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"what it takes to leave no child behind" DR. PEDRO NOGUERA, Executive Director, Metropolitan Center for Urban Education and Co-Director, Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS) Keynote, Friday, 1:30 - 2:30 pm While the movement for standards and accountability has largely succeeded in bringing greater attention to the issues surrounding student achievement, surprisingly little attention has been given to what it takes to create conditions in schools that will make achievement more likely. Missing from much of the policy debate related to achievement is how to support and cultivate effective teaching in schools. This presentation will describe strategies that have proven effective elsewhere at supporting teaching and learning. It will also explore how schools can develop effective partnerships with parents to further efforts to raise achievement and how data can be used to develop school reforms that lead to transformations in the culture and structure of schools. Strand: Leadership |
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DR. PEDRO NOGUERA, Executive Director, Metropolitan Center for Urban Education and Co-Director, Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS) General Session, Friday, 2:45 - 5:15 pm While the movement for standards and accountability has largely succeeded in bringing greater attention to the issues surrounding student achievement, surprisingly little attention has been given to what it takes to create conditions in schools that will make achievement more likely. Missing from much of the policy debate related to achievement is how to support and cultivate effective teaching in schools. This presentation continues the discussion in the keynote and will describe strategies that have proven effective elsewhere at supporting teaching and learning. It will also explore how schools can develop effective partnerships with parents to further efforts to raise achievement and how data can be used to develop school reforms that lead to transformations in the culture and structure of schools. Strand: Leadership
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"Successful schools - from research to action" DR. WILLARD DAGGETT, President, International Center for Leadership in Education Keynote, Saturday, 8:00 - 9:00 am Working in partnership with the Council of Chief State School Officers and with financial support from the Bill & Melinda Gates Foundation, the International Center for Leadership in Education has identified 1) the nation’s highest performing high schools with challenging demographics and 2) the nation’s most rapidly improving schools. Dr. Willard R. Daggett and his staff have been studying these schools to determine what they are doing differently from other schools. In this session, Dr. Daggett will lay out what this research has discovered and provide a series of recommended actions for participants to implement in their schools. Strand: Leadership
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"Building the language-rich school: Creating Critical Bridges Through Informed Planning with the CHATS Method" JOY BALDREE, Principal, SIATech @ Gainesville Job Corps Center Session 307, Saturday, 4:00 - 5:30 pm Based on a book by Persida and William Himmele, the CHATS method, when adopted as a school-wide effort, provides the necessary scaffolds for success for all students. When the goal is authentic and relevant learning, acquiring proficiency in reading and writing becomes a by-product of effective teaching. Participants will be exposed to the CHATS method, a research-based framework for teaching English Language Learners, share in the application of the CHATS method in a SIATech school, participate in several activities to promote the acquisition of "the language of books," and leave the session with resources and strategies to take back to the classroom.
"They Poured Fire on Us From the Sky: A quest for EducatioN" JUDY A. BERNSTEIN, Author and Speaker Session 305, Saturday, 4:00 - 5:00 pm Judy A. Bernstein, co-author of They Poured Fire on Us From the Sky, will present the book which has been used in many “at-promise” and ESL classrooms as an inspiration and encouragement for students to pursue their quest for education. Across Sudan, between 1987 and 1989, tens of thousands of young boys took flight from the massacres of Sudan’s civil war. With little more than the clothes on their backs, sometimes not even that, they streamed out over Sudan in search of refuge. They walked one thousand miles, sustained only by the sheer will to live. They Poured Fire on Us From the Sky is three boys’ account of that unimaginable journey. With the candor and the purity of their child’s-eye-vision, Alephonsion, Benjamin, and Benson recall how they endured hunger, strength-sapping illnesses, dodged the life-threatening predators (lions, snakes, crocodiles, and soldiers) that dogged their footsteps. Their story is a captivating portrait of the perseverance of the human spirit. Strand: Instructional Strategies
DAVID BOUCHARD, Champion for Literacy/Advocate for Children Session 102, Saturday, 9:15 - 11:45 am Session 202, Saturday, 1:15 - 3:45 pm Promoting literacy should be our focus from before our children are born until they leave secondary school. Teaching children to read and to love reading is the shared responsibility of every teacher, every administrator, and every parent. Once listeners come to understand why reading is important and how a person becomes a reader, they will want to know what they should be reading. This session deals with just that. Listeners will want to have their pencils at hand as they hear about books for all age and interest groups. They will leave this session on fire and wanting to read and thus share The Gift of Reading. Strand: Instructional Strategies
"why try? motivating difficult students" BRUCE BUSHNELL, Vice President of Training, WhyTry Session 203, Saturday, 1:15 - 3:15 pm Session 407, Sunday, 9:15 - 11:45 am This workshop will emphasize a strength-based approach to helping youth overcome their challenges by teaching social and emotional life skills using “multiple intelligence” methods that address the youths’ learning styles. It is critical to use this approach in order to connect with at-promise students. The activities used in this session require minimal to no equipment. They include the following: Finger Game – a simple way to teach planning; Values Continuum – an excellent ice-breaker for a reticent group; Name Warp Speed – a simple, but powerful name game; Keys to Staying on Track – a fully engaging activity to teach a very important lesson about rules and cooperation; and the Creative Pyramid – an excellent way to develop creativity.
"technology, work and our growing skills gap" DR. WILLARD DAGGETT, President, International Center for Leadership in Education Session 110, Saturday, 9:15 - 11:45 am Session 210, Saturday, 1:15 - 3:45 pm The world in which today’s students will live and work is being changed dramatically by four mega trends. Those mega trends are new and emerging technology, globalization, changing demographics, and new generations of young people in our classrooms. Vivid examples of changes occurring in each of these areas will be provided. The presentation will then focus on the skills and knowledge students will need to succeed in this changing world and workplace. Strand: Technology
"Using Technology to Reach Generation Now" DAVID DAVIS, Director of Network Operations, SIATech LIZ HESSOM, Director of Education Services, Region 2, SIATech Session 306, Saturday, 4:00 - 5:00 pm Technology affords us with vast possibilities to reach students with a variety of needs in a variety of settings. Join us for a look at how the students in the SIATech Independent Study program are using HP Netbooks on the Verizon Wireless network to access curriculum resources and communicate with teachers. Explore the possibilities of delivering technology resources via streaming applications and hear from students and teachers in rural El Centro, California, who are using these tools in a blended virtual classroom. Strand: Technology
"THE POLITICS OF RACE TO THE TOP" DELAINE EASTIN, RAPSA Advisory Committee Co-Chair, Former California State Superintendent DR. LINDA KAMINSKI, Assistant Superintendent of Educational Services, Upland Unified School District MELODY CHALKLEY, CEO/Superintendent, Winfree Academy MARY CHAMBERS, CPA RICHARD CLARK, National Policy and Program Liaison, SIATech/NEWCorp ERNIE SILVA, Director of External Affairs, SIATech Session 109, Saturday, 9:15 - 11:45 am Hear some of the leading experts discuss how political decisions may impact Race to the Top’s accountability policy. Many have expressed concerns that Race to the Top could leave at-promise students behind. Hear a discussion of how accountability policy evolves in the political process and how your interests are addressed. Perspectives from California, Texas, and other states will be provided. Issues to be addressed include:
"closing the achievement gap with high quality instruction" DR. RONALD FERGUSON, Faculty Co-Chair and Director, Achievement Gap Initiative (AGI) Session 101, Saturday, 9:15 - 11:45 am Session 201, Saturday, 1:15 - 3:45 pm Dr. Ferguson’s presentation will focus on important findings from several years of surveying students and teachers in public school as part of the Tripod Project for school improvement. In addition, he will draw upon findings from his study of the YouthBuild program, which serves 16-to-24 year old high school dropouts. The findings indicate ways that instruction affects student engagement and ways that high quality instruction can help raise achievement for all students while narrowing gaps between groups. Dr. Ferguson uses evidence from surveys to explore how school-level conditions among the adults affect classroom practices, how classroom practices affect student engagement, and how student engagement leads to learning. He has also written a collection of poems for educators and will recite several poems from that collection. Strand: Instructional Strategies
"Using avid to Raise achievement for all students" ROB GIRA, Executive Vice President, AVID Center TIMOTHY A. BUGNO, Program Manager - Curriculum & Professional Development, AVID Center Session 209, Saturday, 1:15 - 3:45 pm AVID (Advancement Via Individual Determination) is a college-readiness system that helps prepare all students for education beyond high school. The program targets those students who have the potential to excel but may lack the support necessary for academic success. Strategies and methodologies in AVID have been demonstrated to work across the spectrum. The program, for grades 4-12, features an AVID elective course, site team, and AVID-trained college tutors. AVID takes passive learning and turns students into active classroom participants. AVID allows schools to raise expectations and demand accountability, but also provides support for students as they tackle the most rigorous coursework. "'Too Good to be True', The Story of an Amazing School" BILL HABERMEHL, Orange County Superintendent of Schools, Orange County, California Session 105, Saturday, 9:15 - 11:45 am This presentation will show that the three things that affect school district success (student success, dropout rate/attendance, and quality of staff) have been incorporated into a successful alternative education program in Orange County, California. The range of options ACCESS (Alternative Community Correctional Education Schools and Services) offers keeps the non-traditional student in school which, in many cases, are storefront classrooms, with caring, committed teachers and a 1:1 learning. Some of the educational options we offer are community schools, day schools/contract learning, correctional education, group homes, and social service institutions.
Transitional services to college and job coaching programs are also offered. ACCESS students leave our program with a future ahead of them, because they now care about school and about graduating. Strand: Leadership SUZANNE HAYS, Education Leadership Consultant Session 207, Saturday, 1:15 - 3:45 pm For organizations whose competitive edge depends on speed to market and worker productivity, the hidden costs of low-trust work environments can rob them of their competitive advantage. Low trust issues like bureaucracy, politics, redundancy, and high turnover rates can negate speed-to market advantages and bring productivity to a screeching halt. In this session, participants will make building trust an explicit goal of their work; use their personal Trust Quotient (tQ) to assess how others in the organization
perceive their trustworthiness; recognize the real, measurable Trust Taxes they might be paying without realizing it; quickly build relationships of trust with their team and colleagues; change Trust Taxes to Trust Dividends—the benefits that come from growing relationships of trust; begin using the 13 Behaviors as an important cultural lever. Strand: Leadership "A lifeline for at-promise youth: Job Corps" KAREEM JABBAR, Job Corps Admissions Counselor Session 302, Saturday, 4:00 - 5:00/5:30 pm Kareem Jabbar, Admissions Counselor for Job Corps, will speak about the Job Corps program and the services offered to at-promise students. Mr. Jabbar will provide an overview of the program’s mission of providing education, career technical training, and social development programs; the community connections developed to reach out to at-promise youth in the greater Los Angeles area; and what the program can and cannot do to assist youth in identifying and then meeting their personal goals. Claudia Schuster, Program Manager for the U.S. Department of Labor's Office of Job Corps will be on hand to address questions about program's federalism. Strand: Instructional Strategies
“College or Prison, The Black Male Crisis of the 21st Century: How to Keep Black Males in the Classroom” DR. JESSE JACKSON III, Founder, The Best Man Company, LLC and Best Man Sports, Inc. Session 108, Saturday, 9:15 - 11:45 am Session 208, Saturday, 1:15 - 3:45 pm In this session, participants will learn:
Black males are at high risk for social and academic failure. This seminar will educate parents, school staff, and administrators on the real facts and best practices for educating black males in today’s society. This seminar will present statistic data and provide new evidence based practices for improving black male school interest and academic performance. Statistics are indicating that black males are either going to college or ending up in prison. This seminar will teach you how to give our boys their best chance to go to college and be successful and avoid the pipeline prison. Participants will learn how to be effective mentors for male students through a program activity. Strand: Leadership "Effective and engaging strategies for working with struggling math students" DR. ANGELA McIVER, Founder, Math Foundations, LLC Session 107, Saturday, 9:15 - 11:45 am Session 403, Sunday, 9:15 - 11:45 am This workshop is designed to help teachers understand the variety of misconceptions held by older students with weak math foundations. It helps teachers develop a framework for assessing student understanding, recognizing developmental benchmarks, and facilitating powerful mathematical reasoning. The workshop includes videotaped examples of older students talking about and attempting to solve a variety of math problems and focuses on how to “undo” misconceptions that result from years of misunderstanding mathematics. This engaging, interactive workshop provides participants with activities designed specifically for struggling math students. Participants will have an opportunity to learn a variety of math activities that engage students in confidence-building ways. They will receive instruction on assessing math competencies, as well as activities to take back to the classroom. Strand: Instructional Strategies
"fROM CHALLENGED AND AT-RISK, TO AT-PROMISE AND GRADUATED" DR. MARY JO McLAUGHLIN, Founding Principal, Academy of Creative Education (ACE) SANDRA McCLURE, Life-After-ACE Program Coordinator, Academy of Creative Education (ACE) Sesion 103, Saturday, 9:15 - 11:45 am The ACE Presentation will provide conference participants the opportunity to feel confident about implementing innovative strategies, and feel revitalized about their personal mission statement in assisting at-promise students to succeed. Many programs dealing with at-promise students operate under modest budgets, and participants will learn how to establish long-time business and community partnerships. Ways to set up a matching fund program with local colleges and universities will be reviewed. Participants will learn how the entire Academy Team (custodians, support staff, faculty, community volunteers) takes at-risk students through a 4 half-day orientation, establishes school culture and climate, addresses individual learning styles, maintains student interest through the Life-After-ACE program, and inspires at-promise students to reach maximum potential and graduate.
"Green Light! Red Light! STOP Classroom Disruptions and Regain Teaching Time with At+Promise Students" ADAM PALMESE, National Director for the Center for Teacher Effectiveness, Former Title I School Administrator, National Board Certified Teacher, and Classroom Management Expert Session 104, Saturday, 9:15 - 11:45 am Session 204, Saturday, 1:15 - 3:45 pm Participants will have to buckle their seat belts for this fast-paced session! Mr. Palmese reinforces Madeline Hunter's quote, "Children don't care how much you know until they know how much you care." Nurturing At-Promise students and showing them genuine care and concern (Unconditional Positive Regard) is the cornerstone of building their trust. Participants will learn how to establish rapport with students and how to diffuse low level behavior with non-judgmental, calming statements. Palmese will explain and model how to explicitly teach routines and expectations to students - how they should behave THE FIRST TIME you ask them to do something. This presentation is filled with humor, real-life examples, and practical activities that you will work on together in the session. Participants will receive a handout filled with follow-up information and resources. This session is jam-packed with research-based, effective classroom management strategies for all elementary and secondary classrooms that can be implemented in a single class or adopted school-wide. Teachers waste too much time disciplining students by not establishing clear expectations and goals for their students. Mr. Palmese’s session addresses HOW to discipline At-Promise students effectively, consistently, and most importantly, with dignity. Strand: Instructional Strategies
"A Shared Vision: Becoming a RAPSA Ambassador" RAPSA TEAM MEMBERS Session 301, Saturday, 4:00 - 5:00 pm RAPSA and our ambassadors share the same vision and goal of drop-out recovery and keeping kids in school. This includes empowering at-promise students to become contributing members of society; providing educators, administrators, counselors, coaches, volunteers, and community members with the skills to keep at-promise students in school; giving them resources, such as best practices and proven teaching and intervention strategies, to ensure their students are engaged and stay in school. This workshop includes a discussion on how to contribute to the RAPSA network through conversations with colleagues, presentations, lesson ideas, and social media.
"Helping immigrant esl students with reading and writing" MARK ROBERGE, Associate Professor of English, San Francisco State University Session 106, Saturday, 9:15 - 11:45 am Session 206, Saturday, 1:15 - 3:45 pm Many of our students--particularly those from immigrant families--bring complex language repertoires to our classroom. Their writing may contain a mix of ESL features, dialect features, and colloquial features. Teachers face multiple challenges in supporting these students in their development of school literacy. The presenter will give an overview of the language and literacy characteristic that such students may bring to our classrooms, and he will discuss numerous practical strategies for helping students with all stages of writing, revising, editing and proofreading. Strand: Instructional Strategies
"is this a school you would want to attend? Fitting resiliency into 'the system'" DAN SACKHEIM, Program Consultant, Education Options Office of the California Department of Education Session 303, Saturday, 4:00 - 5:00 pm This workshop fits what we know about resiliency and asset development into daily school practice in the areas of academic content and instructional methods, school rules, social and emotional development, career-technical education, parent nights, transfer of students into and from educational options (alternative) schools, expulsion and other disciplinary policies, accountability, working with parents and the community, and cost-benefit analysis. The workshop includes very practical examples and handouts. You will leave with some clear next steps to take—no matter which role you hold in supporting education—as well as ideas and inspiration to shape your thinking in the future. There is also an extensive collection of handout materials. Strand: Leadership
"Assigning Students to Teachers Who Will Maximize Their Learning Potential: The Power of Value-Added Analysis" DR. JOHN SCHACTER, President, The Value-Added Analysis Network Session 205, Saturday, 1:15 - 3:45 pm Dr. Schacter will define what value-added analysis is, how it is different from student achievement, value-added reports and how to use these reports to enrich student learning. His core beliefs are: schools must measure and know how much each student is learning in order to maximize each student's potential; schools must design themselves to meet the needs of individual students; students are unique with changing and different academic needs; students learn at different rates and in different ways; students enter each grade with different achievement levels; students who are significantly behind need additional teaching, time, and resources to catch up; students who are ahead need additional resources and instruction to advance their learning. Strand: Leadership
"student speaker panel: Transformed from At-Risk" Session 304, Saturday, 4:00 - 5:00/5:30 pm Students who were labeled “at-risk” of failure share their experiences and discuss the ways their teachers and support adults transformed their learning and confidence. This powerful session includes a question and answer period. Strand: Instructional Strategies |
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"TEACHING THROUGH ADVERSITY - FACING CHALLENGES AND MAKING A DIFFERENCE" RON CLARK, Bestselling Author and Founder, The Ron Clark Academy Keynote, Sunday, 8:00 - 9:00 am Ron Clark will share his journey from teaching in a low-wealth rural area in North Carolina to the inner-city streets of Harlem in New York City. Along the way, Mr. Clark will share inspirational stories of how his students made outstanding growth in test scores, conducted projects that garnered worldwide attention, and were invited to the White House three separate years to be honor by the President. Mr. Clark was the 2000 Disney American Teacher of the Year, and he has been featured on the Rosie O'Donnell Show and also the Oprah Winfrey Show where Oprah dubbed him her first "Phenomenal Man." Mr. Clark has written two books about his teaching practices, "The 55 Essentials - Life Lessons for Teachers, Parents, Students and the Rest of Us" and “The Excellent Eleven” which outlines qualities and characteristics parents and teachers should have to instill success in their children and students. |
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"'tell me again--what's a footnote?' Teaching the research paper to at-promise students" COLEEN ARMSTRONG, Author Session 405, Sunday, 9:15 - 11:45 am If you're teaching college-bound classes, your students have probably been hammering together research projects since eighth grade. But with at-promise students, you can’t make any such assumptions. Considering how many will eventually enroll in some form of continuing education, however, this kind of instruction is absolutely essential. This unit addresses, without fuss, all of the following: their fear and trepidation, their reluctance to work independently, and their tendency to procrastinate. Everyone is assigned the same topic, research materials are brought to class, a check-off sheet monitors daily progress, do-overs are permitted without penalties, and friendly teacher intervention is constant and ongoing. Result: everybody participates and winds up a happy camper. (Occasionally I have even received thank-you notes afterward!) This presentation will include tales of what went wrong during the first few years and how I resolved those issues, why my stack of handouts kept growing larger, how the check-off sheet evolved over time, why I considered disappearing research materials a compliment in disguise––and much, much more. Hands-on activities: brainstorming workable topics, discussing why some are practical and others aren’t, putting together an outline to intrigue a class, and then taking suggestions for its improvement. Strand: Instructional Strategies
"why try? motivating difficult students" BRUCE BUSHNELL, Vice President of Training, WhyTry Session 203, Saturday, 1:15 - 3:15 pm Session 407, Sunday, 9:15 - 11:45 am This workshop will emphasize a strength-based approach to helping youth overcome their challenges by teaching social and emotional life skills using “multiple intelligence” methods that address the youths’ learning styles. It is critical to use this approach in order to connect with at-promise students. The activities used in this session require minimal to no equipment. They include the following: Finger Game – a simple way to teach planning; Values Continuum – an excellent ice-breaker for a reticent group; Name Warp Speed – a simple, but powerful name game; Keys to Staying on Track – a fully engaging activity to teach a very important lesson about rules and cooperation; and the Creative Pyramid – an excellent way to develop creativity.
"Effective and engaging strategies for working with struggling math students" DR. ANGELA MCIVER, Founder, Math Foundations, LLC Session 107, Saturday, 9:15 - 11:45 am Session 403, Sunday, 9:15 - 11:45 am This workshop is designed to help teachers understand the variety of misconceptions held by older students with weak math foundations. It helps teachers develop a framework for assessing student understanding, recognizing developmental benchmarks, and facilitating powerful mathematical reasoning. The workshop includes videotaped examples of older students talking about and attempting to solve a variety of math problems and focuses on how to “undo” misconceptions that result from years of misunderstanding mathematics. This engaging, interactive workshop provides participants with activities designed specifically for struggling math students. Participants will have an opportunity to learn a variety of math activities that engage students in confidence-building ways. They will receive instruction on assessing math competencies, as well as activities to take back to the classroom. Strand: Instructional Strategies
JEANETTE MENENDEZ, Curriculum and Professional Development Expert Session 408, Sunday, 9:15 - 11:45 am The Power of ONE is an interactive motivational experience that assists teachers in connecting with their unlimited potential and transforms their teaching. Teaching is meant to be joyous and invigorating. Current statistics show that more than 30% of teachers in the U.S. leave the profession within the first five years, especially those who work with at-risk populations. The Power of ONE guides teachers through the seven principles at the heart of the teaching profession (Time, Energy, Action, Change, Heart, Enthusiasm, Reflection). Through the Power of ONE experience, teachers will reconnect, recharge, and reflect on their profession, their purpose, and their passion. Participants will journal write, share roadblocks with each other, create a teaching vision board, and engage in lively discussions. The Power of ONE experience will leave participants invigorated with a newfound energy for the teaching profession coupled with an awareness of their own potential. The Power of ONE experience: reaching all teachers to discover the POWER within! Strand: Instructional Strategies
"understanding girls at-risk: trends, issues and strategies WAYNE SAKAMOTO, Director of Safe Schools, Murrietta Valley Unified School District Session 406, Sunday, 9:15 - 11:45 am This session is designed for the school administrator and school counselor experiencing increasing girl related problems in schools. The session will examine current research on risk factors that contribute to female bullying, acts of violence, gangs and other destructive behaviors including sexting. Educators across the nation have noted an increase in girl aggression and other problem behaviors. To impact these negative behaviors educators must have a clear understanding of factors that contribute to anti-social behaviors. The session will not only provide for a clinical examination of risk factors, but the presenter will bring the research to life through examples and real life experiences. This “nuts and bolts” understanding of risk factors will allow school administrators and school counselors to better understand girls in risk and, ultimately, to better approaches to assist youth, families and communities. Program and strategy implications will be addressed through an examination of current efforts such as risk reduction, asset-based approaches, youth development and empowerment models. Strand: Leadership
MATTHEW TESSIER, Administrator, Harborside Elementary School Session 401, Sunday, 9:15 - 11:45 am This presentation will focus on the critical elements of what two high functioning schools did to ensure explosive student growth and exit program improvement. Participants will discuss one of the most important issues facing our society today: how to ensure an excellent education for all children. Specific areas covered will be what administrators and staffs need to achieve to realize achievement regardless of school demographics. Inspiring a vision, looking at data, grade level planning, and principal walkthroughs will be areas of study in this presentation. Strand: Leadership
"Fox, owl, ostrich, sheep or shark? styles for handling conflict and how to get others to do what you want" DEBORAH THORNE, Founder and Executive Director, Kids First Comprehensive Session 404, Sunday, 9:15 - 11:45 am The goal of this workshop is to help participants identify and understand the different styles of conflict. They will also uncover their personal style, and learn strategies for interacting with other people’s styles. Activities include surveys, sharing, collaboration, and sometimes laughing. Strand: Leadership MICHAEL WALMSLEY, Creator of "The Balanced School Day" and "Focus Curriculum Deliver Model" Session 402, Sunday, 9:15 - 11:45 am “Schools with Solutions” gives educators a series of tried-and-proven strategies to foster creative, outside-the-box solutions for school challenges that may be limiting student success. Especially applicable to the at-promise learners, the presented strategies empower schools to look within their own staffs for unique answers to their own unique challenges. Audience members will be involved in small-group brainstorming sessions with the opportunity to practice the strategies as they are presented. The ultimate goal of the session is an educator leaving empowered with the knowledge and skill to create and build the opportunities for students to become engaged and confident. From school scheduling/timetabling to curriculum delivery, “Schools with Solutions” is designed to set the stage for highly effective teaching-learning interactions. It will give the audience a renewed sense of purpose and the confidence to look within themselves for solutions rather than trying to adapt others’ ideas to fit problems unique to a particular setting. In education, we sometimes come up with solutions looking for challenges, the one answer to fit all needs; whereas we need to be focusing our energies and talents to understand the essence of our challenges and then to create the optimum ability of educators to create their own specific solutions for the unique strengths and needs of their learners. Strand: Leadership |
