt, Lyn ...... M21 Wainright, Valerie ...... J51 Laurence, Kathleen ...... J06 Monnette, Courtney ...... C25 Porter, Nikki ...... D17 Shepard, Jennifer ...... L29 Wakabayashi, Stacey ...... M19 Laursoo, Jeannette ...... D52 Montgomery, Heavenly ...... D17 Presler, Susan ...... L12 Sherman, Sharon ...... J16 Wallace, Holly ...... H13 Leaderman, Jennifer ...... J34 Moore, Pamela ...... F03 Presta, Anna ...... I23 Sherod, Joshua ...... D49 Walter, Kristen ...... J26 Lebar, Maria Luisa...... I23 Moore, Shelley ...... PC102, B21 Preston, Steve ...... B10 Shortall, Sandra-Lynn ...... L31 Waltman, Rhonda ...... I16 Lee, Maureen ...... L31 Morgan, Elizabeth ...... H03 Pritchard, Robert ...... D51 Shunk, Andrea ...... D23 Ward Singer, Tonya ...... B22 Lee, Teri ...... L32 Morgan, Gail ...... L30 Privett, Alida ...... D32 Silver, Harvey ...... H05 Wardrop, Amanda...... B06 Lef, Lila ...... TL03 Morgan, Nick ...... D04, L01 Proctor, Janis ...... C24 Silverman, Max ...... TL09 Warkentin, Shelley ...... H07 Legrand, John ...... I07 Morganti-Fisher, Terry ...... J47 Pryor, Lisa ...... L24 Silverton, Mike ...... C18 Waterman, Brian ...... L27 Leonardi, Bethy ...... H10 Morse, Jennifer ...... J20 Psencik, Kay ...... PC211, I15, J03 Simon, Jennifer ...... M07 Watson, Sarah ...... B17 Leopold, Julie ...... D28 Moseman, Shaun ...... D14 Pyatt, Andrea ...... J07 Simpson, Natalie...... I24 Weiskopf, Emily ...... L29 Lieberman, Ann ...... I05 Muhammad, Anthony ...... PC104 Sisson, Ron ...... I17 Wellman, Bruce ...... PC213, C16 Lipton, Laura ...... PC213, C16 Murphy, Jan ...... C17 Quinn, Joanne ...... PC201 Sithole, Tsitsi ...... J20 Wells, Caryn ...... A03 Little, Mary ...... J39 Murphy, Michael ...... J48 Slamp, Amy ...... TL04 West, Lucy ...... H13 Littmann, Kathi...... D12 Muñoz, Montessa ...... J12 Race, Susan ...... C04 Smith, Julie ...... A04 Weston, David ...... TL10 Livingston, Doug ...... M08 Myers, Trisha ...... J18 Ralph, Rachel...... D09 Smith, Katherine ...... L27 Whitacre, Robin...... G04 Lizotte, Courteney ...... H14 Ramos, Leonardo ...... I04, J15 Smith, Nina ...... G04 White, Kim ...... C08 Lobovsky, Rob ...... L14 Nagaoka, Jenny...... TL03 Ramsdell, Rob ...... I29 Smith, Perry ...... M03 Whitlock, Erin ...... D23 Lockard, Steve ...... I09 Nagel, Dave ...... M06 Ramsey, Genevieve ...... J41 Snyder, Donna ...... D44 Whynacht, Julie ...... C24 Long, Jennifer ...... F09 Nanji, Shainaz ...... B08 Rann, Jason ...... H08 Soisson, Barb ...... J27 Widdowson, Ryan ...... L29 Loui (Invited), Sophie ...... M01 Near, Jill ...... I07 Rattenbury, Courtney...... L23 Sommers, William ...... J30 Wiebke, Kathy ...... L06 Love, Nancy ...... G04 Neufeld, Ange ...... L25 Ray, Karen ...... I19 Soni, Geetanjali ...... C02 Wiegand, Dawn ...... H16 Lue Stewart, Martha...... J39 Newell, Suzanne ...... D31 Reeves, Douglas...... J04, M04 Spedding, Eileen...... J16 Wilkerson, Stephanie ...... H09 Newman, Lily ...... I12 Reimer, Kevin ...... J38 Staley, Sara ...... H10 Williams, Kenneth ...... D47 MacDowell, Paula ...... D09 Niemi, Shelly...... I31, M03 Reyes-Ragsdale, Elizabeth ...... C29 Starr, Joshua ...... I18 Williams, Sheila...... J20 MacQueen, K.C...... I15 Nilson, Paige ...... D46 Ribas, Yvonne ...... J36 Steel, Kerri ...... C24 Willows, Jess ...... M08 Mafoni, Carrie ...... D18 Nordheim, Irene...... J35 Rickert, Cynda ...... J43 Steele, Lisa ...... J18 Wolf, Mary Ann ...D35, K02.1, K03.1 Mak, Rowena...... C19 Nosek, Sean ...... D13 Robb, David ...... C13 Stegall, Tracy ...... H10 Wolfe, Annie ...... J21 Maki, Stephanie ...... J44 Novak, Sandi ...... H16 Robbins, Pam ...... B16 Steiman, Tannis ...... L25 Wood, Jess ...... D26 Maliszewski, Diana...... M20 Nuttall, Rohan ...... J49 Roberts, Christine ...... J08 Stenehjem, Jim...... B09 Wood, Jo ...... J45 Malizia, Joseph ...... L16 Roberts, Sharon ...... I12 Stenehjem, Laurie ...... B09 Wright, Lynne ...... M12 Mangum, Nancy ...... D35, K02.1 O’Connell, Andrew ...... L16 Robertson, Joanne ...... D30 Stephenson, Neil ...... B14 Wright, Patricia ...... H11, J16 Manning, Geof ...... J38 O’Connell, Rebecca ...... L16 Robinson Sublet, Adrianne ....B22 Stettner, Holly ...... H20 Manning, Tom ..K01.3, K02.2, K04.1 O’Hara, Susan ...... D51 Robinson, Jamie ...... B17 Stewart, Laura ...... D30 Yashkina, Anna ...... I05 Maoury, Andrew ...... D37 O’Neill, Michele ...... L18 Robinson, Sheila ...... H20 Stiver-Walsh, Laura ...... J46 Yoder, Nick...... J23 Markholt, Anneke ...... PC112, H12 O’Shea, Jerry ...... J34 Robinson, Susan ...... M08 Stokes-Bennett, Devon ...... C23 Yoneshige, Patti ...... J37 Martin, Carol ...... C25 Olekshy, Val ...... PC111, D03 Robles, Daniela ...... L06 Stromquist, Gail ...... C20 Yoshida, Marcy ...... C27 Martin, Felisha ...... J17 Olsen, Christie ...... L06 Rocha, Heidi...... B18 Sullivan, Robyn ...... H03 Younghusband, Christine .F05, F10 Martin, Katie ...... J21 Olverson, Tyrone ...... L03 Rodgers, Mary Kay ...... I21 Sutic, Svetlana ...... I27 Martinez, Monica ...... K03.2 Orbe, Pierre ...... H08 Rodriguez, Isela ...... D40 Sward, Kris ...... J17 Zaki, Salwa ...... D29 Mason, Jen ...... J43 Osmond-Johnson, Pamela ...PC113 Rojem, Karen ...... C18 Zardoya, Irma ...... L26 Mason, Michele ...... I07 Ott, Jill ...... C17 Rolle, Stephanie ...... L35 Takamura, Jamie ...... D21 Zaretsky, Joan ...... D42 Matthews, Justin ...... I19 Owens, Sandy ...... D36 Ronnenberg, Jef ...... E01 Tan, Carol ...... J40 Zeichner, Ken ...... PC113 McCallum, Paddy ...... B06 O’Donnell, Carol...... M10 Rose, Ainsley ...... PC212, D02 Tan, Cher Chong ...... J40 Ziegler, Corrie ...... I30 McCarthy, Allison ...... D16 Rosenquist, Brooks ...... D18 Tate, Marcia ...... PC207, G03 Zielinski, Tara ...... C22, E02 McCoy Mitti, Larissa ...... H03 Paiement, Laura ...... D24 Ross, Marnie ...... PC109 Taylor, Joann ...... J31 Zoller, Kendall ...... G02 McGarrah, Michael ...... J23 Pajardo, Phyllis ...... H18 Rossi, Mirella ...... C28 Taylor, Mandy ...... C02 McGregor, Catherine ...... D34 Papulkas, Katina ...... J50 Rothstein, Dan ...... PC108, C01 Tejeda, Jeannette ...... L35 McInerney, Donna ...... H11 Parackal, Mary ...... C22 Rowclife, Pippa ...... TL11 Templeton, Chris ...... L22 McIntosh, Katherine ...... D34 Parisian, Jennifer ...... I31 Russell, Keri ...... C09 Tepper, Amy...... I24 www.learningforward.org/conference | 800-727-7288 113 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:

Evaluating Professional Development: Building an Efective Teacher Leadership PC101 Linking Our Learning to Student Learning PC106 Program Joellen Killion, Learning Forward, Lakeway, TX Cindy Harrison, Learning Forward, Broomfeld, CO Tom Guskey, University of Kentucky, Lexington, KY Justin Darnell, Denver Public Schools, Denver, CO

Ignite School Improvement With the PC211 Becoming Learning Principals B10 Standards Assessment Inventory Kay Psencik, Learning Forward, Cypress, TX Steve Preston, Learning Forward, Decatur, GA Eric Brooks, Arizona Department of Education, Phoenix, AZ

Developing and Supporting Instructional B13 Trust: An Essential Element D45 Coaches Ann Delehant, Learning Forward, Webster, NY Chris Bryan, Learning Forward, Westminster, CO Heather Clifton, Learning Forward, Denver, CO

Connected Action Road Map: Strengthening Transforming Leadership Learning and H11 Educator Practice Through PLCs H18 Development Through Refective Practice Victoria Duf, Learning Forward, Monroe Township, NJ Deborah Childs-Bowen, Learning Forward, Atlanta, GA Patricia Wright, New Jersey Principals and Supervisors Ann Cunningham-Morris, Mableton, GA Association, Monroe Township, NJ Phyllis Pajardo, City of Fairfax Schools, Fairfax, VA Donna McInerney, New Jersey Principals and Supervisors Association, Monroe Township, NJ

Are We There Yet? Figuring Out if We’re J03 When Coaches Learn, Teachers Learn J48 Making Progress Toward the Destination Kay Psencik, Learning Forward, Cypress, TX Michael Murphy, Learning Forward, San Antonio, TX Valerie Mitrani, Learning Forward, Miami, FL Ramona Coleman, Fort Wayne Community Schools, Fort Wayne, IN

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 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 supervi- sors in Tulsa and Washington, D.C., as they navigate a more hands-on role in support- ing principals as instructional leaders.

The Power of Principal Improving University Principal Supervisors: How Two Districts Preparation Programs: Five Are Remaking an Old Role Themes from the Field This journalistic account offers an Educators’ perceptions of the state in-depth look at the challenges and of university programs that train rewards involved in changing the future principals. role of principal supervisors in Tulsa and D.C.

Find these and other free resources at wallacefoundation.org. www.learningforward.org/conference | 800-727-7288 115 504 S. Locust Street Oxford, OH 45056

| | when you register DECEMBER 3-7, 2016 VANCOUVER, BC VANCOUVER CONVENTION CENTRE Register by Oct. 1 for a 3-, 4-, or 5-day conference and save $50! attendance #learnfwd16 Make plans to attend Learning Forward’s CONNECTING LANDSCAPES for LEARNING 2016 Annual Conference VANCOUVER in Vancouver, BC. Find out why it’s called THE Learning Conference This was an EXPERIENCE cutting-edge keynotes and interactive learning sessions BUILD new relationships during family-style meals before general sessions amazing time ADDRESS your priority issues through basic and advanced learning tracks to be recharged, GUARANTEE time with that “must hear” speaker with confrmed session tickets “inspired, and ENGAGE with thought leaders, researchers, practitioners, authors, and more flled with new Experience cutting-edge keynote speakers… ideas. The entire conference is a powerful professional Michael Andy Pasi Milton Avis Denise learning Fullan Hargreaves Sahlberg Chen Glaze Augustine experience. WHO SHOULD ATTEND | CENTRAL OFFICE ADMINISTRATORS | SUPERINTENDENTS | – Roberta Reed POLICYMAKERS AND DECISION MAKERS | TEACHER LEADERS/COACHES | SCHOOL-BASED 2015 Annual Conference TEAMS | PRINCIPALS/ASSISTANT PRINCIPALS | TECHNICAL ASSISTANCE PROVIDERS | attendee ” Learn more: www.learningforward.org/conference