ORAO - ASCD · 2014. 10. 17. · 02 ASCD Authors 04 General Conference Information 10 Sessions...

PROGRAM BOOK | www.ascd.org/CEL

Pre-Conference Institutes on October 30

OrlandOFlorida

October 31–November 2, 2014

Gaylord Palms

resort & Convention

Center

WHAT DO YOU GET AFTER TAKING JUST ONE TEST?

Q:Reliable data reports within 6 business days

743 customized lesson plans to fit your school’s specific needs

Motivational workshops

Professional Development

All of the above

A.

B.

C.

D.

E.

Prep for success!

Cambridge Educational Services is the leading provider of

campus-based test preparation, committed to helping

students of all levels succeed in college and career.

If the district you lead is partially evaluated based on the test

scores of your students, Cambridge will provide you with

tools that are a�ordable and easy to use to ensure your

students are college and career ready.

(847) 299-2930 ∞ www.CambridgeEd.com

COME TO

OUR TABLE

DURING COFFEE

BREAKS TO SIGN UP

FOR OUR FREE

KINDLE

GIVEAWAY!

C

M

Y

CM

MY

CY

CMY

K

ASC CEL_program ad_full page_color_v5.pdf 1 7/29/2014 7:30:51 PM

02 ASCD Authors

04 General Conference Information

10 Sessions at-a-glance

16 Session Descriptions

43 Presenter Index

44 Maps

missionASCD is a global community dedicated

to excellence in learning, teaching, and

leading. ASCD’s innovative solutions

promote the success of each child.

core values• Accountability

• Innovation

• Excellence

• Integrity

• Collaboration

GAYLORD PALMS RESORT & CONVENTION CENTER6000 West Osceola Parkway

Kissimmee, Florida | USA contents

Sessions at-a-glanceThis chart lists each day’s sessions

by start time and will help you choose your sessions (see pages 10–14).

wel

com

e au

thor

sCELEbRATING ASCD’S AUThORS AT CONFERENCE

Judy Carr

Arthur L. Costa

Joe DiMartino

Kristina Doubet

Jenny Edwards

Michael Fisher

Tony Frontier

Leslie Grant

Pérsida himmele

Robyn Jackson

baruti Kafele

Jay McTighe

Andrew Miller

Daniel Moirao

Nina Morel

Pam Robbins

Margaret Searle

harvey Silver

William Sterrett

James Stronge

Carol Ann Tomlinson

Todd Whitaker

Grant Wiggins

Allison Zmuda

Dear Conference Participant:

Welcome to Orlando, Florida, and to ASCD’s second Conference on Educa-tional Leadership! We are delighted that you have chosen to join us for this professional learning experience.

While addressing ASCD conference attendees in Chicago, Illinois, in 2012, the late Maya Angelou encouraged us to be the ‘rainbows in the clouds’ that serve as inspiration to others through our efforts. Educators are in the business of being rainbows. We are tasked with developing lifelong learn-ers who will be able to manage complex ways of thinking and working in a technology-reliant and interconnected world. To accomplish this, we must be creative, bold, and even unconventional. School leadership is extreme-ly challenging and I commend you for selecting this conference to gather ideas and resources to help with your work.

This conference is designed to bring you the latest breakthrough practic-es for school and district administration, to equip you with new strategies and technologies for heightening school performance, and to connect you to top leaders in school districts across the country. We are pleased to offer expert presenters and ample opportunities to network with school leaders from around the country. Finally, this conference aims to prepare you for your best year yet by offering immediately actionable techniques.

ASCD offers a number of resources to supplement your conference expe-rience. Please visit our website (www.ascd.org) to find complementary in-formation, programs, products, and services to augment your professional development experience. I also recommend that you take advantage of the ASCD EDge® social networking platform for additional ways to connect with other members of the ASCD community.

Thank you for your commitment to the children and for being someone’s rainbow.

Enjoy your Conference on Educational Leadership!

Sincerely,

Judy Seltz

Executive Director

o c T o b e r / N o v e m b e r 2 0 1 4

greetings

info

rmat

ion

ASCD X-Press/On-Site Check-in Area

ASCD registration is located in the Convention Center, Level 2, Sun Ballroom Foyer.

Registration Hours

Thursday, October 30 1:00–7:00 p.m.

Friday, October 31 7:00 a.m.–5:00 p.m.

Saturday, November 1 7:00 a.m.–5:00 p.m.

Sunday, November 2 7:00 a.m.–12:00 noon

ASCD Bookstore and Resource Center Hours

The ASCD Bookstore and Resource Center is located in the Convention Center, Level 2, Sun Ballroom 1.

Thursday, October 30 5:00–7:00 p.m.

Friday, October 31 9:00 a.m.–1:30 p.m. and 2:30–5:00 p.m.

Saturday, November 1 9:00 a.m.–1:30 p.m. and 2:30–5:00 p.m.

Sunday, November 2 8:00 a.m.–12:00 noon

How Is the Program Book Arranged?

The sessions at-a-glance schedule of the program book provides a quick overview of each session, in-cluding session number, time slot, presenter, and room location. Detailed descriptions for each session begin on page 16. If you would like to learn more about a particular presenter, please check the conference app or the ASCD website at www.ascd.org/CEL, click on the Conference Sessions link, choose the correct day and time, and then click on the presenter’s name. Maps showing room locations in the Gaylord Palms Resort & Convention Center are located on pages 44–46 or in the conference app.

Session Locations

All conference sessions will be held at the Gaylord Palms Resort & Convention Center. Find a session’s location by using the sessions at-a-glance chart on pages 10–14. The chart is organized by start time.

52014 ASCD ConferenCe on eDuCAtionAl leADerShip

Session Designations

Each session is designated with an experience level to guide you in attending sessions that target your learning needs.

AUDIENCE LEVEL Elementary, Middle, Secondary, Higher Education, or All Levels

AUDIENCE Superintendents, Central Office Staff, School-Based Administrators, Teacher Leaders, Teachers, or All Positions

Session Levels

INTRODUCTORY Designed for participants with limited or no previous experience with the content.

EXPERIENCED Designed for participants who are familiar with the content, but want more information.

ADVANCED Designed for participants who are very familiar with the content, but want more advanced information.

ALL Designed for all levels.

Conference App

Use your smartphone or mobile device to search for sessions, check your schedule, get alerts, rate your sessions, download presentation materials, and access social media. The conference app is compatible with Apple iOS devices (iPhone® and iPad®) and Android devices (phones and tablets). Go to www.ascd.org/cel14app to download the app.

Presentation Materials

To reduce the use of paper, ASCD does not provide paper copies of presen-tation materials. If you would like to download your presentation materials, we encourage you to visit our website at www.ascd.org/CEL, click on the Presentation Materials link, and follow the instructions. Or go directly to www.ascd.org/mydownloads and log in using your ASCD login and password. The presentation materials are also available as PDFs through the conference app.

Presentation materials will be available until November 28, 2014. Pre-sentation materials are intended for participants’ personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited within the presentation materials. ASCD publications present a variety of views. The views expressed or implied in the presentation materials are not necessarily official positions of ASCD.

6 www.ascd.org/evaluations

Welcome Reception

Attend the Making Connections Welcome Reception from 5:00 to 7:00 p.m. on Thursday, October 30, in the Convention Center, Level 2, Sun Ballroom Foyer. Pick up your conference materials, enjoy light hors d’oeuvres and a cash bar, meet ASCD authors and presenters, and network with colleagues from around the world. All attendees must wear a conference name badge to enter.

ASCD Conference Policies and Procedures

We ask that all attendees observe the no-smoking policy in the Gaylord Palms Resort & Convention Center. ASCD conference name badges must be worn at all times, not only as a courtesy to other registrants, but also as an indica-tion that you are fully registered for this conference.

Attendees must be 18 years of age or older to attend the ASCD Conference on Educational Leadership.

ASCD has a strong commitment to high standards of scholarship and pro-fessional development. Commercial solicitation is prohibited in all conference sessions. Please report any violations immediately to ASCD staff.

ASCD is an equal employment and affirmative action employer. ASCD does not tolerate harassment—including sexual harassment—of its employees, vendors, or consultants, or of anyone associated with ASCD at any site where ASCD business is conducted. Please report any violations immediately to ASCD staff.

Consent for Video or Photography

Attending or participating in ASCD meetings, conferences, and other activities constitutes an agreement by the attendee to ASCD’s use and distribution of the attendee’s image or voice if present in photographs, videotapes, web-sites, electronic reproductions, and audiotapes of such events and activities.

Accessibility

Contact Scootaround Inc. for motorized scooter and wheelchair rentals by calling toll-free at 1-888-441-7575 or e-mailing [email protected]. Advance reservations are requested. Same-day arrangements are subject to availability.

Room Overcrowding

For your safety, and because of fire regulations, meeting rooms that fill to capacity will be restricted thereafter. ASCD staff and hotel personnel must follow local fire regulations and will ask participants in overcrowded sessions to leave the room. Standing room is not an option; only persons occupying a seat will be allowed to remain in meeting rooms.

Whenever possible, we have attempted to honor presenters’ room-size requests. Although we have tried to schedule popular topics in rooms large enough to accommodate potential crowding, we cannot always accurately anticipate attendance, nor do all presenters wish to work with large crowds.


Using Technology at the Conference

We ask that all participants:

• Be mindful of the parameters of shared bandwidth.

• Use only one device at a time to access the web when possible or in areas with high network traffic.

• Avoid using a MiFi device or mobile hotspot.

• Use the established wireless conference network SSID.

• Avoid downloading large files on-site; please download items overnight at your hotel or before you arrive on-site. You can download presenta-tion materials for four weeks after the conference at www.ascd.org/mydownloads or from the 2014 ASCD Conference on Educational Leadership mobile app.

• Fully charge devices before arriving on-site.

• Do not daisy-chain power strips in public spaces or meeting rooms. Un-approved items may be removed by union or facility representatives.

Join AScD on Pinterest: visit pinterest.com/officialascd.

AScD on Facebook: Looking to stay up-to-date on the latest trends in education?

Fill your news feed with helpful tips from fellow educators; follow us on Facebook at www.facebook.com/ascd.org.

ASCD Bookstore and Resource Center

Stop by the ASCD Bookstore and Resource Center located in the Conven-tion Center, Level 2, Sun Ballroom 1. Browse through the rich selection of ASCD books and pick up samples from Educational Leadership magazines and ASCD resource catalogs. Some of our most popular products and services will be available for purchase, including resources on differentiated instruction, the Understanding by Design framework, the art and science of teaching, and curriculum mapping. Save 33 percent on all ASCD books and DVDs (excluding $5 items). Discount applied at registers. We look forward to seeing you there!

Food and Beverage

Complimentary continental breakfast will be available each morning of the conference in the foyer area of your session’s meeting rooms. Participants are responsible for all other meals during the conference.

Lunch Breaks

Lunch breaks may vary depending on your session choices. Please see ses-sion times and schedule your lunch breaks accordingly.


Certificates

A certificate of attendance for the 2014 ASCD Conference on Educational Leadership will be sent to all participants via e-mail after the conference.

Are You A Volunteer?

Attendees registered as volunteers must check in and out on-site at Volunteer Check-in located in the Convention Center, Level 2, Sun Ballroom Foyer near the ASCD X-Press Check-in/Registration Desk to pick up their ribbons and final assignment paperwork. Attendees who volunteer will receive a $25 ASCD gift certificate for every two sessions they host. Gift certificates can be used toward any ASCD program, product, or service within one year. Volunteer Check-in is open during ASCD registration hours.

University Credit

Several universities are offering university credit for your participation in the 2014 ASCD Conference on Educational Leadership. ASCD does not provide academic credit directly. For information on participating universities, visit www.ascd.org/academiccredit.

How Was Your Experience?

An overall conference evaluation will be e-mailed to all participants one week after the conference ends. We will use the evaluation results to make improvements to future conferences.

Tweet Along with Other Conference Attendees

connect and interact with educators by following #ASCDCEL14 on Twitter to discuss your conference experience. Plug yourself into the back channel to fully experience AScD’s virtual community.

Trademarks

Gaylord® is a registered trademark of Marriott International Inc.

Twitter® is a registered trademark of Twitter Inc.

Facebook® is a registered trademark of Facebook Inc.

Pinterest® is a registered trademark of Pinterest Inc.

iPad® and iPhone® are registered trademarks of Apple Inc.

Android™ is a trademark of Google Inc.

Kindle Fire™ is a trademark of Amazon.com Inc. or its affiliates.

Understanding by Design® and UbD® are registered trademarks of Backward Design LLC used under license.

©2014 by ASCD. All rights reserved. ASCD®, ASCD EDge®, and Educational Leadership® are registered trademarks of the Association of Supervision and Curriculum Development and may not be used without written permission.

General SeSSionS withSarah Lewis & Nicholas Negroponte

over 350 SeSSionSFree concert with Peter Yarrow of Peter, Paul, and Mary

reGiSter todaY!www.ascd.org/annualconference

CEL_PBad_AC15_1014.indd 1 6/25/14 1:24 PM


NUMBER TITLE PRESENTER(S) LOCATION

NB01 Networking Breakfast and Discussion: Prioritizing Efforts to Leverage Student Learning

Tony Frontier Convention Center, Level 2, Sanibel 3 7:30–8:15 a.m.

GS01 Opening General Session: Closing the Attitude Gap

Baruti Kafele Convention Center, Level 2, Sun Ballrooms 8:15–9:30 a.m.

10:00 a.m.–12:00 noonRepeated at 1:30–3:30 p.m.

1101 & 1201 Beyond Judgment: Su-pervision That Supports Teacher Expertise

Tony Frontier Convention Center, Level 2, Sanibel 3

1102 & 1202 Dispositional Leadership Arthur L. Costa and Gary Whiteley

Convention Center, Level 2, Naples 3

1103 & 1203 Supporting the Recently Exited Secondary English Learner

Barbara Beaverson Convention Center, Level 2, Tallahasee 1

1104 & 1204 Sustaining Initiatives for Student Achievement Beyond the Current Administration

Daniel Moirao Hotel Lower Level, Emerald 8

1105 & 1205 Short on Time? How to Make Time to Lead and Learn as Principal

William Sterrett Hotel Lower Level, Emerald 6

1106 & 1206 Journey to Educator Effectiveness: Common Core and Teacher Induc-tion Implementation

Heather Lageman Hotel Lower Level, Emerald 4

1107 & 1207 Understanding Language: Accelerating Language and Content Learning for ELLs

Nicole Knight and Maria Santos

Hotel Lower Level, Emerald 2

1108 & 1208 Control Versus Chaos: Management Styles in Differentiated Middle and High School Class-rooms

Kristina Doubet Convention Center, Level 2, Sarasota 3

FRIDAY, OCTOBER 31, 2014

sess

ions

at-

a-g

lanc

e



1109 & 1209 Giving Teachers Feedback That Makes a Difference in Their Practice

Robyn Jackson Convention Center, Level 2, Sun Ballroom A

1110 & 1210 Using Formative Assess-ments with the Common Core State Standards

Sandra Page Convention Center, Level 2, Miami 1

1111 & 1211 Transforming Educators’ Perceptions of Students and Families in High-Poverty Communi-ties: A Strengths- Focused Approach

Margery Ginsberg Convention Center, Level 2, Tampa 3

1112 & 1212 Teacher Leaders: Why You Need Them and How They Should Work in High-Needs Schools

Ignacio Lopez Convention Center, Level 2, Gainesville 1

1113 & 1213 How Leaders Inspire Hope, Optimism, and Action in a Common Core World

Bobb Darnell Convention Center, Level 2, Sun Ballroom C

1114 & 1214 Leading Efforts to Imple-ment Standards-Based Grading

Thomas Guskey and Lee Ann Jung

Convention Center, Level 2, Sun Ballroom D

1115 & 1215 Essential Questions: Opening Doorways to Student Understanding

Jay McTighe Convention Center, Level 2, Sun Ballroom B

1116 & 1216 Strategies for Checking for Understanding

Opal Davis Dawson and Sandra Hogue

Convention Center, Level 2, Daytona 1

DB01 Debriefing Session Tony Frontier Convention Center, Level 2, Sanibel 3 3:45–4:30 p.m.

Need to download presentation materials?Go directly to www.ascd.org/mydownloads and log in using your AScD login and password. You can also access presentation materials from the 2014 AScD conference on educational Leadership mobile app.

sessio

ns at-a-glance

DAY ONE



NB02 Networking Breakfast and Discussion: Lead-ership Strategies for Student Success

Pam Robbins Convention Center, Level 2, Miami 1 7:30–8:15 a.m.

GS02 Second General Session: Bringing Everybody On Board: Seven Keys to Unlocking Change

Todd Whitaker Convention Center, Level 2, Sun Ballrooms 8:15–9:30 a.m.

10:00 a.m.–12:00 noon.Repeated at 1:30–3:30 p.m.

2101 & 2201 Assessment Leadership: Developing Educators’ Assessment Literacy Skills

Leslie W. Grant and Christopher R. Gareis

Convention Center, Level 2, Tampa 3

2102 & 2202 Turning Teacher Evalua-tion into Helpful Profes-sional Development

Margaret Searle Convention Center, Level 2, Daytona 1

2103 & 2203 Leading Sustainable Professional Learning for Real Results

Ann Cunningham- Morris

Convention Center, Level 2, Naples 3

2104 & 2204 Upgraded Performance Tasks Through Under-standing by Design

Allison Zmuda and Michael Fisher

Convention Center, Level 2, Tallahassee 1

2105 & 2205 Stepping Outside of Our-selves: Examining Pro-fessional Development from an International Perspective

Kristina Doubet Convention Center, Level 2, Sarasota 3

2106 & 2206 Rigor Through Empow-erment

Nancy Doda Hotel Lower Level, Emerald 6

2107 & 2207 Walking the Walk: Developing the Princi-pal-Coach Relationship

Nina Morel Hotel Lower Level, Emerald 2

2108 & 2208 Learning-Focused Leadership Practices

Pam Robbins Convention Center, Level 2, Miami 1

sess

ions

at-

a-g

lanc

e

SATURDAY, NOVEMBER 1, 2014



2109 & 2209 Beginning with Parents Pérsida Himmele and Camille Hopkins


2110 & 2210 Evaluating Professional Learning Experienc-es: Does It Make a Difference?

Thomas Guskey Convention Center, Level 2, Sun Ballroom D

2111 & 2211 Best Practices in Blended Professional Learning

Andrew Miller Convention Center, Level 2, Gainesville 1

2112 & 2212 The New Normal: Focused Leadership for Instructional Improve-ment

Patricia Reynolds and Gail Elefther-Jerez


2113 & 2213 Three Keys for Improving Teacher Effectiveness

Harvey F. Silver Convention Center, Level 2, Sanibel 3

2114 & 2214 Integrating Differentia-tion and Common Core

Carol Ann Tomlinson Convention Center, Level 2, Sun Ballroom A

2115 & 2215 How Implementation Teams Take the Com-mon Core to Routine Practice

Judy Carr Convention Center, Level 2, Sun Ballroom C

KL01* Keynote Luncheon: Great Schools, Great Principals: The Role of School Leaders in World-Class Education (*Must be pre-registered to attend this session.)

James Stronge Convention Center, Level 2, Sun Ballroom B 12:00 noon–1:30 p.m.

DB02 Debriefing Session Pam Robbins Convention Center, Level 2, Miami 1 3:45–4:30 p.m.

Do you ensure each child in your school is healthy, safe, engaged, supported, and challenged? www.ascd.org/wholechild

explore examples of a whole child approach to education from around the world. www.wholechildeducation.org/what-works/examples

sessions at-a-g

lance

DAYTWO



NB03 Networking Breakfast and Discussion: Rede-signing Schools for 21st Century Success

Joe DiMartino and John Freeman

Convention Center, Level 2, Sun Ballroom C 7:30–8:15 a.m.

GS03 Closing General Session: The Power of One

Manny Scott Convention Center, Level 2, Sun Ballrooms 8:15–9:30 a.m.

Morning Sessions10:00 a.m.–12:00 noon

3102 How to Talk So People Will Embrace Change

Jenny Edwards Convention Center, Level 2, Gainesville 1

3103 Linking Formative Assessment to Leader-ship In and Out of the Classroom

Mary Sprecher Convention Center, Level 2, Sanibel 3

3104 Challenges for Schools Leaders: Walk-Throughs, Look-Fors, Coaching, and Feedback

Robin Fogarty and Brian Pete

Convention Center, Level 2, Sun Ballroom A

3105 Five Strategies for Implementing Principal Evaluation Programs: Lessons from Imple-menting the Marshall Framework

Leona Christy Convention Center, Level 2, Sarasota 3

3106 Targeted Plans for Dif-ferentiated Staff Growth: Modeling Formative Assessment as a Leader

Angela Perrotto Convention Center, Level 2, Miami 1

3107 Leadership for Creating Truly Innovative and Democratic Secondary Schools

Joe DiMartino and John Freeman

Convention Center, Level 2, Sun Ballroom C

3108 Data Notebooks, Data Walls, and Data Rooms: How Data Collections Make a Difference

Jennifer Morrison Convention Center, Level 2, Sun Ballroom D

3109 Teaching Up for Complexity: Making the Strange More Familiar

Chad Prather Convention Center, Level 2, Tampa 3

SUNDAY, NOVEMBER 2, 2014

sess

ions

at-

a-g

lanc

e

DAY THREE

Ad Goes Here #2

BEGIN WITH A FREE [email protected] | www.ascd.org/pls

1-800-933-2723 or 1-703-578-9600, ext. 5773

Start with an introductory workshop or curriculum review for your school, or get in-depth training for your entire district.

FOR OVER 70 YEARS, ASCD has helped educators at every level improve their practice. Find out how you can benefit from customized professional learning—on-site, online, or blended—that supports the different needs and abilities of your teachers and administrators.

Professional Learning Areas• Best Practices in Classroom Instruction

• Connecting Professional Learning to Student Learning

• Curriculum Design

• Data-Informed Professional Development

• Leadership Development and Coaching

• Standards-Based Instruction and Assessment

• Teacher Effectiveness

• Technology Integration


Networking Breakfast and Discussion7:30–8:15 a.m.

Prioritizing Efforts to Leverage Student Learning

LocaTioN: CONVENTION CENTER, LEVEL 2, SANIBEL 3

This session will provide a brief overview of a simple but powerful framework to help you consider how you exercise your leadership skills to guide meaningful change in your classroom, school, or

district. Frontier will use select excerpts and a brief overview from his ASCD book Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School to help you establish guiding questions for the day to ensure pur-poseful, practical action when you return to the staff and students you serve.

PRESENTER: Tony Frontier, Cardinal Stritch University, Milwaukee, WI

Opening General Session8:15–9:30 a.m.

closing the attitude Gap

LocaTioN: CONVENTION CENTER, LEVEL 2, SUN BALLROOMS

When school leadership is effective, the school soars! In this high-energy, highly interactive keynote, Principal Kafele discusses characteristics of effective school leadership, including what he

did to lead the transformation of four low-performing public schools in New Jersey. In his discussion on effective school leadership, Principal Kafele argues that before we can focus on closing the achievement gap, we must first focus on closing the attitude gap—the gap between those students who have the will to strive for excellence and those who do not. When the attitude gap is adequately addressed, the achievement gap becomes a nonissue.

PRESENTER: Baruti Kafele, Education Consultant, Jersey City, NJ

DAY ONEFriday, October 31


friDAY, oCtoBer 31, 2014 | 10:00 A.M.–12:00 NOON & 1:30–3:30 P.M.

Da

y O

ne

2-Hour SessionsChoose from morning or afternoon sessions.

Morning Sessions: 10:00 a.m.–12:00 noon, sessions 1101–1116

Afternoon Sessions: 1:30–3:30 p.m., sessions 1201–1216

1101 & 1201

Beyond Judgment: Supervision That Supports Teacher Expertise


Through this workshop, participants will learn how to link a model of effec-tive teaching to a model of supervision that develops expertise. In addition to learning how to establish more effective supervisory programs, participants will learn how a variety of strategies, including observational rounds, surveys, and video analysis, can support teacher reflection, deliberate practice, and growth.

PRESENTER: Tony Frontier, Cardinal Stritch University, Milwaukee, WISESSioN LEvEL: INTRODUCTORY

1102 & 1202

Dispositional Leadership

LocaTioN: CONVENTION CENTER, LEVEL 2, NAPLES 3

When school leaders come face-to-face with dichotomies, dilemmas, and un-certainties without clear answers, thinking dispositions can help them respond effectively. Thinking dispositions are mental models that focus on how to think rather than on what to think. This session will define and explore six thinking dispositions, and then take participants through practice activities to develop their awareness of challenges and skillful, effective, and rehearsed responses to those challenges.

PRESENTERS: Arthur L. Costa, Professor Emeritus, California State University, Sacramento, CA; Gary Whiteley, Alaska Administrator Coaching Project, Alaska Kenai, AKauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS,

AND TEAChER LEADERS

SESSioN LEvEL: ExPERIENCED

Unless otherwise indicated, sessions are pertinent to all levels and types of educators.

Not a member of AScD? AScD offers memberships in either print and online or online-only options. check out AScD’s member benefits at http://www.ascd.org/membership.


FRIDAY, OCTOBER 31, 2014 | 10:00 A.M.–12:00 NOON & 1:30–3:30 P.M.

Da

y O

ne

1103 & 1203

Supporting the Recently Exited Secondary English Learner

LocaTioN: CONVENTION CENTER, LEVEL 2, TALLAhASSEE 1

High dropout rates among minority second language learners at the secondary level indicate many schools are failing to adequately support these students after they exit the ESL program. Title III dictates monitoring all recently exited students for two years, yet these students often lose the ESL departments’ support upon entering the mainstream. Educators who lack the cultural and educational knowledge to work with ESL students face an enormous task. The presenter will share a support model for English learners that was developed at the secondary level. This program aims to foster collaboration between the ESL department and mainstream teachers, resulting in higher grades, motiva-tion, and student self-esteem.

PRESENTER: Barbara Beaverson, Fulton County Schools, Atlanta, GAauDiENcE LEvEL: SECONDARY

auDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS,

AND TEAChER LEADERS

SESSioN LEvEL: INTRODUCTORY

1104 & 1204

Sustaining initiatives for Student achievement Beyond the current administration

LocaTioN: hOTEL LOwER LEVEL, EMERALD 8

It goes without saying that any quality initiative starts off with good intentions aimed at improving student achievement, yet few initiatives remain intact be-yond the tenure of the administrator. How can districts break this pattern and develop a legacy of positive change? In this interactive session, participants will learn how one district built commitment and understanding around a major initiative to empower and support educators.

PRESENTER: Daniel Moirao, South Monterey County Joint Union High School District, King City, CASESSioN LEvEL: ExPERIENCED

1105 & 1205

Short on Time? How to Make Time to Lead and Learn as Principal


Today’s principals can make the most of their time and realize profound suc-cess for their students and staff members. This session will cover managing and balancing a calendar, cultivating professional growth and sharing with-in a school, using data to improve school-based scheduling and transitions, and running effective faculty meetings and professional learning community sessions. William Sterrett, a former award-winning principal and the author of the ASCD book Short on Time, will lead this interactive workshop and provide practical take-aways that participants can use in their schools.

PRESENTER: William Sterrett, University of North Carolina, Wilmington, NCauDiENcE: SUPERINTENDENTS, SChOOL-BASED ADMINISTRATORS, AND TEAChER LEADERS



Da

y O

ne

1106 & 1206

Journey to Educator Effectiveness: common core and Teacher induction implementation


This session explores the journey to educator effectiveness using the acade-my model to transition to the Common Core State Standards and high-quality teacher induction programs. Lageman will examine two core concepts: estab-lishing Educator Effectiveness Academies in every school to prepare educators to implement the Common Core standards and instituting Teacher Induction Academies to prepare high-quality mentors to support teachers. Participants will leave with examples of initiatives that are successful on multiple levels and an action plan for their journey.

PRESENTER: Heather Lageman, Maryland State Department of Education, Baltimore, MDauDiENcE LEvEL: ELEMENTARY, MIDDLE, AND SECONDARY

1107 & 1207

understanding Language: accelerating Language and content Learning for ELLs


The presenters will discuss the knowledge and resources that support stu-dents’ evolving linguistic needs as the Oakland Unified School District imple-ments the new Common Core State Standards and Next Generation Science Standards. The presentation will demonstrate ways to develop and support students’ English language proficiency in the context of content instruction and discuss ways in which districts and schools can support this collaboration.

PRESENTERS: Nicole Knight and Maria Santos, Oakland Unified School District, Oakland, CAauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS,

AND TEAChER LEADERS

1108 & 1208

control versus chaos: Management Styles in Differentiated Mid-dle and High School classrooms

LocaTioN: CONVENTION CENTER, LEVEL 2, SARASOTA 3

When administrators walk into middle and high school classrooms, several factors immediately indicate the success of the teacher’s management style: noise level, student movement, teacher location in the classroom, and so on. Successful differentiation often requires teachers to break the norms of what’s typically considered acceptable to meet the needs of a diverse group of learn-ers. This session will explore what effective management and leadership look like, examine the spectrum of control versus chaos, and develop next steps for teachers at various points on the spectrum.

PRESENTER: Kristina Doubet, James Madison University, Harrisonburg, VAauDiENcE LEvEL: MIDDLE AND SECONDARY

auDiENcE: SChOOL-BASED ADMINISTRATORS, TEAChER LEADERS, AND TEAChERS



Da

y O

ne

1109 & 1209

Giving Teachers Feedback That Makes a Difference in Their Practice

LocaTioN: CONVENTION CENTER, LEVEL 2, SUN BALLROOM A

Have you struggled to give teachers effective feedback—the kind of feedback that makes a real difference in their professional practice? If so, this session is for you. Learn how to focus your feedback on the one thing that will make the biggest difference in a teacher’s practice. Then, learn how to shape your feedback in a way that will motivate teachers to act on your feedback and improve their practice.

PRESENTER: Robyn Jackson, Education Consultant, Washington, DC

1110 & 1210

using Formative assessments with the common core State Standards

LocaTioN: CONVENTION CENTER, LEVEL 2, MIAMI 1

When teachers know more about student readiness levels, interests, and learn-ing preferences, they can more ably adjust instruction to respond to learners’ needs. By using pre- and ongoing assessments based on a lesson’s learning goals, teachers can gain information that helps them accommodate learners. This session will focus on how formative assessments are integral to lesson planning with Common Core standards and for diverse learners. Participants will analyze examples of assessments, students’ responses to those assess-ments, and the subsequent instructional adjustments made by teachers.

PRESENTER: Sandra Page, Education Consultant, Chapel Hill, NCSESSioN LEvEL: INTRODUCTORY

1111 & 1211

Transforming Educators’ Perceptions of Students and Families in High-Poverty communities: a Strengths-Focused approach

LocaTioN: CONVENTION CENTER, LEVEL 2, TAMPA 3

Many educators are socialized to think about high-poverty communities from a deficit perspective. This orientation is one of the reasons why so many low-income students of color and English language learners are considered special education candidates. In this session, you’ll explore how teachers are uncovering the untapped strengths within all students by learning firsthand from students and families. You’ll also discover how teachers are using this new understanding in ways that are intrinsically motivating and academically rich for a diverse range of students. Come and rethink your approach to equi-ty-focused professional learning through pragmatic and effective methods for visiting homes and engaging families as instructional partners.

PRESENTER: Margery Ginsberg, Education Consultant, Chicago, IL



Da

y O

ne

1112 & 1212

Teacher Leaders: Why You Need Them and How They Should Work in High-Needs Schools

LocaTioN: CONVENTION CENTER, LEVEL 2, GAINESVILLE 1

In this interactive and action-oriented presentation, Lopez will share the im-portance of a teacher support framework that is rooted in helping teachers understand how students learn. Participants will reflect on their teacher lead-ers’ ability to manage effective collaborative planning discussions, learn build-ing-level strategies used by teacher leaders to support student growth, and unpack several protocols led by teacher leaders in high-needs schools.

PRESENTER: Ignacio Lopez, National Louis University, Skokie, ILauDiENcE LEvEL: ELEMENTARY, MIDDLE, AND SECONDARY

auDiENcE: SChOOL-BASED ADMINISTRATORS, TEAChER LEADERS, AND TEAChERS


1113 & 1213

How Leaders inspire Hope, optimism, and action in a common core World

LocaTioN: CONVENTION CENTER, LEVEL 2, SUN BALLROOM C

Discover how to become a powerful engine of Common Core implementation. Examine the knowledge, skills, and disposition necessary to gain commitment to the Common Core State Standards and earn leadership credibility that in-spires colleagues to take decisive action. Become familiar with effective tech-niques for coaching, encouraging collaborative reflection, identifying profes-sional needs, and advocating for tangible support. In this session, participants will experience active protocols that facilitate the identification of incremental progress, troubleshooting, and radical achievement.

PRESENTER: Bobb Darnell, Education Consultant, Lake Zurich, IL

1114 & 1214

Leading Efforts to implement Standards-Based Grading

LocaTioN: CONVENTION CENTER, LEVEL 2, SUN BALLROOM D

As educators align instruction and assessments with the Common Core State Standards for student learning, most find they also must change their grad-ing policies and revise their report cards. Learn how to develop new stan-dards-based grading policies and practices that are better for all students, that gain the support of parents, and that avoid controversy and resistance in the reform process. Through presentations, explorations of case studies, discus-sions, and reflection activities, participants will discover a variety of new ways to report student learning in standards-based environments, how to make ap-propriate adaptations for exceptional students and English language learners, and strategies for involving students and parents in the reporting process.

PRESENTERS: Thomas Guskey and Lee Ann Jung, University of Kentucky, Lexington, KYauDiENcE LEvEL: ELEMENTARY, MIDDLE, AND SECONDARY

SESSioN LEvEL: INTRODUCTORY AND ExPERIENCED



Da

y O

ne

1115 & 1215

Essential Questions: opening Doorways to Student understanding

LocaTioN: CONVENTION CENTER, LEVEL 2, SUN BALLROOM B

If the content in the Common Core State Standards or a textbook represents the answers, then what were the questions that led to that content knowledge in the first place? How do we uncover the key ideas within a standard or a topic, not just skim the surface? How do we make education an itch, not a scratch? A good essential question serves as a doorway for engaging student inquiry in uncovering the curriculum, leading to deeper understanding. In this session, we will examine key ideas from the new ASCD book Essential Ques-tions: Opening Doors to Student Understanding.

PRESENTER: Jay McTighe, Education Consultant, Columbia, MD

1116 & 1216

Strategies for checking for understanding

LocaTioN: CONVENTION CENTER, LEVEL 2, DAYTONA 1

How do you know if your students understand what you are teaching? Most likely, you have checked for understanding several times during a lesson by using common follow-up questions. Rather than respond to questions, many students will sit quietly, and you don’t know whether they are too confused to answer, they think they get it, they are embarrassed to show their lack of understanding in front of others, or they really do understand. In this session, you will learn important strategies to check for understanding so that you can identify, confront, and correct misconceptions that can interfere with learning.

PRESENTERS: Opal Davis Dawson and Sandra Hogue, John F. Kennedy Montessori Elementary School, Louisville, KY auDiENcE LEvEL: ELEMENTARY AND MIDDLE

auDiENcE: TEAChER LEADERS AND TEAChERS

SESSioN LEvEL: INTRODUCTORY AND ExPERIENCED

Debriefing Session3:45–4:30 p.m.


This will be a free-flowing, facilitated conversation about what participants learned and how they plan to use their new information when they return to their local sites.

PRESENTER: Tony Frontier, Cardinal Stritch University, Milwaukee, WI

SeSSionS begin November 2014

Learn more www.ascd.org/institutes

Engage in professional learning that deepens and strengthens your practice

2-Day INSTITUTES• Building Teachers’ Capacity For Success:

A Collaborative Approach for Coaches and School Leaders

• Differentiated Instruction and the New Standards: Helping All Students Succeed with Challenging Content

• FIT Teaching™: An Introduction to the Framework for Targeting and Intentional Teaching

• Disrupting Poverty: Turning High Poverty Schools into High-Performing Schools

1-Day INSTITUTE• Essential Questions:

Opening Doorways to Student Understanding

• Engaged and Inspired: High-Impact Strategies to Motivate and Challenge Each Learner



Leadership Strategies for Student Success


Attend this networking session for a lively conversation about what leaders do to promote student success. Examine how fo-cused and attentive leadership actions directly influence students’

well-being and success. Explore promising practices that highly effective leaders use to leverage the school community’s capacity to enhance student learning. Leave with resources to apply immediately and connections with col-leagues involved in similar work.

PRESENTER: Pam Robbins, Education Consultant, Staunton, VA

Second General Session8:15–9:30 a.m.

Bringing Everybody on Board: Seven Keys to unlocking change


Identifying changes we want to make is easy. The challenge is getting everyone in our system to accept and embrace change. This keynote describes seven essential keys to implementing any

change. You will learn specific strategies to neutralize resisters, develop infor-mal leaders, and get systemwide enthusiasm and support for any change you want to make. Learn how to apply the seven keys to leading effective change in your organization and bring everybody on board.

PRESENTER: Todd Whitaker, Indiana State University, Terre Haute, IN

DAY TWOSaturday, November 1


SAturDAY, november 1, 2014 | 10:00 A.M.–12:00 NOON & 1:30–3:30 P.M.

Da

y T

WO

Keynote Luncheon 12:00 noon–1:30 p.m.

Great Schools, Great Principals: The Role of School Leaders in World-class Education

LocaTioN: CONVENTION CENTER, LEVEL 2, SUN BALLROOM B

Do principals matter to school improvement and student success? The answer is a resounding YES! In fact, among school factors, the influence of principals is second only to that of teachers in

facilitating student learning; highly effective principals are considered to be the key to school success. Given the competing demands for time, it is impera-tive that principals do their work well and do the right work. This keynote lun-cheon will touch on topics from Stronge’s ASCD books, Qualities of Effective Principals and Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance, and feature a discussion of the central role that effective school leaders play in world-class schools.

PRESENTER: James Stronge, College of William & Mary, Williamsburg, VANOTE: Price is $40 per person. Seating is limited. You must be preregistered to attend. Registration for the 2014 ASCD Conference on Educational Leadership DOES NOT include registration for the Keynote Luncheon. Payment for this lun-cheon is due at the time of registration. ASCD cannot offer refunds for the luncheon unless the session is canceled by ASCD.

2-hour SessionsChoose from morning or afternoon sessions.

Morning Sessions: 10:00 a.m.–12:00 noon, sessions 2101–2115

Afternoon Sessions: 1:30–3:30 p.m., sessions 2201–2215


2101 & 2201

assessment Leadership: Developing Educators’ assessment Literacy Skills


Assessment literacy is the ability to create and use valid and reliable assess-ments as a classroom teacher to facilitate and communicate student learning. However, many educators have not been professionally prepared in assess-ment-related competencies. This session provides education leaders with tools to gauge teachers’ assessment skills and information on how to develop those skills, both in working with teachers individually and in a professional development capacity. This approach has been used successfully at the school and school district levels.

PRESENTERS: Leslie W. Grant and Christopher R. Gareis, College of William & Mary, Williamsburg, VA


SATURDAY, NovembeR 1, 2014 | 10:00 A.M.–12:00 NOON & 1:30–3:30 P.M.

Da

y T

WO

2102 & 2202

Turning Teacher Evaluation into Helpful Professional Development

LocaTioN: CONVENTION CENTER, LEVEL 2, DAYTONA 1

Learn how schools are setting their teachers up for success by developing in-tervention experts and using targeted peer walk-throughs to strengthen all as-pects of classroom instruction. We will discuss models such as monthly univer-sal design sessions, small-group walk-throughs with structured debriefs, and the development of an expert pool to provide intervention ideas to teachers.

PRESENTER: Margaret Searle, Education Consultant, Perrysburg, OH

2103 & 2203

Leading Sustainable Professional Learning for Real Results

LocaTioN: CONVENTION CENTER, LEVEL 2, NAPLES 3

What does sustainable professional learning that transfers to the classroom look like in schools? What best practices should be in place in districts and schools for sustainability? What is the role of district and school-based admin-istrators in assuring success for teachers? What important roles do teacher leaders play? Participants in this session will examine practices, roles, and policies supporting sustainable professional learning to affect student results. Participants will also develop action plans and select strategies to implement in their own educational settings.

PRESENTER: Ann Cunningham-Morris, ASCD, Alexandria, VA

2104 & 2204

upgraded Performance Tasks Through understanding by Design

LocaTioN: CONVENTION CENTER, LEVEL 2, TALLAhASSEE 1

How do we promote engagement, authenticity, and rigor by design? How do we leverage technology to move it from a classroom audience to a worldwide audience? Michael Fisher and Allison Zmuda join forces to show attendees how to amplify performance tasks to broaden the audience beyond the class-room, upgrade them to align to several transformational lenses, and reimagine and redesign them to motivate both teachers and students.

PRESENTERS: Allison Zmuda, Education Consultant, Virginia Beach, VA;Michael Fisher, Education Consultant, Amherst, NYauDiENcE: CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS, TEAChER LEADERS,

AND TEAChERS



Da

y T

WO

2105 & 2205

Stepping outside of ourselves: Examining Professional Develop-ment from an international Perspective


We might be familiar with what are considered the norms for teacher induction, support, and professional development in our own nation, but might there be more options? How do high-performing countries such as Finland, Hong Kong, and Singapore approach these issues, and how might we adopt or adapt those practices to meet the unique needs of our own school or district? This ses-sion will examine principles that cross cultures as well as practices unique to specific countries in an attempt to go beyond traditional approaches to faculty growth and development.

PRESENTER: Kristina Doubet, James Madison University, Harrisonburg, VAauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS,

AND TEAChER LEADERS

2106 & 2206

Rigor Through Empowerment


The hefty backpack, the piles of homework, and even the stacks of classic novels will not yield rigorous learning. Rigor is far more likely to occur when our students are invested in what they learn and can grapple with significant decisions and meaningful challenges in the learning process. Doda believes in-vestment is the only real road to rigor, and empowerment is the most promising road to investment. In this session, participants will learn proven strategies for empowering students that lead to investment and thus to deep and rigorous learning.

PRESENTER: Nancy Doda, Education Consultant, Burke, VASESSioN LEvEL: ExPERIENCED

2107 & 2207

Walking the Walk: Developing the Principal-coach Relationship


Principal job satisfaction is at an all-time low, and 75 percent of principals feel their jobs have become too complex, according to the 2012 MetLife Survey of the American Teacher. An effective coaching partnership can address the complexities of change that schools experience and that principals struggle to navigate. This session will provide principals, coaches, and teacher leaders with tools to define the roles, communication structures, and ongoing learning requirements for a school that is developing a healthy culture of collaboration. The presenter will share practical tips and examples of written agreements, protocols, and meeting agendas. Participants will investigate ways to adapt these tools to meet the unique needs of their schools.

PRESENTER: Nina Morel, Lipscomb University, Nashville, TNauDiENcE: CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS, AND TEAChER

LEADERS




Da

y T

WO

2108 & 2208

Learning-Focused Leadership Practices


Attend this session and take away specific strategies to create high-quality learning experiences for every student and enhance professional practice. Ac-quire resources to energize faculty, team, or department meetings; enhance the value of walk-throughs; create greater collaboration; improve school climate; and identify leadership actions that produce powerful results. Whether you are refining evaluation procedures or strengthening the implementation of Com-mon Core State Standards, this session will offer practical approaches that you can use immediately.


2109 & 2209

Beginning with Parents


What began as a five-week parent workshop with the ultimate goal of increas-ing Latino student achievement has blossomed into a vibrant journey of parent leadership at George Ross Elementary School. The presenters will discuss how they helped shift the school culture from personnel-driven initiatives to par-ent-driven initiatives that have fostered growth in Latino student achievement and parent involvement. The presenters will discuss a unique university and school district partnership they forged to increase Latino parental involvement in their school. They will outline their vision, approaches, and experiences as they worked toward implementing change that began with reaching out to par-ents.

PRESENTERS: Pérsida Himmele, Millersville University, Millersville, PA;Camille Hopkins, George Ross Elementary School, Lancaster, PA

2110 & 2210

Evaluating Professional Learning Experiences: Does it Make a Difference?


Educators today must show that their professional learning experiences lead to better instructional practice and improved student learning. But how can lead-ers make sure that new forms of job-embedded, school-based professional learning make a difference in teachers’ practices and students’ performanc-es? In this session, participants will learn how to identify reliable indicators of success in planning professional learning experiences, how to apply research findings to professional development design and implementation, and how to gather quantitative and qualitative evidence on effects and present that evi-dence in meaningful ways. Participants will take away new strategies for im-proving professional learning processes and evaluating the results of those experiences.

PRESENTER: Thomas Guskey, University of Kentucky, Lexington, KYSESSioN LEvEL: INTRODUCTORY AND ExPERIENCED



Da

y T

WO

2111 & 2211

Best Practices in Blended Professional Learning


Blended learning is quickly becoming a learning model not only for our class-rooms but also for professional learning. How do we make sure we focus on professional learning best practices while still embracing this model that bal-ances in-person and virtual learning? Learn best practices to blend with your own professional learning—including how to flip your staff meetings to create virtual inquiry circles where teachers can investigate problems of practice in a digital environment. You’ll also learn how to collaborate with others to build your ideas.

PRESENTER: Andrew Miller, Education Consultant, Tacoma, WASESSioN LEvEL: INTRODUCTORY

2112 & 2212

The New Normal: Focused Leadership for instructional improvement


Why do some school leaders bring about significant school progress and oth-ers do not? What do highly effective school leaders do that makes a difference in the quality of teaching and learning? Many experts argue that effective lead-ers possess a strong ability to focus, particularly on instruction, which allows them to lead efforts that result in higher student achievement. In this session, we will examine the characteristics of high-performance schools, the leader’s role in instructional improvement, and how using data helps the leader focus the school’s efforts on student learning.

PRESENTERS: Patricia Reynolds, Education Consultant, Melbourne, FL;Gail Elefther-Jerez, NYC Department of Education Administration, Queens, NYauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, AND SChOOL-BASED

ADMINISTRATORS

2113 & 2213

Three Keys for improving Teacher Effectiveness


In response to new challenges and mandates surrounding teacher effective-ness, Silver Strong & Associates has synthesized lessons learned from working with schools and the best research on teacher effectiveness. Participants will learn the Three Keys: how to develop a simple and deep approach for observ-ing and assessing instruction, critical leadership tools for improving practice in every classroom, and practical tips for developing a culture of professional learning focused on proven instructional strategies.

PRESENTER: Harvey F. Silver, Education Consultant, Ho-Ho-Kus, NJ



Da

y T

WO

2114 & 2214

integrating Differentiation and common core


The challenges teachers face in implementing the Common Core State Stan-dards include understanding how to craft curriculum that positions students as thinkers in a content area and supporting student success in meeting chal-lenges with a broad range of learning needs. This session will focus on what leaders (and teachers) need to know as they begin working to create coherent curriculum with Common Core standards as a base and developing instruction designed to move learners from many entry points toward successful applica-tion of Common Core goals.

PRESENTER: Carol Ann Tomlinson, Education Consultant, Charlottesville, VASESSioN LEvEL: ExPERIENCED

2115 & 2215

How implementation Teams Take the common core to Routine Practice


Without an implementation team made up of the principal and a small number of teacher leaders, there is little chance of moving the Common Core State Standards to routine practice throughout a school. Participants in this session will consider examples of good practices for developing teams, creating a vi-sion, designing curriculum and formative assessments, using data, and pro-viding differentiated professional development. Participants will also examine tools, templates, and strategies to support all teachers in moving from aware-ness to implementation to sustainability.

PRESENTER: Judy Carr, Education Consultant, Sarasota, FLauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS

Debriefing Session3:45–4:30 p.m.


This will be a free-flowing, facilitated conversation about what participants learned and how they plan to use their new information when they return to their local sites.


PD Online CoursesInteractive • In-Depth • Self-PacedPD Online COurses make it easy and practical for you to continue professional learning anytime and anywhere.

Choose from 90 engaging courses on the most relevant topics facing educators today including

• Differentiated Instruction • Classroom Management • Assessment • Literacy Strategies • STEM Education

earn aCaDemiC CreDit

All courses conclude with a certificate of completion to exchange your time for CEUs or college hours (depending on your program, state, or district). Just

$129 per courseeven less for school or

District Orders!

EnrOll in courses online at www.ascd.org/pdonline

For school or district purchases, contact the ASCD Program

Management Team at [email protected],

1-800-933-ASCD (2723), or 1-703-578-9600,

ext. 5773

CEL_ProgramBook_PDOad_1014.indd 1 6/25/14 1:00 PM



Redesigning Schools for 21st century Success


A superintendent and an outside technical provider will lead a discussion on the challenges education leaders face in transforming a school district into one

that is truly student centered. The Pittsfield School District is a leading dis-trict in a growing movement in New England and beyond to move away from teacher-centered to student-centered schooling. Key elements of this transfor-mation require that learning is personalized, teaching is focused on coaching and facilitating, learning reaches beyond school walls, progress is measured by mastery rather than by age or classroom hours, and time is a flexible resource.

PRESENTERS: Joe DiMartino, Center for Secondary School Redesign, West War-wick, RI; John Freeman, Pittsfield New Hampshire School District, Pittsfield, NH

Closing General Session8:15–9:30 a.m.

The Power of one


Manny Scott shares his story and several eye-opening insights of how, through hard work and with the help of others, he trans-formed from an “unreachable” and “unteachable” student to

a successful student, husband, father, entrepreneur, and public servant. His message inspires people to become change agents—“page-turners” who help others write new, more fulfilling chapters in their lives.

PRESENTER: Manny Scott, Education Consultant, Atlanta, GA

DAY THREESunday, November 2


SunDAY, november 2, 2014 | 10:00 A.M.–12:00 NOON

Da

y T

HR

EE

3102

How to Talk So People Will Embrace change


Are you proposing changes in your school or district? The words we use as leaders powerfully influence the ways others think and respond. Explore thought processes behind the words you use as a leader, as well as re-search-based strategies for influencing those you lead. Leave with a plan for implementing what you learn to bring about a change in your school or district. This session is based on ASCD’s Inviting Students to Learn: 100 Tips for Talking Effectively with Your Students.

PRESENTER: Jenny Edwards, Education Consultant, Evergreen, COauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, SChOOL-BASED ADMINISTRATORS,

AND TEAChER LEADERS

2-hour Sessions10:00 a.m.–12:00 noon, sessions 3101–3109


ASCD’s 2013 Annual Report

Learn all the ways AScD is supporting educators as they learn, teach, and lead by visiting the association’s 2013 Annual report at www.ascd.org/annualreport.


SUNDAY, November 2, 2014 | 10:00 A.M.–12:00 NOON

Da

y T

HR

EE

3103

Linking Formative assessment to Leadership in and out of the classroom


Formative assessment is the key to enhancing classroom-level practices that affect student learning and achievement. How can leaders help ensure teach-ers are equipped with the background knowledge and practices needed to improve student learning through formative assessments? In this session, par-ticipants will gather the strategies and skills they need to lead the charge in making formative assessment part of everyday life across content areas and grade levels. Build capacity and foster a schoolwide culture that encourages motivation, engagement, and critical thinking by putting formative assessment to work in your schools.

PRESENTER: Mary Sprecher, Education Consultant, Fairfax, VA

3104

challenges for Schools Leaders: Walk-Throughs, Look-Fors, coaching, and Feedback


According to the study Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation (2011), some of the most difficult tasks principals face are knowing exactly what to look for in classroom observations and how to give truly constructive feedback for teachers to act upon. You will learn seven criti-cal look-fors in Common Core State Standard classrooms and practice giving action-oriented feedback to teachers to enhance their reflective practice and to influence their effectiveness with students. Examine the subtle and not-so-subtle differences as Common Core standards are more fully implemented in K–12 classrooms. Leave with practical strategies for fostering fine teaching in each of Charlotte Danielson’s four domains.

PRESENTERS: Robin Fogarty and Brian Pete, Education Consultants, Chicago, IL

3105

Five Strategies for implementing Principal Evaluation Programs: Lessons from implementing the Marshall Framework


Successfully rolling out a principal evaluation system involves more than pick-ing a rubric. How do you get widespread buy-in? How do you ensure that the evaluation process meaningfully supports the professional development of principals and the needs of their schools? How do you minimize administrative burden? In this session, attendees will learn the following strategies: to engage stakeholders to build trust in the new process, to keep the focus on profession-al development, to train appraisers and principals to ensure fidelity of adoption, to reduce the administrative burden through simple technology tools, and to track the right metrics.

PRESENTER: Leona Christy, Education Consultant, Houston, TXauDiENcE: SUPERINTENDENTS, CENTRAL OFFICE STAFF, AND SChOOL-BASED

ADMINISTRATORS


SunDAY, november 2, 2014 | 10:00 A.M.–12:00 NOON

Da

y T

HR

EE

3106

Targeted Plans for Differentiated Staff Growth: Modeling Formative assessment as a Leader


Knowing what best practices look like in the classroom is critical for both teachers and leaders. Leaders who can model these practices while working with staff help establish alignment, collaborative relationships, and a culture for learning. Learn ways in which leaders can collaboratively build formative checks with teachers on targeted, data-based goals. This session will model the best practices of differentiation and formative and summative assessments that leaders can use and model for their staff. The presenter will develop key in-structional, behavioral, and curricular concepts that can easily align to portions of teacher and leader evaluation rubrics.

PRESENTER: Angela Perrotto, State University of New York, Oswego, NY

3107

Leadership for creating Truly innovative and Democratic Secondary Schools


This session will focus on the leadership used to totally transform Pittsfield Middle High School from a poorly performing, traditional secondary school to a nationally acclaimed, student-centered high school. Participants will learn how community engagement led to personal learning plans for every student, exhi-bitions required for graduation, extended learning opportunities to earn credit for community projects, daily common planning time and weekly professional development for all staff, and a governance structure that included a majority of students.

PRESENTERS: Joe DiMartino, Center for Secondary School Redesign, West War-wick, RI; John Freeman, Pittsfield New Hampshire School District, Pittsfield, NHauDiENcE LEvEL: MIDDLE, SECONDARY, AND hIGhER EDUCATION

Not a member of ASCD?

AScD offers memberships in either print and online or online-only options. check out AScD’s member benefits at http://www.ascd.org/membership.


SUNDAY, November 2, 2014 | 10:00 A.M.–12:00 NOON

Da

y T

HR

EE

3108

Data Notebooks, Data Walls, and Data Rooms: How Data collec-tions Make a Difference


In today’s accountability environment, we are driven to use data. Collecting data has become common practice. But having this data doesn’t always guar-antee success; collected data can even be detrimental to overall student learn-ing when it is not used effectively. The presenter will share her own evolution in data use through real-life samples of classroom data collections. By the end of this session, you will be able to evaluate the effectiveness of your current data practices, identify sources of data distraction, and plan for more effective data collection and use in your own school context.

PRESENTER: Jennifer Morrison, Education Consultant, Cayce, SCSESSioN LEvEL: INTRODUCTORY AND ExPERIENCED

3109

Teaching up for complexity: Making the Strange More Familiar


Too many kids are pressed to think too simply. The challenge of growing minds from dependent to independent learning is ultimately linked to the challenge of inspiring kids to think more complexly. Critical thinking must be accessible and fulfilling for students to achieve complexity. This session offers strategies to teach the strange through the familiar and to create experiences that stir learners to think deeply, make meaning, and apply learning across multiple contexts.

PRESENTER: Chad Prather, Pearl-Cohn Entertainment Magnet High School, Metro Nashville Public Schools, TNauDiENcE: SChOOL-BASED ADMINISTRATORS, TEAChER LEADERS, AND TEAChERS

Rate Your Sessions Now!Through the conference app, tap on the session title, then select the “rate/Actions” tab, and then tap “rate Session.” or go to www.ascd.org/evaluations, select your session from the list provided, and complete the three questions. The evaluation is open until November 14, 2014.

NANCy GibSONPresident

Associate Professor, Concordia University, Oak Brook, IL

beCky J. berGImmediate Past President

Superintendent, Marysville School District, Marysville, WA

MArie AdAirExecutive Director, New Jersey ASCD, Vineland, NJ

rONAl buTlerPresident, Networking & Engineering Technologies, Inc., Woodbridge, VA

SuSie CArrRetired Assistant Superintendent for Curriculum and Instruction, Whitehall City Schools, Galloway, OH

JON ChApMANChief Strategy Officer, EverFi, Inc., Washington, DC

JOSh GArCiADeputy Superintendent, Tacoma School District, Tacoma, WA

dAvid MAThiSSuperintendent, Saluda School District One, Saluda, SC

20

14

–15

Board of D

irectors and Executive Director

MATT MCClureChief Learning and Financial Officer, Cross County School District and LEAD 21 Program Coordinator/Facilitator, Arkansas Tech University, Beebe, AR

WilliAM pOTTS-dATeMAActing Senior Advisor U.S. Centers for Disease Control and Prevention, Division of Adolescent and School Health, Lawrenceville, GA

lOrrAiNe riNGrOSeRetired Principal, Patricia Heights Elementary School, Vernon, British Columbia, Canada

pAM vOGelSuperintendent, East Union Community School District, Afton, IA

JudiTh ZiMMerMANAssociate Professor Emeritus, Bowling Green State

University, Elmore, OH

Judy SelTZExecutive Director,ASCDAlexandria, VA


Position Development

processProfessional Development Process

Professional educators need to provide leadership in creating the conditions necessary for all children to have access to high-quality education and to find their places in an increasingly complex world. Educators must promote the creation of education policy that supports best practice, as well as a modern accountability system that uses a variety of methods when making judgments about student achievement and learning.

ASCD’s position adoption process is one example of how the association fos-ters public and policy support for its beliefs, values, goals, and immediate pol-icy concerns.

ASCD Forum

In March 2012, the ASCD Board of Directors approved a new process for con-sidering potential positions of the association:

• A member-led Position Advisory Committee identifies issues of interest to the education community through surveys, staff resources, and other policy-scanning information.

• The Position Advisory Committee submits relevant topics for consider-ation to the ASCD Board of Directors.

• The ASCD Board of Directors considers the topic submissions and de-termines whether to convene an ASCD Forum, as well as what topic(s) the forum will discuss.

• The ASCD Forum is convened when the ASCD Board of Directors con-siders a topic worthy of discussion among the education community.

• The ASCD Forum consists of online discussions over several weeks on the topic determined by the Board of Directors. The forum includes a face-to-face meeting (for 2014, at the ASCD Annual Conference), with the opportunity for online participants to engage virtually as well.

• The ASCD Board of Directors takes the ASCD Forum discussions into consideration when determining the adoption of a new position.


Standards Development and Implementation

ASCD supports high standards for student learning and achievement that are the result of a development process that is state-led, transparent, and imple-mented under the following principles:

• Educates the whole child through a broad and rich curriculum;

• Contains global competencies that develop the skills, knowledge, and attitudes to work effectively in an increasingly interdependent world;

• Provides equity in learning conditions for all students;

• Ensures effective instruction that results in increased learning for all students;

• Expands assessment options in measuring progress toward attaining the standards while maintaining accountability for results;

• Relies on multiple indicators for assessing student performance and achievement;

• Develops coherent policies that support and align teacher preparation, licensure, and ongoing professional development requirements and activities;

• Includes representation of educators at all levels and incorporates their input throughout the development, implementation, and evaluation process; and

• Maintains ongoing support among policymakers, educators, parents, and communities to secure necessary resources for the standards and their successful implementation.

Educating Students in a Changing World

As educators in the 21st century, we are charged with educating students to be successful in a complex, interconnected world. This responsibility requires schools to prepare students for technological, cultural, economic, informa-tional, and demographic changes.

ASCD supports changes in teaching, learning, and leadership that adequately prepare students for the 21st century and graduate students who

ASCD’s

positions


• Acquire and apply core knowledge and critical-thinking skill sets that are essential in an information age;

• Demonstrate creativity, innovation, and flexibility when partnering with business and community members to advance common goals;

• Make decisions and solve problems ethically and collaboratively;

• Utilize technology to gather, analyze, and synthesize information for application in a global economy;

• Exhibit positive interpersonal relationships that value multiple lan-guages, cultures, and all persons; and

• Display leadership skills that inspire others to achieve, serve, and work together.

The Whole Child

The current direction in educational practice and policy focuses overwhelm-ingly on academic achievement. However, academic achievement is but one element of student learning and development and only a part of any com-plete system of educational accountability. ASCD believes a comprehensive approach to learning recognizes that successful young people are knowledge-able, emotionally and physically healthy, motivated, civically inspired, engaged in the arts, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders.

Together, these elements support the development of a child who is healthy, knowledgeable, motivated, and engaged. Developing a whole child requires the following contributions:

COMMUNITIES MUST PROVIDE

• A safe environment in which students can learn;

• Family support and involvement;

• Government, civic, and business support and resources;

• Volunteers and advocates; and

• Support for their districts’ coordinated school health councils or other collaborative structures.

SCHOOLS MUST PROVIDE

• Access to challenging and engaging curriculum for all students;

• High-quality professional development with collaborative planning time embedded within the school day;

• A safe, healthy, orderly, and trusting environment;

• High-quality teachers and administrators;

• A climate that supports strong relationships between adults and stu-dents; and

• Support for coordinated school health councils or other collaborative structures that are active in the school.


TEACHERS MUST PROVIDE

• Evidence-based assessment and instructional practices;

• Rich content and an engaging learning climate;

• Student and family connectedness;

• Effective classroom management; and

• Modeling of healthy behaviors.

Health and Learning

Successful learners are not only knowledgeable and productive but also emo-tionally and physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders.

Because emotional and physical health are critical to the development of the whole child, ASCD believes that health should be fully embedded into the ed-ucational environment for all students. Health and learning

• Is a multifaceted concept that includes the intellectual, physical, civic, and mental health of students.

• Provides coordinated and comprehensive health efforts that give stu-dents and staff effective teacher, school, family, community, and policy resources.

• Supports the development of a child who is healthy, knowledgeable, motivated, engaged, and connected.

• Is the reciprocal responsibility of communities, families, schools, teach-ers, and policymakers.

Closing the Achievement Gap

For all students to excel academically and thrive as individuals, we must raise the bar and provide them with access to high-quality learning, curriculum, and instruction. Educators, policymakers, and the public must understand the grave consequences of persistent gaps in student achievement and demand that ad-dressing these gaps becomes a policy and a funding priority. ASCD believes that to close the achievement gap, all underserved populations—high-poverty students, students with special learning needs, students of different cultural backgrounds, nonnative speakers, and urban and rural students—must have access to

• Innovative, engaging, and challenging coursework (with academic sup-port) that builds on the strengths of each learner and enables students to develop to their fullest potential;

• High-quality teachers supported by ongoing professional development; and

• Additional resources for strengthening schools, families, and communities.


Multiple Measures of Assessment

Decision makers in education—students, parents, educators, community members, and policymakers—all need timely access to information from many sources if they are to make informed judgments about student learning and the success of education programs. Using a single achievement test as the sole measure of learning is inappropriate.

Determining success of students, schools, districts, states/provinces, or na-tions should be based on multiple assessments of and for learning. ASCD sup-ports the use of multiple measures in assessment systems that are

• Fair, balanced, and grounded in the art and science of learning and teaching;

• Reflective of curricular and developmental goals and representative of content that students have had an opportunity to learn;

• Used to inform and improve instruction;

• Designed to accommodate nonnative speakers and special-needs students; and

• Valid, reliable, and supported by professional, scientific, and ethical standards designed to fairly assess the unique and diverse abilities and knowledge base of all students.

did you know that ASCd has an official blog? check out Inservice for more on AScD’s programs, products, and services at http://inservice.ascd.org.


Beaverson, Barbara .............18

Carr, Judy ...........................30

Christy, Leona .....................34

Costa, Arthur ......................17

Cunningham-Morris, Ann .....26

Darnell, Bobb ......................21

Dawson, Opal Davis ............22

DiMartino, Joe ..............32, 35

Doda, Nancy ......................27

Doubet, Kristina ...........19, 27

Ebner, Aviva ........................33

Edwards, Jenny ..................33

Elefther-Jerez, Gail ..............29

Fisher, Michael ....................26

Fogarty, Robin .....................34

Freeman, John .............32, 35

Frontier, Tony .......... 16, 17, 22

Gareis, Christopher .............25

Ginsberg, Margery ..............20

Grant, Leslie .......................25

Guskey, Thomas ...........21, 28

Himmele, Pérsida ................28

Hogue, Sandra ....................22

Hopkins, Camille .................28

Jackson, Robyn ..................20

Jung, Lee Ann.....................21

Kafele, Baruti ......................16

Knight, Nicole ....................19

Lageman, Heather...............19

Lopez, Ignacio .....................21

McTighe, Jay ......................22

Miller, Andrew ....................29

Moirao, Daniel ...................18

Morel, Nina .........................27

Morrison, Jennifer ...............36

Page, Sandra ......................20

Perrotto, Angela ..................35

Pete, Brian..........................34

Prather, Chad .....................36

Reynolds, Patricia................29

Robbins, Pam ...............24, 28

Santos, Maria .....................19

Scott, Manny .....................32

Searle, Margaret .................26

Silver, Harvey ......................29

Sprecher, Mary ...................34

Sterrett, William ..................18

Stronge, James ...................25

Tomlinson, Carol Ann ...........30

Whitaker, Todd ....................24

Whiteley, Gary .....................17

Zmuda, Allison ....................26

Presenter

index


Hotel map

WreckersSports Bar

Palm Beach Meeting Room

Relâche Fitness Center

(Lower Level)

Boardrooms(Level 4)

Bell Stand

St. George StreetMeeting Rooms

EmeraldMeeting Rooms

(Lower Level)

112 - 114St. George StreetMeeting Rooms

Orange BlossomBallroom

Concierge

TransportationLobby

MallorySquare

Coquina 1Coquina 2 Coquina 3

Glassell’s

Landing

Wedding Pavilion

Fountain of Youth

The Arcade

(Lower Level)

The Cocoa BeanCoffee House

HoneybellsFrozen Yogurt

SORA

Villa de FloraMediterranean Buffet

Emerald Plaza

Mar

ket S

quar

eBr

idge

SandBar

WreckersSports Bar

SunsetSam’s

Key WestElevator

St. AugustineElevator B

St. AugustineElevator A

EvergladesElevator

Sunset Sam’sBar

Marlin Dock

Old HickorySteakhouse Bar

Castillo de San Marcos(Fort)

GatorSprings

(To Lower Level)

Wreckers Elevator

Conv. Ctr.Elevator

Emerald BayElevator A

Emerald BayElevator B

K E Y W E S T

S T. A U G U S T I N E

E V E R G L A D E S

EvergladesEntrance

(Mezzanine Level)

Attractions ShuttlesBus Pick-Up

Key WestGuest Parking

Everglades Guest Parking

Porte-cochere

Key WestEntrance(Lower Level)

Convention Center Entrance

Pool Entrance

South Beach Pool (Adults Only)Coquina Lawn

DOWN(To Exhibit Level)

UP(To Ballroom Level)

Cypress Springs

Family Fun Water Park

Registration Lobby

Front Desk

Old Hickory Steakhouse

Relâche Spa

BridgeM

arket Square

Convention


WreckersSports Bar

Palm Beach Meeting Room

Relâche Fitness Center

(Lower Level)

Boardrooms(Level 4)

Bell Stand

St. George StreetMeeting Rooms

EmeraldMeeting Rooms

(Lower Level)

112 - 114St. George StreetMeeting Rooms

Orange BlossomBallroom

Concierge

TransportationLobby

MallorySquare

Coquina 1Coquina 2 Coquina 3

Glassell’s

Landing

Wedding Pavilion

Fountain of Youth

The Arcade

(Lower Level)

The Cocoa BeanCoffee House

HoneybellsFrozen Yogurt

SORA

Villa de FloraMediterranean Buffet

Emerald Plaza

Mar

ket S

quar

eBr

idge

SandBar

WreckersSports Bar

SunsetSam’s

Key WestElevator

St. AugustineElevator B

St. AugustineElevator A

EvergladesElevator

Sunset Sam’sBar

Marlin Dock

Old HickorySteakhouse Bar

Castillo de San Marcos(Fort)

GatorSprings

(To Lower Level)

Wreckers Elevator

Conv. Ctr.Elevator

Emerald BayElevator A

Emerald BayElevator B

K E Y W E S T

S T. A U G U S T I N E

E V E R G L A D E S

EvergladesEntrance

(Mezzanine Level)

Attractions ShuttlesBus Pick-Up

Key WestGuest Parking

Everglades Guest Parking

Porte-cochere

Key WestEntrance(Lower Level)

Convention Center Entrance

Pool Entrance

South Beach Pool (Adults Only)Coquina Lawn

DOWN(To Exhibit Level)

UP(To Ballroom Level)

Cypress Springs

Family Fun Water Park

Registration Lobby

Front Desk

Old Hickory Steakhouse

Relâche Spa

BridgeM

arket Square

Center


Convention Center map

Elev

ator

Esca

lato

r

Rest

room

s

Info

rmat

ion

Bus

Phon

es

Smok

ing

Are

a*

Expr

ess C

heck

out

Late

Nig

ht

Gu

est

Key

Car

d E

ntr

ance

BA

LLR

OO

M L

EVEL

(Lev

el 2

)

MEZ

ZA

NIN

E LE

VEL

(Lev

el 1

)BR

IDG

E TO

HO

TEL

ON

TH

IS L

EVEL

EXH

IBIT

LEV

EL(L

ow

er L

evel

)CO

NVE

NTI

ON

CEN

TER

PARK

ING

BR

IDG

E TO

HO

TEL

HEMI

NGW

AY &

SANC

HEZ B

OARD

ROOM

SLe

vel 4

(hot

el) vi

a Em

erald

Bay E

levat

ors

PALM

BEA

CH M

EETIN

G RO

OMAt

rium

Leve

l (ho

tel)

ORAN

GE B

LOSS

OM B

ALLR

OOM

Atriu

m Le

vel (

hote

l) on

St. G

eorg

e Stre

et

EMER

ALD

1-8 M

EETIN

G RO

OMS

Lowe

r Lev

el (h

otel)

via E

mer

ald Ba

y Elev

ator

s

ST. G

EORG

E MEE

TING

ROOM

SAt

rium

Leve

l (ho

tel)

on St

. Geo

rge S

treet

SPECIALTO OUR SPONSORS

THANKS

www.ascd.org/sponsorship

AScD thanks the participants who agreed to act as volunteers. Your invaluable assistance helps make the conference a pleasant experience for presenters and participants alike.

THA

Nk

YO

U

See you next year!We look forward to seeing you next year in San Diego, Ca.,

october 30–November 1, 2015, for the 2015 AScD conference

on educational Leadership. Pre-conference institutes

will be held on october 29.

Outside Ad #2 Here

Outside Ad #3 Here

ORAO - ASCD · 2014. 10. 17. · 02 ASCD Authors 04 General Conference Information 10 Sessions...

Documents

Transcript of ORAO - ASCD · 2014. 10. 17. · 02 ASCD Authors 04 General Conference Information 10 Sessions...