More rigorous standards have been launched, new assessments are being developed, and the government has infused nearly $100 billion into the stimulus plan to promote innovation and change in the way the nation’s schools are doing business. The effective infusion of active pedagogy and content-rich instruction can make a significant difference in student achievement. This is especially useful now that assessments and their supporting tools will be designed to help states dramatically increase the number of students who graduate high school ready for college and careers. These assessments and their supporting aids provide students, parents, teachers, and policymakers with the tools they need to help students - from grade three through high school - stay on track to graduate fully prepared. Are districts really ready to take the plunge? And will they have a plan that will bring about meaningful educational change - the kind of change that makes a difference for all students, especially students of color and students with disabilities?
What kind of plan can actually change teaching practice? What will cause teachers to move away from teaching the way they always have? What if only their talk changes, yet their practices do not? Will the new assessments carry enough weight to support desired changes in practice?
Most everyone agrees that the desired change will require a significant adjustment to current practice. So what will leaders do to help teaching practice change? How will they scale this practice to every classroom in America?
What will that pedagogy look like and sound like? Will the professional development offered to teachers and school leaders change or will it simply be more of the same with new language attached to it? What will a plan have to look like in order to build ownership for these new pedagogies and what it will take to actually provide quality instruction that prepares all students for college and the workforce? Can we close the achievement gap between students of color and white students?
This conference brings together leaders who understand that providing quality teachers and supporting their work are both critical to the success of any education reform. They know that if we improve the level of rigor for teachers as well as help school leaders understand how to support this kind of teaching, then our diverse student population can access a quality education. Presenters and participants will engage in conversations that can lead to the critical reform that our nation needs. Effective reform today goes beyond increasing achievement on state tests; it means higher levels of high school and college completion at a competent level that will allow our graduates to compete worldwide. This conference is designed to explore these issues at the level of implementation so that participants:
|12:00 - 1:30 PM||Partners Lunch|
|1:30 - 4:00 PM||Partners Meeting: Designing Improvement with Intentionality: An Implementation Guide|
|5:15 - 6:00PM||Partners Reception|
|6:00 - 7:00 PM||Partners Dinner|
|7:00 - 8:30 PM||Updating A Nation At Risk: The New National Commission on K-12 Equity & Excellence|
Christopher Edley, Jr.
Distinguished Chair and Dean of Law School, University of California Berkeley
|8:30 PM||Dessert Reception|
|7:00 - 8:15 AM||Continental Breakfast|
|8:15 - 9:45 AM||Scaling Success in Education|
Chris Dede, Ed.D.
Harvard Graduate School of Education
|9:45 - 10:00 AM||Break|
|10:00 - 12:00 Noon||Concurrent Sessions:
|12:00 - 1:00 PM||Lunch|
|1:00 - 2:30 PM||Concurrent Sessions:|
Exposure to Language and Literacy Pre-Kindergarten through Elementary School: Social and Motivational Context — What do teachers need to know?
Catherine Snow, Ph.D.
Harvard Graduate School of Education
Accountable Talk®: An Update for Use in the 21st Century
Sarah Michaels, Ph.D.
Department of Education, Clark University
|2:30 - 2:45 PM||Break|
|2:45 - 4:45 PM||Concurrent Sessions:
|Dinner on own|
|8:30-10:00 AM||Technical Service Sessions (Requires pre-registration):
|10:15-12:00 PM||Technical Service Sessions continued|
Featured speakers at the National Conference 2011 are Chris Dede, Ed.D. (Harvard Graduate School of Education), Christopher Edley, Jr. (UC Berkeley School of Law), Sarah Michaels, Ph.D. (Department of Education, Clark University), and Catherine Snow, Ph.D. (Harvard Graduate School of Education).
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes four grants from NSF and the US Department of Education Institute of Education Sciences to explore immersive simulations and transformed social interactions as means of student engagement, learning, and assessment. In 2007, he was honored by Harvard University as an outstanding teacher.
Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment and a member of the 2010 National Educational Technology Plan Technical Working Group. He serves on Advisory Boards and Commissions for PBS TeacherLine, the Partnership for 21st Century Skills, the Pittsburgh Science of Learning Center, and several federal research grants. His co-edited book, Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement, was published by Jossey-Bass in 2005. A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006.
Christopher Edley, Jr. joined Boalt Hall as dean and professor of law in 2004 after 23 years as a professor at Harvard Law School. He earned a law degree and a master's degree in public policy from Harvard University, where he served as an editor and officer of the Harvard Law Review. Edley's academic work is primarily in the areas of civil rights and administrative law. He has also taught federalism, budget policy, Defense Department procurement law, national security law, and environmental law. Edley was co-founder of the Harvard Civil Rights Project, a renowned multidisciplinary research and policy think tank focused on issues of racial justice. His publications include Not All Black and White: Affirmative Action, Race and American Values and Administrative Law: Rethinking Judicial Control of Bureaucracy.
Following graduation, Edley joined President Carter's administration as assistant director of the White House domestic policy staff, where his responsibilities included welfare reform, food stamps, child welfare, disability issues, and social security. He served as national issues director throughout the 1987-88 Dukakis presidential campaign, and then as a senior adviser on economic policy for President Bill Clinton's transition team in 1992. In the Clinton administration, he worked as associate director for economics and government at the White House Office of Management and Budget from 1993 to 1995. There, he oversaw a staff of 70 civil servants responsible for White House oversight of budget, legislative and management issues in five cabinet departments (Justice, Treasury, Transportation, Housing & Urban Development, Commerce) and a diverse group of over 40 autonomous agencies, including: FEMA, FCC, General Services Administration, SBA, SEC, CFTC, EEOC, the bank regulatory agencies, and the District of Columbia. In 1995 he was also special counsel to the President, directing the White House review of affirmative action. He later served the Clinton White House in 1997 as a consultant to the President's advisory board on the race initiative.
From 1999-2005, Edley served as a congressional appointee on the bipartisan U.S. Commission on Civil Rights. In 2001, he was a member of the Carter-Ford National Commission on Federal Election Reform. He is currently a trustee of the Russell Sage Foundation and of The Century Foundation. He is a fellow of the National Academy of Public Administration, the Council on Foreign Relations, the American Academy of Arts & Sciences, and the American Law Institute. He also serves on the executive committee of the advisory board for the Division on Behavioral and Social Sciences and Education of the National Research Council, which is the research arm of the National Academies of Sciences. At UC Berkeley, he is founder and faculty-Co-Director of the Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity, a multidisciplinary think tank.
In March 2006, Dean Edley was named to a national nonpartisan commission created to conduct an independent review of the No Child Left Behind (NCLB) Act. The 12-member Commission on No Child Left Behind issued recommendations in February 2007 for reforming and improving the legislation as Congress considers reauthorizing federal education laws. Co-chaired by former Health and Human Services Secretary Tommy Thompson and former Georgia Governor Roy E. Barnes, the commission is funded by several leading educational foundations, including the Bill & Melinda Gates Foundation.
In April 2007, the American Academy of Arts and Sciences, which conducts scholarly activities and interdisciplinary research to advance the public good, elected Dean Edley as one of its new Fellows.
Sarah Michaels is Professor of Education and Senior Research Scholar at the Jacob Hiatt Center for Urban Education at Clark University. A sociolinguist by training, she has been actively involved in teaching and research in the area of language, culture, “multiliteracies,” the discourses of math and science. She was the founding Director of the Hiatt Center for Urban Education and works to bring together teacher education, educational research on classroom discourse, and district-based efforts at educational reform. She is currently involved in a variety of research projects which focus on academically productive talk in math, science, and English language arts, from Pre-Kindergarten through 12th grade. In these projects, she is working on curriculum and professional development so that it focuses central attention on rigorous, coherent, and equitable classroom discourse. As one example of this work, she has just completed a book for the National Research Council (co-authored with Andy Shouse and Heidi Schweingruber) called Ready, Set, Science!: Putting Research to Work in the K-8 Science Classroom. Ready, Set, Science! shows how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible through talk and a variety of representational tools.
Michaels is also a co-author of the online resource Accountable Talk®: Classroom Conversation that Works (in collaboration with the Institute for Learning at the University of Pittsburgh). In promoting teacher research, she works to support teachers as theorizers, curriculum innovators, and educational leaders who use the tools of ethnography and discourse analysis in generating new and useable knowledge for improving instruction and student learning in their own and others’ classrooms.
Michaels has published widely in the area of classroom discourse analysis, has received numerous awards for both teaching and scholarship, and serves on a wide range of review boards for journals, book series, and educational foundations. Prior to coming to Clark in 1990, Michaels served as director of the Literacies Institute in Newton, MA, funded by the Mellon Foundation, and as project director of a number of sponsored grants in language and schooling, as a Research Associate and Instructor at the Harvard Graduate School of Education. Since 1981, she has been the PI or Director of grants and programs (from foundations, state and federal agencies, and private donors) totaling over $12 million. She has a B.A. from Barnard College and a Ph.D. in Education (Language and Literacy) from UC Berkeley.
Catherine Snow is the Patricia Albjerg Graham Professor of Education at the Harvard Graduate School of Education. She received her Ph.D. in psychology from McGill and worked for several years in the linguistics department of the University of Amsterdam. Her research has focused on language development and literacy development from preschool through adolescence, social and familial influences on literacy development, and education for language minority children. She has published several books and many articles in refereed journals and chapters in edited volumes. Snow chaired the National Research Council Committee on Preventing Reading Difficulties in Young Children (1998), the RAND Reading Study Group that produced the volume Reading for Understanding: Towards an R&D Agenda (2000), the National Academy of Education committee that produced Knowledge to support the teaching of reading (2005), and the National Research Council Committee that produced Early Child Assessment: Why, What and How? (2008).
Examine your professional development plans to evaluate the cohesiveness at the school and system levels – i.e., how does principal PD align with teacher PD? Look at the design aspects, study how the plans address your district needs, and consider the message(s) the plan communicates regarding the focus and priorities of the district work. We start by reviewing district student data, starting with global data and then focusing in on content examples from science test items data (if available) and other needs analysis data that you have available. Using this data and IFL tools, we create a map of your professional development needs and analyze existing PD plans.
Can you say with confidence that the instructional activities in their science classes are rigorous; that is, they require students to socialize intelligence through reading, writing, and reasoning as a scientist? Could you look a parent in the eye and say, "If your child actively engages in these activities, he/she will develop conceptual understanding while thinking and learning as a member of a learning community. He/She will have an opportunity to learn and understand these concepts to meet or exceed the Standards."? Could you also say, "If your child isn't getting it or already has a good understanding, there are tools, strategies, and resources to advance his/her understanding."? These are the types of questions we will use to guide our analysis of your curriculum frameworks in science. Together, we will review and document evidence to support our analysis and consider gaps and next steps to strengthen the frameworks. A pre-assignment will be sent in advance of the session.
A major challenge for district and school leadership is to effectively leverage the processes they count on to drive progress and deliver results. In this session participants will examine and analyze their district-wide strategy for improving teaching and learning.
Round tables on:
Round tables on: