Goals For Conference:

In many schools, instruction and time are constant--they do not vary on a

student-by-student basis. RTI was designed as a way to encourage teachers to
vary instruction and time to create a constant level of learning. A core
assumption of RTI is that all students can reach high levels of achievement if
the system is willing (and able) to vary the amount of time students have to
learn, and the type of instruction they receive. Thus, RTI builds on work done
with differentiated instruction (Tomilson, 2001) and understanding by design
(Wiggins & McTighe, 2005). This will be defined, implemented, and assessed at
Ridgecrest next year through targeted professional development from experts in
our own building.

The effectiveness of early intervention to prevent later difficulties of students

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

★ Is our core program sufficient?

★ If the core program is not sufficient, what led to this?
★ How will the needs identified in the core program be addressed?
★ How will the sufficiency and effectiveness of the core program be
monitored over time?
★ Have improvements to the core program been effective?
★ For which students is the core instruction sufficient or insufficient?
★ What specific supplemental and intensive instruction is needed?
★ How will specific supplemental and intensive instruction be delivered?
★ How will the effectiveness of supplemental and intensive instruction be
monitored?
★ How will we determine which students need to move to a different level of
instruction?
 ★ Who will lead our school in this work?
★ What will this leadership look like?
★ How do we systemically look at these problems and create solutions?
★ How do we as a school support, develop, and press one another?
★ How do we still have fun and celebrate?

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

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

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

To achieve our goals, RC team members will attend the following conferences:
B03: A multiple-layer approach to increasing student achievement.

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

B08: Learning: is it only about the kids?

B11: Content Literacy: bridging the gaps through professional learning

communities.

B18: Increasing Math Teacher Effectiveness For Student Achievement Gain

(fifth and sixth grade team).

B21: Intervention Strategies That Work

C03: Lesson Study: Improving Mathematics Teaching and Learning

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

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

E07: Using Authentic Problems in Mathematics Instruction

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

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

F02: Bridging The Teaching Gap: Creating Skilled Practitioners

F05: Teacher Leadership Structures To Build Capacity For Sustainability

F08: Using Depth Of Knowledge To Increase Rigor

F14: Instructional Frameworks For Student Self-Direction

F23: Ensuring Educational Equity Through Responsive Instruction

G01: Improving Student Learning By Minding The Gap

G02: Helping Teachers Learn From Student Focus Groups

G03: Superman is Dead: Distributing Leadership With Action Planning

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

G13: Leading Healthy and Sustainable Cultures in Urban Schools

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

G27: Modifying and Accommodating For IEP Students

Money allocation:

3 day conference is $429.00

$5,000 total

11.7 teachers can attend. Sarah Danielson can only attend 2 days.
 NATIONAL NON-PROFIT

Charting the Course

STAFF
DEVELOPMENT U.S. POSTAGE NATIONAL
COUNCIL STAFF
PAID DEVELOPMENT
504 S. Locust Street Cincinnati, OH COUNCIL
Oxford, OH 45056
PERMIT NO. 770

for School-Based Professional Learning

A Conference for Teacher Leaders
and the Administrators Who Support Them

Register now at www.nsdc.org

Make Plans to Attend!

NSDC 2010 Summer Conference

Save $50 for Teacher Leaders and the
on a 3- or 4-day Administrators Who Support Them
registration when
you register by

Charting the Course

April 30, 2010.

for School-Based Professional Learning

Seattle2010
Seattle2010
Featuring these Keynote Speakers:

Maria Goodloe-Johnson • Milton Chen

Jennifer James • Vicki Phillips • Taylor Mali

NSDC 2010 Summer Conference

July 18-21, 2010 • Sheraton Seattle hotel
Registration and hotel links through the NSDC Summer Conference page:
www.nsdc.org/summerconference10
or call 800-727-7288 for more information.
Conference Program
July 18-21, 2010 • Sheraton Seattle hotel
 NSDC 2010 Summer Conference Save the Dates
for Teacher Leaders
and the Administrators Who Support Them Dec. 4-8, 2010
Atlanta, Georgia
NATIONAL
STAFF
DEVELOPMENT
COUNCIL
Charting the Course 2010 Annual Conference

Atlanta, GA

for School-Based Professional Learning

July 18-21, 2010 • Sheraton Seattle hotel

Dear The National Staff Development Council knows that

NATIONAL
STAFF
The National Staff Development Council invites you to its 42nd
Educator: DEVELOPMENT
the contribution of teacher leaders is essential if all COUNCIL Annual Conference. We are planning for 3,500 participants from
teachers in all schools are to experience high-quality
professional learning as part of their daily work. across North America to attend the conference, providing a great
Teacher leadership is at the heart of many school and district
opportunity for you to network directly with other educators, and
NSDC
Board of
Trustees
Ingrid carney improvement efforts. No matter what their job title or role — literacy form lasting relationships to support your work to improve our
2010 NSDC President or mathematics coaches, instructional coaches, or mentors, to name
just a few — we know that the work of these individuals is vitally schools.
Ingrid carney important to achieving high levels of learning for all students. That’s
NSDC’s 42nd Annual Conference: Dream.Dare.Do.
President
Carney for Kids why NSDC invites teacher leaders and those who support them to
Chicago, IL
attend its 2010 Summer Conference July 18-21 in Seattle, WA.
MARK DIAZ n General Session keynote speakers include Beverly Hall, Douglas Reeves,
President-elect With the support of local school systems and national teacher organi-
Cedars International
Academy
Austin, TX Stephanie Hirsh
zations, this conference provides teacher leaders and administrators Save $75 Andrew Hargreaves, and Ron Clark.
n Preconference and concurrent session presenters include Avis Glaze,
with valuable tools to bring the most powerful forms of professional when you register
NSDC Executive
CHARLES MASON
Director learning to all the teachers with whom they work. by May 31, 2010 Carol Ann Tomlinson, Bruce Joyce, Marcia Tate, Ian Jukes, Rita Bailey,
Past President on a 3- or 5-day
Brasfield & Gorrie registration fee.
Jon Saphier and Lucy West, Deborah Childs-Bowen, Phillip Schlechty,
Birmingham, AL At the conference, school-based staff developers will learn from both Barrie Bennett, Glenn Singleton, Jim Knight, Victoria Bernhardt, Gale
the outstanding and innovative work of their peers and the perspec- Hulme, Sally Zepeda, Margarita Calderón, Carolyn Chapman—and more!
SUE ELLIOTT
Trustee tives of national leaders. Participants will become skilled in assisting
West Vancouver School District n Over 300 concurrent and roundtable sessions in seven strands such
West Vancouver, BC, Canada their colleagues in data-driven decision making and in planning, NSDC 42nd Annual
implementing, and assessing the impact of their lessons. In addition, Conference
as leadership, examining the impact, teaching quality, technology,
CHERYL LOVE
participants will more deeply understand the attributes of high-function- Dec. 4–8, 2010 fundamentals of professional learning, equity, and advocacy.
Trustee
Hyatt Regency Atlanta
Developing Minds ing school teams and learning communities and the actions they can n More than 100 exhibitors offering valuable products and resources
Decatur, GA Atlanta, Georgia
take as leaders in their settings to make such collaboration a reality. specific to professional learning.
Amanda Rivera
Trustee
Chicago Public Schools
We look forward to meeting you in Seattle. Download the early bird registration form at
Chicago, IL www.nsdc.org/opportunities/annualconference.cfm.
Sincerely,
For conference information,
Kenneth Salim
Trustee contact the NSDC Business Office
Boston Public Schools at NSDCoffice@nsdc.org or
Boston, MA 800-727-7288
Ingrid Carney, NSDC President
For exhibit and sponsorship
ED WITTCHEN opportunities, contact Renee Taylor
Trustee
Ed Wittchen Consulting at renee.taylor@nsdc.org or
Spruce Grove, AB, Canada 800-727-7288, ext. 222
Stephanie Hirsh, NSDC Executive Director
2
800.727.7288 • www.nsdc.org 51
Welcome Our nautical crew, the 2010 host committee, Host Committee Conference
and Advisors Program Planning
to Seattle... welcomes you to Washington state. It has Committee
...where we will been a deep privilege to think of each and all Debbie Lahue
Chair and Affiliate Outreach Cathy Berlinger-Gustafson
actively engage in of you as we prepared for our time together ESD 101 Center for Facilitator
charting the course at NSDC’s 2010 Summer Conference. Instructional Services Crystal Lake, IL
for school-based Terese Emry Bergeron Harris
professional The Pacific Northwest is a region steeped Affiliate Outreach Austin, TX
learning. Center for Strengthening
in rugged history, explored, charted, and the Teaching Profession David Hill
developed through innovation and brilliance. Austin, TX
Becky Firth
From the breathtaking natural beauty of water and mountains to Registration/Operations
Jim Knight
Northwest Council for
the awe-inspiring Seattle architecture, learners coming together for Lawrence, KS
Computer Education
professional growth will be in for a treat. Anna Griebel Mike Ford
Hospitality/Publicity Clifton Springs, NY

We encourage you to join the crew, colleagues old and new, to Sumner School District
Brian Bratonia
collaborate and learn together. As we chart the course to ensure Ruth Medsker Redmond, WA
Program
“every educator engages in effective professional learning every Seattle Public Schools Joanne Robinson
day so every student achieves,” we are working to promote NSDC’s Toronto, ON
Julianne Sparks
purpose. Registration/Operations Shelley Zion
Sumner School District Denver, CO
Our crew is committed to providing all educators the opportunity to Paula Strozyk Rolf Blank
learn, map, and chart the course through support and collaboration Hospitality/Publicity Washington, DC
Sumner School District
during and after our time together in Seattle. Get to know someone Janice Ollarvia
Cathy Thompson
new in the sea of conference participants. Your individual commit- Program
Country Club, IL

ment to networking and positively contributing here and back home, Seattle Public Schools
Kathy O’Neill
leads to the student achievement all our students deserve. Linda Davin Atlanta, GA
Advisor
National Education Rhonda Baldwin
Your summer learning experience in Seattle will create waves of Association Ex Officio for the
Atlanta Host Committee
support to carry you back home and beyond. Rosalind LaRocque Douglasville, GA
Advisor
American Federation
of Teachers

Patricia Chesbro
Debbie Lahue Advisor
Alaska Staff Development
Seattle Host Committee Council

Audrey Hobbs-Johnson
Advisor
British Columbia Education
Leadership Council
3

FIRST-TIME CONFERENCE ATTENDEES ORIENTATION
OPENING RECEPTION
Conference
overview SATURDAY, JULY 17
5:00 p.m.- 6:00 p.m.
Registration
5:00 p.m.- 6:00 p.m.
Presenter/Session Host
Check-In
SUNDAY, JULY 18
7:30 a.m.- 6:30 p.m.
Registration
7:30 a.m.- 6:30 p.m.
Presenter/Session Host
Check-In
9:00 a.m.- 4:00 p.m.
Preconference
Conference Overview
12:00 p.m.- 1:00 p.m.
Preconference Lunch
2:00 p.m.- 6:00 p.m.
Knowledge Café Open
4:00 p.m.- 6:30 p.m.
Hospitality
4:15 p.m.-5:00 p.m.
Learning School Alliance
Meet and Greet
4:30 p.m.- 5:00 p.m.
Team Time Meetings/
Individual Reflection
5:15 p.m.- 6:00 p.m.
First-Time Conference
Attendees Orientation
5:45 p.m.- 7:00 p.m.
Opening Reception
4
K e y E ve n t s
Sunday, 5:45 p.m.-7:00 p.m.
KNOWLEDGE CAFÉ RECEPTION
MONDAY, JULY 19
7:30 a.m.- 5:00 p.m.
Registration
7:30 a.m.- 5:00 p.m.
Presenter/Session Host
Check-In
7:30 a.m.- 5:00 p.m.
Knowledge Café Open
7:30 a.m.- 8:15 a.m.
Continental Breakfast/
Networking
8:15 a.m.- 9:15 a.m.
General Session 1
Keynote:
Maria Goodloe-Johnson
9:30 a.m.- 11:30 a.m.
Set A & B Sessions Meet
11:45 p.m.- 12:30 p.m.
Lunch/Networking
12:30 p.m.- 1:30 p.m.
General Session 2
Keynote: Milton Chen
1:45 p.m.- 3:45 p.m.
Set A & C Sessions Meet
Roundtable (RT1)
Sessions Meet
3:45 p.m.- 4:30 p.m.
Knowledge Café
Reception
4:30 p.m.- 6:00 p.m.
Screening of “Success
at the Core”
4:30 p.m.- 5:00 p.m.
Team Time Meetings/
Individual Reflection
Sunday, 5:15 p.m.-6:00 p.m.
Monday, 3:45 p.m.-4:30 p.m.
TUESDAY, JULY 20
7:30 a.m.- 4:30 p.m.
Registration
7:30 a.m.- 4:30 p.m.
Presenter/Session Host
Check-In
7:30 a.m.- 4:30 p.m.
Knowledge Café Open
7:30 a.m.- 8:15 a.m.
Continental Breakfast/
Networking
8:15 a.m.- 9:15 a.m.
General Session 3
Keynote: Jennifer James
9:30 a.m.- 11:30 a.m.
Set D & E Sessions Meet
11:45 a.m.- 12:30 p.m.
Lunch/Networking
12:30 p.m.- 1:30 p.m.
General Session 4
Keynote: Vicki Phillips
1:45 p.m.- 3:45 p.m.
Set D & F Sessions Meet
Roundtable (RT2)
Sessions Meet
4:30 p.m.- 5:00 p.m.
Team Time Meetings/
Individual Reflection
4:30 p.m.- 5:30 p.m.
Screening of “North
Grand”
 NATIONAL
STAFF
DEVELOPMENT
COUNCIL
WEDNESDAY, JULY 21
7:30 a.m.- 10:00 a.m.
Registration
7:30 a.m.- 10:00 a.m.
Presenter/Session Host
Check-In
8:00 a.m.- 10:00 a.m.
Set G Sessions Meet
10:15 a.m.- 11:00 a.m.
Brunch
11:00 a.m.- 12:00 p.m.
General Session 5
Keynote: Taylor Mali
Conference Highlights
SESSION PRESENTERS NSDC uses the term “teacher leaders” to include school-based
staff developers, instructional coaches and facilitators, department and grade-level chairs,
mentors, committee chairs and members, and other roles teachers assume to ensure high-
quality school-based professional learning. Due to the school-based practitioner focus of this
conference, NSDC prioritizes sessions that feature a teacher leader. Most sessions also feature
principals, central office administrators, and/or technical assistance providers who work with
teacher leaders to produce the outcomes described in their sessions.
FIRST-TIME ATTENDEES ORIENTATION First-time participants will want to attend a
special session on Sunday at 5:15 p.m. with NSDC’s Board of Trustees, staff, and Host Committee
members. We will share information on NSDC’s purpose, member benefits, and tips on how to
get the most from the conference and then escort participants to the Opening Reception.
MEALS Preconference attendees are provided with lunch on Sunday. Breakfast and lunch on
Monday and Tuesday, and brunch on Wednesday are included in the three-day registration fee.
Conference meals are selected to support a variety of dietary needs and preferences. Please be
aware that meals will not be served once the general session has begun.
GENERAL SESSIONS AND KEYNOTE SPEAKERS General sessions are held at breakfast
and lunch on Monday and Tuesday, and at brunch on Wednesday. Keynote speakers address
the group during each general session. NSDC has a long-established tradition in which partici-
pants eat meals together in the spirit of camaraderie and networking. We encourage
participants to come to each general session and sit with different people.
CONCURRENT SESSIONS The conference offers 4-hour and 2-hour sessions. Sessions are
carefully selected to ensure participant learning on important subjects. Conference attendees
are required to register for sessions to allow presenters to prepare for the appropriate number
of attendees.

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

ROUNDTABLES NSDC has selected approximately 30 programs to feature in two round-

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

WIRELESS ACCESS Free wireless access will be available throughout the convention space
in the Sheraton Seattle Hotel.

TEAM TIME/REFLECTION Conference Strands: GRADE LEVELS

Skilled facilitators will 1. Learning Communities: Creating, sustaining, and Most sessions are appropriate for
be on site to help teams evaluating school-based learning teams. all attendees, but some sessions
2. Technology: Leveraging technology as a resource are more basic (for participants
make the most of this with limited background in the
valuable time. Your team for professional learning.
content) or advanced (for at-
3. Professional Learning Processes: Developing skills
can work together to tendees who have experience and
for planning, facilitating, presenting, advancing, and
create implementation knowledge of session content).
evaluating learning. These sessions are marked with
goals and strategies. Stop 4. The Learning Gap: Applying research-based strategies icons. Sessions that have content
by the registration desk to improve student performance in the discipline areas. and skills for educators serving
to make arrangements 5. New Teacher Support: Accelerating new teacher Title I populations are desig-
for a facilitator and set competence and developing mentors. nated with icons. Encore ses-
time aside to apply your 6. Teacher Leadership: Identifying, developing, engaging, sions by preconference presenters
learning as a team. and supporting teacher leaders. are also indicated with icons.
7. Administrator Development: Strengthening Basic Advanced Title 1 Encore
principal and central office instructional leadership
and professional development skills.
5
 Special Features
Enhance your conference experience.
Take advantage of these special features:

Knowledge Café
The Knowledge Café is sponsored by the National Institute for School Leadership (NISL). Visit the
How to use this
Knowledge Café to meet and network with fellow attendees and our conference sponsors. Browse through
Program Book the NSDC Bookstore and get the latest professional learning resources. Check your e-mail or surf the Web at
the Internet Café. Enjoy a cup of coffee or a chair massage as you reflect on your conference experience.
The café will be open:
1 Go to the Conference
2:00 p.m. to 6:00 p.m. Sunday, July 18 Don’t miss the Knowledge Café Reception
Overview on pages 4
7:30 a.m. to 5:00 p.m. Monday, July 19 on Monday, July 19, from 3:45 p.m.- 4:30 p.m.
and 5 for an overall
7:30 a.m. to 4:30 p.m. Tuesday, July 20
snapshot of the
conference.
“Success at the Core”
2 Take note of the symbols Join the Washington state launch of “Success at the Core,” web-based, professional development resources
that indicate sessions that build leadership and instructional capacity in middle schools. Materials feature quality videos of high-
that are basic, advanced, performing teams and teachers, along with activities, readings, classroom artifacts, and facilitator guides.
Title I, or encore. Produced by investor and philanthropist Paul Allen’s Vulcan Productions and Education Development
Center, “Success at the Core” is free of charge. Learn about and discuss these resources and how to access
3 Use the presenter, audi- them in a special screening on Monday, July 19 from 4:30 p.m.-6:00 p.m. and in related concurrent sessions
ence, and topic indices C09 and E15.
on pages 45–46 to locate
sessions that appeal to
you. ”North Grand“
Funded by The Wallace Foundation, “North Grand” is a Nomadic Pictures’ film, produced and directed by
4 Use the session Oscar nominated filmmaker Tod Lending and award-winning filmmaker David Mrazek, about school leader-
registration form on ship. Participants will view the mini-documentary and engage in discussion about it with North Grand
page 50 as a tool to High School principal, Asuncion Ayala. The screening of the documentary and discussion that follows is on
plan your conference Tuesday, July 20 from 4:30 p.m.-5:30 p.m. Concurrent session C21 will also provide an opportunity to engage
experience. with the principal and view the documentary.

5

Note the times and dates
of each of the session
What makes this conference special?
sets. Be careful not to • Sessions conducted by school-based practitioners to provide a peer perspective.
sign up for sessions with • Communal, sit-down meals to promote relationship building.
conflicting times. For • Keynotes and session presenters carefully screened to ensure high quality.
instance, sessions in Set • Special conference tracks (basic, advanced, encore, and Title I) to address your priority issues.
A are all-day, so you • No need to rush to a session to ensure a seat. Your session ticket will reserve your spot. The session
would not register for a presenter will expect you and will have materials ready.
session in Set B (morn- • Special receptions in your honor to ensure you have time for one-on-one networking.
ing), or Set C (afternoon), • Top-quality facility provides a setting that allows participants to optimize their learning.
which take place the
same day as Set A. CONSENT TO USE OF PHOTOGRAPHIC IMAGES Registration and attendance at, or participation in, NSDC’s
Summer Conference and other activities, constitutes an agreement by the registrant to NSDC’s use and distribution
(both now and in the future) of the registrant’s or attendee’s image or voice in photographs, videotapes, electronic
6 The strands listed at
reproductions, and/or audiotapes of such events and activities.
the end of each session
description will help


you identify sessions of
specific interest to you. Thank you to our generous sponsors
7 Fill out pages 49 and Platinum Gold Silver
50 and send to NSDC
along with your payment
to complete your
registration.
Bronze

6
 Chart Your Course with Stellar Travel
Call for special discounts on airfare for individuals and groups
of 10 or more travelling together

FOR RESERVATIONS:
Call Kay at the NSDC Travel Desk at 800.445.3265 or email your
request to Kay@stellartravel.com. Include the following
information in your email:
Visit these local landmarks suggested by
the Host Committee… 1. Name(s)
2. Departure City
5th Ave Theatre 3. Departure Date & Preferred Time
www.5thavenue.org 4. Airline Preference
5. Return Date & Preferred Time
Chittenden Locks in Ballard and
When buying ticket(s) on American or United Airlines,
Fish Ladder please include the NSDC identification number. The
(Chinook and Sockeye Salmon run in July) numbers will benefit NSDC future contract negotiations.
www.nws.usace.army.mil
American Airlines Business ExtraAA account number 789086
Chateau St. Michelle United Airlines Perks Plus account number 065NS
www.ste-michelle.com STELLAR TRAVEL is located in Bellevue WA, is a travel agency specializing
in exceptional personal care to each traveler. Under the same local ownership
Seattle Duck Tours for twenty years, the company is recognized as one of the top travel businesses
in the Pacific Northwest. Stellar Travel is a proud member of the Virtuoso
www.ridetheducksofseattle.com network of travel agencies with expert travel-planning travel consultants that
specialize in connecting travelers to the world’s destinations - in the best ways
possible. All Virtuoso travel specialists take the time to get to know you so your
Ghost Tour travel requirements and expectations really do become reality.
www.seattleghost.com/
NSDC 2010 Summer Conference• July 18–21, 2010 • Sheraton Seattle Hotel

Pacific Science Center and I-Max

www.pacsci.org

Pike Place Market the official travel agency for the 2010 NSDC Summer Conference
www.pikeplacemarket.org
TRANSPORTATION SECURITY ADMINISTRATION SECURE FLIGHT
Pioneer Square INITIAL PUBLIC PHASE IMPLEMENTATION
www.pioneersquaredistrict.org/contact/ The Transportation Security Administration (TSA), as part of the Secure Flight passenger
vetting program, requires passengers to enter their full name as it appears on their
Seattle Art Museum
government issued identification used when making airline reservations for travel.
www.seattleartmuseum.org

Seattle Center Airport Transportation Guide in Seattle

www.seattlecenter.com Shuttle Express - Reservations from the airport are highly recommended.
Reservations to the airport are required. Call 425-981-7000 or
Underground Tours visit www.shuttleexpress.com/airportTransfers.html.
www.undergroundtour.com
Sound Transit – Central Link Light Rail Service from Seattle-Tacoma International
Seattle Aquarium Airport and downtown Seattle, runs 20 hours/day 7 days a week and stops at the
www.seattleaquarium.org Convention Center behind the Sheraton Seattle Hotel. For more information, visit
www.soundtransit.org.

Mark these Dates for 2010

April 1: Deadline for submitting nominations for 2010 NSDC Awards / www.nsdc.org/getinvolved/awards.cfm
April 15: Deadline for submitting manuscripts for December 2010 JSD. Theme: Content-Specific Professional Learning.
April 30: Deadline for early registration for NSDC 2010 Summer Conference for Teacher Leaders and the Administrators Who Support Them.
June 15: Deadline for submitting manuscripts for January 2011 JSD. Theme: Working with External Partners.
July 18-21: NSDC 2010 Summer Conference for Teacher Leaders and the Administrators Who Support Them, Seattle, WA.
October 4: Deadline for submitting proposals for NSDC 2011 Summer Conference in Indianapolis, IN.
December 4-8: NSDC 2010 Annual Conference in Atlanta, GA
7
Maria Goodloe-Johnson
Maria Goodloe-Johnson has served
as superintendent of Seattle Public
Schools since 2007. She is the
former superintendent of Charleston
County School District in South
Carolina and assistant superinten-
dent of Corpus Christi Independent
School District in Texas. Goodloe-
Johnson began her career as a high
school special education teacher
and coach in Colorado. She serves
on a variety of non-profit boards
advancing public education and
supporting families and children.
Goodloe-Johnson currently serves
on the Broad Advisory Board and
recently accepted invitations to
join the boards of Seattle United
Way and the Northwest Evaluation
Association. She also participates in
the Aspen Urban Superintendents
Network and the Aspen Institute -
NewSchools Entrepreneurial Leaders
for Public Education Program. She
is a former trustee of the National
Staff Development Council.
Goodloe-Johnson is the recipient of
The Superintendent of Education
Excellence award from Mt. Pleasant
District AME Hall of Fame in 2006.
8
Milton Chen
Milton Chen is the executive director
of The George Lucas Educational
Foundation (GLEF), a non-profit
foundation that utilizes media,
especially its multimedia web site,
Edutopia.org, its award-winning
magazine, Edutopia: The New World
of Learning, and documentary
film to communicate a new vision
for 21st century schools. Before
joining GLEF in 1998, Chen was
the founding director of the KQED
Center for Education (PBS) in San
Francisco. He has been a director of
research at Sesame Workshop in New
York, working on “Sesame Street,”
“The Electric Company,” and “3-2-1
Contact,” and an assistant professor
at the Harvard Graduate School of
Education. Chen chairs the advisory
council for the Fred Rogers Center for
Early Learning and Children’s Media
at St. Vincent College in Pennsylvania.
In 2007-08, he joined a group of
35 Fulbright New Century Scholars
working on innovation, access, and
diversity issues in education, spending
three months in the United Kingdom
at University of Edinburgh.
Jennifer James
Jennifer James is an urban cultural
anthropologist, researcher, writer,
and commentator who presents
worldwide. She is a specialist in the
cultural elements of technological
change and marketing intelligence.
Formerly at the University of
Washington School of Medicine,
James has published seven books,
numerous academic articles, and
wrote a newspaper column for the
Seattle Times for 18 years. Her most
recent book is Thinking In The Future
Tense. She is currently completing
a new book, Cultural Intelligence.
James has filmed two PBS specials
titled, “Thinking in the Future Tense”
and “A Workout for your Mind.” She
was chosen as the top speaker of
the year by the Young Presidents’
Organization. James is the founder
of the Committee for Children, a
non-profit organization that for 25
years has developed curricula for the
protection of children and alternatives
to violence.
Vicki Phillips
Vicki Phillips serves as director
of education, College Ready in
the United States Program of the
Gates Foundation. Phillips oversees
work to improve early learning in
Washington state, ensure U.S. high
school students graduate ready for
success in college, career, and life, and
to improve college access. Prior to
joining the Gates Foundation, Phillips
was superintendent of Portland
Public Schools in Portland, Oregon.
Earlier, Phillips served as secretary
of education and chief state school
officer for the state of Pennsylvania.
Born in Kentucky, Phillips was the first
member of her family to go to college
before going on to help implement
sweeping changes demanded by
the Kentucky Education Reform
Act of 1990.
Keynote Speakers
Taylor Mali
Taylor Mali is a well-known poet
who emerged from the poetry slam
movement. Mali studied drama in
Oxford with members of The Royal
Shakespeare Company and has put
those  presentation skills to work
in his performances. He was one
of the original poets to appear on
the HBO series “Russell Simmons
Presents Def Poetry” and was featured
in Paul Devlin’s 1997 documentary
film “SlamNation.” Mali is a vocal
advocate of teachers, with nine years
experience in the classroom teaching
everything from English and history to
math and SAT test preparation. Mali is
the author of two books of poetry, The
Last Time As We Are (Write Bloody
Books, 2009) and What Learning Leaves
(Hanover, 2002), and four CDs of
spoken word.
Jane Pollock
Backup Keynote Speaker
Jane Pollock is the director of Learning
Horizon. Pollock works with schools
worldwide to improve student
learning, teaching and supervision
practices. She is the co-author of
Dimensions of Learning Teacher and
Training Manuals (1996), Assessment,
Grading and Record Keeping (1999),
and Classroom Instruction That Works
(2001). Pollock authored Improving
Student Learning One Teacher at a Time
(2007) and co-authored Improving
Student Learning One Principal at a
Time (2009). Her current projects
include two new publications about
using technology in the classroom,
i5, and improving learning for
English language learners and
special education students, Minding
the Gap. She is adjunct faculty for
ASCD and various universities.
Pollock can be reached at www.
improvestudentlearning.com.
9
Preconference Sessions
PC101
Grassroots
Advocacy for
Teacher Leaders
Teacher leaders are
passionate about ensuring
that all students have
what they need to learn every day and have tremendous knowl-
edge about what would create the ideal learning conditions in
schools. That expertise often goes untapped when important
policy decisions are made. Learn how to amplify the voices of
teacher leaders in the policy arena.
Gain the knowledge and skills needed to advocate for positive
change at the local, state, and national levels. Learn how to trans-
form advocacy goals into strong, cohesive messages. Develop
communication skills to speak so others listen. Strategize about
logical entry points in the system to introduce teacher voice into
policy dialogue. Craft a plan to meet context-specific advocacy
goals that support effective teaching and student learning.
Participants will be able to:
• Write clear, focused advocacy goals to create positive change • Discuss the benefits of an approach proven effective at
for students and teachers in the local, state, or national
context.
• Learn the elements of effective messaging and think strategi- • Make connections with other educators.
cally to identify the right audiences to deliver them.
• Craft and practice delivering strong, cohesive, and jargon-free
messages.
• Create a plan to amplify teacher voice in the local, state,
and/or national dialogue.
Terese Emry is a National Board Certified Teacher and the associate director at
the Center for Strengthening the Teaching Profession (CSTP). She designs and
presents specialized professional learning opportunities for teacher leaders
in Washington state including the annual NBCT Leadership Conference and
advocacy, speaker and writer training. Emry works with teacher leaders through
a statewide network designed to amplify the voices of accomplished teachers
and to connect teacher leaders and policymakers.
Terese Emry, Center for Strengthening the Teaching Profession,
Tacoma, WA, terese@cstp-wa.org
Beth McGibbon teaches ninth-grade social studies at Shadle Park High School
in Spokane, WA. She began teaching in 1990 and has worked as an instructional
leader in many roles in her school and beyond. McGibbon, a National Board
Certified Teacher, has been a literacy instructional coach in her school, an
Understanding by Design trainer in her district, and a committee member
involved with various regional and state educational reform movements.
Beth McGibbon, Spokane Public Schools, Spokane, WA,
bethm@spokaneschools.org
John Hellwich is an elementary principal and professional development direc-
tor in the White River School District. He taught secondary language arts for 20
years and earned National Board Certification in 2002. Hellwich served in various
teacher leader roles such as certification facilitator and consultant with the
Center for Strengthening the Teaching Profession, for which he has presented
at state and national conferences on the importance of supporting teacher
leadership.
John Hellwich, White River School District, Buckley, WA,
jhellwic@whiteriver.wednet.edu
10
PC102
A Brief Introduction to
Courage to Teach®:
Reconnecting Who You Are
These are challenging times to teach,
lead school improvement efforts, and
bring passion and commitment day after
day to our chosen work. Good teaching and effective leader-
ship flow from the identity and integrity of the individual. Learn
and practice the Circle of Trust® approach developed by Parker
Palmer and the Center for Courage & Renewal to help educa-
tors renew and sustain their own vocational commitment and
personal integrity. Make use of personal stories, reflect on educa-
tion practice, and consider insights from poets, storytellers, and
various wisdom traditions through large group, small group, and
solitary settings. Explore the intersections of personal selves and
professional lives. Experience the Courage to Teach approach.
Participants will be able to:
• Reflect on the value of slowing down and listening deeply to
oneself and others.
creating a safe and trustworthy space for reflection and
dialogue.
• Seek clarity on complex personal and professional issues.
Terry Chadsey is co-director of the Center for Courage & Renewal. He has
worked in public education as a teacher and administrator for more than
30 years, teaching grades K-8 in Chicago, Australia, and Washington. For the last
20 years, he has provided professional and organizational development support
to districts and schools, principals and teachers. He is a lead trainer for Positive
Discipline and is a Circle of Trust facilitator.
Terry Chadsey, Center for Courage & Renewal, Bainbridge Island, WA,
terry@couragerenewal.org
Debbie Stanley is a kindergarten and mentor teacher. A former early childhood
professor at the University of South Carolina and Coastal Carolina University, she
has served as the Horry County chair of the First Steps State Initiative. She has
written and presented various articles on diversity in the public school class-
room. Stanley is a founding facilitator of the Center for Courage and Renewal
and has led Courage to Teach retreats for educators in South Carolina.
Debbie Stanley, Caroline Forest Elementary, Myrtle Beach, SC,
DStanley@horrycountyschools.net
Save $50
on a 3- or 4-day
registration when
you register by
April 30, 2010.
 PC103
Professional Learning 101:
Getting Ready for Effective
Collaborative Learning
Current research has identified intensive,
sustained, collaborative strategies as
the most powerful forms of professional
development. These strategies use educators’ knowledge and ex-
periences as the foundation for building new classroom practices
that improve student learning. Acquire the knowledge, skills, and
attitudes effective collaborative teams require of new administra-
tors and teachers. Focus on the knowledge and skills needed
to get results from collaborative learning teams within a school
or district. Review current professional development research
findings that identify how to create a culture of collaboration,
form powerful collaborative teams, use data to identify a focus
for learning teams, design for collaborative professional learning,
and produce team planning and reporting strategies.
Participants will be able to:
• Provide a rationale for using collaborative professional learning ary and collaborative context. Rojas is the author of Strategies for Success with
based on current research.
• Describe the elements of a culture of collaboration.
• Outline the components of an effective collaborative team.
• Understand how to use student learning data to identify the
focus of the teams’ work.
• Select appropriate learning designs or protocols for
collaborative teams.
• Choose an appropriate team reporting format.
PC104
WHAT TEACHERS OF ENGLISH LEARNERS
NEED TO KNOW AND BE ABLE TO DO
What are ways in which classroom teachers can
simultaneously increase the English language
proficiency and academic achievement of English
learners in their classrooms? Focus on how grade-level academic
standards and expectations can be used to get this work done.
Participants will be able to:
• Plan for the inclusion of English learners in grade-level units.
• Develop academic literacy through a genre-based approach.
• Provide access to content without lowering expectations.
• Use standards to equitably assess and grade English learners.
Virginia Rojas is an ASCD faculty member and independent consultant who
conducts professional training on effective programs and strategies for English
language learners. Rojas works with American International schools throughout
the world as well as with school districts in the U.S. and Canada. She is recog-
nized for her leadership and her commitment to the development of second
language proficiency among school populations, especially within an inclusion-
English Language Learners: An Action Toolkit for Classroom and ESL Teachers
(ASCD, 2007).
Virginia Rojas, ASCD, North Brunswick, NJ, VPRojas@aol.com

Saundra Rowell was an educator with the Minneapolis Public Schools for
30 years as a language arts teacher and district coordinator of professional
development. She was also the director of professional development for the
Minnesota Dept. of Education. Rowell has worked on numerous NSDC projects
including NSDC’s standards (revised 2001), Assessing Impact with Joellen Killion,
and has been a contributor to JSD. She currently works as an independent
consultant with the Minneapolis Public Schools on various professional
development projects.
Saundra Rowell, Eden Prairie, MN, srowell40@aol.com

Patricia Roy is an independent educational consultant from Arizona. She serves

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

Register online
at www.nsdc.org 11
Preconference Sessions
PC105
SEVEN STRATEGIES FOR
ASSESSMENT FOR LEARNING
Gain an understanding of how assessment
for learning can be woven into daily teaching
based on the content of Seven Strategies
of Assessment for Learning.
Help students develop a clear vision of the intended learning.
Teach students to self-assess and set goals. Provide descriptive
feedback effectively and efficiently. Learn to lead others in their
study of these practices.
Participants will be able to:
• Gain an understanding of the seven strategies of assessment collaborative professional learning, strengthen school and district
for learning.
• Develop concrete examples of classroom applications of the stakeholders in the school, troubleshoot issues that are perceived
strategies.
• Learn to lead others in studying assessment for learning.
Each participant will receive a copy of the book, Seven Strategies
of Assessment for Learning, a facilitator’s guide to using the book,
and a CD of related materials as the focus of learning-team study.
Jan Chappuis has been with Assessment Training Institute for the last nine
years. Her experience as an educator includes teaching grades four through
nine, developing curriculum, and working in professional development at the
district and state levels. Chappuis has served on the publications board and as
editor of the Washington English Journal, helped draft Washington’s Essential
Academic Learning Requirements for Writing, and has been an assessment trainer
for the state of Washington’s Regional Learning and Assessment Centers. She has
written numerous journal articles and the books Seven Strategies of Assessment
for Learning (Assessment Training Institute, 2009) and Learning Team Facilitator
Handbook (Assessment Training Institute, 2007).
Jan Chappuis, Pearson Assessment Training Institute, Portland, OR,
jan.chappuis@pearson.com
Save $50
on a 3- or 4-day
registration when
you register by
April 30, 2010.
12
PC106
BECOMING A LEARNING SCHOOL
Becoming a Learning School is a tool kit
for implementing NSDC’s definition of
professional development in schools.
Collaborative professional learning
teams meet regularly to advance teaching quality and student
learning. Examine structures and process for successful
collaboration, responsibilities of principals, teachers, teacher
leaders, and central office staff, and strategies for evaluating team
effectiveness.
Gain strategies and tools to develop understanding of
culture, establish focus on common goals, clarify roles of the
as barriers to professional learning, and build a strong evaluation
system that ensures revisions are based on needs.
Participants will be able to:
• Identify the components of collaborative learning that focus
on student outcomes.
• Identify the major decision areas that impact effective
collaborative professional learning.
• Assess a school’s or district’s needs and readiness for
implementing collaborative, team-based professional learning.
• Understand how the tool kit supports team development and
its focus on student learning.
• Develop an initial plan for initiating and improving
collaborative professional learning within your school.
Participants are encouraged to bring a copy of Becoming a
Learning School to the session. Books may be ordered from the
NSDC Online Bookstore at www.nsdcstore.org.
Joellen Killion is deputy executive director of the National Staff Development
Council. Her book, Becoming a Learning School, co-authored with Patricia Roy,
focuses on implementing NSDC’s definition of professional development. She
is author of Assessing Impact: Evaluating Staff Development, 2nd Edition, and
co-author with Cindy Harrison of Taking the Lead: New Roles for Teacher Leaders
and School Based Coaches. Collaborative Professional Learning in School and
Beyond: A Tool Kit for New Jersey Educators, published in partnership with the
New Jersey Dept. of Education in 2006, is being used by schools throughout
that state to support the implementation of school-based staff development.
Joellen Killion, National Staff Development Council, Arvada, CO,
joellen.killion@nsdc.org
Victoria Duff is the teacher quality coordinator in the Office of Professional
Standards for the New Jersey Dept. of Education. She is responsible for
supporting the development and implementation of local district and school
professional development plans, overseeing the National Board for Professional
Teaching Standards state subsidy program, and coaching school districts
in developing strategic improvement plans. She facilitated the publication
of the Mentoring for Quality Induction tool kit for statewide distribution
and was involved in the editing of the Collaborative Professional Learning in
School and Beyond tool kit that was written in partnership with the National
Staff Development Council, the New Jersey Mentoring Task Force, and the
Professional Teaching Standards Board. Duff is a former chair of the New
Jersey Professional Teaching Standards Board.
Victoria Duff, New Jersey Dept. of Education, Trenton, NJ,
victoria.duff@doe.state.nj.us
 PC107
IMPLICATIONS AND APPLICATIONS OF
RESEARCH ON THE BRAIN
The more educators know about how the brain
learns, the more effective they can be. Review some
of the fascinating research about the brain. Explore
the latest information on attention, working memory, long-term
memory, creativity, and learning language and reading. Examine
the implications and applications of this research to educational
practice and working with diverse learners.
Participants will be able to:
• Understand how the brain of today’s student is changing and practices and school policies to bridge the gap.
what teachers can do about it.
• Explore the latest research on how the brain learns, including
what can go wrong, and how we deal with it.
• Assess strategies that apply this knowledge to the teaching
and learning process.
David Sousa is an international consultant in educational neuroscience and
author of a dozen books suggesting ways of translating brain research into class-
room practice. Sousa taught high school chemistry and has served in administra-
tive positions, including superintendent of schools. He was an adjunct professor
at Seton Hall University and a visiting lecturer at Rutgers University. Sousa is past
president of NSDC. He has received honorary degrees and numerous awards from
professional associations, school districts, and educational foundations for his
commitment to research, staff development, and science education. He has been
interviewed by Matt Lauer on the “Today Show” and by National Public Radio
about his work on brain research and strategies for improving learning.
David Sousa, Palm Beach, FL, Davidsnj@aol.com
PC108
UNDERSTANDING DIFFERENCE:
THE ELEMENTS OF CULTURE
One of the biggest challenges facing
educators today is the gap between the
cultural norms of the adults in schools
and the students we teach. Explore the elements of culture: the
system of shared beliefs, values, customs, behaviors, and artifacts
that the members of various groups use to understand their
world and one another. Recognize each of the 12 elements of
culture and develop a rich understanding of how each element
plays out in everyday life. Learn how to modify classroom
Participants will be able to:
• Define the elements of culture.
• Recognize personal values and beliefs around each element.
• Distinguish differences in the ways that other groups view
each element.
• Identify ways that these differences create conflicts in school
and classroom settings.
Shelley Zion is the executive director for Continuing and Professional Education
for the School of Education at the University of Colorado Denver. She teaches
graduate level courses in the teacher education program and doctoral program,
conducts research on topics related to school reform and equity, and serves as
the executive director of the CRUE center at the University of Colorado Denver,
which provides technical assistance and training to schools and districts working
to address issues of equity in their schools.
Shelley Zion, University of Colorado Denver, Denver, CO,
Shelley.Zion@ucdenver.edu
Binta Cross is a author, social activist, educator, and psychotherapist at Highline
Academy Charter School, a Denver public school, in Colorado. While earning her
master’s in social work in New York, Cross worked with foster and adopted chil-
dren, honing her clinical skills with patients at the Training Institute for Mental
Health, one of Manhattan’s psychoanalytic institutes.
Binta Cross, Highline Academy Charter School, Denver, CO,
bintacross@gmail.com
Register online
at www.nsdc.org 13
Preconference Sessions
PC109
A TOOLBOX FOR TRANSFORMATIONAL
CONVERSATIONS IN EDUCATIONAL LEARNING
COMMUNITIES
Learning communities need to be more than a
mechanical switching yard for railcars of knowl-
edge. Explore models and a toolbox for developing,
sustaining, and enhancing transformational conversations in
educational learning communities. Develop the skills that will as-
sist in building the genuine relationships required for a successful
learning community and an academically achieving classroom.
Hear about a foundational role-renegotiation model to develop
and maintain the long-term relationships required for an effec-
tive learning community. Experience a toolbox of story-listening
skills that will not only enhance the conversations of the learning
community, but the academic conversations that will advance
student achievement.
Participants will be able to:
• Develop and maintain long-term relationships in both the Participants will be able to:
classroom and professional learning communities.
• Structure conversations that will create crucibles for safe and leadership success.
effective conversations.
• Gain skills in story listening that enable effective hearing and high-performing teams.
response to colleagues’ needs.
• Disarm verbal anger and conflict that might occur as a and manage perceptions.
learning community develops.
Ernest Izard is president of The Aurora Network, a non-profit organization that
designs, develops, and delivers custom training using listening skills and the
latest brain research. He has held certification in presentation skills and brain-
based learning from Jensen Learning Corporation for over 10 years. Izard is an
approved provider of services for the Texas Education Agency’s High School
Redesign and Restructuring Program. He holds the rank of master professor
with LeTourneau University where he has taught for 15 years. Izard has also
worked as a training specialist in the Professional Development Dept. of the
Dallas Independent School District and in one of its restructured high schools as
a special education inclusion teacher. Izard is the author of two articles for Texas
Study, “What You Are Missing When You Are Not Listening” and “Ghostbusting
Your Campus.”
Ernest Izard, The Aurora Network, Plano, TX, epizard@verizon.net
Save $50
on a 3- or 4-day
registration when
you register by
April 30, 2010.
14
PC110
Developing “Leader-ful”
Schools: A Formula for
Growing Leadership
Throughout the School
Community
Education leaders at all levels are being
challenged to improve teaching and learning results for students
and adults. Examine the question of whether it is better to invest
in identifying and growing maverick leaders or to create more
“leader-ful” organizations where roles and responsibilities are
diversely distributed. Develop a formula that serves schools in
bringing about desired results. Explore the knowledge base, skills,
and perspectives needed to enhance individual growth while
learning specific strategies for transforming groups into highly
effective, results-driven teams. Engage in activities requiring
the exploration of relevant research, self-assessment, reflection,
analysis, design, and dialogue.
• Leave with skills and perspectives important for individual
• Develop an understanding of the leader’s role in structuring
• Use self-assessment data to look at approaches to help shape
• Explore relational leadership as a strategy for enhancing the
effectiveness of a learning community working towards
common goals.
• Investigate the pitfalls that derail the work of individuals and
teams.
• Compile strategies for empowering individuals and teams.
Karen Dyer is the group director for the education and non-profit sector for
the Center for Creative Leadership (CCL). Before serving in her current position,
Dyer was the executive director of the Chicago Academy for School Leadership.
She has also served as the executive director of the Bay Area and North Bay
School Leadership Centers. Dyer has been a principal, Title l program manager,
reading/language arts specialist, teacher of regular and gifted education at
both elementary and middle grades, and an adjunct professor at California State
University, Hayward, and Nova University. Dyer is the co-author of the book
The Intuitive Principal and author of several articles and numerous modules on
instructional leadership. She is also a featured expert on ASCD’s video series,
The Principal and Instructional Leadership Guide, Volume 3. She is a member of
several boards, and was past president of NSDC’s Board of Trustees.
Karen Dyer, Center for Creative Leadership, Greensboro, NC, DYERK@ccl.org
Pam Misher is the principal of a K-5 school in Guilford County Schools. With
11 years experience as principal in four different elementary schools, all with
varying student and community demographics, Misher also serves as a mentor
for principals in the area of curriculum and instruction and school management.
Her current school, Pearce Elementary, is a North Carolina A&T State University
Professional Development School. Teaming with Karen Dyer and the Center
for Creative Leadership, Misher works towards achieving NSDC’s purpose by
focusing on strengthening school culture and increasing opportunities for
teachers to lead.
Pam Misher, Guilford County Schools, Greensboro, NC, misherp@gcsnc.com
 PC111
EFFECTIVE INSTRUCTIONAL COACHING
Teacher leaders are assuming new roles in many
schools and school systems to support teachers in
the classroom. Some of these teacher leaders are
in full-time positions, such as instructional coach,
literacy coach, or professional development leader, while oth-
ers are assuming these roles in addition to their regular duties.
Explore the roles teacher leaders take, from data coaches to
mentors to catalysts for change. Learn and practice contracting
strategies, facilitate data conversations, and work with principals
and teachers as part of any change initiative.
Participants will be able to:
• Describe the focus and benefits associated with 10 roles
for coaches.
• Utilize a continuum of coaching stances to align teacher
needs with appropriate support.
• Apply components of effective contracting conversations.
• Diagnose teachers’ responses to change and design effective storytelling, role-play) when delivering presentations to adult
interventions.
• Facilitate data conversations.
• Analyze ways evaluation, supervision, and coaching are
different.
Cindy Harrison has worked in education for more than 30 years as a teacher,
district staff development director, and middle school principal. Currently, she
works with schools in the areas of instructional coaching, organizational change
initiatives, professional learning communities, professional development, leader-
ship teams, and facilitation. She co-authored the book Taking the Lead: New Roles
for Teachers and School-Based Coaches (NSDC, 2006) with Joellen Killion.
Cindy Harrison, Instructional Improvement Group, Broomfield, CO,
harrison.cindy@gmail.com
PC112
PROFESSIONAL LEARNING STRATEGIES THAT
ENGAGE THE ADULT BRAIN
Cross your arms. Look down and see which one is
on top. Now reverse the positions of your arms. How
does that feel? Awkward? Unnatural? Impossible?
Those are some of the same adjectives used by
teachers when other people are trying to change their behaviors.
Adult learning theory tells us that teachers do not learn solely by
listening to a presenter any more than students learn when the
teacher is doing all the talking. Attend this session and learn not
only how to give an unforgettable presentation, but also how
to ensure that educators have the desire to continue practicing
what you taught long after the workshop is over.
Participants will be able to:
• Apply six principles of adult learning theory in their
professional development activities.
• Incorporate 20 brain-compatible strategies (i.e. music,
audiences.
• Create a brain-compatible workshop or course.
• Develop a plan for professional learning by asking relevant
questions.
• Use follow-up strategies that result in sustained adult behavior
change.
Marcia Tate is an educational consultant who has presented at state, national,
and international conferences. Previously, she was executive director of profes-
sional development for the DeKalb County School System in Decatur, GA.
During her 30-year career with the district, she was a classroom teacher, reading
specialist, language arts coordinator, and staff development director. Tate is the
author of the bestsellers Worksheets Don’t Grow Dendrites: 20 Instructional Strate-
gies that Engage the Brain, Sit & Get Won’t Grow Dendrites: 20 Professional Learning
Strategies that Engage the Adult Brain, Reading and Language Arts Worksheets
Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain, Shouting Won’t
Grow Dendrites: 20 Techniques for Managing a Brain-compatible Classroom, and
Mathematics Worksheets Don’t Grow Dendrites: 20 Numeracy Strategies that Help
Engage the Brain.
Marcia Tate, Conyers, GA, marciata@bellsouth.net
Register online
at www.nsdc.org 15
Preconference Sessions
PC113
USING TECHNOLOGY TO CREATE
PROFESSIONAL DEVELOPMENT
OPPORTUNITIES
Bringing Learning Environments in New
Directions (BLEND) is a way to analyze
and plan for the use of technology so
21st-century educators can transform educational practice and
opportunities. Learn to establish a process for the use of technol-
ogy to facilitate and model the creation of 21st-century learning
communities using contemporary instructional technology tools.
Discover how to BLEND technologies across educational settings
and instructional venues and seek new ways to capitalize on
e-learning, multimedia, and educational technology. Explore
diverse virtual learning environments and how web-based tools
can be used to extend learning opportunities, reinforce content,
and engage in authentic learning and assessment.
Participants will be able to:
• Learn how multiple technologies can be blended with face- • Understand transformational ideas and models that will shift
to-face meetings to create powerful learning opportunities.
• Explore both two- and three-dimensional virtual learning hold in leadership, achieving results, and building relationships.
environments.
• Engage in a learning process for the use of technology that the skill and the will to tackle and resolve an organization’s
brings learners from awareness building to skill transfer and toughest challenges and develop an open, direct, respectful
fluency.
Bring your own laptop to access online resources and participate
in online activities.
Andrea Tejedor is a consultant and presents on education, instructional
technology, and professional development. Tejedor has worked as both a
teacher and administrator in public and private schools, is a coordinator for
New York State Model Schools and Distance Learning Initiatives, and is an
adjunct professor at Marist College and Mercy College.
Andrea Tejedor, Educo21, Monroe, NY, andrea@educo21.com
Andrew Taylor is a consultant who presents on education, instructional
technology, and professional development and is a coordinator for New York
State Model Schools and Distance Learning Initiatives. Taylor has worked as both
a teacher and administrator in public and private schools. He is the co-founder
of Learner First (LF), an education support company that utilizes 21st-century
learning tools to provide Supplemental Education Services to more than 1,500
low-income students throughout New York state.
Andrew Taylor, Educo21, Kingston, NY, Andrew@educo21.com
Save $50
on a 3- or 4-day
registration when
you register by
April 30, 2010.
16
PC114
FIERCE CONVERSATIONS: TRANSFORM THE
CONVERSATIONS CENTRAL TO YOUR SUCCESS
Develop the foundational skills that change the way
people connect with each other, shift perceptions
of what it means to lead, and propel individuals and
teams toward success. Learn and practice intuitive,
effective frameworks for coaching and confrontation models.
Acquire tools to significantly differentiate the graduates of
schools by enlivening classrooms, improving learning outcomes,
and enhancing students’ abilities to navigate their lives, now
and in the future, one conversation at a time. Learn to provide
educators and students with lifelong skills and tools to transform
the conversations, and ultimately the relationships, central to
their success. The premise is that: “While no single conversation
is guaranteed to change the trajectory of a career, a company, a
relationship, or a life, any single conversation can.”
Participants will be able to:
the basic understanding of “conversations” and the power they
• Learn cornerstone leadership development: how to possess
culture.
• Learn two robust Fierce Conversations models that build
emotional capital, increase productivity, innovation, and
bottom-line results.
Susan Scott is founder and CEO of Fierce, a company committed to large-
scale and individual transformation through challenging conversations in the
workplace. Previously a high school English teacher, Scott works with schools
and youth agencies to provide educators and students with practical, actionable
lifelong skills that transform the conversations central to their success. Scott is
the author of Fierce Leadership: A Bold Alternative to the Worst “Best” Practices of
Business Today and Fierce Conversations: Achieving
Success at Work and in Life, One Conversation at a Time.
Susan Scott, Fierce, Seattle, WA, deli@fierceinc.com
 The National Education Association is a proud sponsor of the

National Staff Development Council’s

2010 Summer Conference

America’s public school educators provide

opportunities for students to be challenged
and inspired—to discover their potential
and find success.

America’s
public schools,
America’s
future

Everyday, all across America, the 3.2 million

members of the National Education Association
create enthusiasm for learning. We know that
caring and qualified teachers inspire students
and help to make great public schools.
Successful students and great public schools
will prepare us to meet the challenges of the
21st century and a global society.

Visit www.nea.org to learn more about

how you can help make great public
schools for every student.

Dennis Van Roekel

President
National Education Association
17
 monday A concurrent sessions
4 hr | 9:30 a.m. – 11:30 a.m. continues at 1:45 p.m. – 3:45 p.m.

A01 A04
GOT VISION? INSTRUCTIONAL COACHING: LEARNING ABOUT
EFFECTIVE COACHING PRACTICES
Exercise your leadership skills. Connect staff with a

A common purpose, an essential part of building a foundation
for student success. Identify your goals and articulate a
compelling vision, understand how strategic goals connect
to school goals, articulate a compelling vision,
and ultimately turn your vision into action steps.
Heather Peterson, Hampton City Schools, Hampton, VA,
hpeterson@sbo.hampton.k12.va.us
Strand: Administrator Development
A02 collaborating with teachers.
BUILDING LEADERSHIP SKILLS THROUGH
A DISTRIBUTIVE MODEL
Discover how to put NSDC’s Standards for Staff
Development into practice. Explore powerful learning
structures that help build collaborative cultures and
distribute leadership throughout the system. Determine
your own plan for building leadership skills through a
distributive model.
Jenni Donohoo, Greater Essex County District School Board,
Windsor, ON, Canada, jenni.donohoo@sdco.ca
Clara Howitt, Greater Essex County District School Board,
Windsor, ON, clara.howitt@gecdsb.on.ca
Debbie Price, Greater Essex County District School Board,
Windsor, ON, debbie.price@sdco.ca
Shelly Duben, Greater Essex County District School Board,
Windsor, ON, shelly.duben@sdco.ca
Strand: Teacher Leadership
A03
INTEGRATING LANGUAGE AND CONTENT jmiles@newteachercenter.org
INSTRUCTION TO INCREASE ACHIEVEMENT
Concurrent Sessions
Researchers at the Kansas Coaching Project at The University
of Kansas have conducted studies to identify what and how
coaches should act to have maximum positive impact on
teaching and learning. Learn about this research and about
the nuts and bolts of instructional coaching. Find out what
an instructional coach is and learn about the philosophy
and components of coaching. Explore how coaches
enroll teachers, identify coaching goals, model, observe,
discuss data, and reflect on their practices. Discuss video
recordings of instructional coaches working in their schools
Jim Knight, University of Kansas, Lawrence, KS, jimknight@mac.com
Strand: Professional Learning Processes
A05
THE CRITICAL ROLE OF THE PRINCIPAL IN SUPPORTING
MENTOR AND NEW TEACHER EFFECTIVENESS
At the center of a beginning teacher’s induction to the
teaching profession, is their relationship with a skilled,
trained mentor teacher and a caring, conscientious
principal. Explore the intricacies and intersections of the
relationship between the principal, mentor teacher, and
beginning teacher. Understand the role and importance of
the principal in high-quality teacher induction programs.
Consider the role of formative assessment in teacher
induction and its relationship to supervision. Assess current
practices and set next steps. Develop guidelines for mentor-
principal relationships and communications.
Jan Miles, New Teacher Center, Santa Cruz, CA,
Karen Hendricks, New Teacher Center, Santa Cruz, CA,

khendricks@newteachercenter.org
All school staff need to be able to work effectively with a
Strand: New Teacher Support
linguistically and culturally diverse student body. Explore a
research-based instructional model that integrates English
language development and content. Learn the components
and features of a protocol to help school-based teams
implement sheltered instruction lessons in mainstream
classrooms. Take away research-based tools to observe and
evaluate learning teams’ use of sheltered instruction at the
elementary and secondary levels.
Judith O’Loughlin, Language Matters Education Consultants,
San Ramon, CA, joeslteach@aol.com
Amy King, Kansas City Regional Professional Development Center,
Kansas City, MO, kingas@umkc.edu Basic Advanced Title 1 Encore
icons

Strand: The Learning Gap

18

B01
21ST-CENTURY TEACHING:
A TEACHER LEADERSHIP MODEL
Create opportunities to increase leadership capacity in
schools to improve student learning through an extended
12-month teacher contract that allows for distributed
leadership. Review a model that created time for
professional learning, mentoring of new teachers, vertical
K-12 alignment, student transition, and school improvement
by reinventing the approach to school leadership. Identify
roles for teacher leaders.
Phyllis Pajardo, Fairfax County Public Schools, Falls Church, VA,
phyllis.pajardo@fcps.edu
Strand: Teacher Leadership
B02
COLLECTIVE BARGAINING AND STATE POLICY
IN PROFESSIONAL DEVELOPMENT
NSDC, in cooperation with the American Federation of
Teachers, the National Education Association, and the
Council of Chief State School Officers, examined local
school district collective bargaining agreements and
state policies to identify language that supports effective
professional development. A national task force identified
model agreement and policy language and developed
recommendations for local districts, teacher associations,
and states. Engage with members who took part in the
study, discuss the results, and learn how the findings can
advance professional development in your organization.
Joellen Killion, National Staff Development Council, Arvada, CO,
joellen.killion@nsdc.org
Linda Davin, National Education Association, Washington, DC,
ldavin@nea.org
Rosalind LaRocque, American Federation of Teachers, Washington, DC,
rlarocqu@aft.org
Strand: Professional Learning Processes
B03
A MULTI-LAYERED APPROACH TO INCREASING
STUDENT ACHIEVEMENT
Deepen your understanding of how to use disaggregated
student, teacher, department, school, and district data to
determine learning priorities. Examine four levels of district
support for exploring data to enhance the quality of adult
learning. Evaluate and reflect on a systemic approach to
using data to sustain continuous improvement.
Jada Askew, Memphis City Schools, Memphis, TN, askewjada@mcsk12.net
Roderick Richmond, Memphis City Schools, Memphis, TN,
richmondr@mcsk12.net
Monica Jordan, Memphis City Schools, Memphis, TN,
jordanmonicaw@mcsk12.net
Daphne Jones, Memphis City Schools, Memphis, TN, jonesd@mcsk12.net
Michael Bates, Memphis City Schools, Memphis, TN, batesm@mcsk12.net
Strand: Administrator Development
monday B concurrent sessions
9:30 a.m. – 11:30 a.m. | 2 hr
B04
PROFESSIONAL LEARNING
AND 21ST-CENTURY SKILLS
B
Learn about leading practices that help educators teach
and learn 21st-century skills. Integrate skills such as critical
thinking, problem solving, and creativity into core academic
subjects. Use a 21st-century skills self-assessment tool and
other resources in an interactive, hands-on session to plan,
implement, evaluate, and/or enhance 21st-century skills.
Valerie Greenhill, Partnership for 21st Century Skills,
Tucson, AZ, vgreenhill@eluminategroup.com
Ray Pecheone, Stanford University, Palo Alto, CA,
pecheone@suse.stanford.edu
Strand: Professional Learning Processes
B05
LESSONS LEARNED FROM A 30-YEAR JOURNEY
Join NSDC Past-President Charles Mason as he reflects on
the many lessons he learned over a 30-year career in public
education. Mason has been given opportunities to lead and
learn from the role of staff developer in one of our nation’s
largest school systems to superintendent in a small high SES
community. Throughout the last five years he has also been
an advocate for NSDC goals and actively worked to advance
them not only in his district but also in other districts that
are part of his leadership network. Use this time to reflect on
your own leadership path and the strategies you are taking
to demonstrate your own commitment to your goals as well
as the purpose of NSDC.
Charles Mason, Brasfield & Gorrie, Birmingham, AL,
cmason.557@gmail.com
Strand: Administrator Development
B06
STRENGTHENING MOTIVATION AND LEARNING
IN DIVERSE CLASSROOMS
Connect student motivation, teaching, and student
learning. Learn from examples of successful low-income
schools how to implement a cycle of action and inquiry
Concurrent Sessions
that leads to ongoing instructional improvement. Follow
the action cycle of mini-conferences, strategic visits to other
classrooms, collaborative lesson design, and systematic
examination of student learning data to help teachers
create relevant, challenging, and results-oriented lessons
that motivate students.
Jocelyn Co, Seattle Public Schools, Seattle, WA, jcco@seattleschools.org
Amy Baeder, Seattle Public Schools, Seattle, WA,
abaeder@seattleschools.org
Catherine Brown, Seattle Public Schools, Seattle, WA,
cbrown@seattleschools.org
Andrew Cain, Seattle Public Schools, Seattle, WA, acain@seattleschools.org
Anthony Craig, Seattle Public Schools, Seattle, WA,
acraig@seattleschools.org
Paul Robb, Seattle Public Schools, Seattle, WA, probb@seattleschools.org
Margery Ginsberg, University of Washington, Seattle, WA,
ginsbm@u.washington.edu
Strand: The Learning Gap 19
 monday B concurrent sessions
2 hr | 9:30 a.m. – 11:30 a.m.
B07
CO-TEACHING: ADVANCING MATHEMATICS
LEARNING FOR ALL STUDENTS
B
Improve teachers’ knowledge of co-teaching practices
and co-planning approaches. View video models of co-
teaching designed to strengthen collaboration between
math and special education teachers. Identify roles for co-
teaching and clarify expectations for collaborative teaching
relationships.
Anna McTigue, Education Development Center, Newton, MA,
amctigue@edc.org
Emily Fagan, Education Development Center, Newton, MA,
EFagan@edc.org
Strand: Professional Learning Processes
B08
LEARNING: IS IT ONLY ABOUT THE KIDS?
Experience a system where student achievement is linked to
adult learning. Discover how to build the capacity of leaders
at every level of your system. Identify and understand
the unique opportunities and challenges embedded in a
program to develop leaders.
Mary-Anne Smirle, Chilliwack School District, Chilliwack, BC, Canada,
mary-anne_smirle@sd33.bc.ca
Steve Klassen, Chilliwack School District, Chilliwack, BC, Canada,
steve_klassen@sd33.bc.ca
Michael Audet, Chilliwack School District, Chilliwack, BC, Canada,
michael_audet@sd33.bc.ca
Audrey Hobbs-Johnson, British Columbia Educational Leadership
Council, Vancouver, BC, Canada, audrey.hobbs-johnson@bcelc.ca
Strand: Administrator Development
B09
LEVERAGING TECHNOLOGY RESOURCES FOR
EFFECTIVE PROFESSIONAL LEARNING
Concurrent Sessions
Experience a professional learning model that applies
research-based instructional strategies designed to engage
adult learners and encourage collaboration. Learn to deliver
site-based, cost-effective professional development. Access
video tutorials, PowerPoint presentations, and all printable
materials needed to duplicate this session.
Margie Johnson, Metro Nashville Public Schools, Nashville, TN,
margie.johnson@mnps.org
Richard Frank, Metro Nashville Public Schools, Nashville, TN,
richard.frank@mnps.org
Norman Merrifield, Metro Nashville Public Schools, Nashville, TN,
nmerrifield@mac.com
Strand: Technology
Register online
20 at www.nsdc.org
B10
COACHING FOR 21ST-CENTURY TEACHING
AND LEARNING
Learn coaching techniques and strategies to guide
conversations about improving teaching and learning,
and practice communications that are the foundation for
building a trusting relationship. Use the Learning Activity
Checklist to critique learning activities and propose ways
to improve lessons so that they reflect best practices. Use
protocols for facilitating shared understanding of 21st-
century learning activities. Identify possible actions to
implement or share with others.
Karen Meyer, Puget Sound Center, Lynnwood, WA, kmeyer@psctlt.org
Shelee King George, Puget Sound Center for Teaching, Learning, and
Technology, Lynnwood, WA, skgeorge@psctlt.org
Strand: Professional Learning Processes
B11
CONTENT LITERACY: BRIDGING THE GAPS THROUGH
PROFESSIONAL LEARNING COMMUNITIES
Get inspired to create a plan to improve children’s literacy
by using instructional rounds, action research, and student
data to improve colleagues’ knowledge. Improve your own
content knowledge in literacy. Share one school’s journey
of incorporating content literacy over two years through
existing professional learning communities.
Stephanie Cox, La Porte Independent School District, La Porte, TX,
coxs@lpisd.org
Dolly Liburd, La Porte Independent School District, La Porte, TX,
liburdd@lpisd.org
Melissa Terrebonne, La Porte Independent School District, La Porte, TX,
terrebonnem@lpisd.org
Sharon Clausen, La Porte Independent School District, La Porte, TX,
clausens@lpisd.org
Strand: The Learning Gap
B12
BUILDING A COMMUNITY WITH TEACHER LEADERS
Apply the lessons of one elementary school that lifted
itself out of failing status by empowering teachers through
job-embedded professional learning. Identify professional
learning strategies that fit your own school context.
Michelle Jacott, Miami Unified School District, Miami, AZ,
mkjacott@yahoo.com
Molly Hearn, Miami Unified School District, Miami, AZ,
molly.hearn@hotmail.com
Diane Busch, Arizona Dept. of Education, Phoenix, AZ,
buschtoo@cox.net
Ann Mangold, Miami Unified School District, Miami, AZ,
amangold@cableone.net
Strand: Learning Communities

B13
POSITIVE PARTNERSHIPS BETWEEN
P12 SCHOOLS AND UNIVERSITIES
Learn to use data to drive decision making. Discover how a
partnership between local public schools and a university
resulted in ongoing learning for potential school leaders
that focused on understanding data. See how partnership
schools and the instructional leadership students
conducted data meetings.
Jan Miller, University of West Alabama, Livingston, AL, jmiller@uwa.edu
Denise Knight, University of West Alabama, Livingston, AL,
dknight@uwa.edu
Strand: Administrator Development
B14
NEW ROLES, NEW TOOLS: TEACHER LEADERSHIP
FRAMEWORK
Identify the knowledge, skills, and dispositions teachers
need to positively impact student achievement. Use a
framework for professional learning to help teachers learn
the skills needed to assume new leadership roles. Leave
with a tool and a plan for using it to support teacher leaders
in roles beyond the classroom.
Beth McGibbon, Spokane Public Schools, Spokane, WA,
bethmcgibbon@comcast.net
Christina Carlson, Yakima School District, Yakima, WA,
ccarlson@yakimaschools.org
Tom White, Edmonds School District, Edmonds, WA, whitetj@comcast.net
Strand: Teacher Leadership
B15
EMERGING TECHNOLOGICAL TRENDS FOR
21ST-CENTURY LEARNERS
Explore emerging trends in technology that have the
potential to transform education within the next five years.
Find out how mobile technology can help with formative
assessments. Learn about a framework for imagining
possible new uses for technology, and discuss the benefits
of technology in professional learning.
Andrea Tejedor, Educo21, Monroe, NY, andrea@educo21.com
Andrew Taylor, Educo21, Kingston, NY, andrew@educo21.com
Strand: Technology
B16
EMBEDDING CONTENT LITERACY COACHING
TO IMPROVE STUDENT ACHIEVEMENT
Understand how to implement a literacy coaching
model that promotes schoolwide growth and student
achievement. Find out how book study, collaborative
coaching, sharing of student data, literacy lunches, and
technology can help embed literacy instruction into all
monday B concurrent sessions
9:30 a.m. – 11:30 a.m. | 2 hr
content areas. Learn how teacher leaders become invested
in the program as content liaisons.
Maria Ward, Community High School District 99, Downers Grove, IL,
B
mward@csd99.org
Melissa Hampton, Community High School District 99, Downers Grove, IL,
mhampton@csd99.org
Kathryn Baal, Community High School District 99, Downers Grove, IL,
kbaal@csd99.org
Jill Rose, Community High School District 99, Downers Grove, IL,
jrose@csd99.org
Lisa Lichtman, Community High School District 99, Downers Grove, IL,
llichtman@csd99.org
Strand: Teacher Leadership
B17
JOURNEY TO EXCELLENCE: STANDARDS-BASED
MENTORING AND INDUCTION
Identify ways to retain and nurture new teachers through
a tested model that relies on state standards to provide
valuable learning experiences for new teachers. Learn
protocols that help in developing meaningful action
research projects based on local teaching standards.
Recognize and avoid common mistakes in mentoring and
induction programs.
David Wilkinson, Iowa State Education Association, Des Moines, IA,
dwilkinson@isea.org
Connie Richardson, Loess Hills Area Education Agency, Shenandoah, IA,
crichardson@aea13.org
Pat Shipley, Iowa State Education Association, Red Oak, IA,
pshipley@isea.org
Christi Gochenour, Loess Hills Area Education Agency,
Missouri Valley, IA, cgochenour@aea13.org
Mary Beth Schroeder Fracek, Iowa Dept. of Education, Des Moines, IA,
marybeth.schroederfracek@iowa.gov
Strand: New Teacher Support
B18
INCREASING MATH TEACHER EFFECTIVENESS
FOR STUDENT ACHIEVEMENT GAIN
Identify achievement strategies to boost high school math
performance. Hear from the principals and teachers at two
Concurrent Sessions
schools, which strategies they used to increase test scores
among the lowest-performing students in algebra I, algebra
II, and geometry. Leave with a blueprint of the model, video
case studies, and ideas for implementing achievement
strategies in your school.
Amy Holcombe, Guilford County Schools, Greensboro, NC,
holcoma@gcsnc.com
Lisa Sonricker, Guilford County Schools, Greensboro, NC,
sonricl@gcsnc.com
Rodney Wilds, Guilford County Schools, Greensboro, NC,
wildsr@gcsnc.com
Garriot Rose, Guilford County Schools, Greensboro, NC, roset@gcsnc.com
Miller Jonathan, Guilford County Schools, Greensboro, NC,
millerj9@gcsnc.com
Tracey Howell, University of North Carolina at Greensboro,
Greensboro, NC, thhowell@uncg.edu
Strand: The Learning Gap
21
 monday B concurrent sessions
2 hr | 9:30 a.m. – 11:30 a.m.
B19
COACHING SCHOOL IMPROVEMENT TEAMS
Learn how successful coaches work with the challenges
B of coaching a school improvement team. Develop a set of
strategies, including team building, decision making, and
goal setting, to create or maintain a school improvement
team. Learn strategies for energizing the team and develop
skills to effectively coach a school improvement team.
Kathy Tucker, Insights for Learning, Flagstaff, AZ,
kt@insightsforlearning.com
Elizabeth Morris, Casa Grande Elementary School District,
Casa Grande, AZ, liz.morris@cgelem.k12.az.us
LeRoy Shingotewa, Moencopi Day School, Tuba City, AZ,
leroyshingoi@yahoo.com
Eric Brooks, Arizona Dept. of Education, Phoenix, AZ,
Eric.brooks@azed.gov
Strand: Learning Communities
B20
TRANSFORMING SCHOOLS THROUGH
JOB-EMBEDDED PROFESSIONAL DEVELOPMENT
Build capacity in your schools for 21st-century learning
communities based on free, open source tools that help
create greater communication and collaboration. Identify
the elements of a successful whole-school innovation
plan and how technology can help teachers develop the
knowledge they need to effectively implement it.
Victor Aluise, AUSSIE, New York, NY, victor@aussiesnow.com
Daniel Storchan, AUSSIE, New York, NY, daniel@aussiesnow.com
Strand: Technology
B21
INTERVENTION STRATEGIES THAT WORK!
Concurrent Sessions
Bridge the language, literacy, and learning gaps that
create educational inequities by developing teachers’
capacity to help students learn the academic language of
rigorous textbooks and effective writing. Learn instructional
strategies that develop academic literacy through speaking,
listening, reading, and writing. Improve
classroom instruction across the curriculum.
Eli Johnson, Gateway Community Charter Schools,
Cameron Park, CA, eli65@sbcglobal.net
Strand: The Learning Gap
22
B22
EXPANDING BEGINNING TEACHER SUPPORT
TO INCLUDE VIRTUAL SUPPORT
Discover new ways to support today’s beginning
teachers who have grown up in an online world. Learn
about a system that incorporates an online portal for
comprehensive support with on-site learning from trained
mentors. Identify the key components of a successful
induction program.
Linda Wurzbach, Resources for Learning, Austin, TX,
lindaw@resourcesforlearning.net
Strand: Technology
B23
BUILDING A MODEL FOR ARTS INTEGRATION
Understand how the arts can be used to increase student
learning across disciplines. Learn about a professional
development program aimed at increasing arts and literacy
integrated teaching. Identify key components of a plan that
can be transferred to individual contexts.
Carri Campbell, Seattle Public Schools, Seattle, WA,
cjcampbell@seattleschools.org
Sibyl Barnum, Puget Sound Educational Service District,
Fife, WA, sbarnum@psesd.org
Strand: The Learning Gap
B24
WRITING FOR PROFESSIONAL GROWTH
Share your challenges, perspectives, and successes through
writing, and gain valuable skills to advocate for education
and promote professional growth. Learn how to shape your
message and to become the most effective writer you can
be. Collect tips on how to identify potential topics and find
your voice for publication.
Tracy Crow, National Staff Development Council, Columbus, OH,
tracy.crow@nsdc.org
Tom Manning, National Staff Development Council, Dallas, TX,
tom.manning@nsdc.org
Strand: Professional Learning Processes
Basic Advanced Title 1 Encore
icons

C01
MENTORING THROUGH
PROFESSIONAL LEARNING COMMUNITIES
Develop and grow your own school-based mentoring and
support system at middle and high schools after reviewing
this district case study. See how a system of support
around novice teachers, built on professional collaboration,
mentoring, and shared leadership, led to increased
retention. Prepare more teachers to mentor and change
your school culture.
Jane Chadsey, Renton School District, Renton, WA,
jane.chadsey@rentonschools.us
Esther Rich, Renton, WA, esther.rich@rentonschools.us
Pat Moriarty, T and L Services, Edmonds, WA, pamoriart@msn.com
Strand: New Teacher Support
C02
TEACHER LEADER STANDARDS:
A MODEL FOR THE NATION
Learn about the model standards for teacher leaders
developed by ETS in partnership with states and
professional associations. Identify the essential knowledge
and skills teacher leaders use in their various roles. Find
out how various states are using standards for teacher
leaders, and how the standards influence the roles and
responsibilities of teacher leaders.
Katherine Bassett, Educational Testing Service, Princeton, NJ,
KBassett@ets.org
Strand: The Learning Gap
C03
LESSON STUDY: IMPROVING MATHEMATICS
TEACHING AND LEARNING
Investigate the impact of instructional decisions on student
understanding. Understand the lesson study process and
its essential elements, benefits, and intended outcomes.
Learn how to support and guide lesson study teams as
they establish goals, explore the content they are teaching,
analyze instructional strategies, and examine student
thinking and learning.
Melinda Leong, Education Northwest, Portland, OR,
Melinda.Leong@educationnorthwest.org
Strand: Professional Learning Processes
monday C concurrent sessions
1:45 p.m. – 3:45 p.m. | 2 hr
C04
CONTENT READING SKILLS MAKE EFFECTIVE
ENGLISH LANGUAGE LEARNER (ELL) READERS
Enable classroom teachers to help their English language
learner students improve reading ability. Find proven C
content strategies that lead to an increase in ELL reading
achievement. Take home activities and strategies that will
help teachers increase students’ ability to learn English more
quickly.
Carol Burgess, CB Consulting Services, Plymouth, MN,
burge003@umn.edu
Donna Gogas, Methuen Public Schools, Methuen, MA,
donna.blanchard@verizon.net
Strand: The Learning Gap
C05
GROWING ACCOMPLISHED TEACHERS
IN HIGH-NEED SCHOOLS
Apply the lessons of three high-need schools that used a
standards-based professional learning model to develop
vibrant professional learning communities. Find out
how Take One! can be integrated with National Board
Certification. Understand how to better link teaching
practice, student learning, and student achievement.
Stephen Helgeson, National Board for Professional Teaching Standards,
Arlington, VA, shelgeson@nbpts.org
Pamela Shetley, Prince George’s County Public Schools, Oxon Hill, MD,
pamela.shetley@pgcps.org
Michaela Miller, Office of Superintendent of Public Instruction,
Olympia, WA, michaela.miller@k12.wa.us
Kiela Bonelli, Palm Springs Unified School District,
Desert Hot Springs, CA, kbonelli@psusd.us
Strand: Professional Learning Processes
C06
ACTIVE LEADERSHIP FOR ADAPTIVE CHANGE
Explore the implications for educator learning when a
Concurrent Sessions
student body undergoes rapid change and becomes more
diverse. Use the example of a large comprehensive high
school that implemented smaller learning communities
and recultured the school to increase teacher collaboration,
student engagement, and student achievement. Find out
how to plan strategically for system change.
David Holden, American Alliance for Innovative Schools,
Chula Vista, CA, david.holden@mac.com
Robin Shrode, American Alliance for Innovative Schools,
Irving, TX, impact_shrode@msn.com
Paula Barkley, Metro Nashville Public Schools, Nashville, TN,
paula.barkley@mnps.org
Robbin Wall, Metro Nashville Public Schools, Nashville, TN,
robbin.wall@mnps.org
Strand: Learning Communities
23
 monday C concurrent sessions
2 hr | 1:45 p.m. – 3:45 p.m.
C07
TEACHER LEADERS INFLUENCE POLICY
Explore what teacher leaders can do to influence and
C leverage policy for better teaching and learning. Gain an
overview of the federal policy development process. Learn
ways that teacher leaders can inform policy and move from
mere compliance to innovation. Follow NSDC’s journey to
improve the definition of professional development in ESEA.
René Islas, B & D Consulting, Washington, DC, Rene.Islas@bakerd.com
Mitchell London, B&D Consulting, Washington, DC,
Mitchell.London@bakerd.com
Strand: Professional Learning Processes
C08
CLASSROOM WALK-THROUGHS TO ADVANCE
TEACHING AND LEARNING
Add classroom walk-throughs to your toolbox by
reviewing a range of models, identifying factors in each,
and designing a model that best fits your school’s needs.
Explore numerous models of walk-throughs, with emphasis
on purpose, who is involved, look-fors, frequency, amount
of time for visits, what is recorded, and how observation
feedback is given.
Donald Kachur, Illinois State University, Bloomington, IL,
dskachu@ilstu.edu
Judy Stout, Adams County School District 14, Loveland, CO,
jstout@lpbroadband.net
Claudia Edwards, Cameron University, Lawton, OK,
cedwards@cameron.edu
Strand: Administrator Development
C09
WHAT CAN WE LEARN FROM VIDEOTAPING
INSTRUCTIONAL PRACTICE?
Concurrent Sessions
Consider how videotaping instruction can benefit both
the teachers being filmed and those who view the finished
product. View videos of instructional practice and examine
the materials that support the videos. Explore how some
individuals and school communities felt about using video
for professional learning, and obtain resources that convey
the benefits and limits of learning about instruction from
video.
Wendy Sauer, Education Development Center, Newton, MA,
mwsauer@comcast.net
Strand: Technology
24
C10
OUR JOURNEY OF SCHOOL-BASED COACHING
Improve student achievement, teacher collaboration, and
teacher leadership through coaching strategies that have
transformed this diverse, urban, Title 1 school. Examine
what the strategies look like in action and consider how to
implement them in your own setting. Develop a plan to
build coaching capacity throughout your district.
Lori Ritz, Washington Elementary School District, Phoenix, AZ,
lori.ritz@wesdschools.org
Joylyn McCain, Washington Elementary School District, Phoenix, AZ,
joylyn.mccain@wesdschools.org
Karla Trestrail, Washington Elementary School District, Phoenix, AZ,
Karla.trestrail@wesdschools.org
Cindy Harrison, Broomfield, CO, harrison.cindy@gmail.com
Strand: Learning Communities
C11
MOTIVATING BLACK MALES TO EXCEL IN YOUR
CLASSROOM
The plight of black males continues to pose a major
challenge for educators at all levels. Gain specific strategies
that can be implemented to effectively motivate and inspire
black male learners to strive to achieve academic excellence.
Explore how to develop a “Young Men’s Empowerment
Program” for your school or district.
Baruti Kafele, Essex County Vocational-Technical Schools,
Jersey City, NJ, bkafele@earthlink.net
Strand: The Learning Gap
C12
DEVELOPING EXTRAORDINARY LEADERSHIP:
BUILDING ON STRENGTHS
Reach the next level of leadership performance. Learn six
insights research has shown assist in developing leadership
skills and take away a tool to help create an action plan that
will help leaders improve their own skills and develop those
skills in others.
Alison Olzendam, Leadership Innovations Team, Issaquah, WA,
alison@leadershipinnovationsteam.com
Marcia Woehlbrandt, Kent School District, Kent, WA,
Marcia.Woehlbrandt@kent.k12.wa.us
Melanie Strey, Kent School District, Kent, WA,
Melanie.Strey@kent.k12.wa.us
Strand: Administrator Development
Register online
at www.nsdc.org
 monday C concurrent sessions
1:45 p.m. – 3:45 p.m. | 2 hr

C13
THE WAY WE DO BUSINESS: RTI & FLEXIBLE DELIVERY
Find out how Response to Intervention changed the
culture of a middle school, raising student achievement,
empowering teacher leaders, and helping students believe
they could achieve regardless of race, socioeconomic
status, and/or disability. Learn how data are key to
building momentum for continuous school improvement.
Understand how to apply RtI through job-embedded
professional learning.
Jennifer Nonnemacher, Indian Prairie School District, Aurora, IL,
jennifer_nonnemacher@ipsd.org
C16
POSITIVE = EFFECTIVE: CLASSROOM MANAGEMENT
TRAINING FOR TEACHERS AND MENTORS
Use positive behavior reinforcement to better manage
your classroom. Identify the reasons for misbehavior, and C
create classroom routines and expectations that reward
and reinforce more appropriate behavior. Assess your own
practice, and take away tools to help change your classroom
climate.
Kathy Schaeflein, Valley View School District, Romeoviille, IL,
schaeflekm@vvsd.org
Judie Nash, Valley View School District, Romeoviille, IL, nashja@vvsd.org

Scott Dart, Indian Prairie School District, Aurora, IL, scott_dart@ipsd.org Carrie Stange, Valley View School District, Romeoviille, IL,
stangecm@vvsd.org
Jake Rebus, Indian Prairie School District, Aurora, IL, jake_rebus@ipsd.org
Strand: New Teacher Support
Melissa Tragos, Indian Prairie School District, Aurora, IL,
melissa_tragos@ipsd.org
Kevin Cox, Indian Prairie School District, Aurora, IL, kevin_cox@ipsd.org
Strand: The Learning Gap
C17
DESIGNING PRACTICE-BASED DEVELOPMENT
FOR EDUCATION LEADERSHIP
C14 Learn to design a leadership development program that
ALIGNING FOR LEARNER SUCCESS: is job embedded and results focused. Analyze and define
SYSTEM AND SCHOOL COLLABORATION what tasks leaders perform to achieve results and how to
Determine how to create and sustain effective, systemwide determine whether leaders have the knowledge they need
professional learning that encourages collaboration and to reach required levels.
focuses on 21st-century learning. Consider the lessons of a Gale Hulme, GA Leadership Institute for School Improvement,
diverse system that includes both urban and rural schools in Atlanta, GA, gale.hulme@galeaders.org
transforming their model of professional development. Deb Page, GA Leadership Institute for School Improvement,
Atlanta, GA, deb.page@glisi.org
Peggy Graham, Rocky View Schools, Airdrie, AB, Canada,
Strand: Administrator Development
pgraham@rockyview.ab.ca
Dawn Rife, Rocky View Schools, Airdrie, AB, Canada, drife@rockyview.ab.ca
Kim Agnew, Rocky View Schools, Airdrie, AB, Canada,
kagnew@rockyview.ab.ca
C18
TEACHER LEADERS CREATING A CULTURE
Strand: Learning Communities
OF CULTURAL COMPETENCE

C15
LENDING TEACHER VOICES TO POLICY DISCUSSIONS
See how teachers found their voices and participated in
policy conversations about education. Learn to develop
a teacher policy network, select discussion topics, and
structure conversations. Find out how to communicate
teachers’ perspectives from the field to help the public
sector and policy makers understand the effects of
well-designed policies for the classroom
Sandra Dean, Stanford University, Stanford, CA, sdean1@stanford.edu
Anthony Cody, Oakland Unified School District, Oakland, CA,
anthony.cody@ousd.k12.ca.us
David Cohen, Palo Alto Unified School District, Stanford, CA,
dcohen@pausd.org
Strand: Teacher Leadership
Build cultural competence using five basic principles and
seven culturally responsive teaching practices. Implement
a framework, through teacher leaders, to apply the lessons
of cultural competence in all content areas throughout
Concurrent Sessions
all classroom lessons. Learn the role of teacher leaders
in creating a culturally responsive environment, and find
out how central office and school administrators support
teacher leader development.
Patricia McDonald, Highline Community College,
Des Moines, WA, pmcdonal@highline.edu
Kim Shoup, Puyallup School District, Puyallup, WA,
shoupkdm@puyallup.k12.wa.us
Susan Tripp, The REACH Center, Arlington, WA,
skytripp@comcast.net
Strand: The Learning Gap

25
 monday C concurrent sessions
2 hr | 1:45 p.m. – 3:45 p.m.

C19 C22
ENSURING ALIGNMENT: DEVELOPING EXPERTISE THROUGH
THE DC PUBLIC SCHOOLS REFORM STRATEGY COLLABORATION AND CLASSROOM LABS

C See how a major urban district is working to align

professional development with district initiatives. Explore
three integrated frameworks (program evaluation and
strategic planning, instructional leadership development,
and instructional coaching) as a means to thoughtfully
and systematically achieve academic reform. Develop
strategies to align your district practices and professional
development with your philosophy of curriculum and
instruction.
Michael Moody, Insight Education Group, Encino, CA,
moody@insighteducationgroup.com
Strand: Administrator Development
Learn how a large urban district created coaching institutes
to enhance literacy coaches’ expertise. Hear how the
district has created a skilled group of literacy coaches using
collaboration, adult writing sessions, and lab classrooms.
Embed best practices in reading and writing instruction
across your district by developing coaches as instructional
leaders.
Dan Coles, Seattle Public Schools, Seattle, WA, djcoles@seattleschools.org
Andrea Smith, Seattle Public Schools, Seattle, WA,
arsmith@seattleschools.org
Jesse Harrison, Seattle Public Schools, Bothell, WA,
jwharrison@seattleschools.org
Strand: The Learning Gap

C20
INSTRUCTIONAL LEADERSHIP: WALKING THE TALK C23
THE CRAFT OF LEADERSHIP: DEVELOPING
Learn how one school district has focused the leadership PROFESSIONAL LEARNING COMMUNITIES THAT WORK
conversation on instructional issues. Share one district’s
Hear how a school’s capacity to Collaborate, Reflect, Adapt,
vision and resources for walking the instructional leadership
and Focus (CRAFT) leads to thoughtful teaching, learning,
talk focused on classroom visibility, reflection, strengths-
and leadership for all. Explore each capacity in CRAFT,
based leadership, and staff recognition.
demonstrate how schools are building these capacities to
Deb Clemens, Cheney Public Schools, Cheney, WA,
create and sustain improvement and provide administrators
dclemens@cheneysd.org
with a set of ready-to-use tools for collecting meaningful
Erika Burden, Cheney Public Schools, Cheney, WA,
eburden@cheneysd.org data about teaching and learning. Leave with a set of tools
Carol Mahoney, Cheney Public Schools, Cheney, WA, you can use in your school to build learning clubs, observe
cmahoney@cheneysd.org classroom instruction, and collect meaningful data on
Strand: Teacher Leadership student learning.
Harvey Silver, Silver Strong & Associates, Ho-Ho-Kus, NJ,
aconnor@thoughtfuled.com
C21 Strand: Administrator Development
NORTH GRAND: SUCCESSES AND CHALLENGES
OF HIGH SCHOOL PRINCIPALS
Concurrent Sessions

Principal leadership matters in both teaching quality and

student learning. Principals often struggle with balancing
the multiple responsibilities to place their highest priority
on instructional leadership. In NORTH GRAND, a mini-
Basic Advanced Title 1 Encore
icons

documentary supported by the Wallace Foundation, the

North Grand High School principal outlines the successes
and challenges high school principals and their leadership
teams face each day in achieving their vision. View the
30-minute documentary and engage with the principal
as she describes North Grand High School’s whole child
approach that resulted in a 98% graduation rate for the
school’s first graduating class.
Frederick Brown, National Staff Development Council,
Dallas, TX, frederick.brown@nsdc.org
Asuncion Ayala, Chicago Public Schools, Chicago, IL,
aaayala@cps.k12.il.us
Strand: Administrator Development

26
 monday RT1 roundtable sessions
Participants selecting Roundtable 1 will have the opportunity to attend two of the presentations listed in this section.
Simply write RT1 on your session registration form and choose any two sessions when you arrive.
RT1
USING WEB 2.0 TOOLS TO ENHANCE
PROFESSIONAL LEARNING
Examine how NSDC uses social media tools and web 2.0
technologies to create effective e-learning focused on rich,
interactive content and developing online communities of
practice. Take a tour of NSDC’s Learning Exchange platform,
preview e-learning programs and webinars, and discuss
how technology can be used to enhance the effectiveness
of professional learning.
Tom Manning, National Staff Development Council, Dallas, TX,
tom.manning@nsdc.org
Strand: Technology
RT1
NSDC ACADEMY PREVIEW
Find out how the NSDC Academy can enhance your
professional learning and help you experience effective
teamwork through a cohesive group whose members work
collaboratively to understand and solve student learning
problems.
Lea Arnau, Grayson, GA, leaarnau@yahoo.com
Strand: Learning Communities
RT1
BROWARD’S URBAN LEADER SUCCESSION PLAN
Learn to develop quality leaders ready to take charge
of high-need urban schools through an individualized,
competency-based professional internship program.
Sherry Rose, School Board of Broward County, Davie, FL,
sherry.rose@browardschools.com
Gary Corbitt, School Board of Broward County, Davie, FL,
gary.corbitt@browardschools.com
Strand: Administrator Development
Register online
at www.nsdc.org
1:45 p.m. – 3:45 p.m. | 2 hr
RT1
DISTRIBUTING LEADERSHIP:
LESSONS LEARNED AT THE MIDDLE SCHOOL
RT1
Find out how to structure a system to maximize teacher
leadership through the example of a middle school that
allowed teachers to collaborate during common planning
time and make key decisions about student interventions,
resulting in improved student learning.
Dan Lysne, Sumner School District, Bonney Lake, WA,
dan_lysne@sumner.wednet.edu
Toby Udager, Sumner School District, Bonney Lake, WA,
toby_udager@sumner.wednet.edu
Strand: Teacher Leadership
RT1
K-12 ADMINISTRATOR PROFESSIONAL
LEARNING COMMUNITIES
Learn how developing administrator learning communities
that focus on common goals and continually monitor
progress can support K-12 articulation and increase student
achievement.
Rebecca Baenig, Fairfax County Public Schools, Vienna, VA,
rgbaenig@fcps.edu
Mark Greenfelder, Fairfax County Public Schools, Vienna, VA,
Mark.Greenfelder@fcps.edu
Mark Merrell, Fairfax County Public Schools, Vienna, VA,
Mark.Merrell@fcps.edu
Strand: Administrator Development
RT1
LICENSE TO TEACH: ADDING CREDIBILITY
TO OUR CREDENTIALS
Raise the standing of the teaching profession by becoming
an informed advocate for teacher quality as you review
Concurrent Sessions
current licensure models, determine elements for reform
that would lead to greater teacher quality and effectiveness,
and determine how to advocate effectively for these
reforms at the state and national levels.
Maria Fenwick, Teach Plus, Boston, MA, mfenwick@teach-plus.org
Caitlin Hollister, Boston Public Schools, Boston, MA,
chollister@boston.k12.ma.us
Celine Coggins, Teach Plus, Boston, MA, ccoggins@teach-plus.org
Strand: Teacher Leadership
27
 monday RT1 roundtable sessions
2 hr | 1:45 p.m. – 3:45 p.m.

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

RT1 RT1
RT1 MULTI-MODAL STRATEGIES
TO CLOSE THE LEARNING GAP
PROJECT FOLD: FOLDING WITH ORIGAMI
FOR LEARNING AND DEVELOPMENT

Discover how multi-modal instruction through the arts
enriches learning and the research behind auditory, visual,
kinesthetic, and linguistic problem-solving strategies that
engage students, enhancing both student performance
and teacher growth.
Allison Logan, arts education IDEAS, Plantsville, CT, allisonlogan@cox.net
Strand: The Learning Gap
RT1
NEW TEACHER STORIES OF SCHOOL-BASED SUPPORT
Consider the findings of a recent North Carolina study of
induction support to learn how teachers perceive support,
how to conduct your own needs assessment for new
teachers, and how to build a framework of support for
beginning teachers.
Heather Higgins, University of North Carolina at Pembroke,
Aberdeen, NC, heather.higgins@uncp.edu
Use a hands-on approach to increase understanding and
support struggling math students by developing teaching
strategies that use origami (Japanese paper folding).
Barbara Pearl, La Salle University, Yardley, PA, info1@mathinmotion.com
Strand: The Learning Gap
RT1
SUPPORTING STUDENT SUCCESS GUIDE
Use research on successful schools to understand the
behaviors and attitudes that contribute to student
achievement and identify actions that will help ensure
each student achieves.
Shannon Warren, Western Washington University,
Sedro Woolley, WA, shannon.warren@wwu.edu
Adrienne Somera, Northwest Educational Service District,
Anacortes, WA, asomera@nwesd.org
Strand: The Learning Gap

Ashley Weinkle, Guilford County School District, Greensboro, NC,

weinkle@gcsnc.com
Strand: New Teacher Support RT1
THE RHYTHM OF COGNITION:
STUDENT ENGAGEMENT AND MOTIVATION
RT1 Hear how to engage students in the learning process using
NSDC STANDARDS THROUGH ARTS-INFUSED the music and rhythm of today’s youth.
PROFESSIONAL DEVELOPMENT
Norman Merrifield, Metro Nashville Public Schools,
Apply the lessons of a nationally recognized program Nashville, TN, nmerrifield@me.com
to infuse dance, theater, and visual arts into students’ Strand: The Learning Gap
classroom experiences to provide new pathways for
Concurrent Sessions

learning.
Sibyl Barnum, Puget Sound Educational Service District,
RT1
Fife, WA, sbarnum@psesd.org IVDL ROCKS: INTRODUCTION TO INTERACTIVE
VIDEO DISTANCE LEARNING
Susy Watts, Arts Impact, Fife, WA, susywatts@psesd.org
Lydia Brown, Seattle Public Schools, Seattle, WA, Discover new ways to enrich student learning through
lmbrown@seattleschools.org
Interactive Video Distance Learning, which lets students
Strand: The Learning Gap travel virtually to any part of the world and learn from
professionals in all fields. Find out where to access this
content.
Gerald Holton, Licking Heights School District, Pataskala, OH,
gholton@laca.org
Strand: Technology

Register online
28 at www.nsdc.org
 tuesday D concurrent sessions
9:30 a.m. – 11:30 a.m. continues at 1:45 p.m. – 3:45 p.m. | 4 hr

D01 D04
GROUP COACHING COLLABORATION ABCs
Support planning, reflection, and problem solving in Collaboration has played a central role in transforming
professional groups through the cutting-edge process
of group coaching. Develop skills to help groups think
school cultures across the country. Develop the building
blocks to set up and support effective collaboration in D
deeply about their practices and become self-managing, schools. Learn basic, straightforward, essential steps to be
self-monitoring, and self-modifying. Explore how a group successful and confident in implementing collaboration.
coach thinks and understand the difference between group Write a purpose statement and create an action plan,
coaching and facilitation. with necessary supporting documents, to efficiently
Carolee Hayes, Center for Cognitive Coaching, Highlands Ranch, CO, implement collaboration.
ccscarolee@aol.com
Nina Henson, Optimize: Professional Development,
Karen Tackmann, Cedar Springs Public Schools, Cedar Springs, MI, Boise, ID, ninahenson@optimizepd.com
Karen.Tackmann@csredhawks.org
Brian Whitney, Optimize: Professional Development,
Strand: Professional Learning Processes Boise, ID, brianwhitney@optimizepd.com
Jenny Gibbons, Boise School District, Boise, ID,
jenny.gibbons@boiseschools.org
D02 Strand: Learning Communities
FIERCE CONVERSATIONS: TRANSFORMATIVE
COACHING CONVERSATION MODEL
Fierce conversations provide educators and students with D05
life-long skills that transform the conversations central to CLOSING THE ACHIEVEMENT GAP
their success. Learn and practice a powerful coaching/ THROUGH CULTURAL COMPETENCY
mentoring framework to transform the conversations Explore ways to close the achievement gap by examining
and the relationships central to your success. Understand how cultural factors affect students’ self-esteem, motivation,
transformational ideas and models that will shift your basic and academic success. Learn multicultural teaching
understanding of conversations and the power they hold techniques and tools to become more culturally competent.
in leadership, achieving results, and building relationships. Find out the 59 statements that prevent diversity
Learn to possess the skill and the will to tackle and resolve conversations and how to self-assess cultural biases and
the toughest challenges and to develop an open, direct, attitudes.
respectful culture.
Mun Wah Lee, StirFry Seminars & Consulting, Berkeley, CA,
Deli Moussavi-Bock, Fierce, Seattle, WA, deli@fierceinc.com barbaraharp@hotmail.com
Strand: Teacher Leadership John Lenssen, StirFry Seminars & Consulting, Berkeley, CA,
barbaraharp@hotmail.com
Strand: The Learning Gap
D03
THE CHOREOGRAPHY OF PRESENTING: SEVEN
ESSENTIAL ABILITIES OF EFFECTIVE PRESENTERS
A good presentation can aid in lessons for both students
and adult learners. Improve how you present your message
Concurrent Sessions
by exploring seven essential abilities that help create
credibility and establish rapport. Learn to be a more
effective communicator, and practice the skills in order to
cement your learning. Learn how to promote positive group
dynamics, acknowledge and respond to participants, and
recover from gaffes with grace.
Kendall Zoller, Sierra Training Associates, Foresthill, CA,
kvzoller@ftcnet.net
Claudette Landry, Merryhill Elementary School, Davis, CA,
Claudette.Landry@nlcinc.com
Karen Yoon, Merryhill Elementary School, Davis, CA,
Karen.Yoon@nlcinc.com
Strand: Professional Learning Processes

29
 tuesday E concurrent sessions
2 hr | 9:30 a.m. – 11:30 a.m.
E01
IMPROVING STUDENT LEARNING
ONE PRINCIPAL AT A TIME
E
Change classroom observations from a perfunctory task
to a rich source of dialogue on ways to improve teaching
through observation and research. Learn to focus on
student learning as the central factor in an observation.
Gain practical strategies to frame pre- and post-conference
conversations.
Jane Pollock, Learning Horizon, Centennial, CO,
learninghorizon@msn.com
Linda Law, Baldwinsville School District, Baldwinsville, NY,
lindalaw2009@gmail.com
Strand: Administrator Development
E02
USING INNOVATION CONFIGURATIONS
TO DOCUMENT IMPACT
Translate the NSDC standards into actions for a variety
of role groups using Innovation Configurations. Learn
how IC maps can help schools and districts redefine staff
development and how responsibilities must change to
implement the standards with quality and consistency.
Examine a vision of professional development standards
in operation and apply precision and meaning to what
the standards look like in practice.
Shirley Hord, National Staff Development Council, Boerne, TX,
Shirley.hord@nsdc.org
Strand: Professional Learning Processes
E03
HELPING NEW TEACHERS THRIVE:
A MODULE FOR PRINCIPALS
Address the principal’s essential leadership role in assisting
Concurrent Sessions
new teachers. Identify crucial elements of effective new
teacher induction programs (including a culture of support,
necessary support systems, the law, and a continuum of
support). Learn key actions principals take and instructional
leadership roles that best assist new teachers.
Mindy Meyer, Center for Strengthening the Teaching Profession,
College Place, WA, mindy@cstp-wa.org
Sue Anderson, Tumwater School District, Tumwater, WA,
sanderson@tumwater.k12.wa.us
Strand: New Teacher Support
Register online
30 at www.nsdc.org
E04
VIDEO STUDY GROUPS: THE FOCUS
IS ON STUDENTS’ MATHEMATICS LEARNING
Make each teacher’s classroom a lab for professional
learning. Use video of students at work to launch
professional discussions about student interactions,
questions, and responses to instruction. Share lessons
learned, as well as protocols and sample video from
experienced facilitators of video study groups.
Lisa Lavelle, Education Northwest, Portland, OR,
Lisa.Lavelle@educationnorthwest.org
Strand: Technology
E05
USING COLLABORATIVE LEARNING VISITS
TO BUILD LEARNING COMMUNITIES
Advance teacher practice through collaborative learning
visits that provide participants with non-evaluative
feedback. Learn how these visits yield valuable information
about student engagement that teachers can use with
one another in reflective conversations. Understand how
the process empowers teachers to be more responsive to
student learning needs.
Patricia Dimetres, Fairfax County Public Schools, Dunn Loring, VA,
pfdimetres@fcps.edu
Lynnette Harris, Fairfax County Public Schools, Fairfax, VA,
clharris@fcps.edu
Richard Culp, Fairfax County Public Schools, Fairfax, VA, riculp@fcps.edu
August Frattali, Fairfax County Public Schools, Herndon, VA,
affrattali@fcps.edu
Marti Jo Jackson, Fairfax County Public Schools, Fairfax, VA,
mjjackson@fcps.edu
Scott Phillips, Fairfax County Public Schools, Centreville, VA,
sfphillips@fcps.edu
Strand: Learning Communities
E06
TOOLS AND TALK: THE POWER OF DATA
AND CONVERSATION TO IGNITE CHANGE
Ignite and sustain classroom and school improvement
with explicit tools that data coaches and teachers can share
and explore in side-by-side exchanges. Align the work of
classroom coaches or specialists with building leaders and
leadership teams by examining the data. Experience case
studies, practice using the tools, and discuss how these
tools can accelerate schoolwide improvement.
Michael Murphy, Educational Success Systems, Richardson, TX,
mmurphy170@gmail.com
Strand: Professional Learning Processes

E07
USING AUTHENTIC PROBLEMS
IN MATHEMATICS INSTRUCTION
Effective learning environments center on critical thinking
and problem solving of complex and realistic problems.
Explore examples of an authentic problem-based learning
experience that required preservice teachers to work in
learning teams. Hear how preservice teachers changed
their attitudes and beliefs about teaching and learning in
problem-based learning environments.
Jacqueline Coomes, Eastern Washington University, Cheney, WA,
jcoomes@ewu.edu
Kevin Pyatt, Eastern Washington University, Cheney, WA,
Kevin.pyatt@mail.ewu.edu
Strand: Learning Communities
E08
ENHANCING THE CAPACITY OF TEACHERS AND
SCHOOL LEADERS TO FACILITATE THE LEARNING
OF DIVERSE STUDENTS
Focus on ways to improve the learning opportunities
and outcomes of students of color using multimedia tools
developed in collaboration with the Southern Poverty
Law Center, leading scholars and educators, and national
associations. Address misconceptions and gaps that impede
teachers’ ability to ensure that all students learn at high
levels, and learn how to create conditions that support
effective teaching and student learning in racially and
ethnically diverse schools.
Willis Hawley, University of Maryland, College Park, MD, wdh@umd.edu
Strand: The Learning Gap
E09
CELEBRATING 25 YEARS OF THE METLIFE SURVEY
OF THE AMERICAN TEACHER
MetLife has conducted The Survey of the American Teacher
for more than 25 years to share the voice of those closest
to the classroom with leaders and the general public.
Engage in conversation on how the survey can be used to
leverage support for and understanding of key professional
development issues. Explore NSDC’s spring newsletters that
focus on these topics and bring your own perspective on
these questions.
Tracy Crow, National Staff Development Council,
Columbus, OH, tracy.crow@nsdc.org
Strand: Professional Learning Processes
tuesday E concurrent sessions
9:30 a.m. – 11:30 a.m. | 2 hr
E10
SECONDARY SCHOOLS ON TARGET FOR
GRADUATING STUDENTS COLLEGE READY
E
Learn four elements critical to successfully preparing
students for college, knowledge that can make a difference,
especially for those students who are typically underserved.
Discuss the concept of rigor as understood and
demonstrated by schools focused on the goal of having all
students ready for college. Delve into practices developed
over six years by College Board schools in city schools in
New York.
Helen Santiago, College Board, New York, NY,
hsantiago@collegeboard.org
Strand: The Learning Gap
E11
BETTER PRACTICE VISITS: LEADERSHIP
THAT INCREASES STUDENT ACHIEVEMENT
Raise student achievement by continuously improving
teaching and supporting teachers through collaborative
professional development. Use classroom visits to raise
teachers’ awareness of research-based instructional
strategies. Find out how dialogue and examining student
work in professional learning communities after practice
visits helped improve students’ reading.
Brandon Payne, Cullman County Schools, Cullman, AL,
bpayne@ccboe.org
Denise Schuman, Cullman County Schools, Cullman, AL,
dschuman@ccboe.org
Vicky Spear, Cullman County Schools, Cullman, AL, vspear@ccboe.org
Strand: Administrator Development
E12
ARTS INTEGRATION: A TEACHING STRATEGY
REACHING ALL LEARNERS
Expand teacher confidence in using theatre, dance, music,
and art across elementary classrooms to teach literacy,
math, social studies, and science. Learn active strategies
Concurrent Sessions
that engage students and develop their skills. Find out how
systematic professional learning led to an entire faculty
implementing arts integration strategies into their core
curriculum.
Linda Tylka, Palm Beach County School District, West Palm Beach, FL,
Tylkal@palmbeach.k12.fl.us
Terrion Nelson, Palm Beach County School District, West Palm Beach, FL,
Nelsont@palmbeach.k12.fl.us
Shari Snyder, Palm Beach County School District, West Palm Beach, FL,
Snyders@palmbeach.k12.fl.us
Dionne Rich, Palm Beach County School District, West Palm Beach, FL,
RichD@palmbeach.k12.fl.us
Strand: The Learning Gap
31
 tuesday E concurrent sessions
2 hr | 9:30 a.m. – 11:30 a.m.
E13
WASHINGTON EDUCATION ASSOCIATION
NATIONAL BOARD JUMP START SEMINAR
E
Provide National Board Certification candidates the
information they need to successfully pursue certification
at the time when they most need that information. Create
your own support program based on the content of this
successful statewide model. Network with others pursuing
ways to better help teachers reach their goal of national
certification from the National Board for Professional
Teaching Standards.
Tom White, Edmonds School District, Edmonds, WA, whitetj@comcast.net
James Meadows, Washington Education Association, Federal Way, WA,
jmeadows@washingtonea.org
Christina Carlson, Yakima School District, Edmonds, WA,
ccarlson@yakimaschools.org
Anne Walker, Richland School District, Edmonds, WA,
anne@teachercrossing.com
Strand: Teacher Leadership
E14
“SPUNK UP” RTI: DESIGNING AN
UNFORGETTABLE LEARNING EXPERIENCE
Improve student learning using the Response to
Intervention tiered approach. Find out how to transfer
this framework from a districtwide administrative level
to campus-based staff development by replicating the
interactive training model. Learn how teachers integrated
interventions into core instruction, leading to fewer Tier II
interventions and greater student achievement.
Peggy Dickerson, Rockwall Independent School District,
Rockwall, TX, pdickerson@rockwallisd.org
Teresa Thacker, Rockwall Independent School District,
Rockwall, TX, tthacker@rockwallisd.org
Strand: The Learning Gap
Concurrent Sessions
E15
DEEPENING THE IMPACT OF MIDDLE SCHOOL
LEADERSHIP TEAMS
Explore a professional development resource featuring
videos of school-based teams at work. Use web-based
materials to help school-based leadership teams analyze
and deepen their instructional impact. Examine the range
of materials, practice using video clips, and reflect on how
to use Success at the Core modules at your school.
Sonia Caus Gleason, Boston, MA, sonia@soniacausgleason.org
Strand: Technology
32
E16
RESULTS SOAR WHEN TEACHERS TEAM
Discover how a group of teachers worked together to
challenge their students to learn at a higher level. Learn
what their challenges were and how they met them.
Hear how they obtained grants to promote their work,
implemented new technology in their classrooms, and
inspired other teachers to join them in sharing student
success within their district.
Kathy Klock-Persing, Redmond, OR, kathy.klock@bendbroadband.com
Linda O’Shea, Sherwood School District, Tigard, OR,
loshea@sherwood.k12.or.us
Strand: Learning Communities
E17
STRENGTHENING ELEMENTARY SCIENCE:
LESSONS FROM WASHINGTON TEACHER LEADERS
Use the results of a statewide study of teacher leaders’
perspectives to improve K-5 science instruction. Apply the
lessons learned about school, district, and state conditions
that support the strengthening of elementary science
teaching. Identify specific strategies or actions to implement
in the classroom.
Jeanne Harmon, Center for Strengthening the Teaching Profession,
Tacoma, WA, jeanne@cstp-wa.org
Laura Stokes, Inverness Research, Inverness, CA,
lstokes@inverness-research.org
Pamela Castori, Inverness Research, Fair Oaks, CA,
pcastori@inverness-research.org
Strand: Teacher Leadership
E18
ENGAGING PARTNERS, DEEPENING DIALOGUE,
ENHANCING PRACTICE, IMPROVING INSTRUCTION
Deepen your professional dialogue using a four-component
framework that will help you engage with others to
enhance shared practice. Access practical tools and
resources designed to engage colleagues in meaningful
dialogue. Learn to improve your communication, consensus
building, conflict resolution, and co-teaching using various
models and situations.
Cate Hart, Indiana University, Bloomington, IN, camhart@indiana.edu
Carrie Chapman, Minnesota State University at Mankato, Mankato, MN,
carrie.chapman@mnsu.edu
Strand: Professional Learning Processes
Basic Advanced Title 1 Encore
icons

E19
READY FOR ANYTHING:
SUPPORTING NEW TEACHERS FOR SUCCESS
Change new teacher retention in your school with
this framework for support. Build beginning teachers’
confidence and skills through monthly sessions focused
on tasks from beginning and ending school to instructional
planning and design in an era of high-stakes testing. Create
an effective, research-based program that will enable
coaches and mentors to motivate and sustain new teachers.
Lynn Howard, The Leadership and Learning Center, Huntersville, NC,
bocat@roadrunner.com
Catherine Koontz, Forsyth County Schools, Winston-Salem, NC,
cckoontz@gmail.com
Strand: New Teacher Support
E20
CRITICAL TRANSFORMATIONS OF TEACHERS
THROUGH ACTION RESEARCH
Learn how action research effectively re-engages teachers
and administrators in sustainable, empowering inquiry
focused on school improvement. Discover the steps
necessary to engage teachers in action research for greater
learning, engagement, and advocacy. Receive tested,
user-friendly templates and references to implement and
evaluate this systematic, reflective, and collaborative process
that can be applied in diverse settings.
Virginia Kelsen, Chaffey Joint Union High School District,
Rancho Cucamonga, CA, virginia_kelsen@cjuhsd.k12.ca.us
Susan Warren, Azusa Pacific University, Upland, swarren@apu.edu
Raffi Martinian, La Canada Unified School District, La Canada, CA,
ramartini77@yahoo.com
Strand: Professional Learning Processes
E21
TRANSFORMING EDUCATIONAL LEADERS
FOR THE 21ST CENTURY
Ensure that leaders have the skills and knowledge
to transform their schools to meet higher standards
and requirements for progress. Understand the core
competencies of school improvement research essential to
leading change. Learn to use an integrated system to get
the most from data to align curriculum and assessments,
and to build a structure that supports increased student
achievement.
Deborah Jackson, Fairfax County Public Schools, McLean, VA,
debbie.jackson@fcps.edu
Roberto Pamas, Fairfax County Public Schools, McLean, VA,
Roberto.Pamas@fcps.edu
Strand: Teacher Leadership
tuesday E concurrent sessions
9:30 a.m. – 11:30 a.m. | 2 hr
E22
TRANSFORMING INSTRUCTION AND LEARNING
THROUGH HIGHLY EFFECTIVE TEACHING
Implement and facilitate professional learning communities
that greatly impact teacher effectiveness and student E
achievement. Learn about a model that helps professional
learning communities focus their time strategically on
research-based content that makes a difference for
struggling students and underperforming schools. Gain
tried and true ideas for teaching, coaching, and leadership
strategies and actions that lead to sustainable, schoolwide
change.
Regie Routman, Seattle, WA, regier@comcast.net
Sandra Figueroa, Santa Cruz Valley Unified School District, Rio Rico, AZ,
sandfigueroa@mac.com
Strand: Professional Learning Processes
E23
FINDING THE RIGHT FIT: INTEGRATING TECHNOLOGY
Understand web 2.0 tools to engage and motivate students
while addressing critical thinking skills and creativity. Find
the right tools to match your classroom learning targets
and technological comfort level. Develop an action plan
to integrate technology into the classroom, and learn to
connect with other teachers using social networking tools.
Bring your own laptop.
Theresa Gray, Erie 2-Chautauqua-Cattaraugus BOCES,
Fredonia, NY, tgray@e2ccb.org
Strand: Technology
E24
FACILITATING COLLABORATION AND LEARNING
WITH DIVERSE ADULT LEARNERS
Deepen your understanding of adult learning principles
and improve the quality and effectiveness of your school’s
or district’s professional learning. Improve your ability to
Concurrent Sessions
facilitate challenging meetings, and take home practical
tools to use in interactive sessions. Experience strategies
that will boost the quality and effectiveness of your own
facilitation.
Paul Robb, Seattle Public Schools, Seattle, WA,
probb@seattleschools.org
Strand: Professional Learning Processes
Register online
at www.nsdc.org 33
 tuesday F concurrent sessions
2 hr | 1:45 p.m. – 3:45 p.m.
F01
BECOMING A LEARNING SCHOOL
When schools decide to engage in collaborative
F professional learning to increase teaching and student
learning, they commit to use a process of continuous
improvement that aligns with NSDC’s definition of
professional learning. Learn the core elements of a learning
school, strategies for transforming a school into one, and
examine tools to assess a school’s progress.
Joellen Killion, National Staff Development Council, Arvada, CO,
joellen.killion@nsdc.org
Victoria Duff, New Jersey Dept. of Education, Trenton, NJ,
victoria.duff@doe.state.nj.us
Strand: Learning Communities
F02
BRIDGING THE TEACHING GAP:
CREATING SKILLED PRACTITIONERS
Practice designing professional development experiences
that go beyond raising awareness and bring best practices
into the classroom. Examine learning theory, practice new
concepts, and share your experiences from your school/
classroom. Build on what you learn by redesigning a profes-
sional learning experience to accomplish an identified goal.
Nancy Frey, San Diego State University, San Diego, CA,
nfrey@mail.sdsu.edu
Sandi Everlove, TeachFirst, San Diego, CA, severlove@teachfirst.com
Strand: Professional Learning Processes
F03
TRANSFORMING TEACHERS AND STUDENTS:
WRITERS WORKSHOP IN MIDDLE SCHOOL
Follow a large urban district’s journey of change as
teachers implemented the writers’ workshop. See how
students became engaged in writing personal narratives,
Concurrent Sessions
examine student work, and learn how to practice effective
teaching strategies to support student growth in inclusion
classrooms. Build and expand your understanding of a
process that will empower teachers and students as writers.
Janine King, Seattle Public Schools, Seattle, WA,
jaking@seattleschools.org
Natalie Ward, Seattle Public Schools, Seattle, WA,
ncbowers@seattleschools.org
Strand: The Learning Gap
34
F04
THE KEY INGREDIENTS FOR SCHOOL-BASED
COACHING: TRUST AND COMMUNICATION
Change teacher attitudes, practices, knowledge, and
skills through a coaching model that builds trust through
effective communication. Learn about a district’s approach
to coaching based on research-based best practices. Find
ways to apply best practices to your own context.
Michael Murphy, Educational Success Systems, Richardson, TX,
mmurphy170@gmail.com
Stacy King, Greeneville City School District, Greeneville, TN,
kings@gcschools.net
Pat Donaldson, Greeneville City School District, Greeneville, TN,
donaldsonp@gcschools.net
Robbie Mitchell, Greeneville City School District, Greeneville, TN,
mitchellr@gcschools.net
Strand: Professional Learning Processes
F05
TEACHER LEADERSHIP STRUCTURES
TO BUILD CAPACITY FOR SUSTAINABILITY
Build teachers’ leadership capacity by establishing
multi-leveled, collaborative structures that lead to greater
professional growth as teachers disseminate their learning
to colleagues. Understand how tiered leadership structures
facilitate teachers’ continual professional development.
Sustain change initiatives by extending teachers’ knowledge,
shaping attitudes, and enhancing leadership skills.
Sue Brady, Metropolitan School District of Wayne Township,
Indianapolis, IN, sue.brady@wayne.k12.in.us
Karen Carter, Metropolitan School District of Wayne Township,
Indianapolis, IN, karen.carter@wayne.k12.in.us
Lisa Lantrip, Metropolitan School District of Wayne Township,
Indianapolis, IN, lisa.lantrip@wayne.k12.in.us
Nicole Law, Metropolitan School District of Wayne Township,
Indianapolis, IN, nicole.law@wayne.k12.in.us
Anne Olson, Metropolitan School District of Wayne Township,
Indianapolis, IN, anne.olson@wayne.k12.in.us
Strand: Teacher Leadership
F06
PROFESSIONAL LEARNING COMMUNITY
OBSERVATION GUIDE
Build a vision for effective collaboration in your professional
learning community. Use an observation guide tool and
supporting resources to evaluate current work and to create
a plan to move your team from supportive practices to
developmental practices likely to impact student learning.
Increase the power of your professional learning as you
share your understanding of the elements of effective
professional learning communities.
Adrienne Somera, Northwest Educational Service District,
Anacortes, WA, asomera@nwesd.org
Shannon Warren, Western Washington University,
Bellingham, WA, shannon.warren@wwu.edu
Strand: Learning Communities

F07
TEACHER LEADERSHIP THAT SUPPORTS
ENGLISH LANGUAGE LEARNERS (ELLs)
Address the achievement gap between ELLs and
mainstream American students by developing teacher
leaders to act as coaches, mentors, facilitators, and
principals. Use as a model this one-year program that
involves graduate college coursework, fieldwork,
advisement, and leadership development to form a
network of teacher leaders.
Candido DeJesus, Bank Street College of Education, New York, NY,
cdejesus@bankstreet.edu
Strand: The Learning Gap
F08
USING DEPTH OF KNOWLEDGE TO INCREASE RIGOR
Explore methods for increasing rigor in district classrooms
by developing skills for planning, facilitating, presenting,
advancing, and evaluating learning in the classroom using
the Depth of Knowledge model, developed by Norman
Webb.
Myra Collins, Truman State University, Kirksville, MO,
mcollins@truman.edu
Strand: Professional Learning Processes
F09
CHANGE WE CAN BELIEVE IN
Understand the changes in professionaldevelopment
that are making learning more effective than ever. Identify
the bureaucratic and other barriers educators encounter in
creating meaningful professional learning. Actively explore
strategies for overcoming identified barriers, and stop those
traditional staff development practices that do not
produce results.
Hayes Mizell, National Staff Development Council,
Columbia, SC, hmizell@gmail.com
Strand: Learning Communities
Register online
at www.nsdc.org
tuesday F concurrent sessions
1:45 p.m. – 3:45 p.m. | 2 hr
F10
ROUNDING UP READING STRATEGIES
THROUGH COLLABORATION
F
Address the learning gap in reading for 2nd-6th grade
students using classroom-tested literacy strategies. Learn
how a dynamic group of teachers collaborated around data
to identify and use reading strategies that increased student
achievement. Learn and practice engaging and authentic
teaching methods to improve student literacy skills.
Laura Moore, Wylie Independent School District, Wylie, TX,
laura.moore@wylieisd.net
Sherry Betts, Wylie Independent School District, Wylie, TX,
sherry.betts@wylieisd.net
Whitney Sellars, Wylie Independent School District, Wylie, TX,
whitney.sellars@wylieisd.net
Lisa Felthous, Wylie Independent School District, Wylie, TX,
lisa.felthous@wylieisd.net
Tracy Baskeyfield, Wylie Independent School District, Wylie, TX,
tracy.baskeyfield@wylieisd.net
Strand: The Learning Gap
F11
OBSERVING FOR EVIDENCE OF LEARNING (OEL):
A PROCESS TO IMPROVE STUDENT UNDERSTANDING
IN SCIENCE
Learn how urban science teachers used common
instructional materials and were empowered to improve
student understanding. Explore the elements that helped
them incorporate best practices into daily lessons more
effectively, focus on big ideas, and use varied instructional
strategies to reach every student. Review test data
demonstrating higher achievement for students of
participating teachers.
Kathryn Kelsey, Seattle Public Schools, Seattle, WA,
kkelsey@seattleschools.org
Caroline Kiehle, Institute for Systems Biology, Seattle, WA,
ckiehle@systemsbiology.org
Dave Weaver, RMC Research Corporation, Portland, OR,
dweaver@rmccorp.com
Emilie Mosko, Seattle Public Schools, Seattle, WA,
ecmosko@seattleschools.org
Concurrent Sessions
Strand: Learning Communities
F12
SCHOOL LEADERSHIP: SCHOOLWIDE IMPROVEMENT
THROUGH INSTRUCTIONAL LEADERSHIP
Explore and identify leadership skills needed to successfully
implement a schoolwide adolescent literacy initiative.
Identify barriers and solutions to implementation and
sustainability of schoolwide initiatives. Learn from the
experiences of a site and district administrator attempting
to engage and support teachers across departments in
ongoing staff development and instructional coaching.
Ken Geisick, Riverbank Unified School District, Riverbank, CA,
kgeisick@sbcglobal.net
Strand: Administrator Development
35
 tuesday F concurrent sessions
2 hr | 1:45 p.m. – 3:45 p.m.

F13 F16
TEACHER LEADERSHIP: TEACHER TALK: COLLABORATING AND
PUTTING THE PIECES TOGETHER REFLECTING ON STUDENT LEARNING

F Practice and hone the skills that effective teacher

leaders need. Learn how to plan and facilitate small and
large groups for measureable results, build and sustain
relationships, and communicate with clarity. Leave with the
confidence to be able to support and facilitate change in
your school.
Sandy Nobles, Salesmanship Club Youth and Family Centers,
Dallas, TX, snobles@salesmanshipclub.org
Strand: Teacher Leadership
Improve the practice of small group professional
development through improving dialogue. Identify
characteristics of high-performing learning communities.
Hone conversation skills and gain tools that will help in
designing and implementing purposeful, data-driven
dialogue among colleagues.
Angie Neville, Federal Way Public Schools, Tacoma, WA, aneville@fwps.org
Pamela Schaff, Federal Way Public Schools, Auburn, WA, pschaff@fwps.org
Strand: Learning Communities

F14
INSTRUCTIONAL FRAMEWORKS
FOR STUDENT SELF-DIRECTION
Help students become self-directed learners. Learn how to
design teaching plans that incorporate essential questions,
standards, learning process and content goals, assessments,
tiered learning activities, and reflection. Examine effective
frameworks for teaching and learning that have led to
achievement gains for students with diverse needs in
grades 4-12 across content areas.
Debra Franciosi, Project CRISS, Kalispell, MT, dfranciosi@projectcriss.com
Donna Duval, Salem-Keizer School District, Salem, OR,
duval_donna@salkeiz.k12.or.us
Strand: The Learning Gap
F15
GET INSPIRED: FACILITATING GREAT PROFESSIONAL
DEVELOPMENT FOR MENTORS
Implement a new teacher induction program that will
dramatically decrease teacher turnover. Learn to identify
Concurrent Sessions
F17
WALK-THROUGHS THAT PROMOTE HIGH SCHOOL
RIGOR AND ENGAGEMENT
Delve into your school data and school improvement plan
to figure out where best to focus attention during walk-
throughs. Create a metric to use during the walk-through,
and find protocols that work in different contexts. Interpret
the data and help teachers create learning plans based on
student need.
Maureen Nichols, School District of Philadelphia, Philadelphia, PA,
mrnichols@philasd.org
Strand: Teacher Leadership
F18
IMPROVING THE MANAGEMENT
OF EDUCATOR TALENT: PILOT STUDY
Investigate eight research-based components of a
framework to address teacher quality. Identify how
preparation, recruitment, hiring, induction, professional
development, compensation, working conditions, and

activities conducive to both mentoring and high-quality
professional learning, and how to facilitate and sustain
quality learning activities throughout the induction
program. Use best practices, including reflection,
mentoring, walk-throughs, book studies, collaborative
learning, coaching, modeling, and others.
Mara Lee Moats, Edinburg Consolidated Independent School District,
Edinburg, TX, m.moats@ecisd.us
Ron Cavazos, Edinburg Consolidated Independent School District,
Edinburg, TX, r.cavazos@ecisd.us
Strand: New Teacher Support
performance management are interconnected. Consider
the findings of a study of three Ohio districts (one urban,
one suburban, and one rural) on how this framework can
improve recruitment and retention.
Dawn Dolby, Learning Point Associates, Naperville, IL,
dawn.dolby@learningpt.org
Gretchen Weber, Learning Point Associates, Naperville, IL,
gretchen.weber@learningpt.org
Strand: Administrator Development

Basic Advanced Title 1 Encore

icons

36

F19
YEAR OF PROFESSIONAL SUPPORT
PROGRAM FOR NEW TEACHERS
Build early career teachers’ understanding and support of
their professional growth through just-in-time support.
Follow the structure of a successful program that creates
more confident, thoughtful, and skilled teachers. Learn to
build on existing mentoring programs to economically
develop a similar program.
Ray Myrtle, Provincial Intermediate Teachers’ Association,
Vancouver, BC, Canada, president@pita.ca
Anne MacLean, University of British Columbia Okanagan,
Kelowna, BC, Canada, anne.e.maclean@ubc.ca
Strand: New Teacher Support
F20
ADOLESCENT LITERACY IMPROVEMENT:
A CROSS-CURRICULAR APPROACH
Develop teachers’ capacity as literacy instructors with a
research-based, schoolwide literacy improvement program
that crosses content areas. Help teachers learn to identify
underlying causes of adolescent literacy deficiencies
and design instruction to meet learners’ needs. Create
ownership for the program and determine the time and
costs involved for sustained implementation.
Margaret Carroll, Maryland State Dept. of Education,
Baltimore, MD, margaretkcarroll@comcast.net
Strand: The Learning Gap
F21
ENHANCING PROFESSIONAL DEVELOPMENT
THROUGH EMBEDDED INQUIRY
Find out how to engage teachers and instructional leaders
in rigorous professional development through project-
based learning. Use an inquiry method that incorporates
input from teachers, site administrators, district staff, and
students to improve teacher practice. Apply the lessons
of a large, urban district that improved curriculum and
instructional design.
David Ross, Buck Institute for Education, Novato, CA, david@bie.org
Rody Boonchouy, Davis Joint Unified School District, Davis, CA,
rody@novelapproachpbl.com
Strand: Professional Learning Processes
tuesday F concurrent sessions
1:45 p.m. – 3:45 p.m. | 2 hr
F22
IMPROVING LEARNING WITH TECHNOLOGY AND
PROFESSIONAL LEARNING COMMUNITIES
Increase student and teacher engagement in the learning
process with innovative digital teaching and learning F
models. Share the power of teacher leadership and
collaboration, integrating technology as a model for teacher
and student empowerment, and transforming school
culture through participatory inquiry. Transform the culture
and climate of the middle school into one of focus, purpose,
and increased student achievement.
Cristina Alvarez, School District of Philadelphia, Philadelphia, PA,
ccalvarez@philasd.org
Strand: Technology
F23
ENSURING EDUCATIONAL EQUITY
THROUGH RESPONSIVE INSTRUCTION
Address gaps among student subgroups by exploring
instructional practices based on educational equity and
diversity. Identify the characteristics of diversity-based
responsive instruction and learn to incorporate equity
practices in intervention programs. Find out how to plan
and deliver lessons that will help all students succeed.
Suzy Cutbirth, Missouri State University, Springfield, MO,
scutbirth@missouristate.edu
Marsha Lay, Missouri State University, Springfield, MO,
marshalay@missouristate.edu
Strand: The Learning Gap
F24
ESSENTIAL 21ST-CENTURY PRESENTATIONS
Learn to rethink slideware including PowerPoint and
Keynote. Understand how to prepare, design, and deliver
slide shows in keeping with 21st-century skills. Explore
how to find and craft the story. Create simple designs that
Concurrent Sessions
connect with the audience. Leave with actionable ideas to
improve your presentations.
Lawrence Faulkner, Adams 12 Five Star Schools, Broomfield, CO,
lfaulkner@adams12.org
Strand: Professional Learning Processes
Register online
at www.nsdc.org 37
 tuesday RT2 roundtable sessions
2 hr | 1:45 p.m. – 3:45 p.m.
Participants selecting Roundtable 2 will have the opportunity to attend two of the presentations listed in this section.
Simply write RT2 on your session registration form and choose any two sessions when you arrive.
RT2
RT2 BEYOND MEMBERSHIP: GETTING MORE INVOLVED
WITH NSDC
Are you an NSDC member looking to get more involved in
the organization? Learn about 35+ ways you can get more
involved with NSDC.
Frederick Brown, National Staff Development Council,
Dallas, TX, frederick.brown@nsdc.org
Strand: Teacher Leadership
RT2
USING WEB 2.0 TOOLS TO ENHANCE
PROFESSIONAL LEARNING
Examine how NSDC uses social media tools and web 2.0
technologies to create effective e-learning focused on rich,
interactive content and developing online communities of
practice. Take a tour of NSDC’s Learning Exchange platform,
preview e-learning programs and webinars, and discuss
how technology can be used to enhance the effectiveness
of professional learning.
Tom Manning, National Staff Development Council,
Dallas, TX, tom.manning@nsdc.org
Strand: Technology
RT2
ADVOCATE FOR NSDC’S DEFINITION
OF PROFESSIONAL DEVELOPMENT
Ensure that every teacher engages in effective professional
development every day so that every student achieves.
Meet with NSDC’s policy professionals and get personalized
support in advocating for NSDC’s definition of professional
development.
Concurrent Sessions
René Islas, B & D Consulting, Washington, DC, Rene.Islas@bakerd.com
Mitchell London, B&D Consulting, Washington, DC,
Mitchell.London@bakerd.com
Strand: Professional Learning Processes
RT2
COACHING PROFESSIONAL LEARNING COMMUNITIES
AS CATALYSTS FOR CHANGE
Explore how the literacy, numeracy, technology, English
learner, and data coaches at a major urban comprehensive
high school improved teacher practices and developed
teachers’ leadership capacity by effectively facilitating
learning teams.
David Holden, Sweetwater Union High School District,
Chula Vista, CA, david.holden@mac.com
Jill Flaherty, Metro Nashville Public Schools, Antioch, TN,
jill.flaherty@mnps.org
Strand: Learning Communities
38
RT2
DYNAMIC LEADERSHIP-FOLLOWERSHIP:
KEY TO STUDENT ACHIEVEMENT
Learn to effectively distribute leadership responsibilities
to employees who demonstrate exemplary leadership/
followership, and create an environment where
every member on the team, from the janitor to the
superintendent, is valued and able to use his or her
talents to contribute to student achievement.
Jeffrey Williams, JCW Team Consultants, O’Fallon, IL,
jcw@jcwteamconsultants.com
Strand: Administrator Development
RT2
EXCELLENCE COLLABORATIVE: A TEACHER-CREATED
SCHOOL TURN-AROUND MODEL
Explore a teacher-created, research-based model that
improves the retention and distribution of excellent
teachers in urban schools, and offers an innovative structure
for teacher compensation and career growth.
Maria Fenwick, Teach Plus, Boston, MA, mfenwick@teach-plus.org
Jessie Gerson-Nieder, Somerville Public Schools, Boston, MA,
jessie.gerson@gmail.com
Celine Coggins, Teach Plus, Boston, MA, ccoggins@teach-plus.org
Strand: Teacher Leadership
RT2
FLUENCY INSTRUCTION CAN MAKE A DIFFERENCE
Understand what current research says about the
theoretical and practical framework needed to establish
and monitor a fluency development program that helps
struggling readers.
Heather Baptie, Central Okanagan School District 23,
Kelowna, BC, Canada, literacycentre@sd23.bc.ca
Terry Dobson, Central Okanagan School District 23,
Kelowna, BC, Canada, literacycentre@sd23.bc.ca
Strand: The Learning Gap
RT2
GUEST (SUBSTITUTE) TEACHERS NEED
SUPPORT AND TRAINING TOO
Understand the importance of substitute teacher
training for student learning, and find out how to structure
a program that provides guest teachers with skills in
classroom management, professionalism, following lesson
plans, filling in educational activities, and understanding the
legal aspects of the job.
Kathleen Schaeflein, Valley View School District,
Romeoviille, IL, schaeflekm@vvsd.org
Judie Nash, Valley View School District, Romeoviille, IL,
nashja@vvsd.org
Strand: Professional Learning Processes
 tuesday RT2 roundtable sessions
1:45 p.m. – 3:45 p.m. | 2 hr

RT2 RT2
IMPROVING ACADEMIC LITERACY THE FOUR COACH APPROACH:
IN THE CONTENT AREAS STAFF DEVELOPERS SUPPORTING LEARNING

RT2
Receive practical tools to share with colleagues in grade and Build a strong, supportive school environment from the
department teams that will help them support struggling example of this school’s four staff developers, one in each
secondary students in content-area reading and acquiring major content area, and the content and processes they
academic vocabulary. have used to create a culture of learning for both teachers
Jennifer Brenneman, Kaplan K12 Learning Services, New York, NY,
and students.
jennifer.brenneman@kaplan.com Krista Purnell, New Heights Academy Charter School, New York, NY,
Strand: The Learning Gap kpurnell@newheightsacademy.org
Jennifer Gowers, New Heights Academy Charter School, New York, NY,
jlgowers@hotmail.com
RT2 Jessica Hinsch Raba, New Heights Academy Charter School, New York, NY,
MAKING STUDENT ENGAGEMENT jhinschraba@newheightsacademy.org
A REALITY THROUGH UNIT DESIGN Tanya Johnson, tjohnson@newheightsacademy.org, New York, NY

Use concrete strategies to organize, design, and deliver Strand: Teacher Leadership

engaging lessons that inspire students to think more deeply

and participate in high-level discussions, increasing their
learning.
RT2
THE NEED TO FEED
Valerie Braimah, Insight Education Group, Encino, CA,
braimah@insighteducationgroup.com
Change school culture through cooperative work between
teacher leaders and administrators using common sense
Jason Stricker, Insight Education Group, Encino, CA,
stricker@insighteducationgroup.com practices from the book, If You Don’t Feed The Teachers, They
Strand: Professional Learning Processes Eat The Students, as well as relevant data that demonstrate
impact on working conditions.
Brian Whitson, North Carolina Association of Educators, Charlotte, NC,
RT2 brian.whitson@ncae.org
MATH IMPROVEMENT TOOLKIT WORKSHOPS: Lina Drinkard, North Carolina Association of Educators, Salisbury, NC,
LANGUAGE IN MATHEMATICS lina.drinkard@ncae.org

Help teachers make the language of mathematics Strand: Teacher Leadership

accessible to students, particularly those who are English
language learners or those with learning disabilities,
through research-based instructional strategies and hands- RT2
TEACHING AND STRESS
on activities.
Understand how stress affects the learning of both teachers
Emily Fagan, Education Development Center, Newton, MA,
efagan@edc.org and students. Learn to recognize factors that increase stress
Anna McTigue, Newton, MA, amctigue@edc.org
Strand: Professional Learning Processes
in the classroom, and identify research-based techniques for
mitigating its negative effects.
Donna Glee Williams, NC Center for the Advancement of Teaching,
Concurrent Sessions
Cullowhee, NC, williadg@nccat.org
RT2 Strand: Learning Communities
STUDENT ACHIEVEMENT IN MATHEMATICS:
THE POWER OF K-16 COLLABORATION
Learn about the creation of ongoing professional
development for teachers of mathematics in both
preservice and certified teachers. Explore how a university
professor, high school math teacher, and high school
administrator experienced the power of collaboration that
has strengthened classroom practice and directly impacted
student achievement in mathematics.
Ray Picicci, Cheney Public Schools, Cheney, WA, rpicicci@cheneysd.org
Adam Marsh, Cheney Public Schools, Cheney, WA, amarsh@cheneysd.org
Jacqueline Coomes, Eastern Washington University, Cheney, WA,
Jacqueline.coomes@mail.ewu.edu
Strand: The Learning Gap
Register online
at www.nsdc.org 39
 wednesday G concurrent sessions
2 hr | 8:00 a.m. – 10:00 a.m.
G01
IMPROVING STUDENT LEARNING
BY MINDING THE GAP
G Advance the learning of special education, English language
learner, at-risk, and gifted students by applying high-yield
research to daily instruction and assessment. Identify
strategies to use to improve classroom instruction and
assessment for all learners. Learn about research that shows
classroom teachers can effectively close the achievement
gap among their own students.
Jane Pollock, Learning Horizon, Centennial, CO,
learninghorizon@msn.com
Strand: The Learning Gap
G02
HELPING TEACHERS LEARN
FROM STUDENT FOCUS GROUPS
Learn how a district engaged students in focus groups
to understand their experiences as math learners and
hear their observations about effective instruction and
how teacher leaders helped teachers respond. Review
the pros and cons of capturing student voice on school
and instructional issues for changing school culture and
student-staff relations. Identify ways to use student focus
groups to gather data related to your own challenges.
Edie Holcomb, Bellingham, WA, elholcomb@aol.com
Jane Chadsey, Renton School District, Renton, WA,
jane.chadsey@rentonschools.us
Michele Rennie, Renton School District, Renton, WA,
michele.rennie@rentonschools.us
Strand: Professional Learning Processes
G03
SUPERMAN IS DEAD: DISTRIBUTING LEADERSHIP
Concurrent Sessions
WITH ACTION PLANNING
Professional learning community research affirms the
success of schoolwide responses, as popularized recently
by Response-to-Intervention models. The principal is often
responsible for developing schoolwide responses, adding
yet another task to their ever-growing list of responsibilities.
Examine an action-planning model that involves the
establishment of collaborative staff structures and
processes focused on professional development, distributed
leadership, and school improvement.
Kurtis Hewson, Livingstone Range School Division, Claresholm, AB,
Canada, hewsonk@lrsd.ab.ca
Lorna Adrian, Livingstone Range School Division, Claresholm, AB,
Canada, adrianl@lrsd.ab.ca
Strand: Learning Communities
40
G04
EDUCATION FOR ALL CHILDREN:
REALIZING RIGOR, RELEVANCE, RELATIONSHIPS
Create a multicultural experience and bring integrated
curriculum to life for students. Learn how to establish
rigor, relevance, and relationships in your classroom while
raising awareness about education around the world. Use
standards, explore ways to create leadership skills, and
enhance global awareness through personal interactions
with students from Kenya (made possible by Education for
All Children).
Ryanne Van Sciver, Education For All Children, Burney, CA,
ryannevansciver@gmail.com
Lory Courtney, Adams 12 Five Star Schools, Thornton, CO,
lory.courtney@adams12.org
Strand: The Learning Gap
G05
USING INNOVATIVE TECHNOLOGY TO
FACILITATE PROFESSIONAL DEVELOPMENT
Change the way you design and implement professional
development. Identify the resources within your school
that can help you create and sustain professional learning
communities. Empower teachers to collaborate using free,
web-based resources inside and outside of the classroom
to support professional development and increase student
achievement.
Chip Buckwell, Kannapolis City Schools, Kannapolis, NC,
buckchip@kannapolis.k12.nc.us
Kelly Burgess, Kannapolis City School, Kannapolis, NC,
burgessk@kannapolis.k12.nc.us
Josh Clemmons, Kannapolis City Schools, Kannapolis, NC,
clemmonj@kannapolis.k12.nc.us
Strand: Technology
G06
COACHES: DEFINING ROLES AND MEASURING IMPACT
Learn from action research which coaching roles most affect
student achievement. Identify coaching roles, determine
how to distribute time across roles, and compare time
allocations with data gathered from school and district
coaches. Reflect on coaches’ perceptions of their roles and
the perceptions of teachers and principals.
Michael Schwei, Northwest Independent School District, Justin, TX,
mschwei@nisdtx.org
Elita Driskill, Northwest Independent School District, Justin, TX,
edriskill@nisdtx.org
Courtney Foreman, Northwest Independent School District, Justin, TX,
cforeman@nisdtx.org
Michelle Pawski, Northwest Independent School District, Justin, TX,
mpawski@nisdtx.org
Carrie Pierce, Northwest Independent School District, Justin, TX,
cpierce@nisdtx.org
Strand: Teacher Leadership
 wednesday G concurrent sessions
G07
SCALE UP: DIFFERENTIATED PROFESSIONAL
DEVELOPMENT FOR TEACHERS OF ENGLISH
LANGUAGE LEARNERS
Ensure that classroom teachers have the knowledge and
skills they need to scaffold instruction for English language
learners. Learn the key components of a professional
development model that promotes meaningful interaction:
rigorous, standards-based instruction, and cultural
relevance. Encourage teachers to delve deeper through
differentiation.
Bonnie English, Seattle Public Schools, Seattle, WA,
boenglish@seattleschools.org
Daniel Golosman, Seattle Public Schools, Seattle, WA,
dpgolosman@seattleschools.org
Strand: The Learning Gap
G08
CREATING PROFESSIONAL LEARNING COMMUNITIES
Learn how high-performing, collaborative teams can work
together to implement reflective practices that raise student
achievement. Hear how the social studies department at
a highly diverse high school successfully implemented
professional learning communities. Create a list of
strategies to take back to implement professional learning
communities.
Keith Adams, Montgomery County Public Schools, Silver Spring, MD,
keith_g_adams@mcpsmd.org
Strand: Learning Communities
G09
AUTHENTIC DISCUSSION AS A TOOL FOR INQUIRY
Find ways to encourage academic discourse in every
content area, including mathematics, and learn effective
methods for managing the discussion. Practice scaffolding
discussion questions to move students up Bloom’s
Taxonomy. Acquire a toolkit of instructional strategies to
promote authentic discussion and inquiry.
Jennifer Brenneman, Kaplan K12 Learning Services, New York, NY,
jennifer.brenneman@kaplan.com
Strand: The Learning Gap
Register online
at www.nsdc.org
8:00 a.m. – 10:00 a.m. | 2 hr
G10
DEVELOPING AND SUSTAINING
K-12 LEARNING COMMUNITIES
Drive systemwide change by creating a culture of
collaboration. Learn how high-performing professional G
learning communities focused on creating formative
assessments can result in improved student achievement.
Gain practical strategies for helping teachers understand
the process, importance, and application of assessing
student learning.
Mark Merrell, Fairfax County Public Schools, Vienna, VA,
Mark.Merrell@fcps.edu
Rebecca Baenig, Fairfax County Public Schools, Vienna, VA,
rgbaenig@fcps.edu
Mark Greenfelder, Fairfax County Public Schools, Vienna, VA,
Mark.Greenfelder@fcps.edu
Strand: Learning Communities
G11
USING TECHNOLOGY TO SUPPORT
COLLABORATION: AN OPEN FORUM
Explore and access the power of technology in
implementing and sustaining efficient and effective
teacher collaboration. Examine what technology is
currently available and being used to support collaboration
in order to tap into potential resources. Move beyond
using technology only for attendance and grading to
empowering improved teacher collaboration.
Brian Whitney, Optimize: Professional Development, Boise, ID,
brianwhitney@optimizepd.com
Nina Henson, Optimize: Professional Development, Boise, ID,
ninahenson@optimizepd.com
Jenny Gibbons, Boise School District, Boise, ID,
jenny.gibbons@boiseschools.org
Strand: Technology
G12
Concurrent Sessions
YAKIMA SCHOOL DISTRICT INSTRUCTIONAL
LEADERSHIP SUPPORT INITIATIVE
Transform teaching and learning based on a real-life case
study of effective professional learning that improved
instructional leadership. Improve school administrators’
and central office staff members’ abilities to provide more
effective support for changing classroom practice. Learn
about a systemic approach to developing instructional
leadership.
Heather Knight, Leadership Innovations Team, East Olympia, WA,
heather@leadershipinnovationsteam.com
Cece Mahre, Yakima School District, Yakima, Washington,
mahre.cece@yakimaschools.org
Strand: Administrator Development
41
 wednesday G concurrent sessions
2 hr | 8:00 a.m. – 10:00 a.m.
G13
LEADING HEALTHY AND SUSTAINABLE
CULTURES IN URBAN SCHOOLS
G Develop strategies to support learning communities and
create a successful school. Find tools that work in an urban
setting to empower staff and lead them to appreciate
the positive attributes of the school. Create a welcoming,
cooperative, energized school climate.
Suszanne Hawthorne-Clay, ECCS, Hudson, OH, susuwoo@aol.com
Strand: Learning Communities
G14
KANSAS TEACHER LEADERSHIP “UNWRAPPED”
Explore the structure of one state’s approach to
empowering teachers through a teacher leadership
endorsement. Review modules that support the work of
teacher leaders. Discuss teacher leadership regulations,
licensure standards, and evidence-based ways to assess
qualified candidates for the position of teacher leader.
Kathy Boyer, Kansas Dept. of Education, Topeka, KS, kboyer@ksde.org
Lynn Bechtel, Kansas Dept. of Education, Topeka, KS, lbechtel@ksde.org
Strand: Teacher Leadership
G15
BUILDING A COLLABORATIVE CULTURE FOR CHANGE
Cultural change that results in increased student
achievement is most likely when it is the result of internally
driven collaborative efforts. Explore how one ethnically
diverse, urban Title I elementary school increased academic
achievement through the process of successful on-going
collaboration. Gain insight into how to establish an effective
collaborative process and overcome potentially daunting
Concurrent Sessions
challenges.
Trudy Grafton, Ft. Wayne Community Schools, Ft. Wayne, IN,
Trudy.Grafton@fwcs.k12.in.us
Gina White, Ft. Wayne Community Schools, Ft. Wayne, IN,
gina.white@fwcs.k12.in.us
Kay Macke, Ft. Wayne Community Schools, Ft. Wayne, IN,
kay.macke@fwcs.k12.in.us
Jeanne Tritch, Ft. Wayne Community Schools, Ft. Wayne, IN,
jeanne.tritch@fwcs.k12.in.us
Strand: Professional Learning Processes
42
G16
BUILDING A STRONGER K-12 SYSTEM:
A MODEL FOR LITERACY IMPLEMENTATION
ALONG A DEVELOPMENTAL CONTINUUM
Hear how an urban school district strengthened their
system by investing in the teaching expertise of their pre-K,
kindergarten and first grade teachers by visiting laboratory
classrooms, observing and reflecting on model lessons, and
coaching. Apply these strategies to your own classroom.
Susan Enfield, Seattle Public Schools, Seattle, WA,
saenfield@seattleschools.org
Cathy Feldman, Reach, Ho-Ho-Kus, NJ, cathy.feldman@reachassoc.com
Laurie Morrison, Seattle Public Schools, Seattle, WA,
lemorrison@seattleschools.org
Strand: The Learning Gap
G17
WHY GREAT TEACHERS QUIT: WHAT WE CAN DO
Identify the primary reasons for teacher attrition, learning
from interviews with teachers who recently left the field.
Develop strategies and possible actions to retain teachers.
Plan supports for new teachers within existing mentoring
programs.
Katy Farber, Washington Central Supervisory Union, Middlesex, VT,
farbud@comcast.net
Strand: New Teacher Support
G18
CREATING A SPARK FOR LEARNING:
DIFFERENTIATION OF INSTRUCTION FOR
21ST-CENTURY LEARNERS PROGRAM
Examine the use of data at classroom, school, and
district levels to plan for differentiation and Response to
Intervention programming. Develop instructional resources
for maximizing and evaluating student achievement.
Identify technology resources that will support and
maximize all levels of learning. Evaluate strategies and
techniques for active student engagement and levels of
learning. Consider school instructional programming and
teacher/student success.
Suzanne Witmer, Pinal County Education Service Agency,
Florence, AZ, switmer@pinalesa.org
Arlynn Godinez, Pinal County Education Service Agency,
Florence, AZ, agodinez@pinalesa.org
Strand: The Learning Gap
Basic Advanced Title 1 Encore
icons
 wednesday G concurrent sessions
G19
PROFESSIONAL LEARNING COMMUNITY FOR
AN INSTRUCTIONAL COACHING NETWORK
Develop a network that supports instructional coaches
and allows them to prosper. Plan opportunities for coaches
to connect with one another to share best practices and
discuss how NSDC’s Standards for Staff Development are
being met. Learn about a regional approach to learning
communities that meets the needs of coaches, the teachers
they serve, and, ultimately, the students.
Kate Davern, Eastern Suffolk BOCES, Holbrook, NY, kdavern@esboces.org
Marilyn Adsitt, Eastern Suffolk BOCES, Holbrook, NY, madsitt@esboces.org
Strand: Learning Communities
G20
STATEWIDE FRAMEWORK FOR PROFESSIONAL
DEVELOPMENT: OREGON OR BUST
Provide teachers with the tools to effectively understand
and use data. Create a system of sustainable, measurable
professional development around data use that works at
a district, school, and classroom level in large and small
districts and in urban and rural areas, to improve instruction
for students. Practice identifying data, and see how teachers
influence student learning outcomes.
Mickey Garrison, Oregon Dept. of Education, Roseburg, OR,
mickey@oregoneesc.org
Denise Airola, University of Arkansas, Fayetteville, AR, dairola@uark.edu
Peggy Blair, Linn-Benton-Lincoln Education Service District, Albany, OR,
Peggy.Blair@lblesd.k12.or.us
Susie Garrison, Grant School District, 329 North Humbolt, OR,
garrisons@grantesd.k12.or.us
Strand: The Learning Gap
G21
EMBEDDED PROFESSIONAL DEVELOPMENT:
A PATH TO SUSTAINABLE CHANGE
Develop a sustainable system of job-embedded
professional learning that goes beyond traditional one-day
workshops. Follow a system model of coaching and learn
about the research that supports this proven method.
Actively engage in role playing coaching experiences.
Patricia Bogart, arts education IDEAS, West Haven, CT,
bogarta111@aol.com
Strand: Professional Learning Processes
8:00 a.m. – 10:00 a.m. | 2 hr
G22
ACHIEVEMENT GAP STRATEGIES FOR
CULTURALLY LINGUISTIC DIVERSE STUDENTS
G
Hear about teaching strategies and gain resources designed
to close the achievement gap. Focus on English language
learner (ELL) achievement in literacy across the curriculum.
Explore instructional practices and strategies. Identify
cultural and equity assumptions and develop culturally and
linguistically relevant instruction to create classroom and
school environments that facilitate language learning. Learn
about NEA’s English Language Learner Culture, Equity, and
Academic Language Project Initiative.
Linda Cabral, National Education Association, Washington, DC,
lcabral@nea.org
Strand: The Learning Gap
G23
LEARNING FROM EACH OTHERS’ SUCCESSES:
COACHES TALKING
Share experiences and expertise with coaching colleagues
in a collaborative setting. Brainstorm solutions to common
problems and learn from one another’s successes. Use a
research-based protocol to connect with peers, and gain
practical tools and ideas that will work in your setting.
Janet Regge, Renton School District, Renton, WA, reggemj@comcast.net
Karen Soine, Renton School District, Renton, WA,
karen.soine@rentonschools.us
Strand: Learning Communities
G24
DISTRICT AND SCHOOL IMPROVEMENT
AND 21ST-CENTURY SKILLS
Evaluate your approach to 21st-century skills using a
hands-on, tactical tool, and chart a path for specific action.
Learn how to use the new self-assessment tool from the
Partnership for 21st Century Skills to enhance district and
Concurrent Sessions
school improvement initiatives. Receive free access to the
online version of the MILE Guide: Milestones for Improving
Learning and Education.
Valerie Greenhill, Partnership for 21st Century Skills, Tucson, AZ,
vgreenhill@eluminategroup.com
Beth Ratway, Wisconsin Dept. of Public Instruction, Madison, WI,
beth.ratway@dpi.state.wi
Julie Walker, American Association of School Librarians, Chicago, IL,
jwalker@ala.org
Paul Sandrock, Wisconsin Dept. of Public Instruction, Madison, WI,
s.paul.sandrock@dpi.state.wi.us
Strand: Administrator Development
43
 wednesday G concurrent sessions
2 hr | 8:00 a.m. – 10:00 a.m.
G25
BUILDING CAPACITY WITH A
TEACHER LEADER PROGRAM
G Mobilize and empower teachers by identifying and
removing barriers to creating an effective teacher leadership
program. Design a teacher leader program that will develop
teachers’ capacity to facilitate team meetings, to gain new
skills in collaboration, and to become more effective team
members. Extend teachers’ capacity to create schoolwide
improvement.
Laurie VanSteenkiste, Macomb Intermediate School District,
Clinton Township, MI, lvansteenkiste@misd.net
Lisa Asaro, Macomb Intermediate School District,
Clinton Township, MI, lasaro@misd.net
Grace Velchansky, Macomb Intermediate School District,
Clinton Township, MI, gvelchansky@misd.net
Strand: Teacher Leadership
G26
DEVELOPING AND SUSTAINING
A TEACHER INQUIRY COMMUNITY
Create, sustain, and evaluate a teacher-inquiry community
(school-based learning team) to ensure high-quality
professional learning. Identify structures that are practical
and empowering for improving instruction.
Margery Ginsberg, University of Washington, Seattle, WA,
ginsbm@u.washington.edu
Strand: Learning Communities
G27
MODIFYING AND ACCOMMODATING
FOR IEP STUDENTS
Gain practical ideas, methods, and suggestions to better
Concurrent Sessions
reach struggling students and those with Individualized
Education Plans (IEP). Learn to teach to different learning
styles with modifications and accommodations that can be
used with different types of assignments. Help all children
learn material presented in general education classes.
Joan Bright, Mukilteo Schools, Mukilteo, WA,
brightjm@mukilteo.wednet.edu
Punkie Bagdon, Mukilteo Schools, Everett, WA,
bagdonwl@mukilteo.wednet.edu
Strand: The Learning Gap
44
G28
A SYSTEMATIC APPROACH TO DISTRICTWIDE
PROFESSIONAL DEVELOPMENT
Find out how to improve professional learning using
a before, during, and after approach that increases
classroom teachers’ knowledge and skills. Consider a
systemwide method of planning, executing, and providing
implementation support. Use student performance
data and teacher input to determine the most effective
components of your professional development.
Tonya Almeida, Victor Elementary School District,
Victorville, CA, talmeida@vesd.net
Melissa Timko-Miller, Victor Elementary School District,
Victorville, CA, MTimko-Miller@vesd.net
Mark Staggs, Victor Elementary School District,
Victorville, CA, Mstaggs@vesd.net
Strand: Professional Learning Processes
G29
EFFECTIVE SCHOOL-BASED LEADERSHIP TEAMS
Implement a model for an effective leadership team that
engages teachers in school improvement. Identify the
elements of an effective school-based leadership team.
Learn how to develop strong relationships between an
administrator, coach, and teacher leaders. Take away
protocols and processes to engage teacher leaders and
all staff in professional learning and reflection.
Judi Kahoun, Spring Lake Park Schools,
Fridley, MN, jkahou@district16.org
Amy Bjurlin, Spring Lake Park Schools,
Fridley, MN, abjurl@district16.org
Steve Brady, Fridley, MN,
sbrady@district16.org
Strand: Teacher Leadership
Register online
at www.nsdc.org
Topic Index
Adult Development/Learning
B08, B24, C08, C17, D03, E14, E24, F16
Assessment/Evaluation of Students
E21, F16, G01, G10, G18
Career Paths for Teachers
B01, B08, C05, F05, G14
Case Studies of Successful Schools
B08, B18, B20, C01, C06, F18, F21, G12, G15
Central Office Responsibilities
A01, A02, B05, C17, C19, F18
Coaching and School Coaches
A04, B10, B16, B19, C10, C22, D01, E19, F04, G06,
G19
Collaboration/Team Building
A01, B01, B07, B10, B19, C05, D02, D03, D04, E18,
F06, F16, F22, G05, G08, G11, G13, G18, G23
Curriculum Alignment/Development
C23, E04, E07, E17, F03, F08
Data-Driven Decision Making
B03, B13, C13, C23, E06, E21, F10, F17, G02, G03,
G18, G20
Demonstrating Impact of Professional Learning
B01, B11, E02, E05, E16, E20, F02, F11, G05, G06, G12
Distributive Leadership
A02, B03, B08, B14, E05, G14, G25
Audience Index
Monday
District office personnel (directors/consultants
for instruction, technology, curriculum, human
resources and assessment)
B08, B10, B13, B18, B21, B22, C01, C08, C10, C14,
C17, C18, C19
District-level staff developers
A01, A03, B06, B07, B09, B10, B12, B13, B14, B20,
C04, C14, C16, C17, C19, C22, C23
Policy makers and community stakeholders
B02, B08, C07, C15
Principals/assistant principals
A01, A02, A05, B01, B03, B04, B05, B09, B11, B13,
B14, B15, B16, B17, B18, B20, B24, C01, C02, C04,
C05, C06, C08, C10, C12, C13, C16, C18, C22, C23
Rural Educators
B08, B19, C09
School-based staff developers/coaches
A02, A03, A04, A05, B01, B03, B05, B06, B07, B10,
B11, B12, B15, B16, B17, B19, B20, B24, C01, C03, C04,
C06, C09, C10, C13, C14, C20, C22
Superintendent/assistant superintendent
A01, B02, B03, B04, B08, B09, B22, C07, C12, C17, C19
Teacher leaders/coaches/mentors/team leaders
A02, A03, A04, A05, B01, B04, B05, B06, B07, B11,
B12, B14, B15, B16, B17, B18, B19, B21, B22, B24, C02,
C03, C05, C06, C08, C11, C12, C13, C15, C16, C18,
C20, C21, C23
Title I School Staff
B03, B06, B12, B21, C04, C05, C11, C13, C19, C21
Urban Educators
B03, B06, B12, C04, C09, C11, C19, C21, C22
Effective Teaching and Instruction
A03, B07, B09, C04, C09, C13, C16, C18, D03, E01,
E08, E11, E13, E22, E23, F08, F14, F20, F21, F23, G04,
G09, G27
English Language Learners/Linguistic Diversity
A03, C04, F07, G01, G07
Evaluating Technology-Based Professional
Learning
B09, B15, E04, E23, G05, G11
Leadership Development and Skills
A01, A02, B05, B06, B08, B12, B13, B14, C02, C12,
C17, C20, C21, D01, D02, D04, D05, E01, E11, E17,
E21, F05, F07, F12, F13, F15, F19, G08, G12, G24,
G25, G29
Literacy
B11, B16, B21, C22, E12, F03, F10, F20
Mentoring and Induction
A05, B17, B22, C01, E03, F15, F19, G17
Models of Professional Learning
B04, B20, C01, C03, C06, C14, C23, E13, E18, F01, F11,
G10, G15, G21, G23, G26, G28
Online Learning Communities
B22, C09, E15
Policy Development and Advocacy Efforts
B02, C07, C15, E10, F09
Tuesday
District office personnel (directors/consultants
for instruction, technology, curriculum, human
resources and assessment)
E03, E05, E09, E10, E11, E13, E14, E23, F05, F06, F07,
F08, F12, F15, F18, F19, F20
District-level staff developers
F02, F05, F08, F11, F14, F15, F16, F24
Policy makers and community stakeholders
F09
Principals/assistant principals
D01, D03, D04, D05, E01, E02, E03, E05, E07, E10,
E11, E12, E14, E15, E16, E19, E20, E21, E22, E24, F02,
F05, F07, F09, F10, F11, F12, F13, F17, F18, F20, F21,
F22, F23, F24
School-based staff developers/coaches
D01, D03, D04, E01, E02, E04, E06, E07, E11, E12, E16,
E17, E18, E19, E20, E23, E24, F03, F04, F06, F08, F10,
F11, F14, F16, F20, F21
Superintendent/assistant superintendent
F01, F02, F12, F17, F18, F23
Teacher leaders/coaches/mentors/team leaders
F03, F06, F07, F09, F10, F13, F14, F15, F16, F17, F19,
F21, F22, F23, F24
Title I School Staff
F11, F17, F21, F22, F23
Urban Educators
F03, F11, F17, F21, F22
Presentation and Facilitation Skills
B24, D03, E24, F24, G28
Race, Class, and Culture
C04, C11, C18, D05, E08, F14, F23, G07, G15
School Reform/Improvement Process
C08, C10, C14, C15, C19, E06, E10, E16, E20, E21, E22,
F05, F17, F23, G03, G20, G21, G24
School-Based Professional Development
Planning
B04, B09, C12, E12, E14, F02, F06, F11, F21, G29
Science, Technology, Engineering, and
Mathematics (STEM)
B18, E07, E17, F11, G02
Serving Remote Professional Learners
B22, E15, G04
Teacher Recruitment, Support, and Retention
A05, B17, E03, E07, E19, F18, G17
Title 1 School Improvement
A01, B03, B06, B12, B21, C04, C05, C10, C11, C13,
C19, C21, E24, F11, F14, F17, F21, F22, G01, G07,
G08, G13, G15
Urban Issues and Settings
B06, B12, C11, C19, C21, C22, E10, E24, F11, F14, F17,
F18, F21, F22, G07, G13, G15
Wednesday
District office personnel (directors/consultants
for instruction, technology, curriculum, human
resources and assessment)
G01, G02, G03, G20, G25, G28
District-level staff developers
G01, G05, G11, G12, G13, G19, G21, G26, G28
Policy makers and community stakeholders
G14, G22, G24
Principals/assistant principals
G02, G03, G05, G06, G07, G08, G09, G10, G11, G12,
G13, G14, G15, G17, G18, G19, G24, G25, G26, G29
Rural Educators
G04, G27
School-based staff developers/coaches
G01, G06, G08, G09, G18, G23, G26, G28, G29
Superintendent/assistant superintendent
G12, G17, G19, G20, G24
Teacher leaders/coaches/mentors/team leaders
G02, G03, G05, G06, G07, G08, G09, G10, G14, G15,
G17, G18, G20, G21, G22, G23, G25, G27, G29
Title I School Staff
G01, G04, G07, G08, G13, G15
Urban Educators
G04, G07, G13, G15, G21, G27
45
 Presenter Index
Adams, Keith...........................G08
Adrian, Lorna..........................G03
Adsitt, Marilyn........................G19
Agnew, Kim............................. C14
Airola, Denise.........................G20
Almeida, Tonya......................G28
Aluise, Victor.............................B20
Alvarez, Cristina......................F22
Anderson, Sue........................E03
Anna, McTigue.......................RT2
Arnau, Lea..................................RT1
Asaro, Lisa.................................G25
Askew, Jada..............................B03
Audet, Michael.......................B08
Asuncion, Ayala ................... C21
Baal, Kathryn............................B16
Baeder, Amy.............................B06
Baenig, Rebecca........ G10, RT1
Bagdon, Punkie.....................G27
Baptie, Heather......................RT2
Barkley, Paula.......................... C06
Barnum, Sibyl...............B23, RT1
Baskeyfield, Tracy..................F10
Bassett, Katherine................ C02
Bates, Michael.........................B03
Bechtel, Lynn..........................G14
Betts, Sherry.............................F10
Bjurlin, Amy.............................G29
Blair, Peggy...............................G20
Bogart, Patricia.......................G21
Bonelli, Kiela............................ C05
Boonchouy, Rody.................F21
Boyer, Kathy.............................G14
Brady, Steve.............................G29
Brady, Sue..................................F05
Braimah, Valerie......................RT2
Brenneman, Jennifer.......G09, RT2
Bright, Joan..............................G27
Brooks, Eric................................B19
Brown, Catherine..................B06
Brown, Frederick.........C21, RT2
Brown, Lydia.............................RT1
Buckwell, Chip.......................G05
Burden, Erika........................... C20
Burgess, Carol......................... C04
Burgess, Kelly..........................G05
Busch, Diane............................B12
Cabral, Linda...........................G22
Cain, Andrew...........................B06
Campbell, Carri.......................B23
Carlson, Christina....... B14, E13
Carroll, Margaret....................F20
Carter, Karen............................F05
Castori, Pamela.......................E17
Catherine, Koontz.................E19
Caus Gleason, Sonia............E15
Cavazos, Ron............................F15
Chadsey, Jane.............C01, G02
Chadsey, Terry...................PC102
Chapman, Carrie...................E18
Chappius, Jan....................PC105
Clausen, Sharon.....................B11
Clemens, Deb......................... C20
Clemmons, Josh...................G05
Co, Jocelyn................................B06
Cody, Anthony....................... C15
Coggins, Celine...........RT1, RT2
Cohen, David.......................... C15
Coles, Dan................................ C22
Collins, Myra.............................F08
Coomes, Jacqueline......E07, RT2
Corbitt, Gary.............................RT1
Courtney, Lory.......................G04
Cox, Kevin................................. C13
46
Cox, Stephanie.......................B11
Craig, Anthony........................B06
Cross, Binta.........................PC108
Crow, Tracy..................... B24, E09
Culp, Richard...........................E05
Cutbirth, Suzy.........................F23
Dart, Scott................................ C13
Davern, Kate............................G19
Davin, Linda.............................B02
DeJesus, Candido.................F07
Dean, Sandra.......................... C15
Dickerson, Peggy..................E14
Dimetres, Patricia..................E05
Dobson, Terry..........................RT2
Dolby, Dawn............................F18
Donohoo, Jenni.................... A02
Drinkard, Lina..........................RT2
Driskill, Elita..............................G06
Duben, Shelly......................... A02
Duff, Victoria............ PC106, F01
Duval, Donna...........................F14
Dyer, Karen..........................PC110
Edwards, Claudia.................. C08
Emry, Terese.......................PC101
Enfield, Susan.........................G16
English, Bonnie......................G07
Everlove, Sandi.......................F02
Fagan, Emily..................B07, RT2
Farber, Katy..............................G17
Faulkner, Lawrence..............F24
Feldman, Cathy.....................G16
Felthous, Lisa...........................F10
Fenwick, Maria.............RT1, RT2
Figueroa, Sandra....................E22
Flaherty, Jill...............................RT2
Foreman, Courtney.............G06
Franciosi, Debra.....................F14
Frank, Richard..........................B09
Frattali, August.......................E05
Frey, Nancy...............................F02
Garrison, Mickey...................G20
Garrison, Susie.......................G20
Geisick, Ken..............................F12
Gerson-Nieder, Jessie.........RT2
Gibbons, Jenny.....................D04
Ginsberg, Margery...............B06
Gochenour, Christi...............B17
Godinez, Arlynn....................G18
Gogas, Donna........................ C04
Golosman, Daniel................G07
Gowers, Jennifer....................RT2
Grafton, Trudy........................G15
Graham, Peggy...................... C14
Gray, Theresa............................E23
Greenfelder, Mark..... G10, RT1
Greenhill, Valerie........ B04, G24
Hampton, Melissa.................B16
Harmon, Jeanne....................E17
Harris, Lynnette......................E05
Harrison, Cindy......PC111, C10
Harrison, Jesse....................... C22
Hart, Cate...................................E18
Hawley, Willis...........................E08
Hawthorne-Clay, Suszanne....
........................................................G13
Hayes, Carolee.......................D01
Hearn, Molly.............................B12
Helgeson, Stephen............. C05
Hellwich, John..................PC101
Hendricks, Karen.................. A05
Henson, Nina.............. D04, G11
Hewson, Kurtis......................G03
Higgins, Heather...................RT1
Hinsch Raba, Jessica...........RT2
Hobbs-Johnson, Audrey.......B08
Holcomb, Edie.......................G02
Holcombe, Amy.....................B18
Holden, David..............C06, RT2
Hollister, Caitlin......................RT1
Holton, Gerald........................RT1
Hord, Shirley.............................E02
Howard, Lynn..........................E19
Howell, Tracey.........................B18
Howitt, Clara........................... A02
Hulme, Gale............................. C17
Islas, René.......................C07, RT2
Izard, Ernest........................PC109
Jackson, Deborah.................E21
Jackson, Marti Jo...................E05
Jacott, Michelle......................B12
Jenny, Gibbons......................G11
Johnson, Eli...............................B21
Johnson, Margie....................B09
Johnson, Tanya.......................RT2
Jonathan, Miller.....................B18
Jones, Daphne........................B03
Jordan, Monica.......................B03
Kachur, Donald...................... C08
Kafele, Baruti........................... C11
Kahoun, Judi...........................G29
Kelsen, Virginia........................E20
Kelsey, Kathryn.......................F11
Kiehle, Caroline......................F11
Killion, Joellen...PC106, B02, F01
King George, Shelee...........B10
King, Amy................................. A03
King, Janine..............................F03
King, Stacy.................................F04
Klassen, Steve..........................B08
Klock-Persing, Kathy............E16
Knight, Denise........................B13
Knight, Heather.....................G12
Knight, Jim............................... A04
LaRocque, Rosalind.............B02
Landry, Claudette................D03
Lantrip, Lisa...............................F05
Lavelle, Lisa...............................E04
Law, Nicole................................F05
Lay, Marsha...............................F23
Lee, Mun Wah........................D05
Lenssen, John.........................D05
Leong, Melinda..................... C03
Liburd, Dolly.............................B11
Lichtman, Lisa.........................B16
Linda, Law.................................E01
Logan, Allison..........................RT1
London, Mitchell........C07, RT2
Lysne, Dan.................................RT1
MacLean, Anne......................F19
Macke, Kay...............................G15
Mahoney, Carol..................... C20
Mahre, Cece............................G12
Mangold, Ann.........................B12
Manning, Tom... B24, RT1, RT2
Marich, Holly...........................G26
Marsh, Adam...........................RT2
Martinian, Raffi.......................E20
Mason, Charles.......................B05
McCain, Joylyn....................... C10
McDonald, Patricia.............. C18
McGibbon, Beth...PC101, B14
McTigue, Anna.......................B07
Meadows, James...................E13
Merrell, Mark................ G10, RT1
Merrifield, Norman....B09, RT1
Meyer, Karen............................B10
Meyer, Mindy...........................E03
Miles, Jan................................... A05
Miller, Jan...................................B13
Miller, Michaela..................... C05
Misher, Pam........................PC110
Mitchell, Robbie.....................F04
Mizell, Hayes............................F09
Moats, Mara Lee....................F15
Moody, Michael.................... C19
Moore, Laura............................F10
Moriarty, Pat............................ C01
Morris, Elizabeth....................B19
Morrison, Laurie....................G16
Mosko, Emilie..........................F11
Moussavi-Bock, Deli...........D02
Murphy, Michael........ E06, F04
Myrtle, Ray.................................F19
Nash, Judie.....................C16, RT2
Nelson, Terrion........................E12
Neville, Angie..........................F16
Nichols, Maureen..................F17
Nobles, Sandy.........................F13
Nonnemacher, Jennifer.....C13
O’Loughlin, Judith............... A03
O’Shea, Linda...........................E16
Olson, Anne..............................F05
Olzendam, Alison................. C12
Page, Deb................................. C17
Pajardo, Phyllis........................B01
Pamas, Roberto......................E21
Pat, Donaldson.......................F04
Pawski, Michelle...................G06
Payne, Brandon......................E11
Pearl, Barbara...........................RT1
Pecheone, Ray........................B04
Peterson, Heather................ A01
Phillips, Scott...........................E05
Picicci, Ray.................................RT2
Pierce, Carrie...........................G06
Pollock, Jane.................E01, G01
Price, Debbie.......................... A02
Purnell, Krista...........................RT2
Pyatt, Kevin...............................E07
Ratway, Beth...........................G24
Rebus, Jake.............................. C13
Regge, Janet...........................G23
Rennie, Michele....................G02
Rich, Dionne.............................E12
Rich, Esther.............................. C01
Richardson, Connie.............B17
Richmond, Roderick............B03
Rife, Dawn................................ C14
Ritz, Lori...................................... C10
Robb, Paul...................... B06, E24
Rojas, Virginia.....................PC104
Rose, Garriot.............................B18
Rose, Jill.......................................B16
Rose, Sherry..............................RT1
Ross, David................................F21
Routman, Regie.....................E22
Rowell, Saundra...............PC103
Roy, Pat..................................PC103
Sandrock, Paul.......................G24
Santiago, Helen......................E10
Sauer, Wendy.......................... C09
Schaeflein, Kathleen...........RT2
Schaeflein, Kathy.................. C16
Schaff, Pamela.........................F16
Schroeder Fracek, Mary Beth......
................................................................B17
Schuman, Denise..................E11
Schwei, Michael....................G06
Scott, Susan........................PC114
Sellars, Whitney......................F10
Shetley, Pamela..................... C05
Shingotewa, LeRoy..............B19
Shipley, Pat................................B17
Shoup, Kim.............................. C18
Shrode, Robin......................... C06
Silver, Harvey.......................... C23
Smirle, Mary-Anne...............B08
Smith, Andrea........................ C22
Snyder, Shari............................E12
Soine, Karen............................G23
Somera, Adrienne...... F06, RT1
Sonricker, Lisa..........................B18
Sousa, David......................PC107
Spear, Vicky...............................E11
Staggs, Mark............................G28
Stange, Carrie......................... C16
Stanley, Debbie................PC102
Stokes, Laura............................E17
Storchan, Daniel....................B20
Stout, Judy............................... C08
Strey, Melanie......................... C12
Stricker, Jason..........................RT2
Tackmann, Karen..................D01
Tate, Marcia.........................PC112
Taylor, Andrew.......PC113, B15
Tejedor, Andrea.....PC113, B15
Terrebonne, Melissa............B11
Thacker, Teresa........................E14
Timko-Miller, Melissa.........G28
Tragos, Melissa....................... C13
Trestrail, Karla.......................... C10
Tripp, Susan............................. C18
Tritch, Jeanne.........................G15
Tucker, Kathy............................B19
Tylka, Linda...............................E12
Udager, Toby............................RT1
Van Sciver, Ryanne..............G04
VanSteenkiste, Laurie........G25
Velchansky, Grace................G25
Walker, Anne............................E13
Walker, Julie.............................G24
Wall, Robbin............................ C06
Ward, Maria...............................B16
Ward, Natalie............................F03
Warren, Shannon....... F06, RT1
Warren, Susan.........................E20
Watts, Susy................................RT1
Weaver, Dave...........................F11
Weber, Gretchen...................F18
Weinkle, Ashley......................RT1
White, Gina..............................G15
White, Tom..................... B14, E13
Whitney, Brian............ D04, G11
Whitson, Brian.........................RT2
Wilds, Rodney.........................B18
Wilkinson, David....................B17
Williams, Donna Glee.........RT2
Williams, Jeffrey.....................RT2
Witmer, Suzanne..................G18
Woehlbrandt, Marcia......... C12
Wurzbach, Linda...................B22
Yoon, Karen.............................D03
Zion, Shelley......................PC108
Zoller, Kendall.........................D03
EARN GRADUATE CREDIT foR ThE CoNfERENCE
The National Institute for Professional Practice in partnership with Wilkes University is excited to offer you
the opportunity to earn graduate credit for attending the NSDC 2010 Summer Conference.

SESSION
CREDITS ASSIGNMENT TUITION
HOURS For more information visit our
1 5 $185 booth at the Knowledge Café
2 10 Visit or contact us $370 or contact us:
for details on course work
3 15 $555
• 1-888-235-6555
• www.professionalpractice.org/NSDC

in partnership with

NS DC
Institute Calgary, Alberta, Canada — M a y 1 2 – 1 3 , 2 0 1 0

Becoming a Learning School

Becoming a Learning School is a two-day learning
experience that focuses on developing a school’s
capacity to implement NSDC’s definition of professional Carol François

learning and a model of continuous improvement

that emphasizes teacher collaborative learning as a
significant vehicle for improving teaching quality
and student learning.
For more information, call 800-727-7288 or Joellen Killion

visit www.nsdc.org/opportunities/institutes.cfm Presenters are senior staff

members of the National
Staff Development Council.
NATIONAL Carol François is director of
Space is Limited STAFF learning. Joellen Killion is deputy
executive director and co-author
DEVELOPMENT
Register today! COUNCIL
with Patricia Roy of Becoming
a Learning School.

47
Registration Information
Registration Policies and Procedures
To register to attend the conference, please
complete the Registration form and Session
Registration Form on pages 49–50. Registra-
tion forms may also be downloaded from
the NSDC web site at www.nsdc.org, or you
may register online.
Fees for Sunday include materials, lunch, be given to written requests received by
and program attendance. Fees for July 2, 2010. A processing fee of $50 will be
Monday and Tuesday include breakfasts, deducted from all refunds. No refunds will
lunches, materials, and program
attendance. Wednesday’s fee includes
brunch, materials, and program
attendance.
If you are not a current NSDC, NEA, or AFT
member, you must add a non-member fee
or become a member. “Taste Test” Trial Mem-
berships do not apply.
Registration Deadline
Space is limited for the Summer Conference.
Please check www.nsdc.org for conference
availability.
Early Registration Discount
Save $50 on your 2010 Summer Conference
3- or 4-day registration fee when you register
by April 30, 2010.
Group Discount
A 10% discount on registration fees for 10
or more persons will be granted to school
districts if 10 or more registrations are
completed and are included in one envelope
with a school district check (no purchase
orders or credit cards) for the total amount
due. Each registrant may take 10% off their
registration fees only, if they meet the criteria
above.
Cancellation Policy
Cancellations must be sent in writing to
the NSDC Business Office by June 15, 2010
to receive a full refund. A 50% refund will
be issued for cancellations received after July
2, 2010. NSDC reserves the right to process
refunds after the conference concludes.
Confirmation
You will receive registration confirmation
by e-mail. Session tickets, conference
Three Ways to Register
1. By Mail:
NSDC Summer
Conference Registration
504 S. Locust Street
Oxford, OH 45056
2. By Fax:
513-523-0638
3. online at:
www.nsdc.org
All registrations require payment
for processing. Registrations will be
accepted online or via mail or fax. If you
register by fax, do not mail the registration
form. If you mail the form, do not fax.
This can cause duplicate charges!
QUESTIONS:
800-727-7288 • www.nsdc.org
materials, and a nametag can be picked
up at the conference. Please call the NSDC
Business Office (800-727-7288) if you have
NOT received confirmation within two
weeks of registering.
Registration Form
SECTION 1 must be filled out completely.
Make sure we have your current e-mail
address. Your NSDC membership number
appears on the address labels of your NSDC
publications. If you are not a current NSDC,
NEA, or AFT member see section 3.
SECTION 2 - Select the fees for the day(s)
your want to attend.
SECTION 3 - Renew your NSDC membership
at special conference rates! If you are an NEA
or AFT member, put your member number
and you will receive a one-year T3 member-
ship at no charge. If you are not an NSDC,
NEA, or AFT member, you must select and
pay for a one-year membership or pay the
non-member fee.
SECTION 4 - Fill in the amounts of discounts
that apply. Only the presenter discount may
be taken on 1-day registrations. The 10%
discount is only available if 10 or more forms
are mailed together with one check paying
all fees in full. This discount is not available if
you pay with a credit card or use a purchase
order.
SECTION 5 - Your registration will not be
entered until fees are received by check,
Visa, MasterCard, or purchase order.

NSDC 2010 Summer Conference Hotel Information

Sheraton Guest room rates:
Single: $199.00
Seattle Hotel Double: $199.00
Triple: $199.00
1400 Sixth Avenue Quad: $199.00
Seattle, WA 98101 Room rates are per night and subject to a 15.6% tax.
(206) 621-9000
Make your hotel reservations online
Conference Rates through the NSDC web site.
Available For: Go to www.nsdc.org/summerconference10 where you’ll
July 13 - July 23, 2010 find a link to the conference hotel or call 206-621-9000
and identify yourself as an NSDC attendee.
48
Registration Form Save $50
on a 3- or 4-day
NSDC 2010 Summer Conference for Teacher Leaders registration when
you register by
and the Administrators Who Support Them April 30, 2010.
REGISTRATION DATA:

1
Your membership number appears on your address label, or add a membership in 3 .
Three people can attend using one organizational membership number. “Taste Test”
NSDC Member # _______________________________ trial memberships do not apply.

First Name________________________________________ Last Name___________________________________________ Please Check (3)

(for your nametag) This is my first NSDC Summer
Conference.
School Dist./Organization________________________________________________ Position_________________________ I am willing to host a session(s)
I am attending. Be eligible to
win a free conference
Address / Street________________________________________________________________________________________ registration! Hosts will be
contacted with details.
City / State / Province / Zip _______________________________________________________________________________ I am willing to volunteer for
3 hours during the conference.
Is this address: business home (All membership materials will be sent to this address) Special diet required:
_________________________
Business Phone___________________________________ Home Phone__________________________________________
_________________________
E-mail________________________________________________________________________________________________ _________________________
Please print your e-mail address legibly—your conference confirmation will be e-mailed to you.

2
REGISTRATION FEES: Check (3) each fee that applies and fill in amount

3
Special Conference/Introductory
member options and renewal prices
1-Day Preconference...................................................................$239 ______
You may skip 3 if you are a current NSDC member. All nonmembers MUST
Sunday 7/18 includes lunch (No Discount Applicable) add the fee for one of the options below. These are one-year memberships.
Go to www.nsdc.org/join for complete membership benefits.
1-Day Regular Conference (indicate day attending)...... $199 ______
Monday 7/19, Tuesday 7/20, OR Wednesday 7/21 I am an NEA AFT member number ________________
includes breakfast and lunch Mon. & Tues. and brunch Wed. NEA/AFT members will receive a free Teachers Teaching Teachers Membership if
(No Discount Applicable except presenter) not a current NSDC member.
Three people can attend using one organizational membership number.
3-Day Regular Conference........................................................$429 ______ “Taste Test” trial memberships do not apply.
Monday 7/19, Tuesday 7/20, Wednesday 7/21 Check (3)
5 meals, Sunday Reception, and Knowledge Café Reception included Teachers Teaching Teachers Introductory Membership........ $ 49 _____

H 4–Day BEST DEAL.........................................................................$599 ______

Sunday 7/18 through Wednesday (a.m.) 7/21


Teacher Leader Membership........................................................... $ 99 _____
Principal Leader Membership......................................................... $ 99 _____
6 meals, Sunday Reception, and Knowledge Café Reception included System Leader Membership............................................................ $ 99 _____
Comprehensive Membership.........................................................$129 _____
Organizational Membership...........................................................$179 _____
Subtotal $ ___________
(OR)
Non–member fee.................................................................................. $50 _____

4
DISCOUNTS: Check (3) if applicable and fill in amount Subtotal $ ____________
Deduct $50 early discount . .......................................................... – $ _______

5
(on 3– or 4–Day registration only) if postmarked before April 30, 2010 TOTAL AND PAYMENT: Add 2 and 3 and subtract 4

Presenters or current 2011/2012 Academy members......... – $ _______
deduct $50. Presenter Session #_______ or Academy Class ______
Presenters must register for the day they are presenting.
My registration is part of a group of 10 or more, mailed
together, and paid with a check. Deduct 10% of your
subtotal from 2 here. ................................................................... – $ _______
Subtotal Registration 2.................................................................. $___________
Subtotal Membership 3................................................................ $___________
Subtotal Discount 4..................................................................... – $___________
TOTAL $ ___________
Registration fees made payable to NSDC must accompany this form. Invoice(s)
issued on purchase order(s) must be paid prior to the conference.

Subtotal $ __________ Fees are payable by:

MasterCard Visa Check Purchase order (must accompany form)
Billing Address _______________________________________________________
Conference fees include free wireless throughout the conference ____________________________________________________________________
area AND lunch on Sunday, breakfast and lunch on Monday and Card No. ____________________________________________________________
Tuesday, and brunch on Wednesday. Exp. Date ____________________ 3-Digit Security Code ____________________
CANCELLATION POLICY: Cancellations must be sent in writing to the NSDC Signature ___________________________________________________________
Business Office by June 15, 2010 to receive a full refund. A 50% refund will
be given to written requests received by July 2, 2010. A processing fee of $50 3 ways to Mail: Fax:
will be deducted from all refunds. No refunds will be issued for cancellations Register: NSDC Summer Conference Registration 513-523-0638
504 S. Locust Street, Oxford, OH 45056
received after July 2, 2010. NSDC reserves the right to process refunds after the
conference concludes. Online: www.nsdc.org/summerconference10

Please go to page 50 and complete and send your Session Registration with your Registration. Questions? Phone…800-727-7288
49
Session Registration Form Save $50
on a 3- or 4-day
NSDC 2010 Summer Conference for Teacher Leaders (Name) registration when
you register by
and the Administrators Who Support Them April 30, 2010.

Preconference Workshop Selections Concurrent Session Selections

SUNDAY JULY 18 JULY 19, 20, AND 21
Please indicate three choices (mark 1st, 2nd, and 3rd) Please indicate three choices (mark 1st, 2nd, and 3rd)

___ PC101 Terese Emry, Beth McGibbon, and John Hellwich MONDAY JULY 19, 2010
Grassroots Advocacy for Teacher Leaders
Morning Concurrent Session Choice
___ PC102 Terry Chadsey, Debbie Stanley (Set A & B 9:30 a.m.–11:30 a.m.)
A Brief Introduction to Courage to Teach®:
Identify your top three choices for this time period from Set A & B.
Reconnecting Who You Are
Remember: Session A takes the entire day and should also be
___ PC103 Saundra Rowell, Patricia Roy marked in the same order in your afternoon schedule.
Professional Learning 101: Getting Ready for Effective
Collaborative Learning 1.____________ 2.____________ 3.____________
___ PC104 Virginia Rojas
What Teachers of English Learners Need to Know Afternoon Concurrent Session Choice
and Be Able to Do (Set A, C, & Roundtables 1 (RT1) 1:45 p.m.–3:45 p.m.)

___ PC105 Jan Chappuis Identify your top three choices from Set A, C, & RT1.
Seven Strategies for Assessment for Learning Remember: If you previously chose sessions from Set A, you need
to list them in the same order below as they are all-day.
___ PC106 Joellen Killion, Victoria Duff
Becoming a Learning School
1.____________ 2.____________ 3.____________
___ PC107 David Sousa
Implications and Applications of Research on the Brain
TUESDAY JULY 20, 2010
___ PC108 Shelley Zion, Binta Cross
Understanding Difference: The Elements of Culture Morning Concurrent Session Choice
(Set D & E 9:30 a.m.–11:30 a.m.)
___ PC109 Ernest Izard
A Toolbox for Transformational Conversations in Educational Identify your top three choices for this time period from Set D & E.
Learning Communities Remember: Session D takes the entire day and should be marked
in the same order in your afternoon schedule.
___ PC110 Karen Dyer, Pam Misher
Developing “Leader-ful” Schools: A Formula for Growing 1.____________ 2.____________ 3.____________
Leadership Throughout the School Community
___ PC111 Cindy Harrison Afternoon Concurrent Session Choice
Effective Instructional Coaching (Set D, F & Roundtables 2 (RT2) 1:45 p.m.–3:45 p.m.)

___ PC112 Marcia Tate Identify your top three choices from Set D, F, and RT2.
Professional Learning Strategies that Engage the Adult Brain Remember: If you previously chose sessions from Set D, you need
to list them in the same order below as they are all-day.
___ PC113 Andrea Tejedor, Andrew Taylor
Using Technology to Create Professional Development
Opportunities 1.____________ 2.____________ 3.____________

___ PC114 Susan Scott

Fierce Conversations: Transform the Conversations Central WEDNESDAY JULY 21, 2010
to Your Success
Morning Concurrent Session Choice
(Set G 8–10 a.m.)
How did you hear about this conference? _____________________
Identify your top three choices from Set G.
________________________________________________________
________________________________________________________ 1.____________ 2.____________ 3.____________

Send this page and the registration page to:

By Mail: NSDC Conference Registration, 504 S. Locust Street, Oxford, OH 45056
Consent to Use of Photographic Images
On-line: www.nsdc.org/summerconference10 Registration and attendance at, or participation in, NSDC’s Summer Conference
By Fax: 513-523-0638 and other activities, constitutes an agreement by the registrant to NSDC’s use
NATIONAL and distribution (both now and in the future) of the registrant’s or attendee’s
Questions: Phone (800) 727-7288 STAFF
DEVELOPMENT image or voice in photographs, videotapes, electronic reproductions, and/or
NSDCOffice@nsdc.org
COUNCIL audiotapes of such events and activities.
www.nsdc.org

50
 NSDC 2010 Summer Conference Save the Dates
for Teacher Leaders
and the Administrators Who Support Them Dec. 4-8, 2010
Atlanta, Georgia
NATIONAL
STAFF
DEVELOPMENT
COUNCIL
Charting the Course 2010 Annual Conference

Atlanta, GA

for School-Based Professional Learning

July 18-21, 2010 • Sheraton Seattle hotel

Dear The National Staff Development Council knows that

NATIONAL
STAFF
The National Staff Development Council invites you to its 42nd
Educator: DEVELOPMENT
the contribution of teacher leaders is essential if all COUNCIL Annual Conference. We are planning for 3,500 participants from
teachers in all schools are to experience high-quality
professional learning as part of their daily work. across North America to attend the conference, providing a great
Teacher leadership is at the heart of many school and district
opportunity for you to network directly with other educators, and
NSDC
Board of
Trustees
Ingrid carney improvement efforts. No matter what their job title or role — literacy form lasting relationships to support your work to improve our
2010 NSDC President or mathematics coaches, instructional coaches, or mentors, to name
just a few — we know that the work of these individuals is vitally schools.
Ingrid carney important to achieving high levels of learning for all students. That’s
NSDC’s 42nd Annual Conference: Dream.Dare.Do.
President
Carney for Kids why NSDC invites teacher leaders and those who support them to
Chicago, IL
attend its 2010 Summer Conference July 18-21 in Seattle, WA.
MARK DIAZ n General Session keynote speakers include Beverly Hall, Douglas Reeves,
President-elect With the support of local school systems and national teacher organi-
Cedars International
Academy
Austin, TX Stephanie Hirsh
zations, this conference provides teacher leaders and administrators Save $75 Andrew Hargreaves, and Ron Clark.
n Preconference and concurrent session presenters include Avis Glaze,
with valuable tools to bring the most powerful forms of professional when you register
NSDC Executive
CHARLES MASON
Director learning to all the teachers with whom they work. by May 31, 2010 Carol Ann Tomlinson, Bruce Joyce, Marcia Tate, Ian Jukes, Rita Bailey,
Past President on a 3- or 5-day
Brasfield & Gorrie registration fee.
Jon Saphier and Lucy West, Deborah Childs-Bowen, Phillip Schlechty,
Birmingham, AL At the conference, school-based staff developers will learn from both Barrie Bennett, Glenn Singleton, Jim Knight, Victoria Bernhardt, Gale
the outstanding and innovative work of their peers and the perspec- Hulme, Sally Zepeda, Margarita Calderón, Carolyn Chapman—and more!
SUE ELLIOTT
Trustee tives of national leaders. Participants will become skilled in assisting
West Vancouver School District n Over 300 concurrent and roundtable sessions in seven strands such
West Vancouver, BC, Canada their colleagues in data-driven decision making and in planning, NSDC 42nd Annual
implementing, and assessing the impact of their lessons. In addition, Conference
as leadership, examining the impact, teaching quality, technology,
CHERYL LOVE
participants will more deeply understand the attributes of high-function- Dec. 4–8, 2010 fundamentals of professional learning, equity, and advocacy.
Trustee
Hyatt Regency Atlanta
Developing Minds ing school teams and learning communities and the actions they can n More than 100 exhibitors offering valuable products and resources
Decatur, GA Atlanta, Georgia
take as leaders in their settings to make such collaboration a reality. specific to professional learning.
Amanda Rivera
Trustee
Chicago Public Schools
We look forward to meeting you in Seattle. Download the early bird registration form at
Chicago, IL www.nsdc.org/opportunities/annualconference.cfm.
Sincerely,
For conference information,
Kenneth Salim
Trustee contact the NSDC Business Office
Boston Public Schools at NSDCoffice@nsdc.org or
Boston, MA 800-727-7288
Ingrid Carney, NSDC President
For exhibit and sponsorship
ED WITTCHEN opportunities, contact Renee Taylor
Trustee
Ed Wittchen Consulting at renee.taylor@nsdc.org or
Spruce Grove, AB, Canada 800-727-7288, ext. 222
Stephanie Hirsh, NSDC Executive Director
2
800.727.7288 • www.nsdc.org 51
 NATIONAL NON-PROFIT

Charting the Course

STAFF
DEVELOPMENT U.S. POSTAGE NATIONAL
COUNCIL STAFF
PAID DEVELOPMENT
504 S. Locust Street Cincinnati, OH COUNCIL
Oxford, OH 45056
PERMIT NO. 770

for School-Based Professional Learning

A Conference for Teacher Leaders
and the Administrators Who Support Them

Register now at www.nsdc.org

Make Plans to Attend!

NSDC 2010 Summer Conference

Save $50 for Teacher Leaders and the
on a 3- or 4-day Administrators Who Support Them
registration when
you register by

Charting the Course

April 30, 2010.

for School-Based Professional Learning

Seattle2010
Seattle2010
Featuring these Keynote Speakers:

Maria Goodloe-Johnson • Milton Chen

Jennifer James • Vicki Phillips • Taylor Mali

NSDC 2010 Summer Conference

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