{"success":true,"data":[{"ID":836,"Class":"Conversation","Created":1539969061,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Adjusting School Systems by Walking the Talk: Leadership and Reflective Dialogue with All Stakeholders","Handle":"adjusting_school_systems_by_walking_the_talk--leadership_and_reflective_dialogue_with_all_stakeholders","ShortDescription":"In urban public schools committed to providing quality education to all students, school leaders and professional learning opportunities play a key role in advancing this goal. Principals, assistant principals, and school coaches support the development and implementation of social-justice oriented practices. This collaborative, interactive workshop will explore leadership and coaching practices that have contributed to the creation of a place where these practices could flourish.","Description":"The need for urban schools that provide equitable, high-quality learning opportunities for all students, particularly those who have been historically underserved is unquestionable. However, creating or developing schools that are able to do so has proven to be a challenge, even in places with well-intentioned teachers or school leaders. At Hudson High School of Learning Technologies, a small, public, unscreened New York City high school, several social-justice oriented practices have been developed and implemented, including the Student Success Center (a restorative justice approach to replace the Dean\u2019s Office), Right to Read (a literacy acceleration program for all) and advisory (a mixed-grade group of students and teacher functioning as a school \u201cfamily\u201d). In this interactive session, we will consider the question of the role of school leadership and professional learning in supporting the development of a place where these approaches could flourish. A school leader and coach will propose several components that may have been foundational in supporting the development and implementation of these and other social-justice oriented practices at the school, seeking input from participants about areas of resonance, dissonance, and successes and challenges in leadership or professional learning at other school sites.","Link":[],"Audience":["High School","Middle School"],"Practice":"Small Group DIscussion\r\nModified Appreciative Inquiry Approach \r\n\r\nParticipants will analyze materials and data in small groups (three categories SSC, Advisory and Right 2 Read) offer warm and cool feedback. \r\n\r\nPresenters hope to walk away with solid next steps and to find a community to offer feedback and alternative working models.","Presenter":["Walter Brown","Kate Spence"],"PresenterAffiliation":["Hudson High School of Learning Technologies NYCDOE","Fairleigh Dickinson University"],"PresenterEmail":["wbrown@hudsonhs.com","kate.teach@gmail.com"],"ScheduleSlotID":111,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"Walter Brown\r\nWalter Brown has been in public education for 23  years as a classroom teacher and administrator. Walter currently serves as an Assistant Principal at Hudson High School of Learning Technologies, a small public New York City high school, as well as co-founder of the annual #EdxEdNYC Learning Conference.  He has been invited to speak at the UTEP Rutgers COnference 2018; Tech Forum NY \"Fostering Innovation at the School and District Level\u201d  2015 ; BREC \u201cHow to Implement an Effective Team Approach to Teaching\u201d  2009; Adelphi University \u201cUrban Education Conference\u201d 2007. He currently sits on the board of the nonprofit \u201cInnovatingEd\u201d  and \u201cNassau County High School Assistant Principals\u2019 Association\u201d @wbrownhhs\r\n\r\nKate Spence, Ed.D.\r\nDr. Kate Spence is an associate professor of education and director of the five year BA\/MAT program at Fairleigh Dickinson University. Kate is also a coach with the Institute for Student Achievement (ISA), a non-profit organization committed to partnering with schools and districts to support traditionally underserved or underrepresented high school students in accessing college and careers. She previously taught English at both the middle and high school levels. Spence specializes in curriculum development, school change, urban education, and teacher preparation.  \f","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":896,"Class":"Conversation","Created":1541100987,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Communities in Conversation","Handle":"communities_in_coversation","ShortDescription":"How do learn from each other? What makes positive, productive collaboration? How do we help students to collaborate with each other? How do we authentically engage students in the past, present, and future of their communities? How do we as adults collaborate with our students to co-create curriculum\/projects\/classroom environments? How do school-based adults collaborate with each other? How might we collaborate across schools?\r\n\r\nIn this session, we\u2019ll use an in-progress partnership between Science Leadership Academy Middle School in Philadelphia, PA and Shelburne Community School in Shelburne, VT. This will work as a case study and a jumping off point to think about how we teach, learn and connect within and across communities, together.","Description":"This year, 5th and 6th graders at Science Leadership Academy Middle School in Philadelphia, PA and 6th, 7th, and 8th graders at Shelburne Community School are participating in a year-long collaboration. Though similar in educational philosophy, the two schools are demographically very different. Over the course of the year, students will engage in community building activities (letter writing, presentations of our neighborhoods, and shared problem solving) as we get to know one another. Separately, we\u2019ll be working with our own schools to figure out what current events affect us and our communities. As students determine the key issues our communities face, they\u2019ll choose one issue to become \u2018expert\u2019 in and put together a project with the intention of teaching others about the complexity of the issue and its impact.  Students from the two schools will then have the opportunity to connect digitally. They will share their discoveries while exploring what defines both the unique and connecting characteristics of the two communities. \r\n\r\nEducon will be an opportunity for a delegation from Shelburne Community School to come to Philadelphia, visit SLAMS, and meet students in person. Then, along with a small group from SLA-MS, they will help facilitate a conversation about their experience at the halfway mark of this project. With adults and students in the room, we\u2019ll think about ways that schools - teachers and students -  can collaborate with one another to learn and take projects further than we can on our own.","Link":[],"Audience":["Middle School","All School Levels"],"Practice":"None of us is the lecturing type. There will some be small group breakouts based on interest and collaborative activities. This also includes elements of project-based and service-learning models.","Presenter":["Hilary Hamilton","Sarah Bower-Griceo","Sam Nelson","Jeffery Badillo","and to be determined students"],"PresenterAffiliation":["Science Leadership Academy Middle School and Shelburne Community School"],"PresenterEmail":["hhamilton@philasad.org"],"ScheduleSlotID":111,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":918,"Class":"Conversation","Created":1542649428,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Finding Motivation","Handle":"finding_motivation","ShortDescription":"Students often come to school out of compliance or expectation - and school often lacks attention to creating the conditions for intrinsic motivation to develop in learners. Join us to discuss the dynamics between compliance, engagement and motivation for learning.","Description":"Students often come to school out of compliance or expectation - and school often lacks attention to creating the conditions for intrinsic motivation to develop in learners. Join us to discuss the dynamics between compliance, engagement and motivation for learning.","Link":["http:\/\/inquiryschools.org"],"Audience":["All School Levels"],"Practice":"Change in Practice protocol - (beginning of the) Inquiry Cycle","Presenter":["Diana Laufenberg; Zac Chase"],"PresenterAffiliation":["Inquiry Schools; St. Vrain Valley Schools"],"PresenterEmail":["diana@inquiryschools.org"],"ScheduleSlotID":111,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":844,"Class":"Conversation","Created":1540292341,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Internet health in the classroom","Handle":"internet_health_in_the_classroom","ShortDescription":"Internet health - what is it and why does it matter to teachers and students? Participants in this session will learn about the Internet health movement, visit Mozilla\u2019s Internet Health Report (https:\/\/mzl.la\/ihr), and reverse engineer three online projects to brainstorm ideas for teaching Internet health in the classroom.","Description":"Internet health is a complex issue. This session will help participants break it down into five core principles for teaching and learning.\r\n\r\n- Decentralization: Who controls the Internet?\r\n- Digital inclusion: Who is welcome online?\r\n- Openness: How open is it?\r\n- Privacy & security: Is it safe?\r\n- Web literacy: Who can succeed online?\r\n\r\nThe session will begin with an overview of Internet health and its issues. Participants will share their own stories about those issues to illustrate them for fellow attendees.\r\n\r\nThen participants will visit Mozilla\u2019s Internet Health Report (https:\/\/mzl.la\/ihr), a storytelling resource for Internet health content.\r\n\r\nAfter that, participants will look at three Internet health artifacts:\r\n\r\n- Allied Media Projects\u2019 \u201cA People\u2019s Guide to AI.\u201d\r\n- Privacy Not Included, a guide to consumer Internet of Things devices and their privacy settings.\r\n- Xenshana, a role-playing framework for the Decentralization space at MozFest 2018.\r\n\r\nNext, participants will separate into three groups. Each group will reverse-engineer an artifact and brainstorm ways to help students create something similar. Each group will also summarize and share its ideas for the whole-group.\r\n\r\nThe session will close with a discussion of what participants learned and an invitation to stay involved with the Internet health movement through the Internet Health Report and Mozilla\u2019s open leadership programming.","Link":["https:\/\/mzl.la\/open-leaders"],"Audience":["All School Levels"],"Practice":"This session will draw on open-culture conversational practices like 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":111,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":899,"Class":"Conversation","Created":1541105313,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Leading from the Classroom \u2013 Teachers Supporting Teachers","Handle":"leading_from_the_classroom-teachers_supporting_teachers","ShortDescription":"Teachers can be their own best resources. However, most of our schools and systems are not setup in a way that helps us learn and grow from each other. How might we help teachers explore ways to positively impact not just their students, but also their colleagues?","Description":"The University of Pennsylvania Graduate School of Education Project-Based Learning certificate program aims to develop our teachers\u2019 instructional practice as well as their instructional leadership. While many teachers hope to have an impact beyond their classroom, many of us can struggle to determine exactly what we can do to support our colleagues, and learn from them in return. Come explore and develop the types of professional learning experiences that can help teachers uncover, or reimagine, their leadership role within their school or community.","Link":["https:\/\/www.gse.upenn.edu\/pbl"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will have participants engage in a few prototypes of professional learning activities, and then engage participants in an active revision\/redesign of the activities, based on their feedback and reflection.","Presenter":["Zachary Herrmann","Sarah S. Kavanagh"],"PresenterAffiliation":["University of Pennsylvania"],"PresenterEmail":["zsh123@upenn.edu","sarahkav@upenn.edu"],"ScheduleSlotID":111,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":"Looking forward to the possibility of facilitating at EduCon again!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":919,"Class":"Conversation","Created":1542818271,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Not Light, But Fire","Handle":"not_light-but_fire","ShortDescription":"Do you understand WHY you should be leading powerful race conversations in class, but remain unsure about HOW? Join Matthew Kay, the author of Not Light, But Fire, as we discuss how to push our race conversations from being stale, predictable, and ultimately forgettable. We'll discuss how to lead race conversations that actually inspire our students.","Description":"In this session, teachers will review and discuss some of the best practices from Matt's book, Not Light, But Fire. They will then examine case studies alongside students, and discuss how they might best lead powerful discussions. Finally, teachers will practice designing a meaningful race conversation.","Link":["https:\/\/www.stenhouse.com\/content\/not-light-fire"],"Audience":["High School","Middle School"],"Practice":"Whole and small group discussion. Case Study reflection.","Presenter":["Matthew Kay"],"PresenterAffiliation":["SLA \/ Stenhouse Publishers"],"PresenterEmail":["mrkay@notlight.com"],"ScheduleSlotID":111,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":867,"Class":"Conversation","Created":1540914215,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Passion-Based Learning to Discover the Why for Learning","Handle":"passion-based_learning_to_discover_the_why_for_learning","ShortDescription":"Why do we have to change school and teaching? What is the why and purpose for learning? How does knowing the why impact students? In this session, participants will dive deep into authenticity, empathy, equity, self-regulation, and self-advocacy to discuss how to design meaningful, purpose-driven passion-based learning activities.","Description":"What is school? Why do we have to change school and how we teach? What is your why and purpose for teaching and learning? How does knowing the why impact students? In this session, participants will collaborate in groups to use these questions to dive deep into authenticity, empathy, equity, self-regulation, and self-advocacy to discuss ideas for designing meaningful, purpose-driven learning activities.  \r\n\r\nThe main idea of this presentation is about empowering your students to want to be curious and explore ideas deeper. We will discuss the new PBL (Passion-Based Learning) with examples of teachers starting with projects they are passionate about and then how they encourage students to develop personal passion projects.  \r\n\r\nThe push to personalize learning has grown but continues to hit barriers and obstacles. Why is that? Could it be compliance? The system is entrenched with standards, testing, and being stuck in the \"status quo\" that teachers may try to encourage curiosity within a topic in the curriculum. Because of lack of time or support, teachers may go back to \"covering the curriculum, instead of uncovering the learning.\" \r\n\r\nWe can change all of this by encouraging students to explore something they are passionate about. Students can write a proposal about what they want to learn, the standards they will meet, and time and resources they will need. As an example and to dip your toes into passion-based learning, teachers can start with what they are passionate about. Join this session and let\u2019s be curious together.","Link":["https:\/\/barbarabray.net"],"Audience":["All School Levels"],"Practice":"Participants will be in groups around tables with post-it notes and flipcharts. \r\n\r\nThe presenter will start with one question for table discussions:\r\nWhy do we have to change school and teaching?\r\n\r\nThen the question: Why is it important to consider authenticity, empathy, self-regulation, and self-advocacy in learning today?\r\nEach group will choose one of these topics to look at current teaching practice and how they can change a lesson or project to include exploring the topic.\r\n\r\nSeveral examples will be presented around Passion-Based Learning and then discussions around the question:\r\nWhat is your why and purpose for teaching and learning? How does knowing the why impact students?\r\n\r\nPair\/Share or work in small groups around discussing how to design meaningful, purpose-driven passion-based learning activities starting with your passion or even a crazy \u201cout-of-the-box\u201d idea to bring back curiosity. \r\n\r\nTable groups will add their ideas to a flipchart and, if time, we can have a gallery walk with voluntary sharing.","Presenter":["Barbara Bray"],"PresenterAffiliation":["Rethinking Learning"],"PresenterEmail":["barbara.bray@gmail.com"],"ScheduleSlotID":111,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"If time, I'd like to share a video and show how some schools have started student-led podcasts. I have a podcast with conversations with educators and change agents which has opened my eyes to how we can all be more entrepreneurial. Thank you for the opportunity to share and learn.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":860,"Class":"Conversation","Created":1540771520,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Social Justice Projects by 5th and 6th grade Students at Jubilee School","Handle":"social_justice_projects_by_5ht_and_6th_grade_students_at_jubilee_school","ShortDescription":"Over the years, students in fifth and sixth grades at Jubilee have organized many projects involving social justice and the arts. Three groups of graduates will present their projects; one  involving learning to resist gun violence from veterans of the Civil Rights Movement, another through creating a book about the history of Haiti and the third through organizing a campaign against police brutality and applying for a historical marker for the MOVE bombing.","Description":"The first group, now in college, will present a project in which they organized a Civil Rights celebration to honor veterans of the Civil Rights Movement, planned a campaign against gun violence, spoke in schools, presented at a Small Arms Conference at the United Nations, and created a documentary film called \"Walls and Doors: Inspirations framer Elders\". The second group, now in high school, spent a year studying the history of Haiti and wrote and illustrated a book about their study. They also wrote a Declaration of Principles, modeled on Du Bois' Declaration. The third group, now in middle school, will present a campaign against police brutality, which they called \"Songs of the Children: an Album of Voices for Justice\" because they decided to use poetry as their language of resistance. As part of their campaign, they researched and wrote about the 1985 bombing of MOVE  headquarters. Five students decided to apply for a State historical marker to document the atrocity by the city. Their application was approved, and they led a community unveiling ceremony, replete with poetry.","Link":["http:\/\/www.jubileeschool.net"],"Audience":["All School Levels"],"Practice":"Students will present their projects, and a discussion between students,  teachers and fellow attendees will follow. The discussion will focus on such questions as what kinds of questions encourage students to come up with ideas around resisting injustice; what kind of foundation needs to be laid in order for these kinds of discussions to take place; what are issues that attendees face in their communities that are of concern to students, and how can teachers balance the demands of their curriculum with the freedom to take off with student led projects.","Presenter":["Karen Falcon","Nick Gross","Julius Glover","Ade Forrest","Ella Adams","Hannah Roemer-Block","David Bannister"],"PresenterAffiliation":["Jubilee School"],"PresenterEmail":["kfalcon@jubileeschool.net"],"ScheduleSlotID":111,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":"We would also like to have table at the conference at which we can display students work, and sell the students book about Haitian history which they called \"The Deep past of Haiti\". The present fifth and sixth grade students are running a publishing company, and it is their job to sell the book as part of their business.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":872,"Class":"Conversation","Created":1540934019,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"STREAM: Integrating Reading and Arts to STEM","Handle":"stream--integrating_reading_and_arts_to_stem","ShortDescription":"How can we effectively integrate reading, writing and the arts in STEM? In this session, we will explore ways to integrate the multiple disciplines while engaging in the engineering design process (ask, imagine, create, test, improve) of developing a model sail.","Description":"In this session, we will discuss and engage in a hands-on exploration of how to use books (or reading materials) to provide context for the engineering design process. As an example, participants will design sails that was adapted from the Engineering is Elementary: Catching the Wind (www.eie.org). This module introduces learners to the idea of force and motion by developing and testing wind related designs. Participants will gain an understanding of real-life engineering application through the story of William Kamkwamba of Malawi who saved his village by creating a windmill. They will write using the claim, evidence, explanation, and rebuttal framework as they test variables (i.e. area, material, and geometric shape) that influence the speed of sails, use data to develop their prototypes, and engage in problem solving to improve their designs. Participants will also have a chance to improve the aesthetic of the sails. Finally, there will be a discussion on ways to integrate reading, writing and the arts in STEM.","Link":["https:\/\/www.arcadia.edu\/profile\/augusto-macalalag"],"Audience":["Middle School","Elementary School"],"Practice":"We will have discussion and hands-on explorations.","Presenter":["Dr Augusto Z Macalalag Jr"],"PresenterAffiliation":["Arcadia University"],"PresenterEmail":["macalalaga@arcadia.edu"],"ScheduleSlotID":111,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":906,"Class":"Conversation","Created":1541126335,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Student Engagement: How to Generate a Buzz About Learning","Handle":"student_engagement--how_to_generate_a_buzz_about_learning","ShortDescription":"Think back to high school...what do you remember?  We all know it wasn\u2019t that math worksheet about quadratic equations or an English quiz on grammar.  So, what makes certain experiences in our lives more meaningful and memorable? \r\n\r\nJoin teachers from Leyden High School, a public school just outside of Chicago, IL as we share our interdisciplinary model for teaching and explain how we created a richer learning environment for our students.","Description":"How do you increase student engagement?  How do you make learning meaningful and memorable?  In this session, we will answer these questions and more, while expanding on how we transformed the traditional school day into a dynamic, personalized and project-based learning experience for our freshmen.\r\n\r\nWe will outline our process for creating relevant projects, including the planning protocols we used to develop themes, write narratives and design interdisciplinary performance tasks. We will provide examples of student work and explain how our students demonstrated and showcased their learning through exhibition.","Link":[],"Audience":["High School"],"Practice":"Through brainstorming and small\/whole group discussions, we will collect and share ideas and tools for designing interdisciplinary, project-based learning experiences.  Bring your wisdom, experience, and an open-mind, and walk out with ideas to implement in your classroom today!","Presenter":["Amy Gorzynski"],"PresenterAffiliation":["East Leyden HS"],"PresenterEmail":["agorzynski@leyden212.org"],"ScheduleSlotID":111,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":835,"Class":"Conversation","Created":1539871237,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The six surprising strengths of CTE (and how you can use them in any school)","Handle":"the_six_surprising_strengths_of_cte-and_how_you_can_use_them_in_any_school","ShortDescription":"How can regular education\/academic settings learn from the principles employed in career and technical education to maximize student engagement and learning?  This conversation will focus on six key components that \u201ctech does differently,\u201d which all school settings may be able to leverage for their own success.","Description":"With increased focus on STEM and STEAM initiatives and the growing popularity of problem- and project-based learning opportunities, schools are always looking for best practices for successful implementation.  Perhaps the answers are closer to home than originally thought; local career and technical centers are regional experts in the area of real-world educational opportunities as well as STEM and STEAM initiatives.  Within Career and Technical Education (CTE) are tenets that transform the learning environment and maximize student engagement and achievement.  How can regular\/academic education leverage these tenets to reap similar outcomes?  This conversation will focus on the way CTE uses six key components differently than their regular education counterparts.  By using some of the strategies used by CTE, regular education can increase student engagement which drives student achievement.  The six components are best characterized as student voice and choice, appropriately structured problem and project based learning, literacy and numeracy integration, focus on growth mindset\/productive struggle, knowledge acquisition through competency based learning\/scaffolded skill development, and trust in students.  The conversation will focus on how these strategies are used successfully in CTE settings and conversation groups will construct the ways that these tenets can be employed successfully in the regular\/academic setting. Facilitated by two converts-to-CTE (from regular education), the conversation will share unique perspectives from both sides of the secondary educational experience.","Link":["https:\/\/tinyurl.com\/y8ay7j3b","https:\/\/tinyurl.com\/ybmkae95"],"Audience":["High School","Middle School"],"Practice":"Participants will have access to a brief slide deck (<10 slides) and then will share their perspectives on the topic via Padlet.  The Padlet will allow for idea sharing and networking opportunities for participants.  The Padlet will be divided into the six components being shared by the facilitators so that participants may collect materials most relevant to their own practice.","Presenter":["Mark Covelle","Kelly Cahoon"],"PresenterAffiliation":["Lehigh Career and Technical Institute"],"PresenterEmail":["covellem@lcti.org","cahoonk@lcti.org"],"ScheduleSlotID":111,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8},{"ID":848,"Class":"Conversation","Created":1540384991,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Voice, Choice & Multiple Learning Pathways: Professional Learning for the Modern Educator","Handle":"voice-choice-multiple_learning_pathways--professional_learning_for_the_modern_educator","ShortDescription":"Looking to change the culture of professional learning? Presenters will highlight best practices in professional development to promote growth in every teacher. This session will showcase the overall professional learning plan, as well as delve into successful professional learning experiences. Attendees will develop a repository of innovative professional learning resources.","Description":"Invoking backwards design principles, the team promoted a professional learning plan that honored its stakeholders. Central to this plan is promoting educator voice, providing choice in content and delivery method and offering educators multiple learning pathways to hone their craft. Specifically, when designing this two year shift to creating modern professional learning experiences, the team examined relevant research, successful professional learning models and empowered educators to work in concert with administrators and coaches to craft the school\u2019s shared vision for professional learning. By weaving together educational technology and pedagogically focused topics, the presenters advocated for a pedagogy first approach to integrating technology into the classroom.","Link":[],"Audience":["All School Levels"],"Practice":"In this session, attendees will have several opportunities where the presenters will encourage \"turn and talk\" with questions\/topics similar to the following:\r\n1. What are the desired characteristics of effective professional learning experiences?\r\n2. Understanding current research supporting innovative professional learning models. Attendees will be given the opportunity to share what they are doing well, and discuss ineffective practices   \r\n3. Learning about several strategies for embedding educational technology training within professional learning\r\n4. Attendees will share thoughts regarding to professional learning, and create a repository of successful professional learning experiences.\r\n5. Upcoming professional learning opportunities for use in the 2019-20 school year.","Presenter":["Michael Reichert","Amanda Matarese"],"PresenterAffiliation":["Salesianum School"],"PresenterEmail":["mreichert@salesianum.org","amatarese@salesianum.org"],"ScheduleSlotID":111,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":8}],"conditions":{"Status":"Accepted","ConferenceID":8,"ScheduleSlotID":111},"total":12,"limit":false,"offset":false}