The world has changed. With the advent of COVID-19, educators everywhere are working to embrace remote instruction, connect with their students, and find equitable, culturally responsive solutions.
Join 12 of the education world’s top thought leaders and practitioners as they gather online for an informative, inspirational day of learning.
This presentation is designed to help educators understand the role of literacy in the persistence of the achievement gap. Disparities in student achievement are typically a reflection of inequality in learning opportunities and access to resources. This is particularly true for historically oppressed communities and groups throughout the country. This presentation will explore what schools and educators can do to improve the quality of literacy instruction students receive and present strategies that schools can take to create conditions to improve teaching and learning and raise achievement by empowering our students as learners.
Dr. Fisher will share strategies for leading social-emotional learning in your school in context of students’ challenges and experiences of last school years and new realities they faced this fall.
How we organize and deliver instruction in Pre K-12 education will change more in the next five years than it has in the last one hundred. Driven by the need to move toward more rigorous and application-based skills and knowledge, the delivery system will be deeply impacted by advances in the movement from text to digital, increased use of automation technologies, gaming concepts, and the combination of augmented and mixed realities. In this session, Dr. Daggett will describe and showcase how changing technologies will affect instruction, and the dramatic impact it will have from student to teacher to administrator.
Dr. Muhammad offers a unique, culturally and historically responsive approach to literacy instruction developed from a blend of multiple pedagogical approaches. This approach is essential for all students, especially youth of color, who traditionally have been marginalized in learning standards, policies, and school practices. The equity framework helps educators teach toward the following literacy learning goals: Identity Development, Skill Development, Intellectual Development, and Criticality. Participants will be encouraged to be more inclusive of their teaching of these four collective goals while learning the importance of integrating racial and cultural responsiveness into their learning goals, lesson plans, and the texts they use. Additionally, participants will see sample lessons of culturally and historically responsive literacy across grade levels.
This session will inspire educators to be the teachers they always needed! Taking a page from the “I remember that teacher who…” handbook, Reed will help educators re-discover their WHY of teaching and will emphasize the importance of building and maintaining positive relationships with scholars, both in and outside of the classroom. Each participant will leave with dozens of practical, relationship-building strategies which can immediately be implemented in their classroom.
For many teachers, the coming year is an uncertain one. Even as the start of school approached, there was uncertainty about where and how teaching and learning would take place. The unpredictability continues and it is likely that many teachers will find themselves working with students both on-line and in-person as the year continues. This session will offer guidelines for teaching across those two settings in ways that are likely to support the success of more students, reduce stress for teachers, and facilitate movement from one context to another—perhaps multiple times—as the year continues.
Today’s students are increasingly impacted by trauma in a wide variety of contexts. Taking a systemic approach to support students’ trauma-related needs creates the conditions necessary for focused literacy initiatives to be successful and sustainable. This session will outline research-based and practitioner-proven strategies to build a trauma-skilled approach for supporting all students in building their literacy skills.
Many educators understand the importance of effective feedback when working with students in-person and teaching them how to write. However, when that feedback is missing from virtual learning, we run the risk of shifting the emphasis from process to product. What if we design analytic rubrics to roll out online, criterion-by-criterion? We use our standards to provide descriptions for each criterion at each performance level so that students and parents have a clearer understanding of what proficient writing looks like, how developing writing can improve, and what it takes to work at an advanced level. Well-written rubrics put teachers, students, and their parents on the same page in terms of expectations from grade-level writing.
Strong traditions and cultures that contribute to maintaining the status quo make for reliable, predictable institutions. Those traditions may not be open to risk-taking to adapt to the current needs of the today or tomorrow’s students. Shifting the culture to embrace literacy as a vertical to drive systemic improvements requires more than a new course or diploma requirement. This session will challenge your thinking about your school culture’s readiness to create a systemwide culture of literacy.
This session is an inspiring call to action for teachers and principals to recommit to passionately serving children, building the communities children deserve, and celebrating our successes. Examine what it takes to be a passionate leader and take courageous actions which lead to student growth and success.