1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600, press 2
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723), press 2
All other countries: (International Access Code) + 1-703-578-9600, press 2
2016 ASCD Conference on Educational Leadership
ASCD Empower17: The Conference for Every Educator
2017 ASCD Conference on Teaching Excellence
During this two-day ASCD Institute, renowned authors Alan M. Blankstein and Pedro Noguera, along with award-winning education scholars, district and school leaders and practitioners, will share strategies to pursue equity and close instructional and achievement gaps in multicultural K–12 districts and schools.
This pre-conference institute features renowned author Alan M. Blankstein who will share strategies that lead to equity and end instructional and achievement gaps at all levels in multicultural K–12 districts and schools. In these schools, educators understand that equity is not only about treating all children the same. They are deeply committed to ensuring that all students receive what they need to develop their full potential and succeed. (Due to a prior engagement, Pedro Noguera will not appear at this Institute.)
Leaders who want to increase teacher skills in differentiation see professional development as the key to making that change. However, they often introduce PD too early and fail to tailor it to what teachers need as they grow. This session shares the traits of PD most likely to sustain teacher growth in differentiation—including PD elements that grow as teachers do and ways in which simple, job-embedded learning and one-on-one conversations can be catalysts for effective differentiation.
Some have begun to use PBL, but how good, consistent, and sustainable is the effort? PBL is not a simple tool to add to teachers' toolboxes; it is a transformational pedagogy, complex yet highly rewarding for teachers and students. Learn what makes PBL most effective in the classroom, and what schools and districts need to do to promote and support its widespread, ongoing use across a system.
Designing for Adult Learning: Practices That Transform School CommunitiesPresenters: Jason Flom, Cornerstone Learning Community, Tallahassee, FL; Gene Thompson-Grove, School Reform Initiative, Inc. and Gene Thompson-Grove & Associates, Boston, MA
What does it take to disrupt poverty’s adverse influence on student learning? It requires far more than teachers’ diligent and often heroic efforts in their individual classrooms. Based on the ASCD book Turning High-Poverty Schools into High-Performing Schools, this institute will provide participants with a framework for collaborative action. Authors and presenters William Parrett and Kathleen Budge will draw from their nearly three decades of lessons learned in high-poverty, high-performing schools to demonstrate how teachers, principals, central office personnel, and others work from various vantage points to create cultures of high expectations and support for all learners—students and adults alike. They will provide self-study, planning, and coaching tools to guide the design of action plans specifically targeted to disrupt poverty’s negative influence in any school and to guide rapid transformation when participants return to their schools.
Whole Child for the Whole World
Hear from global leaders; engaged in dialogue; and plan the future.The recently ratified United Nations Sustainable Development Goals reflect a global consensus that a quality education is a human right and a public good that is critical to the health and future of the world. A quality education is one that focuses on the whole child—the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socio economic status, or geographic location.
The research is clear . . . principals and their leadership teams, including teacher leaders, make a difference in teacher and student success. Leadership matters! So, what leadership development practices should be in place to ensure that principals, assistant principals, and classroom-based teacher leaders reach their full leadership potentials so that students benefit? How can we ensure that leadership development for all school-based leaders becomes a catalyst for overall school improvement? How can we approach school-based leadership growth and professional learning using strengths-based strategies and practices? In this institute, participants will explore the answers to these questions by examining the four key roles and 17 criteria of effective instructional leaders. Participants will leave this session armed with an increased repertoire of leadership development practices and action plans to use in their schools and districts.