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
2019 Conference on Teaching Excellence
2019 Conference on Educational Leadership
In this session, the presenters will share practical advice from their new ASCD book, Disrupting Poverty: Five Powerful Classroom Practices. Lessons learned from nearly 40 successful educators, many of whom have lived in poverty, provide insight into five practices that foster a supportive classroom culture for all students, but especially those who live in poverty. Leaders will learn how to confront barriers to success with students who live in poverty and leave the session inspired and equipped with tips, ideas, and strategies for disrupting poverty’s adverse influence on lives and learning.
Childhood trauma is real, and it is more prevalent than we might believe. In this engaging, relevant, and practical session, learn from childhood trauma expert Kristin Souers and former school principal Pete Hall (authors of Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom and Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners) about the importance of trauma-informed practices in the school setting. This professional development experience will emphasize approaches to dealing with trauma that build on the strengths of students, families, fellow faculty, school personnel, and community members.
The research is clear: principals make a difference in teacher and student success. Leadership matters! So, what leadership development practices should be in place to ensure that principals and aspiring principals reach their full leadership potential so that students benefit? In this institute, participants will explore the answers to these questions by examining concepts and using strategies and tools aligned with four key roles and 17 impactful 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 districts and schools.
The purpose of this institute is to help leaders extend both their confidence and competence in helping teachers learn to continue developing their skills with effective differentiation. We’ll focus on two areas: (1) a framework for what quality differentiation would look like, and (2) key guidelines for leadership practices that help teachers change their practice to support success for today’s academically diverse students.?
Both performance tasks and project-based learning serve to promote meaningful learning while enabling teachers to assess what matters most. Used effectively, they showcase a variety of student abilities, capitalizing on existing student strengths while providing a platform for other strengths to bubble to the surface. This interactive institute will lead teachers and leaders through an examination of?“design variables" (e.g., curricular expectations, student learning needs, available resources, evaluation tools) to craft powerful performance tasks, projects, and rubrics that are a good fit for their students.
How do we close the loop between teaching practices and student learning? This fast-paced institute, geared for anyone in an instructional leadership position, will address this question and more as we put new learning into practice through video classroom visits and feedback scripts. Let's learn to explicitly connect teacher practice to student learning and student learning to teacher practice and flip the script on observation and feedback practices.
Students that are hard to reach, uninterested, or disruptive can be tough to motivate and rarely respond well to traditional methods of discipline. In fact, methods like detention, suspension, removing privileges and even rewards often make things worse. In this half-day institute, we will look at how making simple changes in our own attitude and perception (such as viewing a “stubborn” student as “determined”) can lead to new strategies and major changes in the behavior and attitude of our difficult students.