{"success":true,"data":[{"ID":902,"Class":"Conversation","Created":1541116997,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating Change and Scaling Innovation","Handle":"creating_change_and_scaling_innovation","ShortDescription":"Flipping faculty meetings, introducing new communication and productivity tools for collaboration, and creating teams where the leadership is distributed, not hierarchical, are all ways of moving towards innovative teaching and learning practices. What have you done at your school that's been successful in creating change or scaling innovation?","Description":"To make change part of the culture of our schools, we have to change the way adults work at school. Are we making the best use of faculty meeting time? Are we clear and efficient in our communications? How can we best use the time we have together in the schoolhouse to learn in ways that are engaging and dare we say it, fun?  In our team-based approach to innovation, we have reimagined existing roles and carved out time, space, and resources to turn teachers\u2019 ideas into action. We have focused on innovative pedagogies and created opportunities for teachers to engage in personalized professional development.\r\n\r\nFlipping faculty meetings, introducing new communication and productivity tools for collaboration, and creating teams where the leadership is distributed, not hierarchical, are all ways of moving the needle towards innovative teaching and learning practices. We will host a conversation for educators to share methods that have been successful, and have a chance to workshop new ideas for supporting and sustaining innovation in our schools.","Link":["https:\/\/www.agnesirwin.org\/academics\/innovation"],"Audience":["All School Levels"],"Practice":"We will use Visible Thinking Routines from Harvard\u2019s Project Zero to collaboratively come up with new ways of supporting and sustaining innovation in school. \r\n\r\nWe will use these routines as a tool to facilitate thinking and dialogue during the sessions - enabling participants to discover new ideas, reflect on their experiences, and find connections with others.","Presenter":["Julie Diana","Margaret Powers","Kimberly Walker"],"PresenterAffiliation":["The Agnes Irwin School"],"PresenterEmail":["jdiana@agnesirwin.org","mpowers@agnesirwin.org","kwalker@agnesirwin.org"],"ScheduleSlotID":115,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":917,"Class":"Conversation","Created":1542125889,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Design Thinking In the Classroom","Handle":"design_thinking_in_the_classroom","ShortDescription":"How might we use design thinking in the classroom? Join us for a session that will explore various ways that students and teachers might use the habits and mindsets of design thinking in order to improve student learning.","Description":"Interested in an introduction to Design Thinking in education? Or perhaps you have experience with Design Thinking, and want to explore different ways of incorporating it into your practice? This session is for you!\r\n\r\nWe'll provide an overview of Design Thinking, followed by an active, participatory challenge on the topic of using Design Thinking in the classroom. Everyone will then share their work and discuss the various ways the habits and mindsets of Design Thinking can be used in the educational realm. Join us!","Link":[],"Audience":["All School Levels"],"Practice":"We will facilitate hands-on, participatory, and collaborative design challenges. Groups will then share their work, which will lead to a conversation about the various uses of design thinking in education.","Presenter":["Tim Best","Liam Gallagher","Michael Molina"],"PresenterAffiliation":["SLA","Upland Country Day School","Gilman School"],"PresenterEmail":["tbest@scienceleadership.org"],"ScheduleSlotID":115,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":921,"Class":"Conversation","Created":1543682490,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Got Bars?: Celebrating Student Voice through Spoken Word Poetry","Handle":"got_bars--celebrating_student_voice_through_spoken_word_poetry","ShortDescription":"In this session, mentors from the Philly Slam League will help teachers use spoken word poetry to show their students the power of their voices.","Description":"In this session, we will not only discuss multiple tried-and-true ways to build a spoken word poetry team, but also ways that these methods can contribute to an English or History Curriculum.  Along with poets from the Philly Slam League, we will discuss prompts and activities - and every attending teacher will leave with a free copy of PSL's curriculum, which covers any teacher's first 10 poetry clubs!","Link":["http:\/\/www.phillyslamleague.org\/"],"Audience":["High School","Middle School"],"Practice":"Small and Large Group Discussion. Modeling.","Presenter":["Matthew Kay","Cait Kay"],"PresenterAffiliation":["Philly Slam League"],"PresenterEmail":["mkay@phillyslamleague.org"],"ScheduleSlotID":115,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":889,"Class":"Conversation","Created":1541076186,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"MAKE Social Studies Relevant:  How to Connect Maker Ed Projects to Real-World Problems","Handle":"make_social_studies_relevant--how_to_connect_maker_ed_projects_to_real-world_problems","ShortDescription":"Teachers inspire the next generation to take action in our changing world.  How can we help students understand current issues?  Are we empowering students to be changemakers and social justice advocates?  Use Maker Ed to design a green energy solution to solve real-world challenges facing Puerto Rico after Hurricane Maria.","Description":"Our goal is for participants to understand the power of Maker Education in helping students to see their role in working towards social and environmental justice. One way to help our students be agents of change in creating a more just world is to give them opportunities for designing and making and allow them to see the impact they can have over objects and systems in their world. We will walk through participants through the design thinking process in order to begin prototyping a green energy solution. \r\n\r\nExposing students to the human centered process Design Thinking requires them to ask, \u201cHow can I create things that would make something easier for someone else?\u201d This process requires students to interview people about their needs and develops empathy in our students. It asks them to define a problem, ideate possible solutions, create a prototype and then test it. In testing their ideas, students observe it\u2019s impact, ask for feedback and make revisions. \r\n\r\nParticipants will gain familiarity with the Design Thinking so they can apply it to Maker Education they embark on with their students.","Link":["http:\/\/fcslightlab.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"Participants will have the opportunity to discover and discuss the superpowers they bring to collaboration. As a group they will explore what combination of superpowers lends itself to the most productive working group. Once groups are formed participants will have a chance for hands-on application of Maker Education to real-world problems and have an opportunity to do a  Gallery Walk of other groups\u2019 work. \r\n\r\nIcebreaker (10 minutes): Participants will get in small groups to assess their own \u201csuperpower\u201d using What\u2019s Your Superpower? cards.  The objective is to identify individual strengths and natural talents that can help to increase teamwork when applied inside a diverse group.  There will be a brief presentation of research supporting the benefit of increased diversity in problem-solving outcomes.\r\n\r\nIntroduction to Friends\u2019 Central Maker Ed Program, Description of Green Energy Project and introduction of Presenters (10 minutes)\r\n\r\nOutline for Group Work Time to Engage in Maker Ed Project Based on Puerto Rico\u2019s Ongoing Power Outages after Hurricane Maria (10 minutes).  Design Thinking Process will be condensed due to time constraints, but the process will be thorough enough that participants will leave with an understanding of how to structure this kind of project for students over several class periods.\r\n\r\nStep 1: Research\/\u201dDeep Dive\u201d\r\n\r\nStep 2: Focus: Develop Empathy & Define the Need\r\n\r\nStep 3: Generate Ideas\r\n\r\nStep 4: Prototype\r\n\r\nStep 5: Collaborate\r\n\r\nSplit into Groups. Participants will be asked to split into groups according to their identified superpower.  The goal will be to form groups of 4-6 educators who all identified different talents to improve the diversity of idea and solutions.\r\n\r\nGroup Work Time \r\n\r\nSteps 1-2:  (15 minutes)  Research\/Deep Dive\r\nUsing resources provided by presenters and ability to use online methods, teams will gain an understanding of: Hurricane Maria, its effect on Puerto Rico\u2019s electrical power system, basic scientific knowledge of hurricanes, generators, and green energy.  \r\n\r\nA need statement will be generated before brainstorming begins in the next step.  \r\nExample Need Statements: \r\nSchools in Puerto Rico need an alternate source of energy in order to open on a daily basis for students.  \r\nPuerto Rican workers need restoration of energy sources in order to go back to prior employment.\r\n\r\nStep 3: (5 minutes)  Generate Ideas through Brainstorming\r\n\r\nStep 4: (20 minutes)  Prototyping\r\nGroups will use everyday materials plus green energy supplies to build a rough prototype of one of their ideas.\r\n\r\nStep 5: (5 minutes)  Collaborate\r\nGroups will leave their work displayed for feedback.  Participants are encouraged to walk around, engage with other projects, and leave constructive feedback, questions, and comments for the group to consider before they would continue building. Participants will leave with an understanding of how to continue the cyclical Design Thinking process with students.\r\n\r\nWrap-Up Conversation: (15 minutes)\r\n\tQueries: \r\nHow is this work connected to your school\u2019s mission & vision and\/or your responsibility as a teacher?\r\nHow could you adapt this model for different age groups?\r\nWhat other real-world issues would fit nicely into this kind of Maker Ed\/Design Thinking project?\r\nHow could you connect students to community and global resources to \u201cdeepen the dive\u201d?\r\nHow can you assess your students\u2019 learning?  Ongoing?  Final?","Presenter":["Brie Daley & Kelly Bird"],"PresenterAffiliation":["Friends' Central School"],"PresenterEmail":["bdaley@friendscentral.org"],"ScheduleSlotID":115,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":837,"Class":"Conversation","Created":1539972725,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making Moves that Matter","Handle":"making_moves_that_matter","ShortDescription":"Aligning our principles with our practice takes more than persistence. Finding the moves that matter emerges when we think systemically, support a culture of thinking, and hone responsive teaching practices. Bring a challenge you wish you could solve.  We'll work together to consider how major levers and second-order thinking can open up unseen pathways forward.","Description":"Aligning our principles with our practice takes more than persistence. Finding the moves that matter emerges when we think systemically, support a culture of thinking, and hone responsive teaching practices. We'll use the forces of culture formation outlined by Ron Ritchart in \"Creating Cultures of Thinking\" to think in terms of big moves we can make in classrooms. Then we'll layer in decision journaling. This simple, yet powerful practice builds proficiency in problem-solving and will deepen your trust in your instincts as well as your personal and professional judgment. \r\n\r\nDon't get stuck. Bring a challenge you wish you could solve. Work hard to name it clearly and concisely. We'll work together to consider how major levers and second-order thinking can open up unseen pathways forward.","Link":["http:\/\/www.revolutionschool.org"],"Audience":["High School"],"Practice":"We'll use a probing protocol to deepen thinking. Participants will leave with a decision journal, including a first entry completed during the session.","Presenter":["Noelle Kellich"],"PresenterAffiliation":["Revolution School\/ Uraban Affairs Coalition"],"PresenterEmail":["noelle@revolutionschool.org"],"ScheduleSlotID":115,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":858,"Class":"Conversation","Created":1540738289,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Promoting Equity in Assessment","Handle":"promoting_equity_in_assessment","ShortDescription":"When implicit biases are not guarded against, how we assess can unintentionally promote racial inequity.  Through transparent assessment systems and culturally relevant pedagogy, we can better prepare our students to be independent learners.  In this session, participants will be guided through a series of interactions around assessment and bias.","Description":"When implicit biases are not guarded against, how we assess can unintentionally promote racial inequity. One of the areas most wrought with implicit bias is the inclusion of habits of work and academic behaviors in our assessment systems. When how and what we assess is not transparent or culturally relevant to students, our implicit biases can cause us to grade unfairly.   Furthermore, the reliance on habits of work and academic behaviors in assessment systems can potentially foster compliance and dependence instead of independence and critical thinking.   This is particularly true for students of color that have been historically oppressed.  We suggest that teachers only assess content comprehension and skill acquisition and invite students into the assessment process.  We will explore how culturally relevant classrooms place the student in the center of the lesson in order to break the replication of society\u2019s racist power dynamic. In this session, participants will be guided through a series of interactions about assessment and bias. We will ask participants to reflect on their own beliefs and assumptions around assessment, to discuss both the value of specific academic behaviors as well as the ramifications of removing academic behaviors from grading.  Finally, we want participants to question how implicit bias affects their own classrooms and their systems of assessment.","Link":[],"Audience":["High School"],"Practice":"Participants will contribute to a variety of conversations around implicit bias, equity in assessment, and culturally relevant pedagogy.  \r\n\r\nWe will begin the session with a \u201csilent conversation,\u201d wherein participants collectively write on a large piece of bulletin board paper to capture their thoughts and interact with one another around three questions: \u201cWhat do we assess?\u201d  \u201cHow do we assess?\u201d  \u201cWhy do we assess?\u201d The conversational aspect of this activity occurs in the participants\u2019 reactions to what is being written. They will be encouraged to interact with one another silently by commenting on what is written, to add follow up questions, and to identify common understandings and agreement.\r\n\r\nAfter the silent conversation commences, participants will circle up and discuss similarities and themes they notice in the responses.  At this point, teachers will be introduced or reminded of the idea of implicit bias through a very short video or piece of excerpted text.  After, participants will be asked to reflect on how their own implicit biases around race, gender, and ethnicity might affect the way that they assess and grade their students.  \r\n\r\nOnce the idea of implicit bias is introduced, participants will take part in a small group table activity designed to push their thinking around what types of assessments are equitable and what types of assessments could be problematic in reinforcing existing power structures.  Next, teachers will be asked to participate in a \u201cTake a Side\u201d activity.  We will provide statements about traditional methods of assessment and ask participants to \u201ctake a side.\u201d  Each participant either has to agree or disagree with the statement and defend their choice.  This activity encourages participants to listen to a diverse collection of perspectives and engage in multiple narratives.\r\n\r\nLastly, participants will circle back up and discuss the following questions: How does implicit bias affect the way in which we assess?  Can we prevent implicit bias from affecting our assessment?","Presenter":["Marc Ottaviani","Tricia Stanley"],"PresenterAffiliation":["Williamsburg High School for Arts and Technology"],"PresenterEmail":["mr.ottaviani@whsat.org","ms.stanley@whsat.org"],"ScheduleSlotID":115,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":845,"Class":"Conversation","Created":1540292459,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Open Classroom","Handle":"the_open_classroom","ShortDescription":"What does it mean to lead an open classroom? What dimensions and practices of open leadership best complement open-source content like OER? Drawing on the principles, practices, and skills of Mozilla\u2019s Open Leadership Framework (https:\/\/mzl.la\/olf), participants will consider how to make their classrooms democratic and equitable spaces for all learners.","Description":"Open leaders design and build projects that empower others to collaborate within inclusive communities. What does that look like in the K12 classroom? How can teachers apply the principles, practices, and skills of open leadership to their work in ways that make their classrooms more democratic and equitable for all?\r\n\r\nParticipants in this conversation will use a variety of participatory activities and conversational prompts to consider how Mozilla\u2019s Open Leadership Framework (https:\/\/mzl.la\/olf) can help open their classrooms and empower their students. They\u2019ll leave with practical ways to:\r\n\r\nSelf-assess and advance their own open leadership practices.\r\nProvide students with opportunities to practice working open and open leadership with their peers.\r\nBroaden and deepen their connections to the global network of educators working open in the Internet health movement.\r\n\r\nIn particular, participants will unpack open-culture practices to better understand:\r\n\r\nCommunity interactions & value exchanges: How can we clarify what teachers and students expect to give and get from their classrooms?\r\nMountains of Engagement: What do patterns of engagement look like in an open classroom and how can we do more of what works best?\r\nOpenness: How can we provide students with tools that help them feel safe and included in an open classroom?\r\n\r\nParticipants will also leave with direct invitations to participate in Mozilla\u2019s open leadership (https:\/\/mzl.la\/open-leadership) and Internet health (https:\/\/mzl.la\/ihr) programming as learners and experts who can help Mozilla better contextualize its work for teachers and students through ongoing professional development and networking opportunities.","Link":["https:\/\/mzl.la\/open-leaders"],"Audience":["All School Levels"],"Practice":"The session will use storytelling, collaborative art, check-in rituals and gratitude rituals, safety tools, breakout groups, and shared notes to promote conversation.","Presenter":["Chad Sansing"],"PresenterAffiliation":["Mozilla Foundation"],"PresenterEmail":["chad@mozillafoundation.org"],"ScheduleSlotID":115,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":882,"Class":"Conversation","Created":1541015339,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Role of Technology in Current and Emerging K-12 School Leadership Positions","Handle":"the_role_of_technology_in_current_and_emerging_k-12_school_leadership_positions","ShortDescription":"Are a school leader\u2019s technology knowledge and significant school improvement directly proportional? School leaders from urban, suburban, charter and public networks discuss the connection among technology, innovation, instructional leadership, student growth and school leaders familiarity with technology as the technology director and school leadership roles evolve as technology integration increases.","Description":"Part 1 (15 minutes): History - The discussion leaders will offer a brief history of the role of the technology director and address how formerly, the technology director was an \u201cIT\u201d leader who worked behind the scenes. The discussion leaders will share how with advances in technology and increases in technology integration, the role of the technology director is changing.\r\n\r\nPart 2 (15 minutes): Stories - The discussion leaders will share their stories and explain how five years ago neither had significant experience with technology integration in a K-12 setting, but gained experience at an Apple Distinguished 1:1 iPad school. They are now using that experience in their new roles - as Chief of Staff of a charter school network and Director of Technology Innovation and STEM in a public school district. They will share how their knowledge of and experience with technology, innovation, instructional leadership, and student growth supports school improvement. Participants will share with a partner how they or a colleague is using their technology knowledge to propel school improvement.\r\n\r\nPart 3: (40 minutes): Conversation - Participants will form groups. Each group will be given an outdated school leader job description. Groups will be asked to update the description to meet the present and future needs of schools, based on the what was previously shared in this session.\r\n\r\nPart 4: (20 minutes): Share out - Groups will share the revised job description and will have an opportunity to reflect on take-aways and what can be taken back to everyone\u2019s school communities.","Link":["https:\/\/twitter.com\/cicohen"],"Audience":["All School Levels"],"Practice":"Participants will have an opportunity to talk one on one in the beginning of the session (part 2). \r\nParticipants will have an opportunity to work through a challenge with a group (part 3).\r\nParticipants will have an opportunity to reflect as a group (part 4).","Presenter":["Dr. Casey Cohen","Dr. Margery Covello"],"PresenterAffiliation":["Rose Tree Media School District","American Paradigm Schools","Apple Distinguished Educator"],"PresenterEmail":["caseyilyssacohen@gmail.com","margeryacovello@gmail.com"],"ScheduleSlotID":115,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"Thank you for your consideration.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":920,"Class":"Conversation","Created":1543531559,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Translanguaging- Using All of Your Community\u2019s Linguistic Resources","Handle":"translanguaging-_using_all_of_your_community-s_linguistic_resources","ShortDescription":"Ser biling\u00fce vale por dos, pero un bilingual person is not two monolinguals in one body. What languages do you and your students bring to the classroom? How can you empower your students (and yourself) to connect and grow in a multilingual world? All language backgrounds welcome - monolingual, bilingual, and beyond!","Description":"We\u2019ll start with a tiny bit of research about bilingual brains (complete with an annotated bibliography to peruse at your leisure, ya nerd), practice some strategies you can apply when you go back to your classroom on Monday, and brainstorm with peers about how to approach your specific environment.","Link":["http:\/\/www.justhumaning.com"],"Audience":["All School Levels"],"Practice":"I can start us off with some rich areas of exploration, then we'll turn it over to the room to investigate real problems of practice. Expect affirmation, communication, and strategies from your peers. \r\n\r\nI am most fluent in English and Spanish as are my students, so most of my examples will be drawn from this experience. I specifically welcome those with other linguistic backgrounds to come and share with us.","Presenter":["Erin Franzinger Barrett"],"PresenterAffiliation":["Chicago Public Schools"],"PresenterEmail":["efranzinger@gmail.com"],"ScheduleSlotID":115,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"Activities will include light movement, conversation in a variety of languages, and writing for personal reflection. Please let me know if you anticipate needing accommodations to be able to participate and I will work with you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":885,"Class":"Conversation","Created":1541029526,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"When do we stop the syllabus and start talking?","Handle":"when_do_we_stop_the_syllabus_and_start_talking","ShortDescription":"What happens when a world event occurs and we don't know how to deal in our classrooms? Many educators don't want to be wrong and end up being silent on the social justice issues that matter to both them and their students, let's talk about the way we can put the syllabus down and engage in timely conversations.","Description":"The conversational focus will be to build a toolbox of protocols and ideas to help educators who might be apprehensive to talk about  events (Parkland, Charlottesville, BLM) that touch on diversity, equity & inclusion matters. Many colleagues  have good intentions, but are afraid to say the wrong thing and as a result create a negative impact in their classroom, dorm, etc. The presentation\/conversation will focus on how to get past the feelings of doubt and engage with students in meaningful ways.","Link":[],"Audience":["All School Levels"],"Practice":"I would like to engage in mindful protocols rounds, which would include participants creating a on \u201cWhat\u2019s Going On?\u201d playlist. I hope to get colleagues to work on what they believe will work in their own classroom and campus environment.","Presenter":["Johara Tucker"],"PresenterAffiliation":[],"PresenterEmail":["johara.tucker@worcesteracademy.org"],"ScheduleSlotID":115,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8}],"conditions":{"Status":"Accepted","ConferenceID":8,"ScheduleSlotID":115},"total":10,"limit":false,"offset":false}