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
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
ASCD Empower18: The Conference for Every Educator
2018 ASCD Conference on Teaching Excellence
2018 ASCD Conference on Educational Leadership
Join ASCD best-selling authors Jay McTighe and Harvey Silver as they connect the renowned Understanding by Design® framework for curriculum and assessment design with the practical instructional tools and strategies of the Thoughtful Classroom. Designed for beginning to experienced teachers, instructional coaches, teacher-leaders, curriculum directors and school/district administrators, this academy will help you raise student achievement by focusing on what matters most: crafting dynamic units and bringing them to life in the classroom.
The diversity in today’s classrooms presents educators with both a great opportunity and a great challenge. The opportunity calls on teachers and school leaders to create environments, use resources, and craft frameworks of learning that enable the diverse range of students to learn well together. When we are wise stewards of that opportunity, more students are successful academically, and we also contribute to a world in which citizens can live together. The challenge, of course, is how to create, grow, and sustain such environments. This three-day preconference is planned to review, expand on, and model key elements of differentiated instruction, seen through the unique lens of long-term change.
How do we create a school environment that is ripe for instructional coaching, rich feedback practices, and effective teacher leadership? We "till the soil," creating a climate in which reflective dialogue, rigorous metacognitive tasks, and deep thinking rule. A culture of reflective practice, as outlined by best-selling authors Pete Hall and Alisa Simeral in their new ASCD book Creating a Culture of Reflective Practice, consists of four essential fundamentals:
We want every learner, both teacher and student, to engage in rich, creative problems and ideas that require inquiry, analysis, and inventive solutions and creations. Teachers and students need to develop attitudes and dispositions to become more confident and autonomous problem-solvers and thinkers. It is that very subtle concept of being a teacher or lead learner. As teachers incorporate Habits of Mind into their thinking and behaviors, they say, “I need more practice with…” or “I am so excited by how much I have learned about…” or “I need to go deeper into this material…”
Imagine a school with a diverse student body where every student feels safe and valued, and all students—regardless of race, culture, home language, sexual orientation, gender identity, academic history, and individual challenges—have the opportunity to succeed with challenging classes, projects, and activities. In this school, teachers notice and meet students' individual instructional needs and foster a harmonious and supportive environment—and students feel empowered to learn, to grow, and to pursue their dreams.
We know the transformative power of educators, particularly teachers, to improve the life chances of children and youth who live in poverty. We have seen it and felt it in many schools. What sets these educators apart from others is not only attending to what and how they teach, but also to who they are (what they believe and value) and why they became educators in the first place. In this session, the authors will share practical advice from their new ASCD book, Disrupting Poverty: Five Powerful Classroom Practices.
This two-day institute will focus on ways to support student engagement and higher-order thinking skills during classroom instruction. Designed for individuals seeking to improve their practice as well as school teams seeking to collaborate toward making maximum impact, this institute will provide opportunities to examine and experience a change of mindset toward total student engagement. During typical classroom Q&A sessions, only a few students are required to show evidence of active participation and cognitive engagement in the content being presented. The biggest problem with that is that teachers have little by way of evidence regarding student engagement and the depth of cognitive understandings on the part of students. Total Participation Techniques (TPTs) are meant to be an answer to that problem. TPTs refer to teaching techniques that provide teachers with evidence from every student that they are cognitively engaged with the content being presented. Pérsida and William Himmele, authors of Total Participation Techniques, will provide an in-depth overview of the why and the how of TPTs, providing participants with opportunities to strategize toward maximizing the effectiveness of classroom instruction.
How well does your school measure the work it does? Most schools respond to this question by saying, “We are doing a really good job.” Unfortunately, many of these schools are merely using every way under the sun to analyze their assessment results.
The main thing inherently unsatisfactory with this “data analysis” is that it is very narrow. In effect, we might not be seeing the forest for the trees. Not looking at our processes or the school as an entire system can keep us from being able to adjust what we are doing to get the results we desire. The systems thinkers tell us that about 80% of what needs to change to get better results is US! Us, as in the processes, practices, programs, and interventions currently in use that are producing our current results. Measuring and evaluating our system, programs, and processes is the logical next step to seeing the forest and the trees.
A positive climate and a consistent staff are essential to establishing an MTSS (multi-tiered system of support) for discipline and behavior. In this two-day session, evaluate the strengths and gaps of your current system and develop a continuous improvement plan for moving forward. Learn how to structure for success, directly teach behavior expectations, and motivate staff to be positive and consistent. You will leave with an action plan.
Why is Brian acting out and refusing to do the work in my class? Why does Rebecca have the attention span of a gnat? What is interfering with Juanita’s ability to find and hand in her assignments? Why can’t Edward remember what we did yesterday?
These students’ lack of growth may have been stymied as a result of environment, learning delays or bad habits. It could have been caused by trauma brought on by things like poverty, broken family relationships or pressures to be perfect. No matter what the cause, the resulting social-emotional issues can be the undoing of a student’s ability to learn. It is always challenging to find solutions to these types of problems, but we have found a breakthrough.
Research shows that it is the development of executive function skills, rather than IQ that is the best predictor of academic success. Executive function is the term neurologists use to describe the brain processes that drive our ability to focus, solve problems, organize ourselves, remember information and manage our impulses, all of which help us learn efficiently and develop important social-emotional skills.
Based upon this research, we have developed a process called “diagnostic conversations” to help teams figure out the root causes of problems through the lens of executive function. As educators, we spend a lot of time responding to symptoms. If we would use that same amount of time drilling down to the root cause before deciding how to respond, our results would be much more satisfying and effective. Knowing the executive function root causes makes identifying the right interventions much easier. In this seminar, we will focus on students’ cases who have trouble in the areas of paying attention, remembering, behaving in class, getting their work in on time, organizing materials and ideas, and accurately self-monitoring their own work and behavior.