1. education
2. school

2014 NABSE CONFERENCE - WORKSHOPS
Thursday, November 20, 2014 - 10:30am - 12:00pm
PRESENTATION
TITLE
1
2
Improving Learning,
Instruction & Leadership:
Everyone Needs a Coach
Literacy Design
Collaborative (LDC): 21st
Century Catalytic Classroom
Culture Change Agent
Workshop Series I
PRESENTER(S)
ABSTRACT
ROOM #
Bernard Oliver
Over the last several years instructional and leadership
capacity has come under increased accountability and
scrutiny. The demands of the new accountability has fostered
tremendous growth of instructional and leadership coaching.
This session focuses on the role of coaching in the school
improvement and instructional process. Particular attention is
focused on developing coaching skills that will improve
teaching and learning. Participants will the opportunity to
practice coaching skills and review number of coaching
models designed to improve schools.
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Beverly Broadnax-Thrasher
The recently released Programme for International Student
Assessment (PISA) literacy data, delineating “what American
students know and what they can do with what they know” in
comparison to the data of students internationally, clearly
necessitates the urgency for a catalytic culture revolution in
the American classroom to ensure that American students
become globally competent. The Literacy Design
Collaborative (LDC), a research-based, nationally acclaimed
literacy platform, is a 21st century change agent that
addresses this goal. LDC offers K-16 administrators and
educators nationally juried, collaborative, cross-disciplinary,
rigorous, college and career readiness standards-based
lesson instructional plans, resources, strategies, and
assessments aligned to CCSS. These trigger the
orchestration of customized, culturally-innovative, world class
student learning experiences, especially for African-American
students.
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3
4
5
“Held Back, Kicked Out, and
Picked Up:” African
American Learners and the
School To Prison Pipeline
Black Girl Blues: An
Examination of Intra Racial
Bullying
Collaboration on Best
Practices for School
Improvement - Research
Driven
Brenda L. Townsend Walker
Gwendolyn Webb-Hasan
Since the 1970s, African American learners have persistently
been suspended and expelled (Losen & Skiba, 2012). Those
exclusionary practices and grade level retention are linked to
the School To Prison Pipeline (STPP). American learners
having increased contact with law enforcement. The
effectiveness of ZT policies has been called into question
(Skiba & Rausch, 2006). Further exacerbating that
phenomenon, Zero Tolerance policies gave rise to African In
fact, traditional school disciplinary matters have been
relegated to law enforcement. (Wallace et al., 2009).
Gender disparities not as pronounced as racial disparities.
This interactive, high-energy session addresses school
suspensions and expulsions of African American learners in
the context of the School to Prison Pipeline. It provides
rationales for reversing the School To Prison Pipeline and
describes focus group research conducted with middleschool African American students. Conference session
participants will develop their own Monday morning action
and evaluation plans customized for their own settings.
2203
Carolyn Strong
Have we evolved beyond the brown paper bag test? What
does it REALLY mean to be “black” in America today? As
long as there have been African-Americans in the new world,
this has been an issue up for debate. But for African
American girls, these questions of racial identity and physical
appearance – light skin vs. dark skin, straight hair vs. kinky
hair, etc. – often manifest themselves in ways that are
detrimental to them and to other girls. This media-fueled war
rages on in the inner circle of girls This workshop will be
filled with “ah-ha moments” that can be taken away and
shared for the betterment of school culture. The presenter
will also discuss best practices as they relate to teaching and
mentoring African-American girls along with modeling
activities to address this sensitive issue.
2204
Jesse Berger
James C. Young
This information helps to complete the submission. The title "Collaboration on Best Practices for School Improvement."
The School of Education at Clark Atlanta University will jointly
develop a partnership to improve the academic performance
in a low performing elementary school. The three
departments - Curriculum & Instruction, Educational
Leadership, and School Counseling - will design a program
based on best practices to improve performance. Other
Dr. aspects will include professional development, mentoring,
family literacy, and parent involvement. The appropriate
audience would be principals, teachers, central office,
curriculum specialists, parents. This presentation will
address evidence based research to support practices that
work. The goal is to demonstrate a working relationship
between a university and an urban school with numerous
academic and community challenges. A power point
presentation will show key element with handouts for the
audience.
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7
8
Culturally Responsive
Leading for Dramatic
Improvements in Student
Achievement
High-Leverage Mathematics
Teaching Practices to
Ensure the Success of All
Students
Maximizing Professional
Learning Experiences
through Mastering the
Master Schedule
Dr. Sonya Whitaker
Matthew Wendt
This presentation has been designed for the purpose of
identifying the 5 Core Competencies Deeply Engrained in
Culturally Responsive Leaders. The core competencies are
referred to as "Game Changers." Game Changer Theory
will serve as the researched based theoretical justification for
all concepts introduced. More pressure has been put on
educators to produce results in student achievement than
ever before in the history of public education. The
Dr. development of the leaders' ability to implement culturally
responsive pedagogy at the institutional level, is key to
his/her success in leading schools serving all students, but
more specifically students of color and students born in to a
live of poverty.
Participants will experience a highly
interactive hands-on professional learning experience that is
guaranteed to provide them with leadership strategies aimed
at(1) strengthening their instructional leadership skills (2)
enhancing their culturally competencies and (3) rejuvenating
their spirits.
2206
Diane J. Briars
What are the most effective teaching practices to support all
students’ attainment of the conceptual understanding,
procedural fluency, and problem-solving and reasoning called
for in the Common Core State Standards and other college
and career-ready standards? This session presents eight
research-based, high-leverage Mathematical Teaching
Practices, along with the conditions, structures and policies
needed to enable teachers to enact these practices as
described in NCTM’s new publication, Principles to Actions:
Ensuring Mathematical Success for All. During the session,
participants will examine classroom artifacts—e.g.,
instructional tasks, classroom discourse, students’ work--that
exemplify these practices and discuss the professional
learning and other supports needed for these practices to be
in place in every classroom.
2207
Dr. Ashanti Marie Foster
Tackle the main educator concern of time and embed multiple
opportunities to develop professionally during the school day
through various intentional master scheduling decisions. No
longer must you wait until the end of a long and productive
school day to provide professional learning for educators.
Create the new normal by identifying student needs, teacher
challenges, and types of adult learning opportunities right on
your campus. Collaborative planning, video blogging and
lesson studies are just a few examples of this work.
Participants will collaboratively engage in scenarios that allow
application of the concepts shared in the session.
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9
10
11
Negotiating Literacy
Practices into the World of
Digital Mainstreamers
Someone Like Me: Creating
a Pipeline from K-12 into
Higher Ed
Alternatives to Out of
School Suspensions:
Restorative Practices Made
Simple
Dr. Brandie J. Buford
Digital natives must learn how to wield the information and
texts educators provide efficiently and effectively to thrive in
this technological, social and global society. As such,
educators must equip themselves with digital practices and
resources to assist students in negotiating and effectively
utilizing their world as digital mainstreamers with their world
as digital scholars. With these skills, students are guided
rather than bombarded with instruction to support their
comprehension of texts, relatability to texts, and generation
of new texts through utility of various forms of digital
mediums. The purpose of this presentation is to demonstrate
and engage the audience in an interactive practitioner based
study on integrating cinematography and gaming in literacy
instruction. Attendees of the presentation will engage in
activities and discussions that support literacy instruction
through the utility of digital mediums and will leave with digital
resources and strategies that support differentiation and
collaboration in the classroom.
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Dr. Bret Cormier
Kimberly K. Kincaid
The Someone like Me in Front of the Classroom program,
which is a three-tiered program at Kentucky State University
designed to recruit, prepare, and train underrepresented
students, who aspire to be teachers, in the field of education.
The program is specifically attempting to recruit students of
color, students from economic disadvantage, first-generation
students, and students who are underrepresented in the field
of education to become teachers. Among those
underrepresented are African American males, who are
especially targeted by this program. This group is severely
underrepresented in the field of education to the specific and
direct detriment of African American male students, as well
as the indirect detriment of allstudents, who would benefit
from positive and personal African American male role
models. The program also especially targets students who
are interested in teaching in the STEM fields (Science,
Technology, Engineering, and Math), in response to the
under-representation of women.
2210
Dr. Monique Darrisaw-Akil Shomari
Akil
This workshop is intended for all educators who believe in
supporting the social and emotional growth of all students in
public schools. New York State guidelines have been
mandated to decrease the numbers of out of school
suspensions that disproportionately affect Students of African
and Latino descent but educators need time and resources
develop meaningful alternatives. How can schools ensure
safe, effective learning environments while diagnosing and
supporting struggling students who disrupt the classroom?
This workshop will offer strategies that can be seamlessly
integrated into any classroom, curriculum and school culture.
Participants will have an opportunity to actively practice some
of the following approaches: community conferencing, peer
juries, the circle process, peer mediation and reflective
writing to enhance preventative and post- conflict resolution.
Additionally, participants will develop an action plan for
implementating these strategies in their home school or
district. Reading lists, web resources and action plans will
be distributed.
Thursday, November 20, 2014 - 2:30pm - 4:00pm
PRESENTATION
TITLE
Workshop Series II
PRESENTER(S)
ABSTRACT
ROOM #
1
School Climate, Culture and
the Underachievement of
Black Students
Baruti K. Kafele
Under the ongoing demands to meet state and federal
assessment benchmarks, educators must first examine the
prevailing climate and culture of their schools to determine
whether or not both are conducive to positive attitudes and
academic success. In this high-energy session, Baruti Kafele
provides educators with strategies toward developing a
school climate and culture that are conducive to high
academic performance. Kafele contends that regardless of
the skill and ability levels of the educators in the building, if
they are operating within a toxic school climate and culture,
the probability for the school to perform at an optimal level
diminishes exponentially. Kafele says that, “A toxic
classroom climate and culture eats effective teaching
strategies for breakfast while a toxic school climate and
culture eats school mission and vision statements for lunch!”
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2
The Civil Rights Data Collection show disturbing racial
disproportionality. Although African-Americans represent 15%
of students in the this database, they comprise 35% of
students suspended once, 44% of those suspended more
than once, and 36% of students expelled.
The increasing
use of out-of-school suspensions, expulsions, or referrals to
law enforcement impacts educational outcomes, and may
contribute to what has been termed the “school to prison
Who Are We Jailing? Black
Sharon Adams-Taylor
Bryan pipeline.” Fewer than 5% of out-of-school suspensions result
Youth, Schools and Student Joffe
Sybil Knght- from mandatory offenses (alcohol, drugs, weapons); 95%
Discipline
Burney
Ramona Bishop
are discretionary actions. AASA, the School
Superintendents Association, collaborates with the Children’s
Defense Fund in 10 school districts, to reduce racial
disproportionality in school discipline and to reduce the overuse of out-of-school suspension and expulsion.
This
session will offer alternatives to suspension and expulsion in
an effort to reduce the number of African-American children
losing instructional time and interacting with the justice
system.
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3
4
5
Strategies to Discipline
Troubled Students of Color
Discipline with Dignity: In
Place of Purely Punitive
Interventions
Decriminalizing School For
The At-Risk Student
Discipline techniques have changed from the early 80’s when
educators actually had control of their schools and
classrooms. As a result, students have become more
disrespectful then ever to educators and other school
officials. Bullying, profanity and violence have become the
norm in many of our schools across the country. This session
will focus on strategies and solutions educators can use to
discipline troubled students while learning preventive
techniques based on students behaviors. Educators will be
challenged and taught to learn their students through proven
strategies that work. Educators will also learn techniques to
retain troubled students in school instead of suspending
them. Hurt people hurt people. It’s time to teach educators
how to address the pain of their students and turn that pain
into triumph. Discipline and accountability can be taught with
the proper trained staff and delivery system. Educators will
leave this session with discipline strategies that work.
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Dr. Carl Robinson
Larry Gray
The purpose of this workshop is to highlight the “Discipline
with Dignity” approach to addressing chronic and the most
aggressive forms of misbehavior that is presented by
students in historically disadvantaged educational
communities. Facilitators of the workshop will present
discipline data that compares pre-discipline initiative with the
initial year of program implementation at the school site level.
The key to effectively implementing an effective school-wide
Dr. discipline program is to establish community-wide nonnegotiables that represents a belief system. Throughout the
presentation we will unveil our belief system. The
presentation of the data will be supplemented with outlining
how the school-wide discipline initiative effectively addressed
and reduced following major discipline problems: 1) low
student attendance, 2) repurposing In-School-Suspension, 3)
effective utilization of hall freezes, 4) implementation of
Saturday Detention, and 5) fighting, assault, disruptive and
disrespectful behavior.
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Dr. Colina C. Poullard
Jennifer Butcher
The objective is to enlighten educators about the effects of
responsive discipline rather than punitive. At-risk students are
being funneled into the prison system because of minor
discipline issues that happen in the classroom. This
presentation is designed to introduce responsive and
reflective techniques to all educators with a goal of creating
effective learning environments for all students. Research
Dr. shows that when solid foundational classroom management
practices are in place a class will run much smoother. This
presentation will give educators more resources to create a
positive and structured environment conducive to learning.
Educators must recognize and develop specific programs
that target at-risk students and it must begin with
relationships. At-risks students value relationships and when
a teacher gains the trust of an at-risk child, the child is more
open to learning from that teacher (Payne, 1999).
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Robert Jackson
6
7
8
Grow Your Own Leaders:
Using Coaching
Conversations to Build
Leadership Capacity
Doing Things Differently So
That Students Achieve At
High Levels
Rekindling the Fire: Tools
For Engaging African
American Students With
Mathematics
Dr. Ericka O'Neal-McCarroll
Harris
Dr. Jean Bush Ragin
Mabel Lake Murray
Dr. Jelani Jabari
In Today’s challenging and ever evolving world of education,
effective and confident building leaders set the standard and
hold it high for all stakeholders. Exceptional leaders
galvanize teacher leaders, provide opportunities to increase
efficacy levels, and present themselves as transparent
agents of change. Through coaching conversations, principals
can offer an objective support system and a co-thinking
partnership to aspiring leaders in an effort to create
Hazel environments that encourage extraordinary results. This
interactive presentation explores and develops the beliefs,
knowledge, and skills required to serve effectively as a coachleader. Participants will engage in activities focused on
capacity building, probing, listening, and asking clarifying
questions which is necessary to build leadership capacity.
Each participant will leave this session with tools and
protocols used to build sustainable leadership capacity for
teacher leaders and instructional coaches with whom building
principals rely on each day to reach excellence.
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Presently as college assistant professors, with an extensive
background in working with urban students who enter college
with missing gaps in reading and mathematics instruction,
initiatives must be in place to assist these students in being
successful. The Common Core State Standards (CCSS) are
supposed to be the “new equalizer” for reading and
mathematics achievement. MyFoundationslab can assist in
closing the achievement gap for secondary education
Dr.
students who plan to enter college. MyFoundationslab is a
web based program that is designed to assist college bound
students in meeting with success on college placement tests.
Coppin State University will initiate an intervention during the
academic year 2014-2015 with Rosemont Elementary/Middle
and Coppin Academy High School. This early intervention will
increase college ready students. Students will take a pre-test
in MyFoundationslab so that a customized Learning Path is
created for them to follow in reading and mathematics.
2207
Diminishing student engagement remains challenging as
students matriculate from elementary to middle school, and
throughout high-school. Moreover, more than two-thirds of
bored students cite irrelevant content and lack of teacher
interactions. In this highly interactive session, participants
will explore strategies for emotionally, intellectually, and
behaviorally engaging students. Participants will: •Critically
reflect on student engagement •Examine a process for
engaging African American students with mathematics
•Explore highly effective techniques, tools, and strategies
•Engage in pedagogy leading to common core mastery
•Apply principles to practice Activities include: a) responding
to session content via Poll Everywhere (Audience Response
System), b) exploring activities known to engage students
during math c) examining with a partner how to engage
students in dialogue during math d) collaborating in small
group on how to build on students’ attributes and apply
principles to practice, e) reviewing a five step process for
problem solving.
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9
10
11
Rap, Rhythm & Rhyme:
Rebuilding the Writing
Foundation
Using Assessment to
Differentiate Mathematics
Instruction
Flipping Classrooms to
Engage Learners
Erik Cork
This lively Language Arts extravaganza is designed for
serious administrators and principals who love to exceed
state averages and AYP requirements by equipping teachers
with effective solutions to ignite the enthusiasm for learning
within each one of their students. This workshop provides
educators with instructional techniques which inspire reluctant
learners to transform their high energy levels and short
attention spans into exemplary writing skills as they soar into
the stratosphere of academic success. Curriculum
coordinators and ELA specialists exit this musically
interactive session with innovative methods to engage and
motivate young scholars to systematically organize their
thoughts into highly organized, scrumptious entrées of stateapproved essays exuding the appetizing aroma of literary
excellence. The presenter passionately models easy-toduplicate teaching and learning strategies as he serves a
steady stream of rigorous Common Core caveats, seasoned
with the timeless flavor of exemplary communication skills
that students will apply and appreciate for a lifetime.
1501 B/C
Dr. Tamra Ragland
How can teachers use assessment to improve student
learning? Imagine a classroom or school district where every
student has access to high-quality, engaging mathematics
instruction that maximizes learning. The Common Core State
Standards have ambitious expectations for all, and teachers
have to teach for mathematical proficiency at a higher
cognitive demand. We will discuss practices and specific
strategies that maximize learning including formative
assessment, tiered instruction, supporting students who are
low achieving, and challenging students who are high
achieving, and time-saving management strategies. This
presentation is a must for teachers and instructional leaders
at the building or district level what want to improve data
results in mathematics.
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Crezetta Guess
Jennifer
Butcher
Darnisha Rigsby
Cynthia Jackson
The visual teacher embraces and models the full spectrum of
visual literacy (digital, media, and web). Flipped classrooms
are a current hot topic in education. Flipped classrooms seek
to avoid passive learning experiences by using appropriate
image rich technologies. During this interactive training,
participants will utilize Quick Response (QR) Code Readers
on their personal electronic devices to view sample video
clips that can be used in the classroom. Upon completion of
the presentation, participants will have knowledge of how to
successfully implement flipped classrooms in their
instructional practices. This interactive training seminar will
provide administrators, teachers, curriculum leaders, and
parents with an effective strategy that can be utilized to
enhance student engagement through visual literacy.
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13
Never Give Up On Black
Children
Building a Better Broward
Leadership Pipeline
Victor Woods
Dr. Desmund K. Blackburn
Hudge
Friday, November 21, 2014 - 9:30am -11:00am
PRESENTATION
TITLE
1
Culturally Relevant
Instructional Leadership
This workshop will focus on skills & techniques used to
identify at risk youth that are in danger of gangs, bullying,
violence, drugs and alcohol. Most importantly Mr. Woods will
share specific strategies on how to address those youth who
have exemplified bad behavior and will share the best
practices and solutions that can be implemented Monday
morning. This workshop is specifically designed to identify
the behavior that leads to our ever emerging dropout rate of
our black youth in our educational system. There will be a
robust question and answer session where educators will be
able to ask Mr. Woods specific questions pertaining to the
information that has been shared. This workshop is for
superintendents, teachers, principals, parents, curriculum
leaders and higher education personnel. Mr. will be sharing
his Successfully Achieving Your Vision series books, which
details best practices.
Broward County Public Schools is on the cutting edge for the
development of school and district-based administrators.
Superintendents, principal supervisors, central office staff
and principals will learn about Broward's Leadership
Continuum, a District succession plan for utilization and
training of individuals to assume future leadership roles. The
plan includes extending the leadership-training pipeline and
enhancing job-embedded experiences for all aspirants, from
classroom teachers to district leaders. Participants will
Veda
engage in activities that spotlight various leadership
development pathways. By integrating the Five Key Practices
of Effective Principals and incorporating the Vanderbilt
Assessment of Leadership in Education (VAL-ED) survey
results, participants will become familiar with the skills,
knowledge, and data to provide a customized path to
enhance the professional development of administrators.
This continuum provides a cost effective solution to
leadership development designed to build capacity at every
school.
Workshop Series III
PRESENTER(S)
ABSTRACT
ROOM #
Kimberly McLeod
Knowing your cultural landscape, helps to understand the
landscapes of others and this optimizes the teaching and
learning process. This workshop is designed for school
professionals that desire to create culturally responsive
building and classroom climates. Instructional leaders that
desire to create optimal learning outcomes, must be able to
apply instructional principles through a culturally relevant lens.
Participants will be provided a basic foundation that merges
the desire for culturally responsive classrooms with the skill
set needed to support the implementation of research-based
practices that support building culturally responsive
classrooms and optimizing instructional delivery. Improving
the learning environment, improves individual and school
performance. This workshop will focus on creating cultural
climates in which instructional leaders can empower both
student and teacher performance through culturally relevant
concepts.
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3
4
5
BLACK GIRLS THRIVING!
The Impact of School and
Community Mentoring for
Improved Behavior and
Academics
Leading with Passion and
Purpose
High Standards for All: How
a District-wide Partnership
Achieved Success
Avoiding Classroom
Showdowns While
Remaining Stress Free
In this workshop participants will receive an overview of a
three year school and community based mentoring program
for Black Girls in a high school which led to increased
academics and attendance and a decrease in disruptive
Saran
school based behavior by individual students. The presenters
will share strategies for a successful implementation of
school/community based mentoring programs. They will also
share case studies of the youth who participated in the
mentoring program.
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As a new administrator, how can you avoid the hurdles that
commonly pose as barriers to student success? Two
seasoned principals, now district level administrators, share
resources as well as instructional, management, and
assessment strategies that set the tone of high expectations
from the first day of school to the last. Take advantage of
approaches proven to dramatically improve school culture
and positively impact student achievement. Participants are
encouraged to take part in hands-on activities and
discussions concerning best teaching practices, efficient
operational procedures , common pitfalls to avoid, and how
to become a well-balanced and effective school leader.
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Mr. Reginald C. James
Through a district-wide partnership with ACALETICS,
Gadsden County’s 3rd through 5th graders' state ranking in
math jumped from 62nd in 2009 to 10th in 2013. This
workshop will provide an overview of how Gadsden schools
achieved this success by implementing a process to improve
math instruction and academic performance in a fun and
challenging way. Participants will gain an understanding of
how the process works, including the role of professional
development, data analyses, ongoing consultation and
support and district-level leadership. Participants will also
have ample opportunities for hands-on practice with various
instructional strategies and techniques and data analysis
tools to incorporate immediately into their daily instructional
practices. This workshop is suitable for all levels of
educational leadership from the classroom teacher to the
superintendent.
2204
Noah L. Riley
One of the most unchallenged assumptions in schools today
is that expected or desirable behaviors are already a part of
students' behavioral repertoire. Every teacher, however, has
known the frustration of losing valuable instructional time, as
every student has known the frustration of losing valuable
learning time, to matters of discipline. Participants will
interact with a proactive structured model(compatible with
PBS) to teach students better ways of responding before
they engage in inappropriate behavior. Outstanding
teachers, struggling teachers, new teachers and
administrators leave with proven techniques and strategies
they can manage with confidence and satisfaction,
immediately the following Monday morning; that will transform
classrooms; resulting in average 80% immediate decrease in
office referrals; empowering teachers to increase academics.
2205
Kisha L. Webster
Fossett
Lorenzo Russell
Satterwhite
Leatrice
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7
8
“NO MORE DROPOUTS!”
Sarena Shivers
How Stanford Research is
Supporting High Performing Jason T. Green
Blended Classrooms in
Claudia Edwards
Fairfield County Schools
Are we trying to create our
next leaders or just more
followers? The goal of
public education for Black
males.
Louis C. Neal
The epidemic of high school drop-outs and the statistics of
African American youth, particularly males that find
themselves as part of these statistics continue to be
staggering. WAY (Widening Advancements for Youth)
Washtenaw is an innovative, blended online-face to face
program offering high school students a flexible, studentcentered, project-based option. What makes this particular
model unique is that it’s a county-wide collaboration between
multiple school districts and high schools. This presentation
will provide an overview of the program's first three years,
program evaluation, successes, and challenges. Participants
will be given real-life scenarios of at-risk youth and the
variables that brought them to programs like WAY.
Participants will be asked to identify how these students are
traditionally serviced in a comprehensive high school. The
WAY facilitators will then demonstrate how these needs are
met vastly different in the WAY program. In addition, we will
go LIVE into the online WAY classroom.
2206
Preparing world class students, delivering the CCSS and
producing relevant learning opportunities requires the
effective implementation of 21st century learning
environments. Fairfield County Public Schools knew this
when it piloted its 1-to-1 initiative in 2012. Since then the
district has achieved many of its goals and learned valuable
lessons which inspired a collaboration in 2014 with Redbird
Advanced Learning to help enhance current practices.
Redbird is the extension of over 20 years of research of
Dr. Stanford University’s K12 digital education program bridging
digital curriculum, Blended Learning implementation and
professional development. Fairfield and Redbird are now
collaboratively assessing the initiative’s effectiveness,
designing new classroom models, selecting digital content
and planning ongoing professional development. This
workshop is ideal for administrators and instructional leaders
tackling the challenges of developing, scaling and sustaining
high-performing 21st century classrooms. Participants will
receive best practice Stanford research and develop a
framework for their district’s blended learning initiative.
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This session will explore solutions to increase the
achievement of Black male students and heighten the desire
for those students to learn. The presenter will focus on
constructs, existing since the Brown v. Board of Education
decision, that have influenced the education of Black males
students in public schooling. Social stratification, student
compliance, existing images, and identity development will be
examined in the framework of educational processes for
Black males students. Shared, by the presenter, will be
teaching strategies that make learning authentic and are
responsive to Black male student needs. These strategies
engage students and influence student learning positively.
During this interactive session, culturally learned perceptions
that influence student-teacher interaction will be investigated
using reflective practices and self-assessments to assist
participants negotiate such perceptions.
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10
11
Planning and Partnerships
That Lead to Great
Leadership and School
Transformation
Carolyn S. Reedom
Watts
Planning and Partnerships That Lead to Great Leadership
and School Transformation Charlotte Mecklenburg Public
Schools offers proof that strong leadership and strong
partnerships lead to strong results. This session, facilitated
by Carolyn Reedom, will center on Denise Watts and her
leadership success in Charlotte.
Specifically, we will look
at a unique public-private partnership called Project L.I.F.T.
which has developed some of the strongest school leaders in
Charlotte, including principals in the district’s toughest
schools.
Project L.I.F.T. and Denise introduced three key
elements that have yielded outstanding results:
•Observation/Feedback/Evaluation •Strategic Partnerships
This session will break down these elements into actionable
methods that participants can take back to their own school
districts. Denise and Carolyn will also outline a strategic
partnership model that can be replicated in schools across
the country. Finally, they will review a leadership coaching
and school culture partnership that has transformed even the
most dysfunctional of educational environments.
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Advisory: Your School's
Strongest Culture-Building
Tool
Self-efficacy is a strong influencer of educator and student
achievement in educational programs today. Both parties
must see their potential for success to have viability in the
high pressure educational field that is now riddled with
unbalanced accountability, inconsistent environments, and
negative disciplinary trends. Advisory is an in-school
Chasity L. Jones
De"Ette
mentoring program that has been proven to promote a
Perry
Melvin Hollins
positive school culture, stable climate, and student
Tinicia Turner
achievement. School stakeholders and students work to
increase through self-reflection, character development and
relationship-building. This workshop provides proven methods
to structure an Advisory by addressing how to assign
Advisory groups, how to allot adequate activity time, and how
to ensure effective engagement.
2210
Black Students In Trouble:
Student Misconduct and
Teacher Misperceptions
Much like the nucleus of a cell, a teacher is the control center
of the classroom and he or she is responsible for creating
and sustaining a positive, smoothly functioning environment
where all students can learn and thrive. However, this
responsibility becomes challenging to fulfill when students are
disruptive, disrespectful and unruly. And it is especially
difficult for those teachers who inaccurately read situations
and mistakenly label students as bad or disrespectful when in
fact, there might be issues undergirding student behavior that
have nothing to do with teachers or schools. In this
workshop, through analysis of real-life classroom scenarios,
participants will: (a)explore and discuss reasons why some
students misbehave (b) discuss reasons why students of
color are disproportionately disciplined and suspended from
school in comparison to their white counterparts (c) explore
and discuss teacher pedagogy and behavior that might
encourage or exacerbate student disruption.
Dr. Dionne Wright Poulton
Friday, November 21, 2014 - 2:15pm - 3:45pm
PRESENTATION
TITLE
Denise
PRESENTER(S)
Workshop Series IV
ABSTRACT
ROOM #
1
2
3
Creating a Culturally
Responsive Classroom:
What Culturally Competent
Teachers Do
The MATH PARTY: Infusing
Music and Movement to
Motivate and Teach
Students Mathematics
Developing Instructional
Leaders: The 3 Essential
Instructional Systems
Dr. Brian C. Morrison
The most important relationship in the school in regards to
student success is that between the teacher and student.
Culturally Responsive Pedagogy (CRP) is a proven
methodology to improve student and teacher relationships
and increase student success. By using the lived experiences
and needs of the students for developing classroom practices
and lesson development CRP promotes authentic student
engagement. It is a methodology that demands all students
reach high academic standards. In this workshop participants
learn the fundamental principles of Culturally Responsive
Pedagogy. They explore specific strategies to implement and
develop a culturally responsive classroom. Participants
engage in critical analysis of issues (race, white supremacy,
etc.) relevant to the effective implementation of a culturally
responsive classroom in order to enhance their cultural
competency. Workshop attendees are exposed to CRP
questioning and lesson planning strategies. At the conclusion
of the workshop participants are empowered to implement
and/or improve their CRP.
2201
Dr. Stephanie R. Pasley
THE MATH PARTY session encompasses songs, chants,
raps, exercises, and dance movements that will invigorate
your math curriculum! Aligned with the Common Core
Standards, the motivating, musical, mathematical repertoire
includes content for elementary and middle levels. This
session is motivational, inspirational and educational!!
In
THE MATH PARTY session, participants will sing, dance,
exercise and learn! Administrators, Teachers, Parents and
Students are welcome. Math concepts are aligned with the
Common Core Standards. While emphasizing mathematical
vocabulary, concepts and procedures through song,
participants will learn movements to aide in remembering
steps to solving equations.
Reliable scientific research
shows that the inclusion of music, dance and exercise into
academic studies correlates with high academic
achievement. This method is proven, with documented
success, to increase students’ test scores, verbalization
skills, self-esteem, physical fitness, motivation to learn and
much more. Theory will be put into practice during this
workshop.
2202
Instructional Leadership is one of the most important roles of
the principal. With the ever increasing accountability
standards at both state and federal levels, this role has taken
on an urgency not always felt in years past. This is
especially true in urban areas where administrators are often
tasked with quickly improving lagging academic performance.
It is crucial for administrators today to know how to step into
Nancy
struggling schools with a clear idea of where to start when it
comes to instruction. This session will outline the 3
Instructional Systems that are essential to ensure teachers
and students are producing results. This session will outline
how it is being done in an urban district in San Antonio, Texas
and how instructional systems thinking is the basis for a
leadership development program that now incorporates 4
large school districts in the city.
2203
Dr. Willis Mackey
Robinson
4
5
6
Gamification - Awakening
the Inventor
Innovation in Education:
Using Blended Learning to
Meet the Needs of Our
Diverse Students
LIGHTS! CAMERA!
EXCELLENCE! ARTS
INTEGRATED ACADEMICS
Ida Byrd-Hill
Games, both board and computer games, are simulations of
real life. Chris Crawford, author of The Art of Computer
Game Design states, “Games are... the most ancient and
time honored vehicle for learning. They are the original
educational technology. Games prepare people for
challenging work—for framing problems; finding, integrating
and synthesizing information; creating new solutions; and
working cooperatively. This workshop will discuss usage of
board games, computer games and game mechanics to
engaged the unengaged learner while preparing them to
embrace iSTEAM - Invention, Science, Technology,
Engineering, Arts and Mathematics.
2204
Jason Mitchell
We can educate every student, and we are doing it right now
in these innovative urban schools that didn’t accept failure as
an option! Innovation in educational technology has created
learning opportunities for teaching and learning; opportunities
to help educate students that may struggle in a traditional
high school for a myriad of reasons: work, behavior, early
motherhood, or hundreds of other reasons that are specific
to each student. In this session, we will explore blended and
virtual learning environments from the perspective of
administrators, teachers, and students. First, learn how
teachers use technology to enable real-time differentiated
instruction. Next, learn how standards-based, prescriptive
assessment technology is used to personalize learning and
meet the needs of each student in an engaging way. Finally,
learn how administrators incorporate technology in their longterm vision to enhance teaching and learning and improve
outcomes for all students.
2205
This workshop is designed to give Educators an opportunity
to see the value of using Arts Integrated Academics as a
strategy for increasing student achievement and creating a
culturally sensitive classroom where students find quality and
equitable learning opportunities. The Arts stimulate learning
because students are actively engaged. Students become
active learners through individual and cooperative activities
when using Music, Drama, Dance/Creative Movement, and
Visual Arts. An Arts Integrated Academic Program teaches
Leonard
students self-motivation, self-discipline, and self-confidence.
The Arts provide opportunities for students to think creatively,
critically, and reflectively. These are lifelong learning skills
that our students need in order to compete in school, work,
and life. The presentation’s interactive creative experience
will provide information about Multiple Intelligences, Brain
Compatible Instruction, Learning Styles, and Technology
Implementation. Participants in this workshop will be given
practical, easily implemented teacher tested strategies that
will prepare students to "Reclain the Promise" of excellence.
2206
Karen A. Portis
A. White
7
8
9
Year Round Practical
Strategies That Help With
Common Core
Critical Literacies and
Poetry as Pedagogy
Empowering Adolescent
Girls
Maximizing Learning for
Students Using Proven and
Powerful Instructional
Strategies
Larry Bell
Lindamichelle Baron
Mason
Corina K. Bullock
Patricia
This interactive, highly energized presentation is geared for
those who are serious about improving student achievement.
This session will help struggling students learn, pronounce,
spell, define, and create sentences using twelve of the most
used action verbs found in Common Core. Participants will
also learn how to help students to understand how to go
through a paragraph and gain a deeper understanding of
what they just read. Learning in-depth vocabulary skills must
start with our young pupils. These strategies have been
successful with low-achieving at-risk students, as well as
gifted students. Participants will receive practical hands-on
strategies that can be implement the next day. These
strategies have several fun songs with motions that the
participants will learn and can take back to their students.
Armed with these strategies and the right attitude, an
educator truly has the power to reach every student and
guide them to academic success.
2207
Adolescent girls must be physically, emotionally and mentally
healthy in order to engage in the rigorous process of higher
order learning. This proposal suggests using approaches
consistent with critical pedagogy and health literacy
strategies that have been documented, over twenty years by
the workshop leaders with students in urban centers and will
explore the proposition that these students can discover their
voice, self-empowerment and social justice in inclusive
environments, creating a positive impact on their sexual
health through engagement with poetry and critical discourse
in school settings. Participants will be exposed to culturally
responsive poetry and practices. Administrators, teachers,
parents and adolescents will find the materials and methods
immediately applicable. Goals Participants will
1.recognize the imperative to confront uncomfortable issues
and engage in “daring” conversations 2.explore methods and
materials guiding conversations in inclusive settings 3.work
together in small groups to apply and extend processes
2208
In this session, K-8 general education teachers, special
education teachers, administrators, instructional coaches,
and parents/caregivers will examine 2 years of standardized
test results. This data is based on African American and
Hispanic 4th and 5th grade students’ academic progress in
reading, language arts, and mathematics on the Stanford
Achievement Test along with the students’ unique background
information. Drawing from the seminal works of Urie
Bronfenbrenner's ecological systems theory and current brain
research relevant to learning, proven-powerful strategies will
be shared with participants through fun, meaningful, and
engaging demonstrated-lessons in reading, writing, and
mathematics. Finally, participants will walk away from the
session with a repertoire of resources and Next Day activities
ready for implementation at the campus or classroom level
that promote development of 21st Century Skills students
must possess to compete competently in today’s global
economic society.
2209
10
11
12
Employing Technology to
Engage Students in 21st
Century Literacies
Decreasing Discipline: “Howto” implement 8 evidencebased classroom strategies
Zackory Kirk
In this engaging, interactive workshop teachers will look at
research based strategies that help students employ
technology to engage with complex literary and informational
texts. During this session, teachers will look at grade band
appropriate literary selections with corresponding
informational texts and explore ways to use technology to
engage students in standards based performance tasks.
Strategies for struggling and accelerated students will be
shared as will best practices related to technology usage as
literacy is incorporated across content areas. Attendees will:
Understand how technology resources make challenging text
more accessible. Know how to employ technology to engage
students in working with complex literary and informational
text. Be able to use technology to engage students in
working with complex literary and informational text.
Ambra Green
Based on current rates of disproportionality in the discipline
of African American students and preventative approaches
such as, positive behavior interventions and supports and
culturally relevant pedagogy; this session will provide
teachers with explicit instruction describing how to proactively
implement classroom management strategies in order to
decrease classroom discipline problems. Teachers will
receive an explanation of eight evidence-based practices with
simulation activities, as well as task analyzed steps
describing how and when to implement each practice.
Teachers will be given time to reflect on their current
classroom management practices and modify their practices
through a hands-on activity with help from the presenter. By
the end of the presentation, teachers will be able to: (1)
comprehend the issue of disproportionality in the discipline
rates of African American children, (2) describe eight
classroom management practices proven to decrease
discipline, and (3) modify their current classroom
management systems accordingly.
Advisory: Your School-wide,
Dr. De'Ette Wilson Perry
Culture-building Turn
Jones
Around Tool
Self-efficacy is a strong influencer of educator and student
achievement in educational programs today. Both parties
must see their potential for success to have viability in the
high pressure educational field that is now riddled with
unbalanced accountability, inconsistent environments, and
negative disciplinary trends. Advisory is an in-school
Chasity mentoring program that aims to promote a positive school
culture, stable climate, and student achievement. School
stakeholders and students work to increase through selfreflection, character development and relationship-building.
This workshop provides proven methods to structure an
Advisory by addressing how to assign Advisory groups, how
to allot adequate activity time, and how to ensure effective
engagement.
Saturday, November 22, 2014 - 10:30am - 12:00pm
PRESENTATION
TITLE
PRESENTER(S)
2210
Workshop Series V
ABSTRACT
ROOM #
1
2
3
A school district/university
partnership for leadership
preparation with a social
justice lens
Creating a Positive Building
Culture Through Positive
Relationships
How School Teachers and
Administrators Frame and
Log Bullying and What
Approach does Climate and
Culture Play in Bullying
This presentation will share how one urban HBCU and an
urban/suburban school district in the metropolitan
Washington, DC area have partnered to prepare 28 school
building and central office managers to earn a doctorate in
educational leadership in a program that is focused on urban
education and has an embedded social justice theme that is
incorporated across its course scheme. Leadership from the
school district and the university will share how they
developed the partnership and forged a curricular focus that
was both traditional in covering content that is common in
other doctoral leadership programs while at the same time
focusing cognate courses on issues that the school district is
grappling with (leadership in diverse learning settings,
community and family engagement and STEM leadership).
Perspectives will be shared by the school district, university,
external experts who have worked in partnership roles and
current students in the program.
2201
With the changing times that schools and educators face
today, the strategies used in the past are not quite as
effective for new millennium students. Therefore, this
presentation will offer the proven strategies necessary for not
only the classroom, but for the entire school culture. Many of
Shalonda these practices can be applied immediately, maintained on a
daily basis and are very cost effective. Teachers and
administrators should be prepared to participate in role
playing to address some common K-8 student misconduct.
Session participants will also leave with artifacts to
supplement their character education curriculum/program and
improve teacher/student relationships.
2202
This workshop will highlight a case study approach to
describe how some principals, assistant principals, deans
and staff responsible for framing, categorizing and logging
bullying incidents perceive those incidents as bullying? A
second part of this workshop will be to describe how and to
what extent elementary schools approach school climate and
culture in the context of frequent bullying. Participants will
question and discuss each other's perception of bullying. The
conversations will wrap around elementary school teachers
and principals focus on student bullying. Documents and
data regarding school programs, policies, and best practices
for recording bullying incidents will solidify why school leaders
must take part in this workshop
2203
Dr. Zollie Stevenson, Jr.
Cristobal Rodriguez
Todd Parker
Randle
Jerome Ferrell Jr.
Dr.
4
5
6
The Heart of the
Matter:Deconstructing
Discipline of Black Male
Students and Providing
Restorative Practices
The Journey: How to
Improve Discipline Among
African American Boys
Who Our Kids Are When No
One's Looking
The achievement gap is not only an indicator of academic
disparities, but also discipline disparities. African-American
students are more often excluded from school and found in
juvenile justice environments. Has the educational system
tacitly engaged in the role of fostering social and behavioral
environments that perpetuate the “school to prison” pipeline
through its discipline policies? This session will deconstruct
the current state of discipline in our schools and provide
Dr. strategies to cultivate environments that promote
rehabilitation and holistic well-being through restorative
practices. A paradigm shift from discipline and punish to
repair and restore will be emphasized (Gonzalez, 2012).
Participants will be actively engaged in restorative practice
strategies and the Second Step character education model
that have improved the discipline outcomes at two urban,
elementary schools. The goal of this session is to guide
discipline decision-making that results in closing the discipline
gap and achieving behavioral outcomes for students of color.
2204
Renard I. Jackson
The Journeyman Program is designed for African American
male students in grades first through eight. Included in this
grouping were primary and intermediate Special Education
students The Goal of the program will be: •to encourage
academic achievement; •to support the educational
curriculum in the classroom; •to correct negative classroom
behavior. The method to accomplish this goal was a
relaxed, yet consistent, form of behavior modification and
reward. The secondary goal of the program was to
decrease aggressive, destructive and counterproductive
behavior. Additionally, the program had a concurrent
agenda. The parallel agenda was to improve self-esteem
and have the students examine their negative and disruptive
behavior. During the course of the six-month operation one
of the most important aspects of the program was the
weekly communication with the school principal and teachers.
Teachers and the Program Coordinator became involved in a
dialog of offering suggestions on managing the more
challenging students.
2205
Dr. Sabrina Tillman Winfrey Dr.
Barbara Pulliam Davis Rev. Avis
Williams
Who our kids are and what they do when no one is looking is
the true test of character. Using video segments from “Learn
from the Cosby Kids Website,” workshop focuses on
teaching Character Education for children in grades K-6; how
to train parents to teach children the basic values in character
education. Participants learn how to lead parent training that
makes up the basis of the character education program;
teaches parents conversations and activities they should have
with their children to reinforce and educate them; why
bullying, lying and stealing are wrong; peer pressure can
harm them; staying in school and positive self-esteem are
important goals to have. Conversations emerge and learning
enhanced from website videos. Program developed by Dr.
Marilyn Irving, Howard University Professor; full permission
and rights from Dr. William H. Cosby. Takeaways:
Information can be used right away; workshop barcode
available to all participants.
2206
Tracy M. Hinds, NBCT
Erica Lawrence
7
8
9
Changing the Learning
Environment with Challenge
Based Learning
Helping African American
Students Gain Confidence
in Their Scientific Practices
Cultural Mismatch and
Silenced Voices:
Supporting Historically
Marginalized Elementary
Students Utilizing SchoolWide Positive Behavior
Supports
Dr. Whitney B. Gaskins
Kukreti
Margaretann G. Connell
M. Shephard
Ruthie Riddle
Anant
Kelly
This presentation will discuss a new pedagogy used to
reduce negative experiences and increase motivation in K-12
classrooms. Challenge Based Learning (CBL) is a structured
model for course content with a foundation in earlier
strategies, such as collaborative problem-based learning.
CBL activities offer many of the benefits of project-based
learning, engaging students in real-world problems and make
them responsible for developing solutions. Dr. Gaskins was
amongst the first to use this method in a K-12 and postsecondary environment. She will share student testimony and
results from her research study using the CBL method.
Results show that students in the CBL section have a higher
overall classroom experience and test performance, noting
that they felt more engaged in the class. These results show
a method that could provide a more inclusive environment for
all students.
2207
In order for African American students to achieve high
standards in science education, it is vital that educators allow
students to explore and engage in science practices with
confidence. University professors, teacher candidates,
inservice teachers and parents will gain an understanding of
teaching and engaging students in relevant science practices.
Participant will be kept engaged with Unit Plans using the
Observation and Inferences of Nature to teach science. E.g.,
“Phases of the Moon,” at the Middle School level. Strategies
will focus on Nature of Science and Science Practices, using
the NGSS and the CCSS. Parental involvement activities that
require no advanced scientific skills with little or no expense
will be shared. Thus creating connections between fun and
a love for science. These units have been field tested in
Chicago Public and Charter Schools with African American
students and have produced high science achievement.
Other essential lesson plans will be shared.
2208
This presentation is based on a study I conducted where
cultural mismatch theory was used to answer three
questions: (1) How do African American and Latino students
needing behavioral supports, experience the school and
classroom climate in a SWPBIS context? (2) How do
teachers describe and understand how they support African
American and Latino students needing behavioral supports?
(3) In what ways do the experiences of African American and
Latino students needing behavioral supports converge and
diverge with teacher understandings of those experiences?
Findings from this study provide participants with an
understanding of how cultural values, behaviors, and norms
between historically marginalized students and teachers are
unintentionally at odds with one another. During the
session, participants will be asked to examine their culture
building activities and discipline practices and develop
SWPBIS strategies for supporting students, and, that
addresses the discipline gap of historically marginalized
students.
2209
10
11
12
Establishing a Digital
Learning Community:
Engaging Parents, Students
and Educators Using Digital
Media and 21st Century
Technology
Attacking the Performance
Gap
Behavior Modification in
Urban Settings: Creating
Positive Pychological Debt
with Students.
Outcomes 1. Participants will be able to establish a digital
learning community using available resources. 2.
Participants will identify funding sources to underwrite the
costs of establishing a digital learning community. 3.
Participants will use on hand digital tools to access websites
and apps to develop a framework for completing their action
plan at their site. According to the International Society for
Technology standards for administrators (2009), school
administrators must provide visionary leadership in a culture
where professional practice is focused on systemic
improvement toward developing competent and responsible
digital citizens. By using 21st century technology, inclusive of
but not limited to digital media, schools can connect the dots
between increased student performance, parental
involvement and the benefits of digital media. As educators
seek ways to increase parental involvement, student
achievement, and professional learning an effective digital
learning community can provide the framework to meet this
goal.
Steve Brown
Michael Clarke
Elizabeth
Black
Dr. Derrick A. Pledger
Saturday, November 22, 2014 - 1:30pm - 3:00pm
PRESENTATION
TITLE
PRESENTER(S)
2210
The collaboration between a Biology Teacher and her
Department Chair examined the performance of several
classes of mostly minority students [predominantly AfricanAmerican students] over the course of the year. The course
was taught in eight Project Based Learning Units [PBLUs].
Through the first five PBLUs formative assessments, DI, and
other Achievement focused strategies were utilized yet the
student Performance continued to fall. After unit Five the
instructional strategy was enhanced by the addition of
Performance focused interventions, primarily around literacy
strategies and student Performance surged. The teacher and
department chair will share the insights and strategies that
proved effective.
This workshop will assist teachers, administrators, curriculum
leaders and school improvement personnel. Participants will
learn how to teach character/emotional intelligence to
students by using themselves as an example by how they
personally overcame challenges and obstacles in their
personal and professional lives. This will enable participants
to develop positive psychological contracts with students of
all backgrounds. Several constructs will be covered such as
but, not limited to: Respect, bullying, accountability, the
wrong people, discipline and ambition etc... This initiative
has been implemented in several school systems in the US.
Research showed that it reduced suspension rates by 40%
within 6 weeks. Upon completion of the workshop,
participants will leave with: A renewed sense of passion, be
excited about sharing their experiences, use writing
assignments as a consequences; rather than suspending
students. The session will be delivered with energy, humor
and passion. Each participant will receive a handout and a
book.
Workshop Series VI
ABSTRACT
ROOM #
1
2
3
Don't do it for the Vine! Do
it for the Time! Time to
Teach and Lead
Improving Discipline and
Graduation Rates for Black
Students
Managing Your Classroom:
Effective Classroom
Management for Successful
Student Engagement™
Dr. Brandi Johnson
Teachers lose an average of 5-9 hours a week dealing with
minor misbehavior. It doesn’t have to be that way! Imagine
how much more instruction would be accomplished with those
hours available. Positive, appropriate, productive classroom
behavior can be taught systematically. It’s worth the time and
effort to show students, teachers, and administrators a
better way to interact in the classroom. Learn strategies for
effective classroom management that will end the studentteacher power struggles, improve academic performance,
and greatly reduce the need for discipline referrals. Forget
the gimmicks. Forget the paperwork overload for teachers
and administrators. Discover a way to have a positive
productive classroom. Take back you teaching time. Don't
do it for the Vine! Do it for the Time! Time to Teach and
Lead.
2201
Joseph Schechtman
Two factors significantly compromise black students’ ability
to compete fairly with their white counterparts: Poverty and
brain dominance. 10% of white families live in poverty
compared to 30% of black families. Poor families experience
more stress and trauma than other families. Trauma
compromises students’ cognitive processes, self-esteem,
and ability to sit in classrooms, focus and pay attention. They
can misread social cues and seemingly minor behaviors are
misinterpreted resulting in defiant, disruptive or aggressive
behavior. According to authors like Dr. Jawanza Kunjufu,
and Janice Hale-Benson the majority of black students are
right brain thinkers. This presents major roadblocks to
succeeding in our left brain education system fueling more
frustration and anger, and eroding their self-esteem and
academic competence. In this workshop you will learn
simple trauma resolution techniques, and strategies to
develop whole brain thinking that I teach teachers that
improve students’ behavior, self-esteem, academic
performance, and graduation rates.
2202
Delores L. McCollum
Managing Your Classroom will demonstrate to principals,
teachers and parents: Procedures and strategies needed to
develop and maintain an effectively managed, safe classroom
of actively engaged students; How giving students
reasonable choices will result in greater class involvement
and academic improvement. Activities include: First Day of
School Ice-Breaker, designed to build healthy relationships;
Utilization of key student documents to facilitate clear,
consistent and thorough communication, removing the
mysterious fog experienced by students, thereby greatly
reducing “discipline problems”, diminishing the office “referral
blizzard” and starving the school-to-prison pipeline; Lessonto-Life Link, which connects class activities with real world
experiences; Push Ups for the Brain, which demonstrates
how teachers can assist students to develop successful testtaking strategies, and reduce test stress, anxiety and
frustration.
Managing Your Classroom provides the how,
that has been missing from “the beginning of the Teacher
Pipeline”1 for generations. 1The Teachers Edition – U.S.
Department of Education – 5/1/2014
2203
4
5
Creating Culturally
Proficient Communities: The Dr. Sarena Shivers
Racial and Economic
Shayla Griffin
Justice Project
Let's talk about #Scandal …
To Tweet or Not to Tweet
Dr. Sheilah Jefferson-Isaac
Creating Culturally Proficient Communities: The Racial and
Economic Justice Project, is a 5-year initiative that seeks to
develop educators skilled at successfully connecting with,
empowering, and teaching diverse students, particularly
students of color and low-income students. Culturally
Proficient educators actively work to create schools that are
equitable by interrupting oppression and inequality at multiple
levels of the system; deeply knowing and appreciating the
diverse experiences of their students; building upon these
Dr. experiences in the classroom; and continually reflecting on
their own identities, biases, stereotypes, and gaps in
knowledge. The workshop will highlight how the regional
educational agency worked with local experts and postsecondary partners to develop a systemic and sustainable
initiative that guides educators, schools, and districts in
becoming culturally proficient in five essential areas: 1.
Relationships and School Culture, 2. Images and
Celebrations, 3. Classroom Teaching and Learning, 4.
Discipline Practices, and 5. School and District Policies and
Procedures.
This workshop is designed for anyone looking to embrace
social media as more than a tool to follow celebrities. We
will explore how the TV show Scandal became such a hit (via
Twitter and the use of simple but powerful #hashtags) and
how the same use of Twitter can be used to support
professional development, research in education, and global
communication.
In this BYOD (Bring Your Own Device)
session, participants will use Twitter as the platform to 1)
Learn about professional learning networks (PLNs) 2) Share
Brown v Board of Education research using 140 characters
or less 3) Participate in a live "Twitter chat" discussing the
pros and cons of social media in schools.
Participants
joining this workshop are strongly encouraged to open a
Twitter account beforehand. While some basic Twitter
instruction will be provided, having an active Twitter account
will help participants gain the most from the presentation.
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