Teachers' Institute or Leading Change: Both tracks are sold out!
*Both conferences will be held concurrently in the same virtual conference platform. For either registration, you will participate in the same Keynote sessions and the Breakout Sessions will run in two tracks but will be available to all registered participants.
We will have sessions to meet the needs of classroom educators, instructional coaches, as well as school and district leaders.
TEACHERS' INSTITUTE: The Teachers' Institute focuses on our Arizona teachers to provide them with cutting edge teaching strategies and knowledge.
LEADING CHANGE: A conference designed to meet the specific needs of local and district administrators as they improve teacher and student outcomes. Both conference schedules have been built around time with your team. Please consider bringing a team to take advantage of this opportunity.
Note for Registered Participants:
The 2021 Teachers' Institute and Leading Change Conferences will both be held concurrently in the same virtual conference platform through our conference host, CE21. About day or two prior to the start of the conference on June 9th, registered participants will receive an email from CE21 with a link and directions on how to access the sessions.
NEW: Conference session schedules have been added!
NOTE:Don't miss this opportunity to learn from international leaders in education like John Hattie, Nancy Frey, Doug Fisher, Mark Perna, and Dominique Smith! Keynote and Featured speaker sessions will not be archived, so join us to learn together!
Removing Labels: Disrupting the Negative Effects of Labels and Assumptions
We humans make assumptions about individuals based on what we see. And those assumptions become labels. And those labels become expectations. And those expectations can become students’ realities. But, this cycle can be interrupted. Disrupting one’s thinking about another person takes a concerted effort to understand who that person really is and the strengths that person has. Let’s explore the ways that labels can be removed so that expectations for success become reality.
Attendees will • Identify the ways in which labeling harms students • Describe actions that can be taken in the classroom to address labeling • Develop a plan to address stereotyping and bias at the classroom and school level
Dominique Smith, Ed.D. is Chief of Educational Services and Teacher Support at Health Sciences High and Middle College in San Diego, CA. He is passionate about creating school cultures that honor students and build their confidence and competence. Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In addition to his school leadership responsibilities, Smith provides professional learning to K–12 teachers in groups large and small, on many topics that address classroom and school climate and organization. He is a regular presenter at many conferences, including Empower (ASCD's annual conference). Smith holds his doctorate in Educational Leadership from San Diego State University with a focus on equity and a Master’s degree in social work from the University of Southern California. He also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. He is the winner of the National School Safety Award from the School Safety Advocacy Council.
Answering Why: Unleashing Passion, Purpose, and Performance In Younger Generations
Dynamic education expert Mark C. Perna will share the groundbreaking innovations that are shifting the paradigm in education and workforce development nationwide. K–12 and college administrators, teachers, and critical support staff members can use Mark’s nationally acclaimed best practices and strategies to revolutionize engagement, retention, and performance rates.
Discover how you can connect, engage, and answer why at a new level in today’s competitive educational landscape. Mark’s revolutionary Education with Purpose® philosophy will help students and parents experience the incredible value of purpose-driven learning—maximizing your results. By understanding what they think and what makes the younger generations tick, you can show them why education matters, motivate them to set goals, and help them achieve at a higher level. Finally, Mark will recharge your professional passion by showing the truly profound difference you can make every day.
Now you and your team can join your colleagues across North America who are using these cutting-edge best practices to improve the outcome for their students, organization, and community. Sit down, strap in, and get energized for your mission of making a bigger difference for your students and community!
Mark C. Perna is the founder and CEO of TFS Results, a full-service strategic communications and consulting firm at the forefront of the national paradigm shift in education and workforce development. As an international generational expert, Mark has devoted his career to empowering educators and employers to unleash the tremendous potential of today’s young people.
Mark, who serves on the Advisory Council for the Coalition for Career Development in Washington, DC, has helped countless parents, schools, districts, businesses, and state organizations across North America to connect more effectively with the younger generations. He delivers more than 70 virtual and in-person keynote speeches annually at national and statewide events and spoke at Harvard University by special invitation. At TFS Results, Mark’s team of talented professionals share his vision of helping organizations of all sizes experience significant gains in recruitment, engagement, retention, and performance rates.
Mark, a weekly contributor at Forbes.com and host of the 90-second micro-podcast The Perna Syndicate, has published many articles in national publications and interviews frequently on radio shows, television, and podcasts. His award-winning bestseller, Answering Why: Unleashing Passion, Purpose, and Performance in Younger Generations, was written to help educators, employers, and parents understand and motivate the millennial and Z generations. Mark is the father of two successful millennials and resides in Cleveland, Ohio. Find out more about Mark and his work at MarkCPerna.com.
The Status of Visible Learning Research – Post-COVID
The session will outline the newer interpretations, of 1600+ meta-analyses, to highlight the greatest impacts on teaching and learning. Right now, given 2020, it is critical we accelerate progress to achievement, including social and emotional aspects related to learning, and specifically teach students strategies of learning – for ALL students. The underlying power of schooling is tied directly to the expertise of the educators, and never have parents put more confidence in teachers as they first-hand watched this expertise in action with their children.
Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. Over the years, he has authored over 38 books, published and presented over 1200 research papers, supervised over 200 theses students to completion, and keynoted at more than 350 conferences. It is no wonder that Professor Hattie was once called “possibly the world’s most influential education academic” by the Times Educational Supplement.
Currently, he is Laureate Professor at the University of Melbourne, and Chair of the Australian Institute of Teaching and School Leaders.
His most recognized work is his Visible Learning research, the culmination of nearly 30 years of examining what works best for student learning and achievement. The Visible Learning research synthesizes more than 1,500 meta-analyses, including more than 90,000 studies involving over 300 million students around the world. Through this profound research and in partnership with Corwin, he has also developed Visible Learningplus professional development aimed at translating the groundbreaking Visible Learning research into a practical model of inquiry and evaluation for schools worldwide.
Professor Hattie has been the recipient of the Hedley Beare Award for Writing in Education (ACEL), AERA Outstanding Reviewer for Educational Research, University Teaching and Supervision Award, Inaugural Secondary Principals Association Leadership in Education Award, Computerworld Excellence Award for Use of IT in Education, and he was elected Fellow of the American Psychological Association as well as Highly Commended in the BearingPoint Awards for Innovation in Technology. He has also been awarded him with the “Order of Merit for New Zealand” for services to education by the NZ Government.
His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning.
Thursday, June 10, 2021 | Live session for Teachers
Rebound: Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools
For more than a year now, educators have been tested and tested again. But now it’s time to rebound, to bounce back, to build back better, and benefit from the many lessons learned over the last year. Rebound professional learning workshops will help your school reignite engagement, accelerate learning, and move forward with fresh optimism and better systems for schooling.
Through this professional learning workshop, you will engage in an active and empowering learning experience that will help your school(s): 1. Address the collective traumas experienced during the pandemic and rebuild sense of agency and self 2. Implement instructional and assessment practices that ensure students reclaim lost knowledge, build skills, develop agency, and accelerate learning gains 3. Redefine classrooms, learning experiences, the ways schools operate, and the very idea of schooling itself.
Learning Intentions: • I am learning about agency for students and adults. • I am learning about ways to organize curriculum, instruction, and assessment to accelerate learning recovery. • I am learning about compensatory and adaptive structures to address students’ needs. • I am rethinking schools for the next normal.
Success Criteria: • I can identify factors that build and rebuild agency in students and adults. • I can analyze the curriculum to determine students’ needs. • I can design meaningful learning experiences to accelerate learning. • I can use assessment data to make meaningful decisions. • I can re-think the systems we use to address students’ learning needs.
Doug Fisher is a Professor of Educational Leadership in the Department of Teacher Education at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer Award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe Award for excellence in teacher education.
Doug Fisher has been the lead author on numerous books including The Distance Learning Playbook, The Teacher Clarity Playbook, Becoming an Assessment Capable Visible Learner, Visible Learning for Literacy, Teaching Literacy in the Visible Learning Classroom, and many others. In addition, Doug has published numerous articles on improving student achievement, reading and literacy, differentiated instruction, and curriculum design. He is a board member of the International Reading Association and a past board member of the Literacy Research Association.
Thursday, June 10, 2021 | Live session for Leaders
Leading the Rebound: Must-Dos to Restart Teaching and Learning
Since the pandemic had us innovate a new normal of schooling, we now have the potential to fully change the grammar of schooling as we know it. Let’s magnify the effective practices from before, while leveraging the lessons learned during pandemic teaching. Leading the rebound for your school or district is your opportunity to improve the schooling system to ensure greater impact on the learning of students.
Through this professional learning workshop, you will engage in an active and empowering learning experience that will help your school(s): • Rebuild teacher agency and collective efficacy • Ensure the highest quality teaching and learning • Maintain and strengthen the climate and culture of the school
Learning Intentions: • I am learning how to rebuild agency and collective efficacy. • I am learning about teacher clarity and instructional excellence. • I am learning how to create a healthy school climate and culture. • I am rethinking schools for the next normal.
Success Criteria: • I can identify factors that build and rebuild agency in students and adults. • I can support teachers to deliver meaningful lessons aligned with learning expectations. • I can design and monitor interventions with early warning systems. • I can help teachers confront cognitive challenges to learning. • I can re-think the systems we use to address students’ learning needs.
Dr. Nancy Frey is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing school wide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading. Nancy is author of PLC+: Better Decisions and Greater Impact by Design and The PLC+ Playbook.
For quesitons regarding the 2021 Teachers' Institute and/or Leading Change, please reach out via email at [email protected].