RTI Grant Adjustment With Program

Goals For Conference:

In many schools, instruction and time are constant--they do not vary on a student-by-student basis. RTI was designed as a way to encourage teachers to vary instruction and time to create a constant level of learning. A core assumption of RTI is that all students can reach high levels of achievement if the system is willing (and able) to vary the amount of time students have to learn, and the type of instruction they receive. Thus, RTI builds on work done with differentiated instruction (Tomilson, 2001) and understanding by design (Wiggins & McTighe, 2005). This will be defined, implemented, and assessed at Ridgecrest next year through targeted professional development from experts in our own building.

The effectiveness of early intervention to prevent later difficulties of students has been well documented, but it does require a commitment to personnel, professional development, collaborative cultures, teacher leaders, and assessment knowledge in order to be effective. Therefore, a major intent of the response to intervention clause in IDEIA was to provide both a mechanism and motivation for identifying and supporting students who are beginning to fall behind their classmates. Major components of an RTI system include Data collection, analysis and reflection, instructional planning, intervention, and most importantly, preventing “tears” of intervention. This can be referred to as a response to Instruction and Intervention. The premise is educators can’t wait to determine if students respond to intervention; they have to first determine if students respond to instruction. A key principle of where Ridgecrest is moving in its RTI model is that any intervention is predicated on the notion that Tier 1 core instruction is responsive, standards-based, and data driven. Tier 2 and Tier 3 interventions are ineffective when core instruction is inadequate, unresponsive, and erratic. Ridgecrest will need to develop the capacity to ask essential questions, and to lead our way into creating a better system of instruction and intervention for our students. These questions include, but are not limited to the following:

★ Is our core program sufficient?★ If the core program is not sufficient, what led to this?★ How will the needs identified in the core program be addressed?★ How will the sufficiency and effectiveness of the core program be monitored over time?★ Have improvements to the core program been effective?★ For which students is the core instruction sufficient or insufficient?★ What specific supplemental and intensive instruction is needed?★ How will specific supplemental and intensive instruction be delivered?★ How will the effectiveness of supplemental and intensive instruction be monitored?★ How will we determine which students need to move to a different level of instruction?

★ Who will lead our school in this work?★ What will this leadership look like?★ How do we systemically look at these problems and create solutions?★ How do we as a school support, develop, and press one another?★ How do we still have fun and celebrate?

There are several key points that we are looking to hone as we further evolve our RTI model at Ridgecrest: It is imperative that teachers first consider individual students’ responses to quality core instruction before recommending supplemental and intensive interventions. They must also determine which students respond to the interventions and continue adapting instructional routines and time to achieve the desired results. RTI begins with a strong core instruction and builds on creating a gradual release of responsibility model. RTI relies on a strong assessment component to make intervention decision, monitor progress, and improve instruction in all tiers. RTI emphasizes a collaborative approach to classroom support. RTI anticipates that some students will periodically cycle through interventions--an approach likened to an academic booster shot. RTI needs leadership, knowledge, empathy, and the ability to create and monitor systems to ensure student and staff needs are being met.

The goals from attending the National Council of Staff Development (NSDC)Summer 2010 conference is to build internal capacity to sustain and improve the Response to Interventions (RTI) work that has begun at Ridgecrest. Specifically, Ridgecrest hopes to more deeply understand the attributes of high-functioning school teams and the actions they take to ensure individual student needs can be recognized. Moreover, the RC RTI goal for the 2010-2011 is to focus specifically on math instruction, and interventions and continue todevelop and refine our reading support for struggling readers.

The conference strands the Ridgecrest team will focus on for the NSDC conference and specifically, RTI is a) the learning gap, b) teacher leadership, c) learning community, and d) professional learning processes. To address the learning gap, we will be learning about the latest research-based strategies to improve student performance in discipline areas and where and how to apply them. Likewise, we will be learning cutting edge strategies to identify, develop, engage and support teacher leaders to sustain and adapt RTI as our student needs change over time. Because change is non linear, and because it takes more than one, two, or three people to analyze trends, evaluate effectiveness, and synthesize new courses of action, Ridgecrest attendees will also focus on creating, sustaining, and evaluating school-based RTI learning teams. More importantly, the Ridgecrest team will develop its skills for planning, facilitating, presenting, advancing, and evaluating student, and staff learning.

To achieve our goals, RC team members will attend the following conferences:

B03: A multiple-layer approach to increasing student achievement.

B07: Co-teaching: advancing mathematics learning for all students

B08: Learning: is it only about the kids?

B11: Content Literacy: bridging the gaps through professional learning communities.

B18: Increasing Math Teacher Effectiveness For Student Achievement Gain (fifth and sixth grade team).

B21: Intervention Strategies That Work

C03: Lesson Study: Improving Mathematics Teaching and Learning

C13: The Way We Do Business: RTI and Flexible Delivery.

E06: Tools and Talk: The Power of Data and Conversation to Ignite Change.

E07: Using Authentic Problems in Mathematics Instruction

E08: Enhancing The Capacity of Teachers and School Leaders to Facilitate The Learning of Diverse Students.

E14: “Spunk Up” RTI: Designing An Unforgettable Learning Experience

F02: Bridging The Teaching Gap: Creating Skilled Practitioners

F05: Teacher Leadership Structures To Build Capacity For Sustainability

F08: Using Depth Of Knowledge To Increase Rigor

F14: Instructional Frameworks For Student Self-Direction

F23: Ensuring Educational Equity Through Responsive Instruction

G01: Improving Student Learning By Minding The Gap

G02: Helping Teachers Learn From Student Focus Groups

G03: Superman is Dead: Distributing Leadership With Action Planning

G04: Education For All Children: Realizing Rigor, Relevance, Relationships

G13: Leading Healthy and Sustainable Cultures in Urban Schools

G18: Creating A Spark For Learning: Differentiation of Instruction For 21st Century Learners Program

G27: Modifying and Accommodating For IEP Students

Money allocation:

3 day conference is $429.00$5,000 total

11.7 teachers can attend. Sarah Danielson can only attend 2 days.

Seattle

2010

NATIONALSTAFFDEVELOPMENT COUNCILCharting the Course

for School-Based Professional Learning A Conference for Teacher Leaders and the Administrators Who Support Them

NSDC 2010 Summer Conference

Conference ProgramJULy 18-21, 2010 • ShErATON SEATTLE hOTEL

504 S. Locust StreetOxford, OH 45056

NATIONALSTAFFDEVELOPMENTCOUNCIL

NON-PROFIT

U.S. POSTAGE

P A I D

Cincinnati, OH

PERMIT NO. 770

Seattle

2010

Register now at www.nsdc.org

July 18-21, 2010 • Sheraton Seattle hotelRegistration and hotel links through the NSDC Summer Conference page: www.nsdc.org/summerconference10 or call 800-727-7288 for more information.

Charting the Coursefor School-Based Professional Learning

Featuring these Keynote Speakers:

Maria Goodloe-Johnson • Milton ChenJennifer James • Vicki Phillips • Taylor Mali

Make Plans to Attend!

NSDC 2010 Summer Conference for Teacher Leaders and the Administrators Who Support Them

SaVe $50 on a 3- or 4-day registration when you register by April 30, 2010.

NATIONAL STAFFDEVELOPMENTCOUNCIL Charting the Course

for School-Based Professional Learning July 18-21, 2010 • Sheraton Seattle hotel


The National Staff Development Council knows that the contribution of teacher leaders is essential if all teachers in all schools are to experience high-quality professional learning as part of their daily work.

Teacher leadership is at the heart of many school and district improvement efforts. No matter what their job title or role — literacy or mathematics coaches, instructional coaches, or mentors, to name just a few — we know that the work of these individuals is vitally important to achieving high levels of learning for all students. That’s why NSDC invites teacher leaders and those who support them to attend its 2010 Summer Conference July 18-21 in Seattle, WA.

With the support of local school systems and national teacher organi-zations, this conference provides teacher leaders and administrators with valuable tools to bring the most powerful forms of professional learning to all the teachers with whom they work.

At the conference, school-based staff developers will learn from both the outstanding and innovative work of their peers and the perspec-tives of national leaders. Participants will become skilled in assisting their colleagues in data-driven decision making and in planning, implementing, and assessing the impact of their lessons. In addition, participants will more deeply understand the attributes of high-function-ing school teams and learning communities and the actions they can take as leaders in their settings to make such collaboration a reality.

We look forward to meeting you in Seattle.

Sincerely,

Ingrid Carney, NSDC President

Stephanie Hirsh, NSDC Executive Director

INgrID CArNEyPresidentCarney for KidsChicago, IL

MARK DIAZPresident-electCedars International AcademyAustin, TX

CHARLES MASONPast PresidentBrasfield & GorrieBirmingham, AL

SUE ELLIOTTTrusteeWest Vancouver School DistrictWest Vancouver, BC, Canada

CHERYL LOVETrusteeDeveloping MindsDecatur, GA

AMANDA RIVERATrusteeChicago Public SchoolsChicago, IL

KENNETH SALIMTrusteeBoston Public SchoolsBoston, MA

ED WITTCHENTrusteeEd Wittchen ConsultingSpruce Grove, AB, Canada

INgrID CArNEyNSDC President

NSDC BoarD of TruSTeeS 2010

Dear Educator:

2

STEPhANIE hIrShNSDC Executive

Director

The National Staff Development Council invites you to its 42nd

Annual Conference. We are planning for 3,500 participants from

across North America to attend the conference, providing a great

opportunity for you to network directly with other educators, and

form lasting relationships to support your work to improve our

schools.

n General Session keynote speakers include Beverly Hall, Douglas Reeves, Andrew Hargreaves, and Ron Clark.

n Preconference and concurrent session presenters include Avis Glaze, Carol Ann Tomlinson, Bruce Joyce, Marcia Tate, Ian Jukes, Rita Bailey, Jon Saphier and Lucy West, Deborah Childs-Bowen, Phillip Schlechty, Barrie Bennett, Glenn Singleton, Jim Knight, Victoria Bernhardt, Gale Hulme, Sally Zepeda, Margarita Calderón, Carolyn Chapman—and more!

n Over 300 concurrent and roundtable sessions in seven strands such as leadership, examining the impact, teaching quality, technology, fundamentals of professional learning, equity, and advocacy.

n More than 100 exhibitors offering valuable products and resources specific to professional learning.

Download the early bird registration form at www.nsdc.org/opportunities/annualconference.cfm.

2010 Annual Conference

Atlanta, GA

Save the DatesDec. 4-8, 2010

NSDC’s 42nd Annual Conference: Dream.Dare.Do.


NSDC 42nd Annual

Conference

Dec. 4–8, 2010

Hyatt Regency Atlanta

Atlanta, Georgia

Atlanta, Georgia

For conference information, contact the NSDC Business Office at [email protected] or 800-727-7288

For exhibit and sponsorship opportunities, contact Renee Taylor at [email protected] or 800-727-7288, ext. 222

800.727.7288 • www.nsdc.org

Save $75when you register by May 31, 2010 on a 3- or 5-day registration fee.

51

Our nautical crew, the 2010 host committee, welcomes you to Washington state. It has been a deep privilege to think of each and all of you as we prepared for our time together at NSDC’s 2010 Summer Conference.

The Pacific Northwest is a region steeped in rugged history, explored, charted, and developed through innovation and brilliance.

From the breathtaking natural beauty of water and mountains to the awe-inspiring Seattle architecture, learners coming together for professional growth will be in for a treat.

We encourage you to join the crew, colleagues old and new, to collaborate and learn together. As we chart the course to ensure “every educator engages in effective professional learning every day so every student achieves,” we are working to promote NSDC’s purpose.

Our crew is committed to providing all educators the opportunity to learn, map, and chart the course through support and collaboration during and after our time together in Seattle. Get to know someone new in the sea of conference participants. Your individual commit-ment to networking and positively contributing here and back home, leads to the student achievement all our students deserve.

Your summer learning experience in Seattle will create waves of support to carry you back home and beyond.

Debbie LahueSeattle Host Committee

ConferenCe Program Planning Committee

Cathy Berlinger-GustafsonFacilitatorCrystal Lake, IL

Bergeron HarrisAustin, TX

David HillAustin, TX

Jim KnightLawrence, KS

Mike FordClifton Springs, NY

Brian BratoniaRedmond, WA

Joanne RobinsonToronto, ON

Shelley ZionDenver, CO

Rolf BlankWashington, DC

Janice OllarviaCountry Club, IL

Kathy O’NeillAtlanta, GA

Rhonda BaldwinEx Officio for the Atlanta Host CommitteeDouglasville, GA

Host Committee and advisors

Debbie LahueChair and Affiliate OutreachESD 101 Center for Instructional Services

Terese EmryAffiliate Outreach Center for Strengthening the Teaching Profession

Becky FirthRegistration/OperationsNorthwest Council for Computer Education

Anna GriebelHospitality/PublicitySumner School District

Ruth MedskerProgramSeattle Public Schools

Julianne SparksRegistration/OperationsSumner School District

Paula StrozykHospitality/PublicitySumner School District

Cathy ThompsonProgramSeattle Public Schools

Linda DavinAdvisorNational Education Association

Rosalind LaRocqueAdvisorAmerican Federation of Teachers

Patricia ChesbroAdvisorAlaska Staff Development Council

Audrey Hobbs-JohnsonAdvisorBritish Columbia Education Leadership Council

Welcome to seattle......where we will actively engage in charting the course for school-based professional learning.

3

Confer

ence

Overv

iewMONDAY, JULY 19

7:30 a.m.- 5:00 p.m. Registration

7:30 a.m.- 5:00 p.m. Presenter/Session Host Check-In

7:30 a.m.- 5:00 p.m. Knowledge Café Open

7:30 a.m.- 8:15 a.m. Continental Breakfast/Networking

8:15 a.m.- 9:15 a.m. General Session 1Keynote: Maria Goodloe-Johnson

9:30 a.m.- 11:30 a.m. Set A & B Sessions Meet

11:45 p.m.- 12:30 p.m. Lunch/Networking

12:30 p.m.- 1:30 p.m. General Session 2Keynote: Milton Chen

1:45 p.m.- 3:45 p.m. Set A & C Sessions MeetRoundtable (RT1) Sessions Meet

3:45 p.m.- 4:30 p.m. Knowledge Café Reception

4:30 p.m.- 6:00 p.m. Screening of “Success at the Core”

4:30 p.m.- 5:00 p.m. Team Time Meetings/Individual Reflection

TUESDAY, JULY 20



7:30 a.m.- 4:30 p.m. Knowledge Café Open

7:30 a.m.- 8:15 a.m. Continental Breakfast/Networking

8:15 a.m.- 9:15 a.m. General Session 3Keynote: Jennifer James

9:30 a.m.- 11:30 a.m. Set D & E Sessions Meet

11:45 a.m.- 12:30 p.m. Lunch/Networking

12:30 p.m.- 1:30 p.m. General Session 4Keynote: Vicki Phillips

1:45 p.m.- 3:45 p.m. Set D & F Sessions Meet Roundtable (RT2) Sessions Meet


4:30 p.m.- 5:30 p.m. Screening of “North Grand”

CONfErENCEOvErviEw

4

K e y e v e n t s FIRST-TIME CONFERENCE ATTENDEES ORIENTATION Sunday, 5:15 p.m.-6:00 p.m.

OPENING RECEPTION Sunday, 5:45 p.m.-7:00 p.m.

KNOWLEDGE CAFÉ RECEPTION Monday, 3:45 p.m.-4:30 p.m.

SATUrDAY, JULY 17

5:00 p.m.- 6:00 p.m. Registration

5:00 p.m.- 6:00 p.m. Presenter/Session Host Check-In

SUNDAY, JULY 18



9:00 a.m.- 4:00 p.m. Preconference

12:00 p.m.- 1:00 p.m. Preconference Lunch

2:00 p.m.- 6:00 p.m. Knowledge Café Open

4:00 p.m.- 6:30 p.m. Hospitality

4:15 p.m.-5:00 p.m.Learning School Alliance Meet and Greet


5:15 p.m.- 6:00 p.m. First-Time Conference Attendees Orientation

5:45 p.m.- 7:00 p.m. Opening Reception

session Presenters NSDC uses the term “teacher leaders” to include school-based staff developers, instructional coaches and facilitators, department and grade-level chairs, mentors, committee chairs and members, and other roles teachers assume to ensure high-quality school-based professional learning. Due to the school-based practitioner focus of this conference, NSDC prioritizes sessions that feature a teacher leader. Most sessions also feature principals, central office administrators, and/or technical assistance providers who work with teacher leaders to produce the outcomes described in their sessions.

first-time attendees orientation First-time participants will want to attend a special session on Sunday at 5:15 p.m. with NSDC’s Board of Trustees, staff, and Host Committee members. We will share information on NSDC’s purpose, member benefits, and tips on how to get the most from the conference and then escort participants to the Opening Reception.

meals Preconference attendees are provided with lunch on Sunday. Breakfast and lunch on Monday and Tuesday, and brunch on Wednesday are included in the three-day registration fee. Conference meals are selected to support a variety of dietary needs and preferences. Please be aware that meals will not be served once the general session has begun.

general sessions and KeYnote sPeaKers General sessions are held at breakfast and lunch on Monday and Tuesday, and at brunch on Wednesday. Keynote speakers address the group during each general session. NSDC has a long-established tradition in which partici-pants eat meals together in the spirit of camaraderie and networking. We encourage participants to come to each general session and sit with different people.

ConCUrrent sessions The conference offers 4-hour and 2-hour sessions. Sessions are carefully selected to ensure participant learning on important subjects. Conference attendees are required to register for sessions to allow presenters to prepare for the appropriate number of attendees.

tiCKet eXCHange A ticket exchange will be available at the conference. Tickets are required for admittance to all sessions. This guarantees space for attendees and allows presenters to plan appropriately for the audience. You may pick up or exchange a ticket for any open session.

roUndtaBles NSDC has selected approximately 30 programs to feature in two round-table sessions. By selecting a roundtable, attendees may choose two 45-minute presentations in a 2-hour period and also gather materials from the other presenters in the same room. Roundtables offer access to a large number of programs in a short time period.

Wireless aCCess Free wireless access will be available throughout the convention space in the Sheraton Seattle Hotel.

CONfErENCE STrANDS:

1. learning Communities: Creating, sustaining, and evaluating school-based learning teams.2. technology: Leveraging technology as a resource for professional learning.3. Professional learning Processes: Developing skills for planning, facilitating, presenting, advancing, and evaluating learning.4. the learning gap: Applying research-based strategies to improve student performance in the discipline areas.5. new teacher support: Accelerating new teacher competence and developing mentors.6. teacher leadership: Identifying, developing, engaging, and supporting teacher leaders.7. administrator development: Strengthening principal and central office instructional leadership and professional development skills.

grade levels

Most sessions are appropriate for all attendees, but some sessions are more basic (for participants with limited background in the content) or advanced (for at-tendees who have experience and knowledge of session content). These sessions are marked with icons. Sessions that have content and skills for educators serving Title I populations are desig-nated with icons. Encore ses-sions by preconference presenters are also indicated with icons.

BasiC advanCed title 1 enCore

TEAM TiME/rEfLECTiON

Skilled facilitators will be on site to help teams make the most of this valuable time. Your team can work together to create implementation goals and strategies. Stop by the registration desk to make arrangements for a facilitator and set time aside to apply your learning as a team.

Conference Highlights

wEDNESDAY, JULY 21

7:30 a.m.- 10:00 a.m. Registration

7:30 a.m.- 10:00 a.m. Presenter/Session Host Check-In

8:00 a.m.- 10:00 a.m. Set G Sessions Meet

10:15 a.m.- 11:00 a.m. Brunch

11:00 a.m.- 12:00 p.m. General Session 5Keynote: Taylor Mali

NATIONAL STAFFDEVELOPMENTCOUNCIL

5

Enhance your conference experience. Take advantage of these special features:

Knowledge CaféThe Knowledge Café is sponsored by the National Institute for School Leadership (NISL). Visit the Knowledge Café to meet and network with fellow attendees and our conference sponsors. Browse through the NSDC Bookstore and get the latest professional learning resources. Check your e-mail or surf the Web at the Internet Café. Enjoy a cup of coffee or a chair massage as you reflect on your conference experience.

The café will be open: 2:00 p.m. to 6:00 p.m. Sunday, July 18 7:30 a.m. to 5:00 p.m. Monday, July 19 7:30 a.m. to 4:30 p.m. Tuesday, July 20

“Success at the Core”Join the Washington state launch of “Success at the Core,” web-based, professional development resources that build leadership and instructional capacity in middle schools. Materials feature quality videos of high-performing teams and teachers, along with activities, readings, classroom artifacts, and facilitator guides.Produced by investor and philanthropist Paul Allen’s Vulcan Productions and Education Development Center, “Success at the Core” is free of charge. Learn about and discuss these resources and how to access them in a special screening on Monday, July 19 from 4:30 p.m.-6:00 p.m. and in related concurrent sessions C09 and E15.

”North Grand“Funded by The Wallace Foundation, “North Grand” is a Nomadic Pictures’ film, produced and directed by Oscar nominated filmmaker Tod Lending and award-winning filmmaker David Mrazek, about school leader-ship. Participants will view the mini-documentary and engage in discussion about it with North Grand High School principal, Asuncion Ayala. The screening of the documentary and discussion that follows is on Tuesday, July 20 from 4:30 p.m.-5:30 p.m. Concurrent session C21 will also provide an opportunity to engage with the principal and view the documentary.

What makes this conference special?• Sessions conducted by school-based practitioners to provide a peer perspective.• Communal, sit-down meals to promote relationship building.• Keynotes and session presenters carefully screened to ensure high quality.• Special conference tracks (basic, advanced, encore, and Title I) to address your priority issues.• No need to rush to a session to ensure a seat. Your session ticket will reserve your spot. The session presenter will expect you and will have materials ready.• Special receptions in your honor to ensure you have time for one-on-one networking.• Top-quality facility provides a setting that allows participants to optimize their learning.

Consent to Use of PHotograPHiC images Registration and attendance at, or participation in, NSDC’s Summer Conference and other activities, constitutes an agreement by the registrant to NSDC’s use and distribution (both now and in the future) of the registrant’s or attendee’s image or voice in photographs, videotapes, electronic reproductions, and/or audiotapes of such events and activities.

special Features

HOw TO USE THiS PrOgrAM BOOk

thank you to our generous sponsors

1 Go to the Conference Overview on pages 4 and 5 for an overall snapshot of the conference.

2 Take note of the symbols that indicate sessions that are basic, advanced, Title I, or encore.

3 Use the presenter, audience, and topic indices on pages 45–46 to locate sessions that appeal to you.

4 Use the session registration form on page 50 as a tool to plan your conference experience.

5 Note the times and dates of each of the session sets. Be careful not to sign up for sessions with conflicting times. For instance, sessions in Set A are all-day, so you would not register for a session in Set B (morning), or Set C (afternoon), which take place the same day as Set A.

6 The strands listed at the end of each session description will help you identify sessions of specific interest to you.

7 Fill out pages 49 and 50 and send to NSDC along with your payment to complete your registration.

6

Don’t miss the Knowledge Café Reception on Monday, July 19, from 3:45 p.m.- 4:30 p.m.

PLATiNUM gOLD SiLvEr

BrONzE

MArk THESE DATES fOr 2010

April 1: Deadline for submitting nominations for 2010 NSDC Awards / www.nsdc.org/getinvolved/awards.cfm

April 15: Deadline for submitting manuscripts for December 2010 JSD. Theme: Content-Specific Professional Learning.

April 30: Deadline for early registration for NSDC 2010 Summer Conference for Teacher Leaders and the Administrators Who Support Them.

June 15: Deadline for submitting manuscripts for January 2011 JSD. Theme: Working with External Partners.

July 18-21: NSDC 2010 Summer Conference for Teacher Leaders and the Administrators Who Support Them, Seattle, WA.

October 4: Deadline for submitting proposals for NSDC 2011 Summer Conference in Indianapolis, IN.

december 4-8: NSDC 2010 Annual Conference in Atlanta, GA7

TRANSPORTATION SECURITY ADMINISTRATION SECURE FLIGHT INITIAL PUBLIC PHASE IMPLEMENTATIONThe Transportation Security Administration (TSA), as part of the Secure Flight passenger vetting program, requires passengers to enter their full name as it appears on their government issued identification used when making airline reservations for travel.

AIRPORT TRANSPORTATION GUIDE IN SEATTLE

Shuttle Express - Reservations from the airport are highly recommended. Reservations to the airport are required. Call 425-981-7000 or visit www.shuttleexpress.com/airportTransfers.html.

Sound Transit – Central Link Light Rail Service from Seattle-Tacoma International Airport and downtown Seattle, runs 20 hours/day 7 days a week and stops at the Convention Center behind the Sheraton Seattle Hotel. For more information, visit www.soundtransit.org.

Chart your Course with stellar travelCall for special discounts on airfare for individuals and groups of 10 or more travelling together

FOR RESERVATIONS:Call Kay at the NSDC Travel Desk at 800.445.3265 or email your request to [email protected]. Include the following information in your email:

1. Name(s)2. Departure City3. Departure Date & Preferred Time4. Airline Preference5. Return Date & Preferred Time

When buying ticket(s) on American or United Airlines, please include the NSDC identification number. The numbers will benefit NSDC future contract negotiations.

American Airlines Business ExtraAA account number 789086United Airlines Perks Plus account number 065NS

STELLAR TRAVEL is located in Bellevue WA, is a travel agency specializing in exceptional personal care to each traveler. Under the same local ownership for twenty years, the company is recognized as one of the top travel businesses in the Pacific Northwest. Stellar Travel is a proud member of the Virtuoso network of travel agencies with expert travel-planning travel consultants that specialize in connecting travelers to the world’s destinations - in the best ways possible. All Virtuoso travel specialists take the time to get to know you so your travel requirements and expectations really do become reality.

NSDC 2010 Summer Conference• July 18–21, 2010 • Sheraton Seattle Hotel

Visit these local landmarks suggested by the Host Committee…

5th ave theatrewww.5thavenue.org

Chittenden locks in Ballard and fish ladder (Chinook and Sockeye Salmon run in July)www.nws.usace.army.mil

Chateau st. michellewww.ste-michelle.com

seattle duck tourswww.ridetheducksofseattle.com

ghost tourwww.seattleghost.com/

Pacific science Center and i-maxwww.pacsci.org

Pike Place marketwww.pikeplacemarket.org

Pioneer squarewww.pioneersquaredistrict.org/contact/

seattle art museumwww.seattleartmuseum.org

seattle Centerwww.seattlecenter.com

Underground tourswww.undergroundtour.com

seattle aquariumwww.seattleaquarium.org

the official travel agency for the 2010 NSDC Summer Conference

Milton ChenMilton Chen is the executive director

of The George Lucas Educational

Foundation (GLEF), a non-profit

foundation that utilizes media,

especially its multimedia web site,

Edutopia.org, its award-winning

magazine, Edutopia: The New World

of Learning, and documentary

film to communicate a new vision

for 21st century schools. Before

joining GLEF in 1998, Chen was

the founding director of the KQED

Center for Education (PBS) in San

Francisco. He has been a director of

research at Sesame Workshop in New

York, working on “Sesame Street,”

“The Electric Company,” and “3-2-1

Contact,” and an assistant professor

at the Harvard Graduate School of

Education. Chen chairs the advisory

council for the Fred Rogers Center for

Early Learning and Children’s Media

at St. Vincent College in Pennsylvania.

In 2007-08, he joined a group of

35 Fulbright New Century Scholars

working on innovation, access, and

diversity issues in education, spending

three months in the United Kingdom

at University of Edinburgh.

Jennifer JamesJennifer James is an urban cultural

anthropologist, researcher, writer,

and commentator who presents

worldwide. She is a specialist in the

cultural elements of technological

change and marketing intelligence.

Formerly at the University of

Washington School of Medicine,

James has published seven books,

numerous academic articles, and

wrote a newspaper column for the

Seattle Times for 18 years. Her most

recent book is Thinking In The Future

Tense. She is currently completing

a new book, Cultural Intelligence.

James has filmed two PBS specials

titled, “Thinking in the Future Tense”

and “A Workout for your Mind.” She

was chosen as the top speaker of

the year by the Young Presidents’

Organization. James is the founder

of the Committee for Children, a

non-profit organization that for 25

years has developed curricula for the

protection of children and alternatives

to violence.

8

Maria Goodloe-JohnsonMaria Goodloe-Johnson has served

as superintendent of Seattle Public

Schools since 2007. She is the

former superintendent of Charleston

County School District in South

Carolina and assistant superinten-

dent of Corpus Christi Independent

School District in Texas. Goodloe-

Johnson began her career as a high

school special education teacher

and coach in Colorado. She serves

on a variety of non-profit boards

advancing public education and

supporting families and children.

Goodloe-Johnson currently serves

on the Broad Advisory Board and

recently accepted invitations to

join the boards of Seattle United

Way and the Northwest Evaluation

Association. She also participates in

the Aspen Urban Superintendents

Network and the Aspen Institute -

NewSchools Entrepreneurial Leaders

for Public Education Program. She

is a former trustee of the National

Staff Development Council.

Goodloe-Johnson is the recipient of

The Superintendent of Education

Excellence award from Mt. Pleasant

District AME Hall of Fame in 2006.

vicki PhillipsVicki Phillips serves as director

of education, College Ready in

the United States Program of the

Gates Foundation. Phillips oversees

work to improve early learning in

Washington state, ensure U.S. high

school students graduate ready for

success in college, career, and life, and

to improve college access. Prior to

joining the Gates Foundation, Phillips

was superintendent of Portland

Public Schools in Portland, Oregon.

Earlier, Phillips served as secretary

of education and chief state school

officer for the state of Pennsylvania.

Born in Kentucky, Phillips was the first

member of her family to go to college

before going on to help implement

sweeping changes demanded by

the Kentucky Education Reform

Act of 1990.

Jane PollockBackup Keynote speaker

Jane Pollock is the director of Learning

Horizon. Pollock works with schools

worldwide to improve student

learning, teaching and supervision

practices. She is the co-author of

Dimensions of Learning Teacher and

Training Manuals (1996), Assessment,

Grading and Record Keeping (1999),

and Classroom Instruction That Works

(2001). Pollock authored Improving

Student Learning One Teacher at a Time

(2007) and co-authored Improving

Student Learning One Principal at a

Time (2009). Her current projects

include two new publications about

using technology in the classroom,

i5, and improving learning for

English language learners and

special education students, Minding

the Gap. She is adjunct faculty for

ASCD and various universities.

Pollock can be reached at www.

improvestudentlearning.com.

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Keynote speakers

taylor MaliTaylor Mali is a well-known poet

who emerged from the poetry slam

movement. Mali studied drama in

Oxford with members of The Royal

Shakespeare Company and has put

those presentation skills to work

in his performances. He was one

of the original poets to appear on

the HBO series “Russell Simmons

Presents Def Poetry” and was featured

in Paul Devlin’s 1997 documentary

film “SlamNation.” Mali is a vocal

advocate of teachers, with nine years

experience in the classroom teaching

everything from English and history to

math and SAT test preparation. Mali is

the author of two books of poetry, The

Last Time As We Are (Write Bloody

Books, 2009) and What Learning Leaves

(Hanover, 2002), and four CDs of

spoken word.

Preconference sessions PC101

grassroots advoCaCY for teaCHer leadersTeacher leaders are passionate about ensuring that all students have

what they need to learn every day and have tremendous knowl-edge about what would create the ideal learning conditions in schools. That expertise often goes untapped when important policy decisions are made. Learn how to amplify the voices of teacher leaders in the policy arena. Gain the knowledge and skills needed to advocate for positive change at the local, state, and national levels. Learn how to trans-form advocacy goals into strong, cohesive messages. Develop communication skills to speak so others listen. Strategize about logical entry points in the system to introduce teacher voice into policy dialogue. Craft a plan to meet context-specific advocacy goals that support effective teaching and student learning.

Participants will be able to:• Writeclear,focusedadvocacygoalstocreatepositivechange for students and teachers in the local, state, or national context.• Learntheelementsofeffectivemessagingandthinkstrategi- cally to identify the right audiences to deliver them.• Craftandpracticedeliveringstrong,cohesive,andjargon-free messages.• Createaplantoamplifyteachervoiceinthelocal,state, and/or national dialogue.

terese emry is a National Board Certified Teacher and the associate director at the Center for Strengthening the Teaching Profession (CSTP). She designs and presents specialized professional learning opportunities for teacher leaders in Washington state including the annual NBCT Leadership Conference and advocacy, speaker and writer training. Emry works with teacher leaders through a statewide network designed to amplify the voices of accomplished teachers and to connect teacher leaders and policymakers.

Terese Emry, Center for Strengthening the Teaching Profession, Tacoma, WA, [email protected]

Beth mcgibbon teaches ninth-grade social studies at Shadle Park High School in Spokane, WA. She began teaching in 1990 and has worked as an instructional leader in many roles in her school and beyond. McGibbon, a National Board Certified Teacher, has been a literacy instructional coach in her school, an Understanding by Design trainer in her district, and a committee member involved with various regional and state educational reform movements.

Beth McGibbon, Spokane Public Schools, Spokane, WA, [email protected]

John Hellwich is an elementary principal and professional development direc-tor in the White River School District. He taught secondary language arts for 20 years and earned National Board Certification in 2002. Hellwich served in various teacher leader roles such as certification facilitator and consultant with the Center for Strengthening the Teaching Profession, for which he has presented at state and national conferences on the importance of supporting teacher leadership.

John Hellwich, White River School District, Buckley, WA, [email protected]

PC102 a Brief introdUCtion to CoUrage to teaCH®: reConneCting WHo YoU areThese are challenging times to teach, lead school improvement efforts, and bring passion and commitment day after

day to our chosen work. Good teaching and effective leader-ship flow from the identity and integrity of the individual. Learn and practice the Circle of Trust® approach developed by Parker Palmer and the Center for Courage & Renewal to help educa-tors renew and sustain their own vocational commitment and personal integrity. Make use of personal stories, reflect on educa-tion practice, and consider insights from poets, storytellers, and various wisdom traditions through large group, small group, and solitary settings. Explore the intersections of personal selves and professional lives. Experience the Courage to Teach approach.

Participants will be able to:• Reflectonthevalueofslowingdownandlisteningdeeplyto oneself and others. • Discussthebenefitsofanapproachproveneffectiveat creating a safe and trustworthy space for reflection and dialogue. • Makeconnectionswithothereducators.• Seekclarityoncomplexpersonalandprofessionalissues.

terry Chadsey is co-director of the Center for Courage & Renewal. He has worked in public education as a teacher and administrator for more than 30 years, teaching grades K-8 in Chicago, Australia, and Washington. For the last 20 years, he has provided professional and organizational development support to districts and schools, principals and teachers. He is a lead trainer for Positive Discipline and is a Circle of Trust facilitator.

Terry Chadsey, Center for Courage & Renewal, Bainbridge Island, WA, [email protected]

debbie stanley is a kindergarten and mentor teacher. A former early childhood professor at the University of South Carolina and Coastal Carolina University, she has served as the Horry County chair of the First Steps State Initiative. She has written and presented various articles on diversity in the public school class-room. Stanley is a founding facilitator of the Center for Courage and Renewal and has led Courage to Teach retreats for educators in South Carolina.

Debbie Stanley, Caroline Forest Elementary, Myrtle Beach, SC, [email protected]

save $50 on a 3- or 4-day registration when you register by April 30, 2010.

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PC103 Professional learning 101: getting readY for effeCtive CollaBorative learningCurrent research has identified intensive, sustained, collaborative strategies as the most powerful forms of professional

development. These strategies use educators’ knowledge and ex-periences as the foundation for building new classroom practices that improve student learning. Acquire the knowledge, skills, and attitudes effective collaborative teams require of new administra-tors and teachers. Focus on the knowledge and skills needed to get results from collaborative learning teams within a school or district. Review current professional development research findings that identify how to create a culture of collaboration, form powerful collaborative teams, use data to identify a focus for learning teams, design for collaborative professional learning, and produce team planning and reporting strategies.

Participants will be able to:• Providearationaleforusingcollaborativeprofessionallearning based on current research.• Describetheelementsofacultureofcollaboration.• Outlinethecomponentsofaneffectivecollaborativeteam.• Understandhowtousestudentlearningdatatoidentifythe focus of the teams’ work.• Selectappropriatelearningdesignsorprotocolsfor collaborative teams.• Chooseanappropriateteamreportingformat.

saundra rowell was an educator with the Minneapolis Public Schools for 30 years as a language arts teacher and district coordinator of professional development. She was also the director of professional development for the Minnesota Dept. of Education. Rowell has worked on numerous NSDC projects including NSDC’s standards (revised 2001), Assessing Impact with Joellen Killion, and has been a contributor to JSD. She currently works as an independent consultant with the Minneapolis Public Schools on various professional development projects.

Saundra Rowell, Eden Prairie, MN, [email protected]

Patricia roy is an independent educational consultant from Arizona. She serves as faculty with the Professional Development Leadership Academy, a three-year professional development program focused on planning, diagnosing, and evaluating professional development. Roy was the founding director of the Delaware Professional Development Center, which focused on school improve-ment and effective professional development resulting in improved student learning. She has authored many articles and chapters on cooperative learning, effective professional development, and school improvement. Most recently, she co-authored with Joellen Killion, Becoming a Learning School (NSDC, 2009). She also wrote a training manual for NSDC’s standards and earlier co-authored with Shirley Hord Moving NSDC’s Staff Development Standards into Practice: Innovation Configurations (NSDC, 2003). Roy writes a monthly column on standards for two NSDC newsletters, The Learning Principal and The Learning System.

Patricia Roy, Chandler, AZ, [email protected]

PC104WHat teaCHers of englisH learners need to KnoW and Be aBle to doWhat are ways in which classroom teachers can simultaneously increase the English language proficiency and academic achievement of English

learners in their classrooms? Focus on how grade-level academic standards and expectations can be used to get this work done.

Participants will be able to:• PlanfortheinclusionofEnglishlearnersingrade-levelunits.• Developacademicliteracythroughagenre-basedapproach.• Provideaccesstocontentwithoutloweringexpectations.• UsestandardstoequitablyassessandgradeEnglishlearners.

virginia rojas is an ASCD faculty member and independent consultant who conducts professional training on effective programs and strategies for English language learners. Rojas works with American International schools throughout the world as well as with school districts in the U.S. and Canada. She is recog-nized for her leadership and her commitment to the development of second language proficiency among school populations, especially within an inclusion-ary and collaborative context. Rojas is the author of Strategies for Success with English Language Learners: An Action Toolkit for Classroom and ESL Teachers (ASCD, 2007).

Virginia Rojas, ASCD, North Brunswick, NJ, [email protected]

ReGisteR Online at www.nsdc.org

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PC106BeComing a learning sCHoolBecoming a Learning School is a tool kit for implementing NSDC’s definition of professional development in schools. Collaborative professional learning

teams meet regularly to advance teaching quality and student learning. Examine structures and process for successful collaboration, responsibilities of principals, teachers, teacher leaders, and central office staff, and strategies for evaluating team effectiveness. Gain strategies and tools to develop understanding of collaborative professional learning, strengthen school and district culture, establish focus on common goals, clarify roles of the stakeholders in the school, troubleshoot issues that are perceived as barriers to professional learning, and build a strong evaluation system that ensures revisions are based on needs.

Participants will be able to:• Identifythecomponentsofcollaborativelearningthatfocus on student outcomes.• Identifythemajordecisionareasthatimpacteffective collaborative professional learning.• Assessaschool’sordistrict’sneedsandreadinessfor implementing collaborative, team-based professional learning.• Understandhowthetoolkitsupportsteamdevelopmentand its focus on student learning.• Developaninitialplanforinitiatingandimproving collaborative professional learning within your school.

Participants are encouraged to bring a copy of Becoming a Learning School to the session. Books may be ordered from the NSDC Online Bookstore at www.nsdcstore.org.

Joellen Killion is deputy executive director of the National Staff Development Council. Her book, Becoming a Learning School, co-authored with Patricia Roy, focuses on implementing NSDC’s definition of professional development. She is author of Assessing Impact: Evaluating Staff Development, 2nd Edition, and co-author with Cindy Harrison of Taking the Lead: New Roles for Teacher Leaders and School Based Coaches. Collaborative Professional Learning in School and Beyond: A Tool Kit for New Jersey Educators, published in partnership with the New Jersey Dept. of Education in 2006, is being used by schools throughout that state to support the implementation of school-based staff development.

Joellen Killion, National Staff Development Council, Arvada, CO, [email protected]

victoria duff is the teacher quality coordinator in the Office of Professional Standards for the New Jersey Dept. of Education. She is responsible for supporting the development and implementation of local district and school professional development plans, overseeing the National Board for Professional Teaching Standards state subsidy program, and coaching school districts in developing strategic improvement plans. She facilitated the publication of the Mentoring for Quality Induction tool kit for statewide distribution and was involved in the editing of the Collaborative Professional Learning in School and Beyond tool kit that was written in partnership with the National Staff Development Council, the New Jersey Mentoring Task Force, and the Professional Teaching Standards Board. Duff is a former chair of the New Jersey Professional Teaching Standards Board.

Victoria Duff, New Jersey Dept. of Education, Trenton, NJ, [email protected]

PC105seven strategies for assessment for learningGain an understanding of how assessment for learning can be woven into daily teaching based on the content of Seven Strategies of Assessment for Learning.

Help students develop a clear vision of the intended learning. Teach students to self-assess and set goals. Provide descriptive feedback effectively and efficiently. Learn to lead others in their study of these practices.

Participants will be able to:• Gainanunderstandingofthesevenstrategiesofassessment for learning.• Developconcreteexamplesofclassroomapplicationsofthe strategies.• Learntoleadothersinstudyingassessmentforlearning.

Each participant will receive a copy of the book, Seven Strategies of Assessment for Learning, a facilitator’s guide to using the book, and a CD of related materials as the focus of learning-team study.

Jan Chappuis has been with Assessment Training Institute for the last nine years. Her experience as an educator includes teaching grades four through nine, developing curriculum, and working in professional development at the district and state levels. Chappuis has served on the publications board and as editor of the Washington English Journal, helped draft Washington’s Essential Academic Learning Requirements for Writing, and has been an assessment trainer for the state of Washington’s Regional Learning and Assessment Centers. She has written numerous journal articles and the books Seven Strategies of Assessment for Learning (Assessment Training Institute, 2009) and Learning Team Facilitator Handbook (Assessment Training Institute, 2007).

Jan Chappuis, Pearson Assessment Training Institute, Portland, OR, [email protected]

Preconference sessions


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PC108Understanding differenCe: tHe elements of CUltUreOne of the biggest challenges facing educators today is the gap between the cultural norms of the adults in schools

and the students we teach. Explore the elements of culture: the system of shared beliefs, values, customs, behaviors, and artifacts that the members of various groups use to understand their world and one another. Recognize each of the 12 elements of culture and develop a rich understanding of how each element plays out in everyday life. Learn how to modify classroom practices and school policies to bridge the gap.

Participants will be able to:• Definetheelementsofculture.• Recognizepersonalvaluesandbeliefsaroundeachelement.• Distinguishdifferencesinthewaysthatothergroupsview each element. • Identifywaysthatthesedifferencescreateconflictsinschool and classroom settings.

shelley Zion is the executive director for Continuing and Professional Education for the School of Education at the University of Colorado Denver. She teaches graduate level courses in the teacher education program and doctoral program, conducts research on topics related to school reform and equity, and serves as the executive director of the CRUE center at the University of Colorado Denver, which provides technical assistance and training to schools and districts working to address issues of equity in their schools.

Shelley Zion, University of Colorado Denver, Denver, CO, [email protected]

Binta Cross is a author, social activist, educator, and psychotherapist at Highline Academy Charter School, a Denver public school, in Colorado. While earning her master’s in social work in New York, Cross worked with foster and adopted chil-dren, honing her clinical skills with patients at the Training Institute for Mental Health, one of Manhattan’s psychoanalytic institutes.

Binta Cross, Highline Academy Charter School, Denver, CO, [email protected]

PC107imPliCations and aPPliCations of researCH on tHe BrainThe more educators know about how the brain learns, the more effective they can be. Review some of the fascinating research about the brain. Explore

the latest information on attention, working memory, long-term memory, creativity, and learning language and reading. Examine the implications and applications of this research to educational practice and working with diverse learners.

Participants will be able to:• Understandhowthebrainoftoday’sstudentischangingand what teachers can do about it.• Explorethelatestresearchonhowthebrainlearns,including what can go wrong, and how we deal with it.• Assessstrategiesthatapplythisknowledgetotheteaching and learning process.

david sousa is an international consultant in educational neuroscience and author of a dozen books suggesting ways of translating brain research into class-room practice. Sousa taught high school chemistry and has served in administra-tive positions, including superintendent of schools. He was an adjunct professor at Seton Hall University and a visiting lecturer at Rutgers University. Sousa is past president of NSDC. He has received honorary degrees and numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He has been interviewed by Matt Lauer on the “Today Show” and by National Public Radio about his work on brain research and strategies for improving learning.

David Sousa, Palm Beach, FL, [email protected]


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PC109a toolBoX for transformational Conversations in edUCational learning CommUnitiesLearning communities need to be more than a mechanical switching yard for railcars of knowl-edge. Explore models and a toolbox for developing,

sustaining, and enhancing transformational conversations in educational learning communities. Develop the skills that will as-sist in building the genuine relationships required for a successful learning community and an academically achieving classroom. Hear about a foundational role-renegotiation model to develop and maintain the long-term relationships required for an effec-tive learning community. Experience a toolbox of story-listening skills that will not only enhance the conversations of the learning community, but the academic conversations that will advance student achievement.

Participants will be able to:• Developandmaintainlong-termrelationshipsinboththe classroom and professional learning communities.• Structureconversationsthatwillcreatecruciblesforsafeand effective conversations.• Gainskillsinstorylisteningthatenableeffectivehearingand response to colleagues’ needs.• Disarmverbalangerandconflictthatmightoccurasa learning community develops.

ernest izard is president of The Aurora Network, a non-profit organization that designs, develops, and delivers custom training using listening skills and the latest brain research. He has held certification in presentation skills and brain-based learning from Jensen Learning Corporation for over 10 years. Izard is an approved provider of services for the Texas Education Agency’s High School Redesign and Restructuring Program. He holds the rank of master professor with LeTourneau University where he has taught for 15 years. Izard has also worked as a training specialist in the Professional Development Dept. of the Dallas Independent School District and in one of its restructured high schools as a special education inclusion teacher. Izard is the author of two articles for Texas Study, “What You Are Missing When You Are Not Listening” and “Ghostbusting Your Campus.”

Ernest Izard, The Aurora Network, Plano, TX, [email protected]

PC110 develoPing “leader-fUl” sCHools: a formUla for groWing leadersHiP tHroUgHoUt tHe sCHool CommUnitYEducation leaders at all levels are being

challenged to improve teaching and learning results for students and adults. Examine the question of whether it is better to invest in identifying and growing maverick leaders or to create more “leader-ful” organizations where roles and responsibilities are diversely distributed. Develop a formula that serves schools in bringing about desired results. Explore the knowledge base, skills, and perspectives needed to enhance individual growth while learning specific strategies for transforming groups into highly effective, results-driven teams. Engage in activities requiring the exploration of relevant research, self-assessment, reflection, analysis, design, and dialogue.

Participants will be able to:• Leavewithskillsandperspectivesimportantforindividual leadership success.• Developanunderstandingoftheleader’sroleinstructuring high-performing teams.• Useself-assessmentdatatolookatapproachestohelpshape and manage perceptions.• Explorerelationalleadershipasastrategyforenhancingthe effectiveness of a learning community working towards common goals.• Investigatethepitfallsthatderailtheworkofindividualsand teams.• Compilestrategiesforempoweringindividualsandteams.

Karen dyer is the group director for the education and non-profit sector for the Center for Creative Leadership (CCL). Before serving in her current position, Dyer was the executive director of the Chicago Academy for School Leadership. She has also served as the executive director of the Bay Area and North Bay School Leadership Centers. Dyer has been a principal, Title l program manager, reading/language arts specialist, teacher of regular and gifted education at both elementary and middle grades, and an adjunct professor at California State University, Hayward, and Nova University. Dyer is the co-author of the book The Intuitive Principal and author of several articles and numerous modules on instructional leadership. She is also a featured expert on ASCD’s video series, The Principal and Instructional Leadership Guide, Volume 3. She is a member of several boards, and was past president of NSDC’s Board of Trustees.

Karen Dyer, Center for Creative Leadership, Greensboro, NC, [email protected]

Pam misher is the principal of a K-5 school in Guilford County Schools. With 11 years experience as principal in four different elementary schools, all with varying student and community demographics, Misher also serves as a mentor for principals in the area of curriculum and instruction and school management. Her current school, Pearce Elementary, is a North Carolina A&T State University Professional Development School. Teaming with Karen Dyer and the Center for Creative Leadership, Misher works towards achieving NSDC’s purpose by focusing on strengthening school culture and increasing opportunities for teachers to lead.

Pam Misher, Guilford County Schools, Greensboro, NC, [email protected]



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PC111effeCtive instrUCtional CoaCHingTeacher leaders are assuming new roles in many schools and school systems to support teachers in the classroom. Some of these teacher leaders are in full-time positions, such as instructional coach,

literacy coach, or professional development leader, while oth-ers are assuming these roles in addition to their regular duties. Explore the roles teacher leaders take, from data coaches to mentors to catalysts for change. Learn and practice contracting strategies, facilitate data conversations, and work with principals and teachers as part of any change initiative.

Participants will be able to:• Describethefocusandbenefitsassociatedwith10roles for coaches.• Utilizeacontinuumofcoachingstancestoalignteacher needs with appropriate support.• Applycomponentsofeffectivecontractingconversations.• Diagnoseteachers’responsestochangeanddesigneffective interventions.• Facilitatedataconversations.• Analyzewaysevaluation,supervision,andcoachingare different.

Cindy Harrison has worked in education for more than 30 years as a teacher, district staff development director, and middle school principal. Currently, she works with schools in the areas of instructional coaching, organizational change initiatives, professional learning communities, professional development, leader-ship teams, and facilitation. She co-authored the book Taking the Lead: New Roles for Teachers and School-Based Coaches (NSDC, 2006) with Joellen Killion.

Cindy Harrison, Instructional Improvement Group, Broomfield, CO, [email protected]

PC112Professional learning strategies tHat engage tHe adUlt BrainCross your arms. Look down and see which one is on top. Now reverse the positions of your arms. How does that feel? Awkward? Unnatural? Impossible? Those are some of the same adjectives used by

teachers when other people are trying to change their behaviors. Adult learning theory tells us that teachers do not learn solely by listening to a presenter any more than students learn when the teacher is doing all the talking. Attend this session and learn not only how to give an unforgettable presentation, but also how to ensure that educators have the desire to continue practicing what you taught long after the workshop is over.

Participants will be able to:• Applysixprinciplesofadultlearningtheoryintheir professional development activities.• Incorporate20brain-compatiblestrategies(i.e.music, storytelling, role-play) when delivering presentations to adult audiences.• Createabrain-compatibleworkshoporcourse.• Developaplanforprofessionallearningbyaskingrelevant questions.• Usefollow-upstrategiesthatresultinsustainedadultbehavior change.

marcia tate is an educational consultant who has presented at state, national, and international conferences. Previously, she was executive director of profes-sional development for the DeKalb County School System in Decatur, GA. During her 30-year career with the district, she was a classroom teacher, reading specialist, language arts coordinator, and staff development director. Tate is the author of the bestsellers Worksheets Don’t Grow Dendrites: 20 Instructional Strate-gies that Engage the Brain, Sit & Get Won’t Grow Dendrites: 20 Professional Learning Strategies that Engage the Adult Brain, Reading and Language Arts Worksheets Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain, Shouting Won’t Grow Dendrites: 20 Techniques for Managing a Brain-compatible Classroom, and Mathematics Worksheets Don’t Grow Dendrites: 20 Numeracy Strategies that Help Engage the Brain.

Marcia Tate, Conyers, GA, [email protected]


PC113Using teCHnologY to Create Professional develoPment oPPortUnitiesBringing Learning Environments in New Directions (BLEND) is a way to analyze and plan for the use of technology so

21st-century educators can transform educational practice and opportunities. Learn to establish a process for the use of technol-ogy to facilitate and model the creation of 21st-century learning communities using contemporary instructional technology tools. Discover how to BLEND technologies across educational settings and instructional venues and seek new ways to capitalize on e-learning, multimedia, and educational technology. Explore diverse virtual learning environments and how web-based tools can be used to extend learning opportunities, reinforce content, and engage in authentic learning and assessment.

Participants will be able to:• Learnhowmultipletechnologiescanbeblendedwithface- to-face meetings to create powerful learning opportunities.• Explorebothtwo-andthree-dimensionalvirtuallearning environments. • Engageinalearningprocessfortheuseoftechnologythat brings learners from awareness building to skill transfer and fluency.

Bring your own laptop to access online resources and participate in online activities.

andrea tejedor is a consultant and presents on education, instructional technology, and professional development. Tejedor has worked as both a teacher and administrator in public and private schools, is a coordinator for New York State Model Schools and Distance Learning Initiatives, and is an adjunct professor at Marist College and Mercy College.

Andrea Tejedor, Educo21, Monroe, NY, [email protected]

andrew taylor is a consultant who presents on education, instructional technology, and professional development and is a coordinator for New York State Model Schools and Distance Learning Initiatives. Taylor has worked as both a teacher and administrator in public and private schools. He is the co-founder of Learner First (LF), an education support company that utilizes 21st-century learning tools to provide Supplemental Education Services to more than 1,500 low-income students throughout New York state.

Andrew Taylor, Educo21, Kingston, NY, [email protected]

PC114fierCe Conversations: transform tHe Conversations Central to YoUr sUCCess Develop the foundational skills that change the way people connect with each other, shift perceptions of what it means to lead, and propel individuals and teams toward success. Learn and practice intuitive,

effective frameworks for coaching and confrontation models. Acquire tools to significantly differentiate the graduates of schools by enlivening classrooms, improving learning outcomes, and enhancing students’ abilities to navigate their lives, now and in the future, one conversation at a time. Learn to provide educators and students with lifelong skills and tools to transform the conversations, and ultimately the relationships, central to their success. The premise is that: “While no single conversation is guaranteed to change the trajectory of a career, a company, a relationship, or a life, any single conversation can.”

Participants will be able to: • Understandtransformationalideasandmodelsthatwillshift the basic understanding of “conversations” and the power they hold in leadership, achieving results, and building relationships. • Learncornerstoneleadershipdevelopment:howtopossess the skill and the will to tackle and resolve an organization’s toughest challenges and develop an open, direct, respectful culture.• LearntworobustFierceConversationsmodelsthatbuild emotional capital, increase productivity, innovation, and bottom-line results.

susan scott is founder and CEO of Fierce, a company committed to large-scale and individual transformation through challenging conversations in the workplace. Previously a high school English teacher, Scott works with schools and youth agencies to provide educators and students with practical, actionable lifelong skills that transform the conversations central to their success. Scott is the author of Fierce Leadership: A Bold Alternative to the Worst “Best” Practices of Business Today and Fierce Conversations: Achieving Success at Work and in Life, One Conversation at a Time.

Susan Scott, Fierce, Seattle, WA, [email protected]



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Everyday, all across America, the 3.2 million members of the National Education Association

create enthusiasm for learning. We know that caring and qualified teachers inspire students

and help to make great public schools. Successful students and great public schools will prepare us to meet the challenges of the

21st century and a global society.

America’s public school educators provide opportunities for students to be challenged

and inspired—to discover their potential and find success.

America’spublic schools,

America’sfuture

The National Education Association is a proud sponsor of the

National Staff Development Council’s 2010 Summer Conference

Visit www.nea.org to learn more about how you can help make great public

schools for every student.

Dennis Van RoekelPresident

National Education Association17

A

Concu

rrent

sessi

ons

monday a concurrent sessions4 hr | 9:30 a.m. – 11:30 a.m. continues at 1:45 p.m. – 3:45 p.m.

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A01 got vision?

Exercise your leadership skills. Connect staff with a common purpose, an essential part of building a foundation for student success. Identify your goals and articulate a compelling vision, understand how strategic goals connect to school goals, articulate a compelling vision, and ultimately turn your vision into action steps.

Heather Peterson, Hampton City Schools, Hampton, VA, [email protected]

Strand: Administrator Development

A02 BUilding leadersHiP sKills tHroUgH a distriBUtive model

Discover how to put NSDC’s Standards for Staff Development into practice. Explore powerful learning structures that help build collaborative cultures and distribute leadership throughout the system. Determine your own plan for building leadership skills through a distributive model.

Jenni Donohoo, Greater Essex County District School Board, Windsor, ON, Canada, [email protected]

Clara Howitt, Greater Essex County District School Board, Windsor, ON, [email protected]

Debbie Price, Greater Essex County District School Board, Windsor, ON, [email protected]

Shelly Duben, Greater Essex County District School Board, Windsor, ON, [email protected]

Strand: Teacher Leadership

A03integrating langUage and Content instrUCtion to inCrease aCHievement

All school staff need to be able to work effectively with a linguistically and culturally diverse student body. Explore a research-based instructional model that integrates English language development and content. Learn the components and features of a protocol to help school-based teams implement sheltered instruction lessons in mainstream classrooms. Take away research-based tools to observe and evaluate learning teams’ use of sheltered instruction at the elementary and secondary levels.

Judith O’Loughlin, Language Matters Education Consultants, San Ramon, CA, [email protected]

Amy King, Kansas City Regional Professional Development Center, Kansas City, MO, [email protected]

Strand: The Learning Gap

A04instrUCtional CoaCHing: learning aBoUt effeCtive CoaCHing PraCtiCes

Researchers at the Kansas Coaching Project at The University of Kansas have conducted studies to identify what and how coaches should act to have maximum positive impact on teaching and learning. Learn about this research and about the nuts and bolts of instructional coaching. Find out what an instructional coach is and learn about the philosophy and components of coaching. Explore how coaches enroll teachers, identify coaching goals, model, observe, discuss data, and reflect on their practices. Discuss video recordings of instructional coaches working in their schools collaborating with teachers.

Jim Knight, University of Kansas, Lawrence, KS, [email protected]

Strand: Professional Learning Processes

A05tHe CritiCal role of tHe PrinCiPal in sUPPorting mentor and neW teaCHer effeCtiveness

At the center of a beginning teacher’s induction to the teaching profession, is their relationship with a skilled, trained mentor teacher and a caring, conscientious principal. Explore the intricacies and intersections of the relationship between the principal, mentor teacher, and beginning teacher. Understand the role and importance of the principal in high-quality teacher induction programs. Consider the role of formative assessment in teacher induction and its relationship to supervision. Assess current practices and set next steps. Develop guidelines for mentor-principal relationships and communications.

Jan Miles, New Teacher Center, Santa Cruz, CA, [email protected]

Karen Hendricks, New Teacher Center, Santa Cruz, CA, [email protected]

Strand: New Teacher Support


icons

B

Concurrent sessions

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B0121st-CentUrY teaCHing: a teaCHer leadersHiP model

Create opportunities to increase leadership capacity in schools to improve student learning through an extended 12-month teacher contract that allows for distributed leadership. Review a model that created time for professional learning, mentoring of new teachers, vertical K-12 alignment, student transition, and school improvement by reinventing the approach to school leadership. Identify roles for teacher leaders.

Phyllis Pajardo, Fairfax County Public Schools, Falls Church, VA, [email protected]


B02ColleCtive Bargaining and state PoliCY in Professional develoPment

NSDC, in cooperation with the American Federation of Teachers, the National Education Association, and the Council of Chief State School Officers, examined local school district collective bargaining agreements and state policies to identify language that supports effective professional development. A national task force identified model agreement and policy language and developed recommendations for local districts, teacher associations, and states. Engage with members who took part in the study, discuss the results, and learn how the findings can advance professional development in your organization.


Linda Davin, National Education Association, Washington, DC, [email protected]

Rosalind LaRocque, American Federation of Teachers, Washington, DC, [email protected]


B03a mUlti-laYered aPProaCH to inCreasing stUdent aCHievement

Deepen your understanding of how to use disaggregated student, teacher, department, school, and district data to determine learning priorities. Examine four levels of district support for exploring data to enhance the quality of adult learning. Evaluate and reflect on a systemic approach to using data to sustain continuous improvement.

Jada Askew, Memphis City Schools, Memphis, TN, [email protected]

Roderick Richmond, Memphis City Schools, Memphis, TN, [email protected]

Monica Jordan, Memphis City Schools, Memphis, TN, [email protected]

Daphne Jones, Memphis City Schools, Memphis, TN, [email protected]

Michael Bates, Memphis City Schools, Memphis, TN, [email protected]


B04Professional learning and 21st-CentUrY sKills

Learn about leading practices that help educators teach and learn 21st-century skills. Integrate skills such as critical thinking, problem solving, and creativity into core academic subjects. Use a 21st-century skills self-assessment tool and other resources in an interactive, hands-on session to plan, implement, evaluate, and/or enhance 21st-century skills.

Valerie Greenhill, Partnership for 21st Century Skills, Tucson, AZ, [email protected]

Ray Pecheone, Stanford University, Palo Alto, CA, [email protected]


B05lessons learned from a 30-Year JoUrneY

Join NSDC Past-President Charles Mason as he reflects on the many lessons he learned over a 30-year career in public education. Mason has been given opportunities to lead and learn from the role of staff developer in one of our nation’s largest school systems to superintendent in a small high SES community. Throughout the last five years he has also been an advocate for NSDC goals and actively worked to advance them not only in his district but also in other districts that are part of his leadership network. Use this time to reflect on your own leadership path and the strategies you are taking to demonstrate your own commitment to your goals as well as the purpose of NSDC.

Charles Mason, Brasfield & Gorrie, Birmingham, AL, [email protected]


B06strengtHening motivation and learning in diverse Classrooms

Connect student motivation, teaching, and student learning. Learn from examples of successful low-income schools how to implement a cycle of action and inquiry that leads to ongoing instructional improvement. Follow the action cycle of mini-conferences, strategic visits to other classrooms, collaborative lesson design, and systematic examination of student learning data to help teachers create relevant, challenging, and results-oriented lessons that motivate students.

Jocelyn Co, Seattle Public Schools, Seattle, WA, [email protected]

Amy Baeder, Seattle Public Schools, Seattle, WA, [email protected]

Catherine Brown, Seattle Public Schools, Seattle, WA, [email protected]

Andrew Cain, Seattle Public Schools, Seattle, WA, [email protected]

Anthony Craig, Seattle Public Schools, Seattle, WA, [email protected]

Paul Robb, Seattle Public Schools, Seattle, WA, [email protected]

Margery Ginsberg, University of Washington, Seattle, WA, [email protected]


monday B concurrent sessions9:30 a.m. – 11:30 a.m. | 2 hr

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monday B concurrent sessions2 hr | 9:30 a.m. – 11:30 a.m.

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B07Co-teaCHing: advanCing matHematiCs learning for all stUdents

Improve teachers’ knowledge of co-teaching practices and co-planning approaches. View video models of co-teaching designed to strengthen collaboration between math and special education teachers. Identify roles for co-teaching and clarify expectations for collaborative teaching relationships.

Anna McTigue, Education Development Center, Newton, MA, [email protected]

Emily Fagan, Education Development Center, Newton, MA, [email protected]


B08learning: is it onlY aBoUt tHe Kids?

Experience a system where student achievement is linked to adult learning. Discover how to build the capacity of leaders at every level of your system. Identify and understand the unique opportunities and challenges embedded in a program to develop leaders.

Mary-Anne Smirle, Chilliwack School District, Chilliwack, BC, Canada, [email protected]

Steve Klassen, Chilliwack School District, Chilliwack, BC, Canada, [email protected]

Michael Audet, Chilliwack School District, Chilliwack, BC, Canada, [email protected]

Audrey Hobbs-Johnson, British Columbia Educational Leadership Council, Vancouver, BC, Canada, [email protected]


B09leveraging teCHnologY resoUrCes for effeCtive Professional learning

Experience a professional learning model that applies research-based instructional strategies designed to engage adult learners and encourage collaboration. Learn to deliver site-based, cost-effective professional development. Access video tutorials, PowerPoint presentations, and all printable materials needed to duplicate this session.

Margie Johnson, Metro Nashville Public Schools, Nashville, TN, [email protected]

Richard Frank, Metro Nashville Public Schools, Nashville, TN, [email protected]

Norman Merrifield, Metro Nashville Public Schools, Nashville, TN, [email protected]

Strand: Technology

B10CoaCHing for 21st-CentUrY teaCHing and learning

Learn coaching techniques and strategies to guide conversations about improving teaching and learning, and practice communications that are the foundation for building a trusting relationship. Use the Learning Activity Checklist to critique learning activities and propose ways to improve lessons so that they reflect best practices. Use protocols for facilitating shared understanding of 21st-century learning activities. Identify possible actions to implement or share with others.

Karen Meyer, Puget Sound Center, Lynnwood, WA, [email protected]

Shelee King George, Puget Sound Center for Teaching, Learning, and Technology, Lynnwood, WA, [email protected]


B11Content literaCY: Bridging tHe gaPs tHroUgH Professional learning CommUnities

Get inspired to create a plan to improve children’s literacy by using instructional rounds, action research, and student data to improve colleagues’ knowledge. Improve your own content knowledge in literacy. Share one school’s journey of incorporating content literacy over two years through existing professional learning communities.

Stephanie Cox, La Porte Independent School District, La Porte, TX, [email protected]

Dolly Liburd, La Porte Independent School District, La Porte, TX, [email protected]

Melissa Terrebonne, La Porte Independent School District, La Porte, TX, [email protected]

Sharon Clausen, La Porte Independent School District, La Porte, TX, [email protected]


B12BUilding a CommUnitY WitH teaCHer leaders

Apply the lessons of one elementary school that lifted itself out of failing status by empowering teachers through job-embedded professional learning. Identify professional learning strategies that fit your own school context.

Michelle Jacott, Miami Unified School District, Miami, AZ, [email protected]

Molly Hearn, Miami Unified School District, Miami, AZ, [email protected]

Diane Busch, Arizona Dept. of Education, Phoenix, AZ, [email protected]

Ann Mangold, Miami Unified School District, Miami, AZ, [email protected]

Strand: Learning Communities


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B13Positive PartnersHiPs BetWeen P12 sCHools and Universities

Learn to use data to drive decision making. Discover how a partnership between local public schools and a university resulted in ongoing learning for potential school leaders that focused on understanding data. See how partnership schools and the instructional leadership students conducted data meetings.

Jan Miller, University of West Alabama, Livingston, AL, [email protected]

Denise Knight, University of West Alabama, Livingston, AL, [email protected]


B14neW roles, neW tools: teaCHer leadersHiP frameWorK

Identify the knowledge, skills, and dispositions teachers need to positively impact student achievement. Use a framework for professional learning to help teachers learn the skills needed to assume new leadership roles. Leave with a tool and a plan for using it to support teacher leaders in roles beyond the classroom.

Beth McGibbon, Spokane Public Schools, Spokane, WA, [email protected]

Christina Carlson, Yakima School District, Yakima, WA, [email protected]

Tom White, Edmonds School District, Edmonds, WA, [email protected]


B15emerging teCHnologiCal trends for 21st-CentUrY learners

Explore emerging trends in technology that have the potential to transform education within the next five years. Find out how mobile technology can help with formative assessments. Learn about a framework for imagining possible new uses for technology, and discuss the benefits of technology in professional learning.

Andrea Tejedor, Educo21, Monroe, NY, [email protected]

Andrew Taylor, Educo21, Kingston, NY, [email protected]

Strand: Technology

B16emBedding Content literaCY CoaCHing to imProve stUdent aCHievement

Understand how to implement a literacy coaching model that promotes schoolwide growth and student achievement. Find out how book study, collaborative coaching, sharing of student data, literacy lunches, and technology can help embed literacy instruction into all

content areas. Learn how teacher leaders become invested in the program as content liaisons.

Maria Ward, Community High School District 99, Downers Grove, IL, [email protected]

Melissa Hampton, Community High School District 99, Downers Grove, IL, [email protected]

Kathryn Baal, Community High School District 99, Downers Grove, IL, [email protected]

Jill Rose, Community High School District 99, Downers Grove, IL, [email protected]

Lisa Lichtman, Community High School District 99, Downers Grove, IL, [email protected]


B17JoUrneY to eXCellenCe: standards-Based mentoring and indUCtion

Identify ways to retain and nurture new teachers through a tested model that relies on state standards to provide valuable learning experiences for new teachers. Learn protocols that help in developing meaningful action research projects based on local teaching standards. Recognize and avoid common mistakes in mentoring and induction programs.

David Wilkinson, Iowa State Education Association, Des Moines, IA, [email protected]

Connie Richardson, Loess Hills Area Education Agency, Shenandoah, IA, [email protected]

Pat Shipley, Iowa State Education Association, Red Oak, IA, [email protected]

Christi Gochenour, Loess Hills Area Education Agency, Missouri Valley, IA, [email protected]

Mary Beth Schroeder Fracek, Iowa Dept. of Education, Des Moines, IA, [email protected]


B18inCreasing matH teaCHer effeCtiveness for stUdent aCHievement gain

Identify achievement strategies to boost high school math performance. Hear from the principals and teachers at two schools, which strategies they used to increase test scores among the lowest-performing students in algebra I, algebra II, and geometry. Leave with a blueprint of the model, video case studies, and ideas for implementing achievement strategies in your school.

Amy Holcombe, Guilford County Schools, Greensboro, NC, [email protected]

Lisa Sonricker, Guilford County Schools, Greensboro, NC, [email protected]

Rodney Wilds, Guilford County Schools, Greensboro, NC, [email protected]

Garriot Rose, Guilford County Schools, Greensboro, NC, [email protected]

Miller Jonathan, Guilford County Schools, Greensboro, NC, [email protected]

Tracey Howell, University of North Carolina at Greensboro, Greensboro, NC, [email protected]


monday B concurrent sessions9:30 a.m. – 11:30 a.m. | 2 hr

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monday B concurrent sessions2 hr | 9:30 a.m. – 11:30 a.m.

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B19CoaCHing sCHool imProvement teams

Learn how successful coaches work with the challenges of coaching a school improvement team. Develop a set of strategies, including team building, decision making, and goal setting, to create or maintain a school improvement team. Learn strategies for energizing the team and develop skills to effectively coach a school improvement team.

Kathy Tucker, Insights for Learning, Flagstaff, AZ, [email protected]

Elizabeth Morris, Casa Grande Elementary School District, Casa Grande, AZ, [email protected]

LeRoy Shingotewa, Moencopi Day School, Tuba City, AZ, [email protected]

Eric Brooks, Arizona Dept. of Education, Phoenix, AZ, [email protected]


B20transforming sCHools tHroUgH JoB-emBedded Professional develoPment

Build capacity in your schools for 21st-century learning communities based on free, open source tools that help create greater communication and collaboration. Identify the elements of a successful whole-school innovation plan and how technology can help teachers develop the knowledge they need to effectively implement it.

Victor Aluise, AUSSIE, New York, NY, [email protected]

Daniel Storchan, AUSSIE, New York, NY, [email protected]

Strand: Technology

B21intervention strategies tHat WorK!

Bridge the language, literacy, and learning gaps that create educational inequities by developing teachers’ capacity to help students learn the academic language of rigorous textbooks and effective writing. Learn instructional strategies that develop academic literacy through speaking, listening, reading, and writing. Improve classroom instruction across the curriculum.

Eli Johnson, Gateway Community Charter Schools, Cameron Park, CA, [email protected]


B22eXPanding Beginning teaCHer sUPPort to inClUde virtUal sUPPort

Discover new ways to support today’s beginning teachers who have grown up in an online world. Learn about a system that incorporates an online portal for comprehensive support with on-site learning from trained mentors. Identify the key components of a successful induction program.

Linda Wurzbach, Resources for Learning, Austin, TX, [email protected]

Strand: Technology

B23BUilding a model for arts integration

Understand how the arts can be used to increase student learning across disciplines. Learn about a professional development program aimed at increasing arts and literacy integrated teaching. Identify key components of a plan that can be transferred to individual contexts.

Carri Campbell, Seattle Public Schools, Seattle, WA, [email protected]

Sibyl Barnum, Puget Sound Educational Service District, Fife, WA, [email protected]


B24Writing for Professional groWtH

Share your challenges, perspectives, and successes through writing, and gain valuable skills to advocate for education and promote professional growth. Learn how to shape your message and to become the most effective writer you can be. Collect tips on how to identify potential topics and find your voice for publication.

Tracy Crow, National Staff Development Council, Columbus, OH, [email protected]

Tom Manning, National Staff Development Council, Dallas, TX, [email protected]



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monday C concurrent sessions1:45 p.m. – 3:45 p.m. | 2 hr

C01mentoring tHroUgH Professional learning CommUnities

Develop and grow your own school-based mentoring and support system at middle and high schools after reviewing this district case study. See how a system of support around novice teachers, built on professional collaboration, mentoring, and shared leadership, led to increased retention. Prepare more teachers to mentor and change your school culture.

Jane Chadsey, Renton School District, Renton, WA, [email protected]

Esther Rich, Renton, WA, [email protected]

Pat Moriarty, T and L Services, Edmonds, WA, [email protected]


C02teaCHer leader standards: a model for tHe nation

Learn about the model standards for teacher leaders developed by ETS in partnership with states and professional associations. Identify the essential knowledge and skills teacher leaders use in their various roles. Find out how various states are using standards for teacher leaders, and how the standards influence the roles and responsibilities of teacher leaders.

Katherine Bassett, Educational Testing Service, Princeton, NJ, [email protected]


C03lesson stUdY: imProving matHematiCs teaCHing and learning

Investigate the impact of instructional decisions on student understanding. Understand the lesson study process and its essential elements, benefits, and intended outcomes. Learn how to support and guide lesson study teams as they establish goals, explore the content they are teaching, analyze instructional strategies, and examine student thinking and learning.

Melinda Leong, Education Northwest, Portland, OR, [email protected]


C04Content reading sKills maKe effeCtive englisH langUage learner (ell) readers

Enable classroom teachers to help their English language learner students improve reading ability. Find proven content strategies that lead to an increase in ELL reading achievement. Take home activities and strategies that will help teachers increase students’ ability to learn English more quickly.

Carol Burgess, CB Consulting Services, Plymouth, MN, [email protected]

Donna Gogas, Methuen Public Schools, Methuen, MA, [email protected]


C05groWing aCComPlisHed teaCHers in HigH-need sCHools

Apply the lessons of three high-need schools that used a standards-based professional learning model to develop vibrant professional learning communities. Find out how Take One! can be integrated with National Board Certification. Understand how to better link teaching practice, student learning, and student achievement.

Stephen Helgeson, National Board for Professional Teaching Standards, Arlington, VA, [email protected]

Pamela Shetley, Prince George’s County Public Schools, Oxon Hill, MD, [email protected]

Michaela Miller, Office of Superintendent of Public Instruction, Olympia, WA, [email protected]

Kiela Bonelli, Palm Springs Unified School District, Desert Hot Springs, CA, [email protected]


C06aCtive leadersHiP for adaPtive CHange

Explore the implications for educator learning when a student body undergoes rapid change and becomes more diverse. Use the example of a large comprehensive high school that implemented smaller learning communities and recultured the school to increase teacher collaboration, student engagement, and student achievement. Find out how to plan strategically for system change.

David Holden, American Alliance for Innovative Schools, Chula Vista, CA, [email protected]

Robin Shrode, American Alliance for Innovative Schools, Irving, TX, [email protected]

Paula Barkley, Metro Nashville Public Schools, Nashville, TN, [email protected]

Robbin Wall, Metro Nashville Public Schools, Nashville, TN, [email protected]


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monday C concurrent sessions2 hr | 1:45 p.m. – 3:45 p.m.

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C07teaCHer leaders inflUenCe PoliCY

Explore what teacher leaders can do to influence and leverage policy for better teaching and learning. Gain an overview of the federal policy development process. Learn ways that teacher leaders can inform policy and move from mere compliance to innovation. Follow NSDC’s journey to improve the definition of professional development in ESEA.

René Islas, B & D Consulting, Washington, DC, [email protected]

Mitchell London, B&D Consulting, Washington, DC, [email protected]


C08Classroom WalK-tHroUgHs to advanCe teaCHing and learning

Add classroom walk-throughs to your toolbox by reviewing a range of models, identifying factors in each, and designing a model that best fits your school’s needs. Explore numerous models of walk-throughs, with emphasis on purpose, who is involved, look-fors, frequency, amount of time for visits, what is recorded, and how observation feedback is given.

Donald Kachur, Illinois State University, Bloomington, IL, [email protected]

Judy Stout, Adams County School District 14, Loveland, CO, [email protected]

Claudia Edwards, Cameron University, Lawton, OK, [email protected]


C09WHat Can We learn from videotaPing instrUCtional PraCtiCe?

Consider how videotaping instruction can benefit both the teachers being filmed and those who view the finished product. View videos of instructional practice and examine the materials that support the videos. Explore how some individuals and school communities felt about using video for professional learning, and obtain resources that convey the benefits and limits of learning about instruction from video.

Wendy Sauer, Education Development Center, Newton, MA, [email protected]

Strand: Technology

C10oUr JoUrneY of sCHool-Based CoaCHing

Improve student achievement, teacher collaboration, and teacher leadership through coaching strategies that have transformed this diverse, urban, Title 1 school. Examine what the strategies look like in action and consider how to implement them in your own setting. Develop a plan to build coaching capacity throughout your district.

Lori Ritz, Washington Elementary School District, Phoenix, AZ, [email protected]

Joylyn McCain, Washington Elementary School District, Phoenix, AZ, [email protected]

Karla Trestrail, Washington Elementary School District, Phoenix, AZ, [email protected]

Cindy Harrison, Broomfield, CO, [email protected]


C11motivating BlaCK males to eXCel in YoUr Classroom

The plight of black males continues to pose a major challenge for educators at all levels. Gain specific strategies that can be implemented to effectively motivate and inspire black male learners to strive to achieve academic excellence. Explore how to develop a “Young Men’s Empowerment Program” for your school or district.

Baruti Kafele, Essex County Vocational-Technical Schools, Jersey City, NJ, [email protected]


C12develoPing eXtraordinarY leadersHiP: BUilding on strengtHs

Reach the next level of leadership performance. Learn six insights research has shown assist in developing leadership skills and take away a tool to help create an action plan that will help leaders improve their own skills and develop those skills in others.

Alison Olzendam, Leadership Innovations Team, Issaquah, WA, [email protected]

Marcia Woehlbrandt, Kent School District, Kent, WA, [email protected]

Melanie Strey, Kent School District, Kent, WA, [email protected]



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monday C concurrent sessions1:45 p.m. – 3:45 p.m. | 2 hr

C13tHe WaY We do BUsiness: rti & fleXiBle deliverY

Find out how Response to Intervention changed the culture of a middle school, raising student achievement, empowering teacher leaders, and helping students believe they could achieve regardless of race, socioeconomic status, and/or disability. Learn how data are key to building momentum for continuous school improvement. Understand how to apply RtI through job-embedded professional learning.

Jennifer Nonnemacher, Indian Prairie School District, Aurora, IL, [email protected]

Scott Dart, Indian Prairie School District, Aurora, IL, [email protected]

Jake Rebus, Indian Prairie School District, Aurora, IL, [email protected]

Melissa Tragos, Indian Prairie School District, Aurora, IL, [email protected]

Kevin Cox, Indian Prairie School District, Aurora, IL, [email protected]


C14aligning for learner sUCCess: sYstem and sCHool CollaBoration

Determine how to create and sustain effective, systemwide professional learning that encourages collaboration and focuses on 21st-century learning. Consider the lessons of a diverse system that includes both urban and rural schools in transforming their model of professional development.

Peggy Graham, Rocky View Schools, Airdrie, AB, Canada, [email protected]

Dawn Rife, Rocky View Schools, Airdrie, AB, Canada, [email protected]

Kim Agnew, Rocky View Schools, Airdrie, AB, Canada, [email protected]


C15lending teaCHer voiCes to PoliCY disCUssions

See how teachers found their voices and participated in policy conversations about education. Learn to develop a teacher policy network, select discussion topics, and structure conversations. Find out how to communicate teachers’ perspectives from the field to help the public sector and policy makers understand the effects of well-designed policies for the classroom

Sandra Dean, Stanford University, Stanford, CA, [email protected]

Anthony Cody, Oakland Unified School District, Oakland, CA, [email protected]

David Cohen, Palo Alto Unified School District, Stanford, CA, [email protected]


C16Positive = effeCtive: Classroom management training for teaCHers and mentors

Use positive behavior reinforcement to better manage your classroom. Identify the reasons for misbehavior, and create classroom routines and expectations that reward and reinforce more appropriate behavior. Assess your own practice, and take away tools to help change your classroom climate.

Kathy Schaeflein, Valley View School District, Romeoviille, IL, [email protected]

Judie Nash, Valley View School District, Romeoviille, IL, [email protected]

Carrie Stange, Valley View School District, Romeoviille, IL, [email protected]


C17designing PraCtiCe-Based develoPment for edUCation leadersHiP

Learn to design a leadership development program that is job embedded and results focused. Analyze and define what tasks leaders perform to achieve results and how to determine whether leaders have the knowledge they need to reach required levels.

Gale Hulme, GA Leadership Institute for School Improvement, Atlanta, GA, [email protected]

Deb Page, GA Leadership Institute for School Improvement, Atlanta, GA, [email protected]


C18teaCHer leaders Creating a CUltUre of CUltUral ComPetenCe

Build cultural competence using five basic principles and seven culturally responsive teaching practices. Implement a framework, through teacher leaders, to apply the lessons of cultural competence in all content areas throughout all classroom lessons. Learn the role of teacher leaders in creating a culturally responsive environment, and find out how central office and school administrators support teacher leader development.

Patricia McDonald, Highline Community College, Des Moines, WA, [email protected]

Kim Shoup, Puyallup School District, Puyallup, WA, [email protected]

Susan Tripp, The REACH Center, Arlington, WA, [email protected]


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monday C concurrent sessions2 hr | 1:45 p.m. – 3:45 p.m.

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C19ensUring alignment: tHe dC PUBliC sCHools reform strategY

See how a major urban district is working to align professional development with district initiatives. Explore three integrated frameworks (program evaluation and strategic planning, instructional leadership development, and instructional coaching) as a means to thoughtfully and systematically achieve academic reform. Develop strategies to align your district practices and professional development with your philosophy of curriculum and instruction.

Michael Moody, Insight Education Group, Encino, CA, [email protected]


C20instrUCtional leadersHiP: WalKing tHe talK

Learn how one school district has focused the leadership conversation on instructional issues. Share one district’s vision and resources for walking the instructional leadership talk focused on classroom visibility, reflection, strengths-based leadership, and staff recognition.

Deb Clemens, Cheney Public Schools, Cheney, WA, [email protected]

Erika Burden, Cheney Public Schools, Cheney, WA, [email protected]

Carol Mahoney, Cheney Public Schools, Cheney, WA, [email protected]


C21nortH grand: sUCCesses and CHallenges of HigH sCHool PrinCiPals

Principal leadership matters in both teaching quality and student learning. Principals often struggle with balancing the multiple responsibilities to place their highest priority on instructional leadership. In NORTH GRAND, a mini-documentary supported by the Wallace Foundation, the North Grand High School principal outlines the successes and challenges high school principals and their leadership teams face each day in achieving their vision. View the 30-minute documentary and engage with the principal as she describes North Grand High School’s whole child approach that resulted in a 98% graduation rate for the school’s first graduating class.

Frederick Brown, National Staff Development Council, Dallas, TX, [email protected]

Asuncion Ayala, Chicago Public Schools, Chicago, IL, [email protected]


C22develoPing eXPertise tHroUgH CollaBoration and Classroom laBs

Learn how a large urban district created coaching institutes to enhance literacy coaches’ expertise. Hear how the district has created a skilled group of literacy coaches using collaboration, adult writing sessions, and lab classrooms. Embed best practices in reading and writing instruction across your district by developing coaches as instructional leaders.

Dan Coles, Seattle Public Schools, Seattle, WA, [email protected]

Andrea Smith, Seattle Public Schools, Seattle, WA, [email protected]

Jesse Harrison, Seattle Public Schools, Bothell, WA, [email protected]


C23tHe Craft of leadersHiP: develoPing Professional learning CommUnities tHat WorK

Hear how a school’s capacity to Collaborate, Reflect, Adapt, and Focus (CRAFT) leads to thoughtful teaching, learning, and leadership for all. Explore each capacity in CRAFT, demonstrate how schools are building these capacities to create and sustain improvement and provide administrators with a set of ready-to-use tools for collecting meaningful data about teaching and learning. Leave with a set of tools you can use in your school to build learning clubs, observe classroom instruction, and collect meaningful data on student learning.

Harvey Silver, Silver Strong & Associates, Ho-Ho-Kus, NJ, [email protected]



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monday rt1 roundtable sessions1:45 p.m. – 3:45 p.m. | 2 hr

rT1Using WeB 2.0 tools to enHanCe Professional learning

Examine how NSDC uses social media tools and web 2.0 technologies to create effective e-learning focused on rich, interactive content and developing online communities of practice. Take a tour of NSDC’s Learning Exchange platform, preview e-learning programs and webinars, and discuss how technology can be used to enhance the effectiveness of professional learning.


Strand: Technology

rT1nsdC aCademY PrevieW

Find out how the NSDC Academy can enhance your professional learning and help you experience effective teamwork through a cohesive group whose members work collaboratively to understand and solve student learning problems.

Lea Arnau, Grayson, GA, [email protected]


rT1BroWard’s UrBan leader sUCCession Plan

Learn to develop quality leaders ready to take charge of high-need urban schools through an individualized, competency-based professional internship program.

Sherry Rose, School Board of Broward County, Davie, FL, [email protected]

Gary Corbitt, School Board of Broward County, Davie, FL, [email protected]


rT1distriBUting leadersHiP: lessons learned at tHe middle sCHool

Find out how to structure a system to maximize teacher leadership through the example of a middle school that allowed teachers to collaborate during common planning time and make key decisions about student interventions, resulting in improved student learning.

Dan Lysne, Sumner School District, Bonney Lake, WA, [email protected]

Toby Udager, Sumner School District, Bonney Lake, WA, [email protected]


rT1K-12 administrator Professional learning CommUnities

Learn how developing administrator learning communities that focus on common goals and continually monitor progress can support K-12 articulation and increase student achievement.

Rebecca Baenig, Fairfax County Public Schools, Vienna, VA, [email protected]

Mark Greenfelder, Fairfax County Public Schools, Vienna, VA, [email protected]

Mark Merrell, Fairfax County Public Schools, Vienna, VA, [email protected]


rT1liCense to teaCH: adding CrediBilitY to oUr Credentials

Raise the standing of the teaching profession by becoming an informed advocate for teacher quality as you review current licensure models, determine elements for reform that would lead to greater teacher quality and effectiveness, and determine how to advocate effectively for these reforms at the state and national levels.

Maria Fenwick, Teach Plus, Boston, MA, [email protected]

Caitlin Hollister, Boston Public Schools, Boston, MA, [email protected]

Celine Coggins, Teach Plus, Boston, MA, [email protected]


Participants selecting Roundtable 1 will have the opportunity to attend two of the presentations listed in this section. Simply write RT1 on your session registration form and choose any two sessions when you arrive.


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rT1mUlti-modal strategies to Close tHe learning gaP

Discover how multi-modal instruction through the arts enriches learning and the research behind auditory, visual, kinesthetic, and linguistic problem-solving strategies that engage students, enhancing both student performance and teacher growth.

Allison Logan, arts education IDEAS, Plantsville, CT, [email protected]


rT1neW teaCHer stories of sCHool-Based sUPPort

Consider the findings of a recent North Carolina study of induction support to learn how teachers perceive support, how to conduct your own needs assessment for new teachers, and how to build a framework of support for beginning teachers.

Heather Higgins, University of North Carolina at Pembroke, Aberdeen, NC, [email protected]

Ashley Weinkle, Guilford County School District, Greensboro, NC, [email protected]


rT1nsdC standards tHroUgH arts-infUsed Professional develoPment

Apply the lessons of a nationally recognized program to infuse dance, theater, and visual arts into students’ classroom experiences to provide new pathways for learning.

Sibyl Barnum, Puget Sound Educational Service District, Fife, WA, [email protected]

Susy Watts, Arts Impact, Fife, WA, [email protected]

Lydia Brown, Seattle Public Schools, Seattle, WA, [email protected]


rT1ProJeCt fold: folding WitH origami for learning and develoPment

Use a hands-on approach to increase understanding and support struggling math students by developing teaching strategies that use origami (Japanese paper folding).

Barbara Pearl, La Salle University, Yardley, PA, [email protected]


rT1sUPPorting stUdent sUCCess gUide

Use research on successful schools to understand the behaviors and attitudes that contribute to student achievement and identify actions that will help ensure each student achieves.

Shannon Warren, Western Washington University, Sedro Woolley, WA, [email protected]

Adrienne Somera, Northwest Educational Service District, Anacortes, WA, [email protected]


rT1tHe rHYtHm of Cognition: stUdent engagement and motivation

Hear how to engage students in the learning process using the music and rhythm of today’s youth.

Norman Merrifield, Metro Nashville Public Schools, Nashville, TN, [email protected]


rT1ivdl roCKs: introdUCtion to interaCtive video distanCe learning

Discover new ways to enrich student learning through Interactive Video Distance Learning, which lets students travel virtually to any part of the world and learn from professionals in all fields. Find out where to access this content.

Gerald Holton, Licking Heights School District, Pataskala, OH, [email protected]

Strand: Technology



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D01groUP CoaCHing

Support planning, reflection, and problem solving in professional groups through the cutting-edge process of group coaching. Develop skills to help groups think deeply about their practices and become self-managing, self-monitoring, and self-modifying. Explore how a group coach thinks and understand the difference between group coaching and facilitation.

Carolee Hayes, Center for Cognitive Coaching, Highlands Ranch, CO, [email protected]

Karen Tackmann, Cedar Springs Public Schools, Cedar Springs, MI, [email protected]


D02fierCe Conversations: transformative CoaCHing Conversation model

Fierce conversations provide educators and students with life-long skills that transform the conversations central to their success. Learn and practice a powerful coaching/mentoring framework to transform the conversations and the relationships central to your success. Understand transformational ideas and models that will shift your basic understanding of conversations and the power they hold in leadership, achieving results, and building relationships. Learn to possess the skill and the will to tackle and resolve the toughest challenges and to develop an open, direct, respectful culture.

Deli Moussavi-Bock, Fierce, Seattle, WA, [email protected]


D03tHe CHoreograPHY of Presenting: seven essential aBilities of effeCtive Presenters

A good presentation can aid in lessons for both students and adult learners. Improve how you present your message by exploring seven essential abilities that help create credibility and establish rapport. Learn to be a more effective communicator, and practice the skills in order to cement your learning. Learn how to promote positive group dynamics, acknowledge and respond to participants, and recover from gaffes with grace.

Kendall Zoller, Sierra Training Associates, Foresthill, CA, [email protected]

Claudette Landry, Merryhill Elementary School, Davis, CA, [email protected]

Karen Yoon, Merryhill Elementary School, Davis, CA, [email protected]


D04CollaBoration aBCs

Collaboration has played a central role in transforming school cultures across the country. Develop the building blocks to set up and support effective collaboration in schools. Learn basic, straightforward, essential steps to be successful and confident in implementing collaboration. Write a purpose statement and create an action plan, with necessary supporting documents, to efficiently implement collaboration.

Nina Henson, Optimize: Professional Development, Boise, ID, [email protected]

Brian Whitney, Optimize: Professional Development, Boise, ID, [email protected]

Jenny Gibbons, Boise School District, Boise, ID, [email protected]


D05Closing tHe aCHievement gaP tHroUgH CUltUral ComPetenCY

Explore ways to close the achievement gap by examining how cultural factors affect students’ self-esteem, motivation, and academic success. Learn multicultural teaching techniques and tools to become more culturally competent. Find out the 59 statements that prevent diversity conversations and how to self-assess cultural biases and attitudes.

Mun Wah Lee, StirFry Seminars & Consulting, Berkeley, CA, [email protected]

John Lenssen, StirFry Seminars & Consulting, Berkeley, CA, [email protected]


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E01imProving stUdent learning one PrinCiPal at a time

Change classroom observations from a perfunctory task to a rich source of dialogue on ways to improve teaching through observation and research. Learn to focus on student learning as the central factor in an observation. Gain practical strategies to frame pre- and post-conference conversations.

Jane Pollock, Learning Horizon, Centennial, CO, [email protected]

Linda Law, Baldwinsville School District, Baldwinsville, NY, [email protected]


E02Using innovation ConfigUrations to doCUment imPaCt

Translate the NSDC standards into actions for a variety of role groups using Innovation Configurations. Learn how IC maps can help schools and districts redefine staff development and how responsibilities must change to implement the standards with quality and consistency. Examine a vision of professional development standards in operation and apply precision and meaning to what the standards look like in practice.

Shirley Hord, National Staff Development Council, Boerne, TX, [email protected]


E03HelPing neW teaCHers tHrive: a modUle for PrinCiPals

Address the principal’s essential leadership role in assisting new teachers. Identify crucial elements of effective new teacher induction programs (including a culture of support, necessary support systems, the law, and a continuum of support). Learn key actions principals take and instructional leadership roles that best assist new teachers.

Mindy Meyer, Center for Strengthening the Teaching Profession, College Place, WA, [email protected]

Sue Anderson, Tumwater School District, Tumwater, WA, [email protected]


E04video stUdY groUPs: tHe foCUs is on stUdents’ matHematiCs learning

Make each teacher’s classroom a lab for professional learning. Use video of students at work to launch professional discussions about student interactions, questions, and responses to instruction. Share lessons learned, as well as protocols and sample video from experienced facilitators of video study groups.

Lisa Lavelle, Education Northwest, Portland, OR, [email protected]

Strand: Technology

E05Using CollaBorative learning visits to BUild learning CommUnities

Advance teacher practice through collaborative learning visits that provide participants with non-evaluative feedback. Learn how these visits yield valuable information about student engagement that teachers can use with one another in reflective conversations. Understand how the process empowers teachers to be more responsive to student learning needs.

Patricia Dimetres, Fairfax County Public Schools, Dunn Loring, VA, [email protected]

Lynnette Harris, Fairfax County Public Schools, Fairfax, VA, [email protected]

Richard Culp, Fairfax County Public Schools, Fairfax, VA, [email protected]

August Frattali, Fairfax County Public Schools, Herndon, VA, [email protected]

Marti Jo Jackson, Fairfax County Public Schools, Fairfax, VA, [email protected]

Scott Phillips, Fairfax County Public Schools, Centreville, VA, [email protected]


E06tools and talK: tHe PoWer of data and Conversation to ignite CHange

Ignite and sustain classroom and school improvement with explicit tools that data coaches and teachers can share and explore in side-by-side exchanges. Align the work of classroom coaches or specialists with building leaders and leadership teams by examining the data. Experience case studies, practice using the tools, and discuss how these tools can accelerate schoolwide improvement.

Michael Murphy, Educational Success Systems, Richardson, TX, [email protected]



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tuesday e concurrent sessions9:30 a.m. – 11:30 a.m. | 2 hr

E07Using aUtHentiC ProBlems in matHematiCs instrUCtion

Effective learning environments center on critical thinking and problem solving of complex and realistic problems. Explore examples of an authentic problem-based learning experience that required preservice teachers to work in learning teams. Hear how preservice teachers changed their attitudes and beliefs about teaching and learning in problem-based learning environments.

Jacqueline Coomes, Eastern Washington University, Cheney, WA, [email protected]

Kevin Pyatt, Eastern Washington University, Cheney, WA, [email protected]


E08enHanCing tHe CaPaCitY of teaCHers and sCHool leaders to faCilitate tHe learning of diverse stUdents

Focus on ways to improve the learning opportunities and outcomes of students of color using multimedia tools developed in collaboration with the Southern Poverty Law Center, leading scholars and educators, and national associations. Address misconceptions and gaps that impede teachers’ ability to ensure that all students learn at high levels, and learn how to create conditions that support effective teaching and student learning in racially and ethnically diverse schools.

Willis Hawley, University of Maryland, College Park, MD, [email protected]


E09CeleBrating 25 Years of tHe metlife sUrveY of tHe ameriCan teaCHer

MetLife has conducted The Survey of the American Teacher for more than 25 years to share the voice of those closest to the classroom with leaders and the general public. Engage in conversation on how the survey can be used to leverage support for and understanding of key professional development issues. Explore NSDC’s spring newsletters that focus on these topics and bring your own perspective on these questions.

Tracy Crow, National Staff Development Council, Columbus, OH, [email protected]


E10seCondarY sCHools on target for gradUating stUdents College readY

Learn four elements critical to successfully preparing students for college, knowledge that can make a difference, especially for those students who are typically underserved. Discuss the concept of rigor as understood and demonstrated by schools focused on the goal of having all students ready for college. Delve into practices developed over six years by College Board schools in city schools in New York.

Helen Santiago, College Board, New York, NY, [email protected]


E11Better PraCtiCe visits: leadersHiP tHat inCreases stUdent aCHievement

Raise student achievement by continuously improving teaching and supporting teachers through collaborative professional development. Use classroom visits to raise teachers’ awareness of research-based instructional strategies. Find out how dialogue and examining student work in professional learning communities after practice visits helped improve students’ reading.

Brandon Payne, Cullman County Schools, Cullman, AL, [email protected]

Denise Schuman, Cullman County Schools, Cullman, AL, [email protected]

Vicky Spear, Cullman County Schools, Cullman, AL, [email protected]


E12arts integration: a teaCHing strategY reaCHing all learners

Expand teacher confidence in using theatre, dance, music, and art across elementary classrooms to teach literacy, math, social studies, and science. Learn active strategies that engage students and develop their skills. Find out how systematic professional learning led to an entire faculty implementing arts integration strategies into their core curriculum.

Linda Tylka, Palm Beach County School District, West Palm Beach, FL, [email protected]

Terrion Nelson, Palm Beach County School District, West Palm Beach, FL, [email protected]

Shari Snyder, Palm Beach County School District, West Palm Beach, FL, [email protected]

Dionne Rich, Palm Beach County School District, West Palm Beach, FL, [email protected]


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E13WasHington edUCation assoCiation national Board JUmP start seminar

Provide National Board Certification candidates the information they need to successfully pursue certification at the time when they most need that information. Create your own support program based on the content of this successful statewide model. Network with others pursuing ways to better help teachers reach their goal of national certification from the National Board for Professional Teaching Standards.

Tom White, Edmonds School District, Edmonds, WA, [email protected]

James Meadows, Washington Education Association, Federal Way, WA, [email protected]

Christina Carlson, Yakima School District, Edmonds, WA, [email protected]

Anne Walker, Richland School District, Edmonds, WA, [email protected]


E14“sPUnK UP” rti: designing an UnforgettaBle learning eXPerienCe

Improve student learning using the Response to Intervention tiered approach. Find out how to transfer this framework from a districtwide administrative level to campus-based staff development by replicating the interactive training model. Learn how teachers integrated interventions into core instruction, leading to fewer Tier II interventions and greater student achievement.

Peggy Dickerson, Rockwall Independent School District, Rockwall, TX, [email protected]

Teresa Thacker, Rockwall Independent School District, Rockwall, TX, [email protected]


E15deePening tHe imPaCt of middle sCHool leadersHiP teams

Explore a professional development resource featuring videos of school-based teams at work. Use web-based materials to help school-based leadership teams analyze and deepen their instructional impact. Examine the range of materials, practice using video clips, and reflect on how to use Success at the Core modules at your school.

Sonia Caus Gleason, Boston, MA, [email protected]

Strand: Technology

E16resUlts soar WHen teaCHers team

Discover how a group of teachers worked together to challenge their students to learn at a higher level. Learn what their challenges were and how they met them. Hear how they obtained grants to promote their work, implemented new technology in their classrooms, and inspired other teachers to join them in sharing student success within their district.

Kathy Klock-Persing, Redmond, OR, [email protected]

Linda O’Shea, Sherwood School District, Tigard, OR, [email protected]


E17strengtHening elementarY sCienCe: lessons from WasHington teaCHer leaders

Use the results of a statewide study of teacher leaders’ perspectives to improve K-5 science instruction. Apply the lessons learned about school, district, and state conditions that support the strengthening of elementary science teaching. Identify specific strategies or actions to implement in the classroom.

Jeanne Harmon, Center for Strengthening the Teaching Profession, Tacoma, WA, [email protected]

Laura Stokes, Inverness Research, Inverness, CA, [email protected]

Pamela Castori, Inverness Research, Fair Oaks, CA, [email protected]


E18engaging Partners, deePening dialogUe, enHanCing PraCtiCe, imProving instrUCtion

Deepen your professional dialogue using a four-component framework that will help you engage with others to enhance shared practice. Access practical tools and resources designed to engage colleagues in meaningful dialogue. Learn to improve your communication, consensus building, conflict resolution, and co-teaching using various models and situations.

Cate Hart, Indiana University, Bloomington, IN, [email protected]

Carrie Chapman, Minnesota State University at Mankato, Mankato, MN, [email protected]



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tuesday e concurrent sessions9:30 a.m. – 11:30 a.m. | 2 hr

E19readY for anYtHing: sUPPorting neW teaCHers for sUCCess

Change new teacher retention in your school with this framework for support. Build beginning teachers’ confidence and skills through monthly sessions focused on tasks from beginning and ending school to instructional planning and design in an era of high-stakes testing. Create an effective, research-based program that will enable coaches and mentors to motivate and sustain new teachers.

Lynn Howard, The Leadership and Learning Center, Huntersville, NC, [email protected]

Catherine Koontz, Forsyth County Schools, Winston-Salem, NC, [email protected]


E20CritiCal transformations of teaCHers tHroUgH aCtion researCH

Learn how action research effectively re-engages teachers and administrators in sustainable, empowering inquiry focused on school improvement. Discover the steps necessary to engage teachers in action research for greater learning, engagement, and advocacy. Receive tested, user-friendly templates and references to implement and evaluate this systematic, reflective, and collaborative process that can be applied in diverse settings.

Virginia Kelsen, Chaffey Joint Union High School District, Rancho Cucamonga, CA, [email protected]

Susan Warren, Azusa Pacific University, Upland, [email protected]

Raffi Martinian, La Canada Unified School District, La Canada, CA, [email protected]


E21transforming edUCational leaders for tHe 21st CentUrY

Ensure that leaders have the skills and knowledge to transform their schools to meet higher standards and requirements for progress. Understand the core competencies of school improvement research essential to leading change. Learn to use an integrated system to get the most from data to align curriculum and assessments, and to build a structure that supports increased student achievement.

Deborah Jackson, Fairfax County Public Schools, McLean, VA, [email protected]

Roberto Pamas, Fairfax County Public Schools, McLean, VA, [email protected]


E22transforming instrUCtion and learning tHroUgH HigHlY effeCtive teaCHing

Implement and facilitate professional learning communities that greatly impact teacher effectiveness and student achievement. Learn about a model that helps professional learning communities focus their time strategically on research-based content that makes a difference for struggling students and underperforming schools. Gain tried and true ideas for teaching, coaching, and leadership strategies and actions that lead to sustainable, schoolwide change.

Regie Routman, Seattle, WA, [email protected]

Sandra Figueroa, Santa Cruz Valley Unified School District, Rio Rico, AZ, [email protected]


E23finding tHe rigHt fit: integrating teCHnologY

Understand web 2.0 tools to engage and motivate students while addressing critical thinking skills and creativity. Find the right tools to match your classroom learning targets and technological comfort level. Develop an action plan to integrate technology into the classroom, and learn to connect with other teachers using social networking tools. Bring your own laptop.

Theresa Gray, Erie 2-Chautauqua-Cattaraugus BOCES, Fredonia, NY, [email protected]

Strand: Technology

E24faCilitating CollaBoration and learning WitH diverse adUlt learners

Deepen your understanding of adult learning principles and improve the quality and effectiveness of your school’s or district’s professional learning. Improve your ability to facilitate challenging meetings, and take home practical tools to use in interactive sessions. Experience strategies that will boost the quality and effectiveness of your own facilitation.

Paul Robb, Seattle Public Schools, Seattle, WA, [email protected]



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f01BeComing a learning sCHool

When schools decide to engage in collaborative professional learning to increase teaching and student learning, they commit to use a process of continuous improvement that aligns with NSDC’s definition of professional learning. Learn the core elements of a learning school, strategies for transforming a school into one, and examine tools to assess a school’s progress.


Victoria Duff, New Jersey Dept. of Education, Trenton, NJ, [email protected]


f02Bridging tHe teaCHing gaP: Creating sKilled PraCtitioners

Practice designing professional development experiences that go beyond raising awareness and bring best practices into the classroom. Examine learning theory, practice new concepts, and share your experiences from your school/classroom. Build on what you learn by redesigning a profes-sional learning experience to accomplish an identified goal.

Nancy Frey, San Diego State University, San Diego, CA, [email protected]

Sandi Everlove, TeachFirst, San Diego, CA, [email protected]


f03transforming teaCHers and stUdents: Writers WorKsHoP in middle sCHool

Follow a large urban district’s journey of change as teachers implemented the writers’ workshop. See how students became engaged in writing personal narratives, examine student work, and learn how to practice effective teaching strategies to support student growth in inclusion classrooms. Build and expand your understanding of a process that will empower teachers and students as writers.

Janine King, Seattle Public Schools, Seattle, WA, [email protected]

Natalie Ward, Seattle Public Schools, Seattle, WA, [email protected]


f04tHe KeY ingredients for sCHool-Based CoaCHing: trUst and CommUniCation

Change teacher attitudes, practices, knowledge, and skills through a coaching model that builds trust through effective communication. Learn about a district’s approach to coaching based on research-based best practices. Find ways to apply best practices to your own context.

Michael Murphy, Educational Success Systems, Richardson, TX, [email protected]

Stacy King, Greeneville City School District, Greeneville, TN, [email protected]

Pat Donaldson, Greeneville City School District, Greeneville, TN, [email protected]

Robbie Mitchell, Greeneville City School District, Greeneville, TN, [email protected]


f05teaCHer leadersHiP strUCtUres to BUild CaPaCitY for sUstainaBilitY

Build teachers’ leadership capacity by establishing multi-leveled, collaborative structures that lead to greater professional growth as teachers disseminate their learning to colleagues. Understand how tiered leadership structures facilitate teachers’ continual professional development. Sustain change initiatives by extending teachers’ knowledge, shaping attitudes, and enhancing leadership skills.

Sue Brady, Metropolitan School District of Wayne Township, Indianapolis, IN, [email protected]

Karen Carter, Metropolitan School District of Wayne Township, Indianapolis, IN, [email protected]

Lisa Lantrip, Metropolitan School District of Wayne Township, Indianapolis, IN, [email protected]

Nicole Law, Metropolitan School District of Wayne Township, Indianapolis, IN, [email protected]

Anne Olson, Metropolitan School District of Wayne Township, Indianapolis, IN, [email protected]


f06Professional learning CommUnitY oBservation gUide

Build a vision for effective collaboration in your professional learning community. Use an observation guide tool and supporting resources to evaluate current work and to create a plan to move your team from supportive practices to developmental practices likely to impact student learning. Increase the power of your professional learning as you share your understanding of the elements of effective professional learning communities.

Adrienne Somera, Northwest Educational Service District, Anacortes, WA, [email protected]

Shannon Warren, Western Washington University, Bellingham, WA, [email protected]


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f07teaCHer leadersHiP tHat sUPPorts englisH langUage learners (ells)

Address the achievement gap between ELLs and mainstream American students by developing teacher leaders to act as coaches, mentors, facilitators, and principals. Use as a model this one-year program that involves graduate college coursework, fieldwork, advisement, and leadership development to form a network of teacher leaders.

Candido DeJesus, Bank Street College of Education, New York, NY, [email protected]


f08Using dePtH of KnoWledge to inCrease rigor

Explore methods for increasing rigor in district classrooms by developing skills for planning, facilitating, presenting, advancing, and evaluating learning in the classroom using the Depth of Knowledge model, developed by Norman Webb.

Myra Collins, Truman State University, Kirksville, MO, [email protected]


f09CHange We Can Believe in

Understand the changes in professionaldevelopment that are making learning more effective than ever. Identify the bureaucratic and other barriers educators encounter in creating meaningful professional learning. Actively explore strategies for overcoming identified barriers, and stop those traditional staff development practices that do not produce results.

Hayes Mizell, National Staff Development Council, Columbia, SC, [email protected]


f10roUnding UP reading strategies tHroUgH CollaBoration

Address the learning gap in reading for 2nd-6th grade students using classroom-tested literacy strategies. Learn how a dynamic group of teachers collaborated around data to identify and use reading strategies that increased student achievement. Learn and practice engaging and authentic teaching methods to improve student literacy skills.

Laura Moore, Wylie Independent School District, Wylie, TX, [email protected]

Sherry Betts, Wylie Independent School District, Wylie, TX, [email protected]

Whitney Sellars, Wylie Independent School District, Wylie, TX, [email protected]

Lisa Felthous, Wylie Independent School District, Wylie, TX, [email protected]

Tracy Baskeyfield, Wylie Independent School District, Wylie, TX, [email protected]


f11oBserving for evidenCe of learning (oel): a ProCess to imProve stUdent Understanding in sCienCe

Learn how urban science teachers used common instructional materials and were empowered to improve student understanding. Explore the elements that helped them incorporate best practices into daily lessons more effectively, focus on big ideas, and use varied instructional strategies to reach every student. Review test data demonstrating higher achievement for students of participating teachers.

Kathryn Kelsey, Seattle Public Schools, Seattle, WA, [email protected]

Caroline Kiehle, Institute for Systems Biology, Seattle, WA, [email protected]

Dave Weaver, RMC Research Corporation, Portland, OR, [email protected]

Emilie Mosko, Seattle Public Schools, Seattle, WA, [email protected]


f12sCHool leadersHiP: sCHoolWide imProvement tHroUgH instrUCtional leadersHiP

Explore and identify leadership skills needed to successfully implement a schoolwide adolescent literacy initiative. Identify barriers and solutions to implementation and sustainability of schoolwide initiatives. Learn from the experiences of a site and district administrator attempting to engage and support teachers across departments in ongoing staff development and instructional coaching.

Ken Geisick, Riverbank Unified School District, Riverbank, CA, [email protected]

Strand: Administrator Development ReGisteR Online at www.nsdc.org

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f13teaCHer leadersHiP: PUtting tHe PieCes togetHer

Practice and hone the skills that effective teacher leaders need. Learn how to plan and facilitate small and large groups for measureable results, build and sustain relationships, and communicate with clarity. Leave with the confidence to be able to support and facilitate change in your school.

Sandy Nobles, Salesmanship Club Youth and Family Centers, Dallas, TX, [email protected]


f14instrUCtional frameWorKs for stUdent self-direCtion

Help students become self-directed learners. Learn how to design teaching plans that incorporate essential questions, standards, learning process and content goals, assessments, tiered learning activities, and reflection. Examine effective frameworks for teaching and learning that have led to achievement gains for students with diverse needs in grades 4-12 across content areas.

Debra Franciosi, Project CRISS, Kalispell, MT, [email protected]

Donna Duval, Salem-Keizer School District, Salem, OR, [email protected]


f15get insPired: faCilitating great Professional develoPment for mentors

Implement a new teacher induction program that will dramatically decrease teacher turnover. Learn to identify activities conducive to both mentoring and high-quality professional learning, and how to facilitate and sustain quality learning activities throughout the induction program. Use best practices, including reflection, mentoring, walk-throughs, book studies, collaborative learning, coaching, modeling, and others.

Mara Lee Moats, Edinburg Consolidated Independent School District, Edinburg, TX, [email protected]

Ron Cavazos, Edinburg Consolidated Independent School District, Edinburg, TX, [email protected]


f16teaCHer talK: CollaBorating and refleCting on stUdent learning

Improve the practice of small group professional development through improving dialogue. Identify characteristics of high-performing learning communities. Hone conversation skills and gain tools that will help in designing and implementing purposeful, data-driven dialogue among colleagues.

Angie Neville, Federal Way Public Schools, Tacoma, WA, [email protected]

Pamela Schaff, Federal Way Public Schools, Auburn, WA, [email protected]


f17WalK-tHroUgHs tHat Promote HigH sCHool rigor and engagement

Delve into your school data and school improvement plan to figure out where best to focus attention during walk-throughs. Create a metric to use during the walk-through, and find protocols that work in different contexts. Interpret the data and help teachers create learning plans based on student need.

Maureen Nichols, School District of Philadelphia, Philadelphia, PA, [email protected]


f18imProving tHe management of edUCator talent: Pilot stUdY

Investigate eight research-based components of a framework to address teacher quality. Identify how preparation, recruitment, hiring, induction, professional development, compensation, working conditions, and performance management are interconnected. Consider the findings of a study of three Ohio districts (one urban, one suburban, and one rural) on how this framework can improve recruitment and retention.

Dawn Dolby, Learning Point Associates, Naperville, IL, [email protected]

Gretchen Weber, Learning Point Associates, Naperville, IL, [email protected]



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f19Year of Professional sUPPort Program for neW teaCHers

Build early career teachers’ understanding and support of their professional growth through just-in-time support. Follow the structure of a successful program that creates more confident, thoughtful, and skilled teachers. Learn to build on existing mentoring programs to economically develop a similar program.

Ray Myrtle, Provincial Intermediate Teachers’ Association, Vancouver, BC, Canada, [email protected]

Anne MacLean, University of British Columbia Okanagan, Kelowna, BC, Canada, [email protected]


f20adolesCent literaCY imProvement: a Cross-CUrriCUlar aPProaCH

Develop teachers’ capacity as literacy instructors with a research-based, schoolwide literacy improvement program that crosses content areas. Help teachers learn to identify underlying causes of adolescent literacy deficiencies and design instruction to meet learners’ needs. Create ownership for the program and determine the time and costs involved for sustained implementation.

Margaret Carroll, Maryland State Dept. of Education, Baltimore, MD, [email protected]


f21enHanCing Professional develoPment tHroUgH emBedded inQUirY

Find out how to engage teachers and instructional leaders in rigorous professional development through project-based learning. Use an inquiry method that incorporates input from teachers, site administrators, district staff, and students to improve teacher practice. Apply the lessons of a large, urban district that improved curriculum and instructional design.

David Ross, Buck Institute for Education, Novato, CA, [email protected]

Rody Boonchouy, Davis Joint Unified School District, Davis, CA, [email protected]


f22imProving learning WitH teCHnologY and Professional learning CommUnities

Increase student and teacher engagement in the learning process with innovative digital teaching and learning models. Share the power of teacher leadership and collaboration, integrating technology as a model for teacher and student empowerment, and transforming school culture through participatory inquiry. Transform the culture and climate of the middle school into one of focus, purpose, and increased student achievement.

Cristina Alvarez, School District of Philadelphia, Philadelphia, PA, [email protected]

Strand: Technology

f23ensUring edUCational eQUitY tHroUgH resPonsive instrUCtion

Address gaps among student subgroups by exploring instructional practices based on educational equity and diversity. Identify the characteristics of diversity-based responsive instruction and learn to incorporate equity practices in intervention programs. Find out how to plan and deliver lessons that will help all students succeed.

Suzy Cutbirth, Missouri State University, Springfield, MO, [email protected]

Marsha Lay, Missouri State University, Springfield, MO, [email protected]


f24essential 21st-CentUrY Presentations

Learn to rethink slideware including PowerPoint and Keynote. Understand how to prepare, design, and deliver slide shows in keeping with 21st-century skills. Explore how to find and craft the story. Create simple designs that connect with the audience. Leave with actionable ideas to improve your presentations.

Lawrence Faulkner, Adams 12 Five Star Schools, Broomfield, CO, [email protected]



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rT2BeYond memBersHiP: getting more involved WitH nsdC

Are you an NSDC member looking to get more involved in the organization? Learn about 35+ ways you can get more involved with NSDC.

Frederick Brown, National Staff Development Council, Dallas, TX, [email protected]


rT2Using WeB 2.0 tools to enHanCe Professional learning

Examine how NSDC uses social media tools and web 2.0 technologies to create effective e-learning focused on rich, interactive content and developing online communities of practice. Take a tour of NSDC’s Learning Exchange platform, preview e-learning programs and webinars, and discuss how technology can be used to enhance the effectiveness of professional learning.


Strand: Technology

rT2advoCate for nsdC’s definition of Professional develoPment

Ensure that every teacher engages in effective professional development every day so that every student achieves. Meet with NSDC’s policy professionals and get personalized support in advocating for NSDC’s definition of professional development.

René Islas, B & D Consulting, Washington, DC, [email protected]

Mitchell London, B&D Consulting, Washington, DC, [email protected]


rT2CoaCHing Professional learning CommUnities as CatalYsts for CHange

Explore how the literacy, numeracy, technology, English learner, and data coaches at a major urban comprehensive high school improved teacher practices and developed teachers’ leadership capacity by effectively facilitating learning teams.

David Holden, Sweetwater Union High School District, Chula Vista, CA, [email protected]

Jill Flaherty, Metro Nashville Public Schools, Antioch, TN, [email protected]


rT2dYnamiC leadersHiP-folloWersHiP: KeY to stUdent aCHievement

Learn to effectively distribute leadership responsibilities to employees who demonstrate exemplary leadership/followership, and create an environment where every member on the team, from the janitor to the superintendent, is valued and able to use his or her talents to contribute to student achievement.

Jeffrey Williams, JCW Team Consultants, O’Fallon, IL, [email protected]


rT2eXCellenCe CollaBorative: a teaCHer-Created sCHool tUrn-aroUnd model

Explore a teacher-created, research-based model that improves the retention and distribution of excellent teachers in urban schools, and offers an innovative structure for teacher compensation and career growth.

Maria Fenwick, Teach Plus, Boston, MA, [email protected]

Jessie Gerson-Nieder, Somerville Public Schools, Boston, MA, [email protected]

Celine Coggins, Teach Plus, Boston, MA, [email protected]


rT2flUenCY instrUCtion Can maKe a differenCe

Understand what current research says about the theoretical and practical framework needed to establish and monitor a fluency development program that helps struggling readers.

Heather Baptie, Central Okanagan School District 23, Kelowna, BC, Canada, [email protected]

Terry Dobson, Central Okanagan School District 23, Kelowna, BC, Canada, [email protected]


rT2gUest (sUBstitUte) teaCHers need sUPPort and training too

Understand the importance of substitute teacher training for student learning, and find out how to structure a program that provides guest teachers with skills in classroom management, professionalism, following lesson plans, filling in educational activities, and understanding the legal aspects of the job.

Kathleen Schaeflein, Valley View School District, Romeoviille, IL, [email protected]

Judie Nash, Valley View School District, Romeoviille, IL, [email protected]



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tuesday rt2 roundtable sessions1:45 p.m. – 3:45 p.m. | 2 hr

rT2imProving aCademiC literaCY in tHe Content areas

Receive practical tools to share with colleagues in grade and department teams that will help them support struggling secondary students in content-area reading and acquiring academic vocabulary.

Jennifer Brenneman, Kaplan K12 Learning Services, New York, NY, [email protected]


rT2maKing stUdent engagement a realitY tHroUgH Unit design

Use concrete strategies to organize, design, and deliver engaging lessons that inspire students to think more deeply and participate in high-level discussions, increasing their learning.

Valerie Braimah, Insight Education Group, Encino, CA, [email protected]

Jason Stricker, Insight Education Group, Encino, CA, [email protected]


rT2matH imProvement toolKit WorKsHoPs: langUage in matHematiCs

Help teachers make the language of mathematics accessible to students, particularly those who are English language learners or those with learning disabilities, through research-based instructional strategies and hands-on activities.

Emily Fagan, Education Development Center, Newton, MA, [email protected]

Anna McTigue, Newton, MA, [email protected]


rT2stUdent aCHievement in matHematiCs: tHe PoWer of K-16 CollaBoration

Learn about the creation of ongoing professional development for teachers of mathematics in both preservice and certified teachers. Explore how a university professor, high school math teacher, and high school administrator experienced the power of collaboration that has strengthened classroom practice and directly impacted student achievement in mathematics.

Ray Picicci, Cheney Public Schools, Cheney, WA, [email protected]

Adam Marsh, Cheney Public Schools, Cheney, WA, [email protected]

Jacqueline Coomes, Eastern Washington University, Cheney, WA, [email protected]


rT2tHe foUr CoaCH aPProaCH: staff develoPers sUPPorting learning

Build a strong, supportive school environment from the example of this school’s four staff developers, one in each major content area, and the content and processes they have used to create a culture of learning for both teachers and students.

Krista Purnell, New Heights Academy Charter School, New York, NY, [email protected]

Jennifer Gowers, New Heights Academy Charter School, New York, NY, [email protected]

Jessica Hinsch Raba, New Heights Academy Charter School, New York, NY, [email protected]

Tanya Johnson, [email protected], New York, NY


rT2tHe need to feed

Change school culture through cooperative work between teacher leaders and administrators using common sense practices from the book, If You Don’t Feed The Teachers, They Eat The Students, as well as relevant data that demonstrate impact on working conditions.

Brian Whitson, North Carolina Association of Educators, Charlotte, NC, [email protected]

Lina Drinkard, North Carolina Association of Educators, Salisbury, NC, [email protected]


rT2teaCHing and stress

Understand how stress affects the learning of both teachers and students. Learn to recognize factors that increase stress in the classroom, and identify research-based techniques for mitigating its negative effects.

Donna Glee Williams, NC Center for the Advancement of Teaching, Cullowhee, NC, [email protected]



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g01imProving stUdent learning BY minding tHe gaP

Advance the learning of special education, English language learner, at-risk, and gifted students by applying high-yield research to daily instruction and assessment. Identify strategies to use to improve classroom instruction and assessment for all learners. Learn about research that shows classroom teachers can effectively close the achievement gap among their own students.

Jane Pollock, Learning Horizon, Centennial, CO, [email protected]


g02HelPing teaCHers learn from stUdent foCUs groUPs

Learn how a district engaged students in focus groups to understand their experiences as math learners and hear their observations about effective instruction and how teacher leaders helped teachers respond. Review the pros and cons of capturing student voice on school and instructional issues for changing school culture and student-staff relations. Identify ways to use student focus groups to gather data related to your own challenges.

Edie Holcomb, Bellingham, WA, [email protected]

Jane Chadsey, Renton School District, Renton, WA, [email protected]

Michele Rennie, Renton School District, Renton, WA, [email protected]


g03sUPerman is dead: distriBUting leadersHiP WitH aCtion Planning

Professional learning community research affirms the success of schoolwide responses, as popularized recently by Response-to-Intervention models. The principal is often responsible for developing schoolwide responses, adding yet another task to their ever-growing list of responsibilities. Examine an action-planning model that involves the establishment of collaborative staff structures and processes focused on professional development, distributed leadership, and school improvement.

Kurtis Hewson, Livingstone Range School Division, Claresholm, AB, Canada, [email protected]

Lorna Adrian, Livingstone Range School Division, Claresholm, AB, Canada, [email protected]


g04edUCation for all CHildren: realiZing rigor, relevanCe, relationsHiPs

Create a multicultural experience and bring integrated curriculum to life for students. Learn how to establish rigor, relevance, and relationships in your classroom while raising awareness about education around the world. Use standards, explore ways to create leadership skills, and enhance global awareness through personal interactions with students from Kenya (made possible by Education for All Children).

Ryanne Van Sciver, Education For All Children, Burney, CA, [email protected]

Lory Courtney, Adams 12 Five Star Schools, Thornton, CO, [email protected]


g05Using innovative teCHnologY to faCilitate Professional develoPment

Change the way you design and implement professional development. Identify the resources within your school that can help you create and sustain professional learning communities. Empower teachers to collaborate using free, web-based resources inside and outside of the classroom to support professional development and increase student achievement.

Chip Buckwell, Kannapolis City Schools, Kannapolis, NC, [email protected]

Kelly Burgess, Kannapolis City School, Kannapolis, NC, [email protected]

Josh Clemmons, Kannapolis City Schools, Kannapolis, NC, [email protected]

Strand: Technology

g06CoaCHes: defining roles and measUring imPaCt

Learn from action research which coaching roles most affect student achievement. Identify coaching roles, determine how to distribute time across roles, and compare time allocations with data gathered from school and district coaches. Reflect on coaches’ perceptions of their roles and the perceptions of teachers and principals.

Michael Schwei, Northwest Independent School District, Justin, TX, [email protected]

Elita Driskill, Northwest Independent School District, Justin, TX, [email protected]

Courtney Foreman, Northwest Independent School District, Justin, TX, [email protected]

Michelle Pawski, Northwest Independent School District, Justin, TX, [email protected]

Carrie Pierce, Northwest Independent School District, Justin, TX, [email protected]


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wednesday g concurrent sessions8:00 a.m. – 10:00 a.m. | 2 hr

g07sCale UP: differentiated Professional develoPment for teaCHers of englisH langUage learners

Ensure that classroom teachers have the knowledge and skills they need to scaffold instruction for English language learners. Learn the key components of a professional development model that promotes meaningful interaction: rigorous, standards-based instruction, and cultural relevance. Encourage teachers to delve deeper through differentiation.

Bonnie English, Seattle Public Schools, Seattle, WA, [email protected]

Daniel Golosman, Seattle Public Schools, Seattle, WA, [email protected]


g08Creating Professional learning CommUnities

Learn how high-performing, collaborative teams can work together to implement reflective practices that raise student achievement. Hear how the social studies department at a highly diverse high school successfully implemented professional learning communities. Create a list of strategies to take back to implement professional learning communities.

Keith Adams, Montgomery County Public Schools, Silver Spring, MD, [email protected]


g09aUtHentiC disCUssion as a tool for inQUirY

Find ways to encourage academic discourse in every content area, including mathematics, and learn effective methods for managing the discussion. Practice scaffolding discussion questions to move students up Bloom’s Taxonomy. Acquire a toolkit of instructional strategies to promote authentic discussion and inquiry.

Jennifer Brenneman, Kaplan K12 Learning Services, New York, NY, [email protected]


g10develoPing and sUstaining K-12 learning CommUnities

Drive systemwide change by creating a culture of collaboration. Learn how high-performing professional learning communities focused on creating formative assessments can result in improved student achievement. Gain practical strategies for helping teachers understand the process, importance, and application of assessing student learning.

Mark Merrell, Fairfax County Public Schools, Vienna, VA, [email protected]

Rebecca Baenig, Fairfax County Public Schools, Vienna, VA, [email protected]

Mark Greenfelder, Fairfax County Public Schools, Vienna, VA, [email protected]


g11Using teCHnologY to sUPPort CollaBoration: an oPen forUm

Explore and access the power of technology in implementing and sustaining efficient and effective teacher collaboration. Examine what technology is currently available and being used to support collaboration in order to tap into potential resources. Move beyond using technology only for attendance and grading to empowering improved teacher collaboration.

Brian Whitney, Optimize: Professional Development, Boise, ID, [email protected]

Nina Henson, Optimize: Professional Development, Boise, ID, [email protected]

Jenny Gibbons, Boise School District, Boise, ID, [email protected]

Strand: Technology

g12YaKima sCHool distriCt instrUCtional leadersHiP sUPPort initiative

Transform teaching and learning based on a real-life case study of effective professional learning that improved instructional leadership. Improve school administrators’ and central office staff members’ abilities to provide more effective support for changing classroom practice. Learn about a systemic approach to developing instructional leadership.

Heather Knight, Leadership Innovations Team, East Olympia, WA, [email protected]

Cece Mahre, Yakima School District, Yakima, Washington, [email protected]



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g13leading HealtHY and sUstainaBle CUltUres in UrBan sCHools

Develop strategies to support learning communities and create a successful school. Find tools that work in an urban setting to empower staff and lead them to appreciate the positive attributes of the school. Create a welcoming, cooperative, energized school climate.

Suszanne Hawthorne-Clay, ECCS, Hudson, OH, [email protected]


g14Kansas teaCHer leadersHiP “UnWraPPed”

Explore the structure of one state’s approach to empowering teachers through a teacher leadership endorsement. Review modules that support the work of teacher leaders. Discuss teacher leadership regulations, licensure standards, and evidence-based ways to assess qualified candidates for the position of teacher leader.

Kathy Boyer, Kansas Dept. of Education, Topeka, KS, [email protected]

Lynn Bechtel, Kansas Dept. of Education, Topeka, KS, [email protected]


g15BUilding a CollaBorative CUltUre for CHange

Cultural change that results in increased student achievement is most likely when it is the result of internally driven collaborative efforts. Explore how one ethnically diverse, urban Title I elementary school increased academic achievement through the process of successful on-going collaboration. Gain insight into how to establish an effective collaborative process and overcome potentially daunting challenges.

Trudy Grafton, Ft. Wayne Community Schools, Ft. Wayne, IN, [email protected]

Gina White, Ft. Wayne Community Schools, Ft. Wayne, IN, [email protected]

Kay Macke, Ft. Wayne Community Schools, Ft. Wayne, IN, [email protected]

Jeanne Tritch, Ft. Wayne Community Schools, Ft. Wayne, IN, [email protected]


g16BUilding a stronger K-12 sYstem: a model for literaCY imPlementation along a develoPmental ContinUUm

Hear how an urban school district strengthened their system by investing in the teaching expertise of their pre-K, kindergarten and first grade teachers by visiting laboratory classrooms, observing and reflecting on model lessons, and coaching. Apply these strategies to your own classroom.

Susan Enfield, Seattle Public Schools, Seattle, WA, [email protected]

Cathy Feldman, Reach, Ho-Ho-Kus, NJ, [email protected]

Laurie Morrison, Seattle Public Schools, Seattle, WA, [email protected]


g17WHY great teaCHers QUit: WHat We Can do

Identify the primary reasons for teacher attrition, learning from interviews with teachers who recently left the field. Develop strategies and possible actions to retain teachers. Plan supports for new teachers within existing mentoring programs.

Katy Farber, Washington Central Supervisory Union, Middlesex, VT, [email protected]


g18Creating a sParK for learning: differentiation of instrUCtion for 21st-CentUrY learners Program

Examine the use of data at classroom, school, and district levels to plan for differentiation and Response to Intervention programming. Develop instructional resources for maximizing and evaluating student achievement. Identify technology resources that will support and maximize all levels of learning. Evaluate strategies and techniques for active student engagement and levels of learning. Consider school instructional programming and teacher/student success.

Suzanne Witmer, Pinal County Education Service Agency, Florence, AZ, [email protected]

Arlynn Godinez, Pinal County Education Service Agency, Florence, AZ, [email protected]



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wednesday g concurrent sessions8:00 a.m. – 10:00 a.m. | 2 hr

g19 Professional learning CommUnitY for an instrUCtional CoaCHing netWorK

Develop a network that supports instructional coaches and allows them to prosper. Plan opportunities for coaches to connect with one another to share best practices and discuss how NSDC’s Standards for Staff Development are being met. Learn about a regional approach to learning communities that meets the needs of coaches, the teachers they serve, and, ultimately, the students.

Kate Davern, Eastern Suffolk BOCES, Holbrook, NY, [email protected]

Marilyn Adsitt, Eastern Suffolk BOCES, Holbrook, NY, [email protected]


g20stateWide frameWorK for Professional develoPment: oregon or BUst

Provide teachers with the tools to effectively understand and use data. Create a system of sustainable, measurable professional development around data use that works at a district, school, and classroom level in large and small districts and in urban and rural areas, to improve instruction for students. Practice identifying data, and see how teachers influence student learning outcomes.

Mickey Garrison, Oregon Dept. of Education, Roseburg, OR, [email protected]

Denise Airola, University of Arkansas, Fayetteville, AR, [email protected]

Peggy Blair, Linn-Benton-Lincoln Education Service District, Albany, OR, [email protected]

Susie Garrison, Grant School District, 329 North Humbolt, OR, [email protected]


g21emBedded Professional develoPment: a PatH to sUstainaBle CHange

Develop a sustainable system of job-embedded professional learning that goes beyond traditional one-day workshops. Follow a system model of coaching and learn about the research that supports this proven method. Actively engage in role playing coaching experiences.

Patricia Bogart, arts education IDEAS, West Haven, CT, [email protected]


g22aCHievement gaP strategies for CUltUrallY lingUistiC diverse stUdents

Hear about teaching strategies and gain resources designed to close the achievement gap. Focus on English language learner (ELL) achievement in literacy across the curriculum. Explore instructional practices and strategies. Identify cultural and equity assumptions and develop culturally and linguistically relevant instruction to create classroom and school environments that facilitate language learning. Learn about NEA’s English Language Learner Culture, Equity, and Academic Language Project Initiative.

Linda Cabral, National Education Association, Washington, DC, [email protected]


g23learning from eaCH otHers’ sUCCesses: CoaCHes talKing

Share experiences and expertise with coaching colleagues in a collaborative setting. Brainstorm solutions to common problems and learn from one another’s successes. Use a research-based protocol to connect with peers, and gain practical tools and ideas that will work in your setting.

Janet Regge, Renton School District, Renton, WA, [email protected]

Karen Soine, Renton School District, Renton, WA, [email protected]


g24distriCt and sCHool imProvement and 21st-CentUrY sKills

Evaluate your approach to 21st-century skills using a hands-on, tactical tool, and chart a path for specific action. Learn how to use the new self-assessment tool from the Partnership for 21st Century Skills to enhance district and school improvement initiatives. Receive free access to the online version of the MILE Guide: Milestones for Improving Learning and Education.

Valerie Greenhill, Partnership for 21st Century Skills, Tucson, AZ, [email protected]

Beth Ratway, Wisconsin Dept. of Public Instruction, Madison, WI, [email protected]

Julie Walker, American Association of School Librarians, Chicago, IL, [email protected]

Paul Sandrock, Wisconsin Dept. of Public Instruction, Madison, WI, [email protected]


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g25BUilding CaPaCitY WitH a teaCHer leader Program

Mobilize and empower teachers by identifying and removing barriers to creating an effective teacher leadership program. Design a teacher leader program that will develop teachers’ capacity to facilitate team meetings, to gain new skills in collaboration, and to become more effective team members. Extend teachers’ capacity to create schoolwide improvement.

Laurie VanSteenkiste, Macomb Intermediate School District, Clinton Township, MI, [email protected]

Lisa Asaro, Macomb Intermediate School District, Clinton Township, MI, [email protected]

Grace Velchansky, Macomb Intermediate School District, Clinton Township, MI, [email protected]


g26develoPing and sUstaining a teaCHer inQUirY CommUnitY

Create, sustain, and evaluate a teacher-inquiry community (school-based learning team) to ensure high-quality professional learning. Identify structures that are practical and empowering for improving instruction.

Margery Ginsberg, University of Washington, Seattle, WA, [email protected]


g27modifYing and aCCommodating for ieP stUdents

Gain practical ideas, methods, and suggestions to better reach struggling students and those with Individualized Education Plans (IEP). Learn to teach to different learning styles with modifications and accommodations that can be used with different types of assignments. Help all children learn material presented in general education classes.

Joan Bright, Mukilteo Schools, Mukilteo, WA, [email protected]

Punkie Bagdon, Mukilteo Schools, Everett, WA, [email protected]


g28a sYstematiC aPProaCH to distriCtWide Professional develoPment

Find out how to improve professional learning using a before, during, and after approach that increases classroom teachers’ knowledge and skills. Consider a systemwide method of planning, executing, and providing implementation support. Use student performance data and teacher input to determine the most effective components of your professional development.

Tonya Almeida, Victor Elementary School District, Victorville, CA, [email protected]

Melissa Timko-Miller, Victor Elementary School District, Victorville, CA, [email protected]

Mark Staggs, Victor Elementary School District, Victorville, CA, [email protected]


g29effeCtive sCHool-Based leadersHiP teams

Implement a model for an effective leadership team that engages teachers in school improvement. Identify the elements of an effective school-based leadership team. Learn how to develop strong relationships between an administrator, coach, and teacher leaders. Take away protocols and processes to engage teacher leaders and all staff in professional learning and reflection.

Judi Kahoun, Spring Lake Park Schools, Fridley, MN, [email protected]

Amy Bjurlin, Spring Lake Park Schools, Fridley, MN, [email protected]

Steve Brady, Fridley, MN, [email protected]



topic index

Adult Development/LearningB08, B24, C08, C17, D03, E14, E24, F16

Assessment/Evaluation of Students E21, F16, G01, G10, G18

Career Paths for Teachers B01, B08, C05, F05, G14

Case Studies of Successful Schools B08, B18, B20, C01, C06, F18, F21, G12, G15

Central Office Responsibilities A01, A02, B05, C17, C19, F18

Coaching and School CoachesA04, B10, B16, B19, C10, C22, D01, E19, F04, G06, G19

Collaboration/Team Building A01, B01, B07, B10, B19, C05, D02, D03, D04, E18, F06, F16, F22, G05, G08, G11, G13, G18, G23

Curriculum Alignment/Development C23, E04, E07, E17, F03, F08

Data-Driven Decision Making B03, B13, C13, C23, E06, E21, F10, F17, G02, G03, G18, G20

Demonstrating Impact of Professional Learning B01, B11, E02, E05, E16, E20, F02, F11, G05, G06, G12

Distributive Leadership A02, B03, B08, B14, E05, G14, G25

Effective Teaching and Instruction A03, B07, B09, C04, C09, C13, C16, C18, D03, E01, E08, E11, E13, E22, E23, F08, F14, F20, F21, F23, G04, G09, G27

English Language Learners/Linguistic Diversity A03, C04, F07, G01, G07

Evaluating Technology-Based Professional Learning B09, B15, E04, E23, G05, G11

Leadership Development and Skills A01, A02, B05, B06, B08, B12, B13, B14, C02, C12, C17, C20, C21, D01, D02, D04, D05, E01, E11, E17, E21, F05, F07, F12, F13, F15, F19, G08, G12, G24, G25, G29

Literacy B11, B16, B21, C22, E12, F03, F10, F20

Mentoring and Induction A05, B17, B22, C01, E03, F15, F19, G17

Models of Professional Learning B04, B20, C01, C03, C06, C14, C23, E13, E18, F01, F11, G10, G15, G21, G23, G26, G28

Online Learning Communities B22, C09, E15

Policy Development and Advocacy Efforts B02, C07, C15, E10, F09

Presentation and Facilitation Skills B24, D03, E24, F24, G28

Race, Class, and Culture C04, C11, C18, D05, E08, F14, F23, G07, G15

School Reform/Improvement Process C08, C10, C14, C15, C19, E06, E10, E16, E20, E21, E22, F05, F17, F23, G03, G20, G21, G24

School-Based Professional Development Planning B04, B09, C12, E12, E14, F02, F06, F11, F21, G29

Science, Technology, Engineering, and Mathematics (STEM) B18, E07, E17, F11, G02

Serving Remote Professional Learners B22, E15, G04

Teacher Recruitment, Support, and Retention A05, B17, E03, E07, E19, F18, G17

Title 1 School Improvement A01, B03, B06, B12, B21, C04, C05, C10, C11, C13, C19, C21, E24, F11, F14, F17, F21, F22, G01, G07, G08, G13, G15

Urban Issues and Settings B06, B12, C11, C19, C21, C22, E10, E24, F11, F14, F17, F18, F21, F22, G07, G13, G15

audience indexmondaY

District office personnel (directors/consultants for instruction, technology, curriculum, human resources and assessment) B08, B10, B13, B18, B21, B22, C01, C08, C10, C14, C17, C18, C19

District-level staff developers A01, A03, B06, B07, B09, B10, B12, B13, B14, B20, C04, C14, C16, C17, C19, C22, C23

Policy makers and community stakeholders B02, B08, C07, C15

Principals/assistant principals A01, A02, A05, B01, B03, B04, B05, B09, B11, B13, B14, B15, B16, B17, B18, B20, B24, C01, C02, C04, C05, C06, C08, C10, C12, C13, C16, C18, C22, C23

Rural Educators B08, B19, C09

School-based staff developers/coaches A02, A03, A04, A05, B01, B03, B05, B06, B07, B10, B11, B12, B15, B16, B17, B19, B20, B24, C01, C03, C04, C06, C09, C10, C13, C14, C20, C22

Superintendent/assistant superintendent A01, B02, B03, B04, B08, B09, B22, C07, C12, C17, C19

Teacher leaders/coaches/mentors/team leaders A02, A03, A04, A05, B01, B04, B05, B06, B07, B11, B12, B14, B15, B16, B17, B18, B19, B21, B22, B24, C02, C03, C05, C06, C08, C11, C12, C13, C15, C16, C18, C20, C21, C23

Title I School Staff B03, B06, B12, B21, C04, C05, C11, C13, C19, C21

Urban Educators B03, B06, B12, C04, C09, C11, C19, C21, C22

tUesdaY

District office personnel (directors/consultants for instruction, technology, curriculum, human resources and assessment) E03, E05, E09, E10, E11, E13, E14, E23, F05, F06, F07, F08, F12, F15, F18, F19, F20

District-level staff developers F02, F05, F08, F11, F14, F15, F16, F24

Policy makers and community stakeholders F09

Principals/assistant principals D01, D03, D04, D05, E01, E02, E03, E05, E07, E10, E11, E12, E14, E15, E16, E19, E20, E21, E22, E24, F02, F05, F07, F09, F10, F11, F12, F13, F17, F18, F20, F21, F22, F23, F24

School-based staff developers/coaches D01, D03, D04, E01, E02, E04, E06, E07, E11, E12, E16, E17, E18, E19, E20, E23, E24, F03, F04, F06, F08, F10, F11, F14, F16, F20, F21

Superintendent/assistant superintendent F01, F02, F12, F17, F18, F23

Teacher leaders/coaches/mentors/team leaders F03, F06, F07, F09, F10, F13, F14, F15, F16, F17, F19, F21, F22, F23, F24

Title I School Staff F11, F17, F21, F22, F23

Urban Educators F03, F11, F17, F21, F22

WednesdaY

District office personnel (directors/consultants for instruction, technology, curriculum, human resources and assessment) G01, G02, G03, G20, G25, G28

District-level staff developers G01, G05, G11, G12, G13, G19, G21, G26, G28

Policy makers and community stakeholders G14, G22, G24

Principals/assistant principals G02, G03, G05, G06, G07, G08, G09, G10, G11, G12, G13, G14, G15, G17, G18, G19, G24, G25, G26, G29

Rural Educators G04, G27

School-based staff developers/coaches G01, G06, G08, G09, G18, G23, G26, G28, G29

Superintendent/assistant superintendent G12, G17, G19, G20, G24

Teacher leaders/coaches/mentors/team leaders G02, G03, G05, G06, G07, G08, G09, G10, G14, G15, G17, G18, G20, G21, G22, G23, G25, G27, G29

Title I School Staff G01, G04, G07, G08, G13, G15

Urban Educators G04, G07, G13, G15, G21, G27

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Presenter index

Adams, Keith ..........................G08Adrian, Lorna .........................G03Adsitt, Marilyn .......................G19Agnew, Kim ............................ C14Airola, Denise ........................G20Almeida, Tonya .....................G28Aluise, Victor ............................B20Alvarez, Cristina .....................F22Anderson, Sue .......................E03Anna, McTigue ......................RT2Arnau, Lea .................................RT1Asaro, Lisa ................................G25Askew, Jada .............................B03Audet, Michael ......................B08Asuncion, Ayala .................. C21

Baal, Kathryn ...........................B16Baeder, Amy ............................B06Baenig, Rebecca ....... G10, RT1Bagdon, Punkie ....................G27Baptie, Heather......................RT2Barkley, Paula ......................... C06Barnum, Sibyl ..............B23, RT1Baskeyfield, Tracy .................F10Bassett, Katherine ............... C02Bates, Michael ........................B03Bechtel, Lynn .........................G14Betts, Sherry ............................F10Bjurlin, Amy ............................G29Blair, Peggy ..............................G20Bogart, Patricia ......................G21Bonelli, Kiela ........................... C05Boonchouy, Rody ................F21Boyer, Kathy ............................G14Brady, Steve ............................G29Brady, Sue .................................F05Braimah, Valerie .....................RT2Brenneman, Jennifer ......G09, RT2Bright, Joan .............................G27Brooks, Eric ...............................B19Brown, Catherine .................B06Brown, Frederick ........C21, RT2Brown, Lydia ............................RT1Buckwell, Chip ......................G05Burden, Erika .......................... C20Burgess, Carol ........................ C04Burgess, Kelly .........................G05Busch, Diane ...........................B12

Cabral, Linda ..........................G22Cain, Andrew ..........................B06Campbell, Carri ......................B23Carlson, Christina ...... B14, E13Carroll, Margaret ...................F20Carter, Karen............................F05Castori, Pamela ......................E17Catherine, Koontz ................E19Caus Gleason, Sonia ...........E15Cavazos, Ron ...........................F15Chadsey, Jane ............C01, G02Chadsey, Terry ..................PC102Chapman, Carrie ..................E18Chappius, Jan ...................PC105Clausen, Sharon ....................B11Clemens, Deb ........................ C20Clemmons, Josh ..................G05Co, Jocelyn ...............................B06Cody, Anthony ...................... C15Coggins, Celine ..........RT1, RT2Cohen, David ......................... C15Coles, Dan................................ C22Collins, Myra ............................F08Coomes, Jacqueline .....E07, RT2Corbitt, Gary ............................RT1Courtney, Lory ......................G04Cox, Kevin ................................ C13

Cox, Stephanie ......................B11Craig, Anthony .......................B06Cross, Binta.........................PC108Crow, Tracy .................... B24, E09Culp, Richard...........................E05Cutbirth, Suzy ........................F23

Dart, Scott................................ C13Davern, Kate ...........................G19Davin, Linda.............................B02DeJesus, Candido ................F07Dean, Sandra ......................... C15Dickerson, Peggy .................E14Dimetres, Patricia .................E05Dobson, Terry .........................RT2Dolby, Dawn ...........................F18Donohoo, Jenni ................... A02Drinkard, Lina .........................RT2Driskill, Elita .............................G06Duben, Shelly ........................ A02Duff, Victoria ........... PC106, F01Duval, Donna ..........................F14Dyer, Karen .........................PC110

Edwards, Claudia ................. C08Emry, Terese.......................PC101Enfield, Susan ........................G16English, Bonnie .....................G07Everlove, Sandi ......................F02

Fagan, Emily .................B07, RT2Farber, Katy .............................G17Faulkner, Lawrence .............F24Feldman, Cathy ....................G16Felthous, Lisa ..........................F10Fenwick, Maria ............RT1, RT2Figueroa, Sandra ...................E22Flaherty, Jill ..............................RT2Foreman, Courtney ............G06Franciosi, Debra ....................F14Frank, Richard .........................B09Frattali, August.......................E05Frey, Nancy...............................F02

Garrison, Mickey ..................G20Garrison, Susie ......................G20Geisick, Ken .............................F12Gerson-Nieder, Jessie ........RT2Gibbons, Jenny.....................D04Ginsberg, Margery...............B06Gochenour, Christi ..............B17Godinez, Arlynn ...................G18Gogas, Donna ....................... C04Golosman, Daniel ...............G07Gowers, Jennifer ...................RT2Grafton, Trudy .......................G15Graham, Peggy ..................... C14Gray, Theresa ...........................E23Greenfelder, Mark .... G10, RT1Greenhill, Valerie ....... B04, G24

Hampton, Melissa ................B16Harmon, Jeanne ...................E17Harris, Lynnette .....................E05Harrison, Cindy .....PC111, C10Harrison, Jesse ...................... C22Hart, Cate ..................................E18Hawley, Willis ..........................E08Hawthorne-Clay, Suszanne ...........................................................G13Hayes, Carolee ......................D01Hearn, Molly ............................B12Helgeson, Stephen ............ C05Hellwich, John .................PC101Hendricks, Karen.................. A05Henson, Nina ............. D04, G11

Hewson, Kurtis......................G03Higgins, Heather ..................RT1Hinsch Raba, Jessica ..........RT2Hobbs-Johnson, Audrey.......B08Holcomb, Edie ......................G02Holcombe, Amy ....................B18Holden, David .............C06, RT2Hollister, Caitlin......................RT1Holton, Gerald .......................RT1Hord, Shirley ............................E02Howard, Lynn .........................E19Howell, Tracey ........................B18Howitt, Clara .......................... A02Hulme, Gale ............................ C17

Islas, René ......................C07, RT2Izard, Ernest .......................PC109

Jackson, Deborah ................E21Jackson, Marti Jo ..................E05Jacott, Michelle .....................B12Jenny, Gibbons .....................G11Johnson, Eli ..............................B21Johnson, Margie ...................B09Johnson, Tanya ......................RT2Jonathan, Miller ....................B18Jones, Daphne .......................B03Jordan, Monica ......................B03

Kachur, Donald ..................... C08Kafele, Baruti .......................... C11Kahoun, Judi ..........................G29Kelsen, Virginia .......................E20Kelsey, Kathryn ......................F11Kiehle, Caroline......................F11Killion, Joellen ..PC106, B02, F01King George, Shelee ..........B10King, Amy................................. A03King, Janine .............................F03King, Stacy ................................F04Klassen, Steve .........................B08Klock-Persing, Kathy ...........E16Knight, Denise .......................B13Knight, Heather ....................G12Knight, Jim .............................. A04

LaRocque, Rosalind ............B02Landry, Claudette ...............D03Lantrip, Lisa ..............................F05Lavelle, Lisa ..............................E04Law, Nicole ...............................F05Lay, Marsha ..............................F23Lee, Mun Wah .......................D05Lenssen, John ........................D05Leong, Melinda .................... C03Liburd, Dolly ............................B11Lichtman, Lisa ........................B16Linda, Law ................................E01Logan, Allison .........................RT1London, Mitchell .......C07, RT2Lysne, Dan ................................RT1

MacLean, Anne .....................F19Macke, Kay ..............................G15Mahoney, Carol .................... C20Mahre, Cece ...........................G12Mangold, Ann ........................B12Manning, Tom .. B24, RT1, RT2Marich, Holly ..........................G26Marsh, Adam...........................RT2Martinian, Raffi ......................E20Mason, Charles ......................B05McCain, Joylyn ...................... C10McDonald, Patricia ............. C18McGibbon, Beth ..PC101, B14McTigue, Anna ......................B07

Meadows, James ..................E13Merrell, Mark ............... G10, RT1Merrifield, Norman ...B09, RT1Meyer, Karen ...........................B10Meyer, Mindy ..........................E03Miles, Jan .................................. A05Miller, Jan ..................................B13Miller, Michaela .................... C05Misher, Pam .......................PC110Mitchell, Robbie ....................F04Mizell, Hayes............................F09Moats, Mara Lee....................F15Moody, Michael ................... C19Moore, Laura ...........................F10Moriarty, Pat ........................... C01Morris, Elizabeth ...................B19Morrison, Laurie ...................G16Mosko, Emilie .........................F11Moussavi-Bock, Deli ..........D02Murphy, Michael ....... E06, F04Myrtle, Ray ................................F19

Nash, Judie ....................C16, RT2Nelson, Terrion .......................E12Neville, Angie .........................F16Nichols, Maureen .................F17Nobles, Sandy ........................F13Nonnemacher, Jennifer ....C13

O’Loughlin, Judith .............. A03O’Shea, Linda ..........................E16Olson, Anne .............................F05Olzendam, Alison ................ C12

Page, Deb ................................ C17Pajardo, Phyllis .......................B01Pamas, Roberto .....................E21Pat, Donaldson ......................F04Pawski, Michelle...................G06Payne, Brandon .....................E11Pearl, Barbara ..........................RT1Pecheone, Ray .......................B04Peterson, Heather ............... A01Phillips, Scott ..........................E05Picicci, Ray ................................RT2Pierce, Carrie ..........................G06Pollock, Jane ................E01, G01Price, Debbie ......................... A02Purnell, Krista ..........................RT2Pyatt, Kevin ..............................E07

Ratway, Beth ..........................G24Rebus, Jake ............................. C13Regge, Janet ..........................G23Rennie, Michele ...................G02Rich, Dionne ............................E12Rich, Esther ............................. C01Richardson, Connie ............B17Richmond, Roderick ...........B03Rife, Dawn ............................... C14Ritz, Lori ..................................... C10Robb, Paul...................... B06, E24Rojas, Virginia ....................PC104Rose, Garriot ............................B18Rose, Jill ......................................B16Rose, Sherry .............................RT1Ross, David ...............................F21Routman, Regie ....................E22Rowell, Saundra ..............PC103Roy, Pat .................................PC103

Sandrock, Paul ......................G24Santiago, Helen .....................E10Sauer, Wendy ......................... C09Schaeflein, Kathleen ..........RT2Schaeflein, Kathy ................. C16

Schaff, Pamela ........................F16Schroeder Fracek, Mary Beth ..... ................................................................B17Schuman, Denise .................E11Schwei, Michael ...................G06Scott, Susan .......................PC114Sellars, Whitney .....................F10Shetley, Pamela .................... C05Shingotewa, LeRoy .............B19Shipley, Pat ...............................B17Shoup, Kim.............................. C18Shrode, Robin ........................ C06Silver, Harvey ......................... C23Smirle, Mary-Anne...............B08Smith, Andrea ....................... C22Snyder, Shari............................E12Soine, Karen ...........................G23Somera, Adrienne ..... F06, RT1Sonricker, Lisa .........................B18Sousa, David......................PC107Spear, Vicky ..............................E11Staggs, Mark ...........................G28Stange, Carrie ........................ C16Stanley, Debbie ...............PC102Stokes, Laura ...........................E17Storchan, Daniel ...................B20Stout, Judy .............................. C08Strey, Melanie ........................ C12Stricker, Jason .........................RT2

Tackmann, Karen .................D01Tate, Marcia ........................PC112Taylor, Andrew ......PC113, B15Tejedor, Andrea ....PC113, B15Terrebonne, Melissa ...........B11Thacker, Teresa .......................E14Timko-Miller, Melissa ........G28Tragos, Melissa ...................... C13Trestrail, Karla ......................... C10Tripp, Susan ............................ C18Tritch, Jeanne ........................G15Tucker, Kathy ...........................B19Tylka, Linda ..............................E12

Udager, Toby ...........................RT1

Van Sciver, Ryanne .............G04VanSteenkiste, Laurie .......G25Velchansky, Grace ...............G25Walker, Anne ...........................E13Walker, Julie ............................G24Wall, Robbin ........................... C06Ward, Maria ..............................B16Ward, Natalie ...........................F03Warren, Shannon ...... F06, RT1Warren, Susan ........................E20Watts, Susy ...............................RT1Weaver, Dave ..........................F11Weber, Gretchen ..................F18Weinkle, Ashley .....................RT1White, Gina .............................G15White, Tom .................... B14, E13Whitney, Brian ........... D04, G11Whitson, Brian ........................RT2Wilds, Rodney.........................B18Wilkinson, David ...................B17Williams, Donna Glee ........RT2Williams, Jeffrey.....................RT2Witmer, Suzanne .................G18Woehlbrandt, Marcia ........ C12Wurzbach, Linda...................B22

Yoon, Karen ............................D03

Zion, Shelley......................PC108Zoller, Kendall ........................D03

46

in partnership with

EARN GRADUATE CREDIT foR ThE CoNfERENCEThe National Institute for Professional Practice in partnership with Wilkes University is excited to offer you the opportunity to earn graduate credit for attending the NSDC 2010 Summer Conference.

CREDITS SESSION HOURS ASSIGNMENT TUITION

1 5

Visit or contact us for details on course work

$185

2 10 $370

3 15 $555

For more information visit our booth at the Knowledge Café or contact us:

• 1-888-235-6555 • www.professionalpractice.org/NSDC

Becoming a Learning SchoolBecoming a Learning School is a two-day learning experience that focuses on developing a school’s capacity to implement NSDC’s definition of professional learning and a model of continuous improvement that emphasizes teacher collaborative learning as a significant vehicle for improving teaching quality and student learning.

For more information, call 800-727-7288 or visit www.nsdc.org/opportunities/institutes.cfm Presenters are senior staff

members of the National Staff Development Council. Carol François is director of learning. Joellen Killion is deputy executive director and co-author with Patricia Roy of Becoming a Learning School.


Carol François

Joellen Killion

nsDC

I n s t i t u t e Calgary, Alberta, Canada — May 12–13, 2010

Space is LimitedRegister today!

47

registration Policies and ProceduresTo register to attend the conference, please complete the Registration form and Session Registration Form on pages 49–50. Registra-tion forms may also be downloaded from the NSDC web site at www.nsdc.org, or you may register online.

Fees for Sunday include materials, lunch, and program attendance. Fees for Monday and Tuesday include breakfasts, lunches, materials, and program attendance. Wednesday’s fee includes brunch, materials, and program attendance.

If you are not a current NSDC, NEA, or AFT member, you must add a non-member fee or become a member. “Taste Test” Trial Mem-berships do not apply.

registration deadlineSpace is limited for the Summer Conference. Please check www.nsdc.org for conference availability.

early registration discountSave $50 on your 2010 Summer Conference 3- or 4-day registration fee when you register by April 30, 2010.

group discountA 10% discount on registration fees for 10 or more persons will be granted to school districts if 10 or more registrations are completed and are included in one envelope with a school district check (no purchase orders or credit cards) for the total amount

Sheraton Seattle Hotel1400 Sixth AvenueSeattle, WA 98101(206) 621-9000

Conference Rates Available For: July 13 - July 23, 2010

due. Each registrant may take 10% off their registration fees only, if they meet the criteria above.

Cancellation PolicyCancellations must be sent in writing to the NSDC Business Office by June 15, 2010 to receive a full refund. A 50% refund will be given to written requests received by July 2, 2010. A processing fee of $50 will be deducted from all refunds. No refunds will be issued for cancellations received after July 2, 2010. NSDC reserves the right to process refunds after the conference concludes.

ConfirmationYou will receive registration confirmation by e-mail. Session tickets, conference

materials, and a nametag can be picked up at the conference. Please call the NSDC Business Office (800-727-7288) if you have NOT received confirmation within two weeks of registering.

registration formSECTION 1 must be filled out completely. Make sure we have your current e-mail address. Your NSDC membership number appears on the address labels of your NSDC publications. If you are not a current NSDC, NEA, or AFT member see section 3.

SECTION 2 - Select the fees for the day(s) your want to attend.

SECTION 3 - Renew your NSDC membership at special conference rates! If you are an NEA or AFT member, put your member number and you will receive a one-year T3 member-ship at no charge. If you are not an NSDC, NEA, or AFT member, you must select and pay for a one-year membership or pay the non-member fee.

SECTION 4 - Fill in the amounts of discounts that apply. Only the presenter discount may be taken on 1-day registrations. The 10% discount is only available if 10 or more forms are mailed together with one check paying all fees in full. This discount is not available if you pay with a credit card or use a purchase order.

SECTION 5 - Your registration will not be entered until fees are received by check, Visa, MasterCard, or purchase order.

Registration information

guest room rates:Single: $199.00Double: $199.00Triple: $199.00Quad: $199.00Room rates are per night and subject to a 15.6% tax.

make your hotel reservations online through the nsdC web site. Go to www.nsdc.org/summerconference10 where you’ll find a link to the conference hotel or call 206-621-9000 and identify yourself as an NSDC attendee.

nsDC 2010 summer Conference Hotel information

tHree WaYs to register

1. BY mail: NSDC Summer

Conference Registration504 S. Locust StreetOxford, OH 45056

2. BY faX: 513-523-0638

3. online at:www.nsdc.org

All registrations require payment for processing. Registrations will be

accepted online or via mail or fax. If you register by fax, do not mail the registration

form. If you mail the form, do not fax. This can cause duplicate charges!

QUESTIONS: 800-727-7288 • www.nsdc.org

48

Registration Form

REGISTRATION DATA:

NSDC Member # _______________________________

First Name________________________________________ Last Name___________________________________________(for your nametag)

School Dist./Organization________________________________________________ Position_________________________

Address / Street________________________________________________________________________________________

City / State / Province / Zip _______________________________________________________________________________

Is this address: business home (All membership materials will be sent to this address)

Business Phone___________________________________ Home Phone__________________________________________

E-mail________________________________________________________________________________________________Please print your e-mail address legibly—your conference confirmation will be e-mailed to you.

REGISTRATION FEES: Check (3) each fee that applies and fill in amount

1-day Preconference ..................................................................$239 ______ Sunday 7/18 includes lunch (No Discount Applicable)

1-day regular Conference (indicate day attending) ..... $199 ______ Monday 7/19, Tuesday 7/20, OR Wednesday 7/21 includes breakfast and lunch Mon. & Tues. and brunch Wed. (No Discount Applicable except presenter)

3-day regular Conference .......................................................$429 ______ Monday 7/19, Tuesday 7/20, Wednesday 7/21 5 meals, Sunday Reception, and Knowledge Café Reception included

4–day Best deal ........................................................................$599 ______ Sunday 7/18 through Wednesday (a.m.) 7/21 6 meals, Sunday Reception, and Knowledge Café Reception included

subtotal $ ___________

SpEcIAl cONFERENcE/INTRODucTORy mEmbER OpTIONS AND RENEwAl pRIcES You may skip 3 if you are a current NSDC member. All nonmembers MUST add the fee for one of the options below. These are one-year memberships. Go to www.nsdc.org/join for complete membership benefits.

I am an NEA AFT member number ________________NEA/AFT members will receive a free Teachers Teaching Teachers Membership if not a current NSDC member.Three people can attend using one organizational membership number. “Taste Test” trial memberships do not apply.

Check (3)

Teachers Teaching Teachers Introductory Membership ....... $ 49 _____ Teacher Leader Membership .......................................................... $ 99 _____ Principal Leader Membership ........................................................ $ 99 _____ System Leader Membership ........................................................... $ 99 _____ Comprehensive Membership ........................................................$129 _____ Organizational Membership ..........................................................$179 _____ (OR) Non–member fee ................................................................................. $50 _____

subtotal $ ____________DIScOuNTS: Check (3) if applicable and fill in amount

Deduct $50 early discount ........................................................... – $ _______ (on 3– or 4–Day registration only) if postmarked before April 30, 2010

Presenters or current 2011/2012 Academy members ........ – $ _______ deduct $50. Presenter Session #_______ or Academy Class ______ Presenters must register for the day they are presenting.

My registration is part of a group of 10 or more, mailed together, and paid with a check. Deduct 10% of your subtotal from 2 here. ................................................................... – $ _______

subtotal $ __________

TOTAl AND pAymENT: Add 2 and 3 and subtract 4

Subtotal Registration 2 ................................................................. $___________Subtotal Membership 3 ............................................................... $___________Subtotal Discount 4 .................................................................... – $___________

total $ ___________

Registration fees made payable to NSDC must accompany this form. Invoice(s) issued on purchase order(s) must be paid prior to the conference.

Fees are payable by: MasterCard Visa Check Purchase order (must accompany form)

Billing Address ___________________________________________________________________________________________________________________________Card No. ____________________________________________________________ Exp. Date ____________________ 3-Digit Security Code ____________________Signature ___________________________________________________________

Conference fees include free wireless throughout the conference area and lunch on sunday, breakfast and lunch on monday and tuesday, and brunch on Wednesday.

CANCELLATION POLICY: Cancellations must be sent in writing to the NSDC Business Office by June 15, 2010 to receive a full refund. A 50% refund will be given to written requests received by July 2, 2010. A processing fee of $50 will be deducted from all refunds. No refunds will be issued for cancellations received after July 2, 2010. NSDC reserves the right to process refunds after the conference concludes.

Your membership number appears on your address label, or add a membership in 3 . Three people can attend using one organizational membership number. “Taste Test” trial memberships do not apply.

please check (3)

This is my first NSDC Summer Conference.

I am willing to host a session(s) I am attending. Be eligible to win a free conference registration! Hosts will be contacted with details.

I am willing to volunteer for 3 hours during the conference.

Special diet required:

_________________________

_________________________

_________________________

1

2 3

45

Please go to page 50 and complete and send your Session Registration with your Registration. Questions? Phone…800-727-7288

mail: NSDC Summer Conference Registration504 S. Locust Street, Oxford, OH 45056

3 wAyS TO REGISTER:

fax: 513-523-0638


H

save $50 on a 3- or 4-day

registration when you register by April 30, 2010.

49

online: www.nsdc.org/summerconference10

Consent to Use of Photographic ImagesRegistration and attendance at, or participation in, NSDC’s Summer Conference and other activities, constitutes an agreement by the registrant to NSDC’s use and distribution (both now and in the future) of the registrant’s or attendee’s image or voice in photographs, videotapes, electronic reproductions, and/or audiotapes of such events and activities.

session Registration Form save $50 on a 3- or 4-day

registration when you register by April 30, 2010.


Preconference Workshop selectionssUndaY JUlY 18Please indicate three choices (mark 1st, 2nd, and 3rd)

Concurrent session selectionsJUlY 19, 20, and 21Please indicate three choices (mark 1st, 2nd, and 3rd)

Send this page and the registration page to:

By Mail: NSDC Conference Registration, 504 S. Locust Street, Oxford, OH 45056On-line: www.nsdc.org/summerconference10By Fax: 513-523-0638

Questions: Phone (800) 727-7288 [email protected] www.nsdc.org

mondaY JUlY 19, 2010

Morning Concurrent Session Choice(Set A & B 9:30 a.m.–11:30 a.m.)

Identify your top three choices for this time period from Set A & B. Remember: Session A takes the entire day and should also bemarked in the same order in your afternoon schedule.

1.____________ 2.____________ 3.____________

Afternoon Concurrent Session Choice(Set A, C, & Roundtables 1 (RT1) 1:45 p.m.–3:45 p.m.)

Identify your top three choices from Set A, C, & RT1.Remember: If you previously chose sessions from Set A, you need to list them in the same order below as they are all-day.

1.____________ 2.____________ 3.____________

tUesdaY JUlY 20, 2010

Morning Concurrent Session Choice(Set D & E 9:30 a.m.–11:30 a.m.)

Identify your top three choices for this time period from Set D & E.Remember: Session D takes the entire day and should be markedin the same order in your afternoon schedule.

1.____________ 2.____________ 3.____________

Afternoon Concurrent Session Choice(Set D, F & Roundtables 2 (RT2) 1:45 p.m.–3:45 p.m.)

Identify your top three choices from Set D, F, and RT2.Remember: If you previously chose sessions from Set D, you need to list them in the same order below as they are all-day.

1.____________ 2.____________ 3.____________

WednesdaY JUlY 21, 2010

Morning Concurrent Session Choice(Set G 8–10 a.m.)

Identify your top three choices from Set G.

1.____________ 2.____________ 3.____________

How did you hear about this conference? _____________________

________________________________________________________

________________________________________________________

___ PC101 Terese Emry, Beth McGibbon, and John Hellwich Grassroots Advocacy for Teacher Leaders

___ PC102 Terry Chadsey, Debbie Stanley A Brief Introduction to Courage to Teach®: Reconnecting Who You Are

___ PC103 Saundra Rowell, Patricia Roy Professional Learning 101: Getting Ready for Effective Collaborative Learning

___ PC104 Virginia Rojas What Teachers of English Learners Need to Know and Be Able to Do

___ PC105 Jan Chappuis Seven Strategies for Assessment for Learning

___ PC106 Joellen Killion, Victoria Duff Becoming a Learning School

___ PC107 David Sousa Implications and Applications of Research on the Brain

___ PC108 Shelley Zion, Binta Cross Understanding Difference: The Elements of Culture

___ PC109 Ernest Izard A Toolbox for Transformational Conversations in Educational Learning Communities

___ PC110 Karen Dyer, Pam Misher Developing “Leader-ful” Schools: A Formula for Growing Leadership Throughout the School Community

___ PC111 Cindy Harrison Effective Instructional Coaching

___ PC112 Marcia Tate Professional Learning Strategies that Engage the Adult Brain

___ PC113 Andrea Tejedor, Andrew Taylor Using Technology to Create Professional Development Opportunities

___ PC114 Susan Scott Fierce Conversations: Transform the Conversations Central to Your Success


50

(name)

NATIONAL STAFFDEVELOPMENTCOUNCIL Charting the Course

for School-Based Professional Learning July 18-21, 2010 • Sheraton Seattle hotel


The National Staff Development Council knows that the contribution of teacher leaders is essential if all teachers in all schools are to experience high-quality professional learning as part of their daily work.

Teacher leadership is at the heart of many school and district improvement efforts. No matter what their job title or role — literacy or mathematics coaches, instructional coaches, or mentors, to name just a few — we know that the work of these individuals is vitally important to achieving high levels of learning for all students. That’s why NSDC invites teacher leaders and those who support them to attend its 2010 Summer Conference July 18-21 in Seattle, WA.

With the support of local school systems and national teacher organi-zations, this conference provides teacher leaders and administrators with valuable tools to bring the most powerful forms of professional learning to all the teachers with whom they work.

At the conference, school-based staff developers will learn from both the outstanding and innovative work of their peers and the perspec-tives of national leaders. Participants will become skilled in assisting their colleagues in data-driven decision making and in planning, implementing, and assessing the impact of their lessons. In addition, participants will more deeply understand the attributes of high-function-ing school teams and learning communities and the actions they can take as leaders in their settings to make such collaboration a reality.

We look forward to meeting you in Seattle.

Sincerely,

Ingrid Carney, NSDC President

Stephanie Hirsh, NSDC Executive Director

INgrID CArNEyPresidentCarney for KidsChicago, IL

MARK DIAZPresident-electCedars International AcademyAustin, TX

CHARLES MASONPast PresidentBrasfield & GorrieBirmingham, AL

SUE ELLIOTTTrusteeWest Vancouver School DistrictWest Vancouver, BC, Canada

CHERYL LOVETrusteeDeveloping MindsDecatur, GA

AMANDA RIVERATrusteeChicago Public SchoolsChicago, IL

KENNETH SALIMTrusteeBoston Public SchoolsBoston, MA

ED WITTCHENTrusteeEd Wittchen ConsultingSpruce Grove, AB, Canada

INgrID CArNEyNSDC President

NSDC BoarD of TruSTeeS 2010

Dear Educator:

2

STEPhANIE hIrShNSDC Executive

Director

The National Staff Development Council invites you to its 42nd

Annual Conference. We are planning for 3,500 participants from

across North America to attend the conference, providing a great

opportunity for you to network directly with other educators, and

form lasting relationships to support your work to improve our

schools.

n General Session keynote speakers include Beverly Hall, Douglas Reeves, Andrew Hargreaves, and Ron Clark.

n Preconference and concurrent session presenters include Avis Glaze, Carol Ann Tomlinson, Bruce Joyce, Marcia Tate, Ian Jukes, Rita Bailey, Jon Saphier and Lucy West, Deborah Childs-Bowen, Phillip Schlechty, Barrie Bennett, Glenn Singleton, Jim Knight, Victoria Bernhardt, Gale Hulme, Sally Zepeda, Margarita Calderón, Carolyn Chapman—and more!

n Over 300 concurrent and roundtable sessions in seven strands such as leadership, examining the impact, teaching quality, technology, fundamentals of professional learning, equity, and advocacy.

n More than 100 exhibitors offering valuable products and resources specific to professional learning.

Download the early bird registration form at www.nsdc.org/opportunities/annualconference.cfm.

2010 Annual Conference

Atlanta, GA

Save the DatesDec. 4-8, 2010

NSDC’s 42nd Annual Conference: Dream.Dare.Do.


NSDC 42nd Annual

Conference

Dec. 4–8, 2010

Hyatt Regency Atlanta

Atlanta, Georgia

Atlanta, Georgia

For conference information, contact the NSDC Business Office at [email protected] or 800-727-7288

For exhibit and sponsorship opportunities, contact Renee Taylor at [email protected] or 800-727-7288, ext. 222

800.727.7288 • www.nsdc.org

Save $75when you register by May 31, 2010 on a 3- or 5-day registration fee.

51

Seattle

2010

NATIONALSTAFFDEVELOPMENT COUNCILCharting the Course

for School-Based Professional Learning A Conference for Teacher Leaders and the Administrators Who Support Them

NSDC 2010 Summer Conference

Conference ProgramJULy 18-21, 2010 • ShErATON SEATTLE hOTEL

504 S. Locust StreetOxford, OH 45056


NON-PROFIT

U.S. POSTAGE

P A I D

Cincinnati, OH

PERMIT NO. 770

Seattle

2010

Register now at www.nsdc.org

July 18-21, 2010 • Sheraton Seattle hotelRegistration and hotel links through the NSDC Summer Conference page: www.nsdc.org/summerconference10 or call 800-727-7288 for more information.

Charting the Coursefor School-Based Professional Learning

Featuring these Keynote Speakers:

Maria Goodloe-Johnson • Milton ChenJennifer James • Vicki Phillips • Taylor Mali

Make Plans to Attend!


SaVe $50 on a 3- or 4-day registration when you register by April 30, 2010.

Documents

RTI Grant Adjustment With Program