Date post: | 08-Apr-2018 |
Category: |
Documents |
Upload: | learningforward |
View: | 216 times |
Download: | 0 times |
of 16
8/7/2019 Learning Forward 2011 Annual Conference Preview
1/16
8/7/2019 Learning Forward 2011 Annual Conference Preview
2/16
Julianne Malveaux
Tuesday
MorningGeneral
Session
Recognized or her provocative,
progressive and insightul observation
Julianne Malveaux, an economist, auth
and commentator, is the president
and CEO o Last Word Productions, a
multimedia production company.
Described by Cornel West as the
most iconoclastic public intellectual in
country, Malveauxs contributions to th
public dialogue on issues such as race,
culture, and gender, and their econom
impacts, are helping to shape public
opinion in 21st century America.
As a writer and syndicated column
Malveauxs work appears regularly in U
Today, Black Issues in Higher Education,
Ms. magazine, Essence magazine, and T
Progressive.
In addition to her columns and me
appearances, Malveaux is an accomplisauthor and editor. Her academic work i
included in numerous papers, studies,
and publications. She is most recently
the co-author oUnfnished Business: A
Democrat and A Republican Take On the
Most Important Issues Women Face (Per
Trade, 2002).
Tony Bingham
Monday
AternoonGeneral
Session
Tony Bingham, a strategic leader
with broad-based business, nancial,
operational, and technical management
expertise, is the president and chie
executive ocer o the American Society
or Training & Development (ASTD). ASTD
is the worlds largest association dedicated
to workplace learning and perormance
proessionals. ASTDs 70,000 members
and associates work in thousands o
organizations across many industries in
more than 100 countries.
Bingham joined ASTD in 2001 as
chie operating ocer/chie inormation
ocer where he was responsible or
leading business operations. He was the
architect behind a nancial turnaround,
improved customer service, aster content
development, implementing new vehicles
or inormation delivery, overhaulingASTDs technical inrastructure, and
enhancing the societys online presence
and customer experience.
In addition to overseeing the
operational side o the business, Bingham
led the development o strategic
partnerships with leading industry
organizations and publications.
Beore joining ASTD, Bingham served
as the senior vice president o technology
and operations or Britannica.com.
Liz Wiseman
Monday
MorningGeneral
Session
Liz Wiseman is the president o The
Wiseman Group, a leadership research and
development rm headquartered in Silicon
Valley. At The Wiseman Group, she advises
senior executives and leads strategy and
leadership orums or executive teams
worldwide. Her recent clients include:
Apple, SAP, GAP, Salesorce.com, and
Microsot.
Wiseman has conducted signicant
research in the eld o leadership and
collective intelligence and is the author
oMultipliers: How the Best Leaders Make
Everyone Smarter(Harper Business, 2010)
and has published Bringing out the best
in your people in the May 2010 edition o
Harvard Business Review.
A ormer executive at Oracle
Corporation, Wiseman worked in various
executive roles in the education andHR organizations during her 17 years
there. Most recently, she worked as
the vice president o global products
and services or Oracles $400 million
education business, where she led
product management, marketing, pricing,
eLearning, and internal training globally.
Wiseman has led signicant
globalization initiatives and has worked
and taught extensively internationally.
Keynote SpeakersAs o March 9, 2011
Learning Forward 2011 Annual Conference Dec. 37, 2011 Ana
Capt th agiCapt th agi
8/7/2019 Learning Forward 2011 Annual Conference Preview
3/16
Sir Michael Barber
Tuesday
AternoonGeneral
Session
Sir Michael Barber joined McKinsey &
ompany in September 2005 as the expert
artner in its global public sector practice,
working on major transormations o
ublic services, especially education, in the
USA, UK, and other countries.
Prior to joining McKinsey, Barber was
hie advisor on delivery to British Prime
Minister Tony Blair. Barber was responsible
or the oversight o implementation o
he prime ministers priority programs
n health, education, transport, policing,
riminal justice, and asylum/immigration.
Beore joining government, Barber
was a proessor at the Institute o
ducation, University o London. His major
ublications include The Learning Game:
rguments or an Education Revolution
ndigo, 1997), How to do the Impossible:
Guide or Politicians with a Passion orducation (Institute o Education, 1997)
nd The Virtue o Accountability(Boston
University, 2005).
Barbers advice on public policy,
specially education, has been sought
y governments including Australia, the
USA, Russia, Estonia and Hong Kong and
y major international organizations,
ncluding the Organisation or Economic
o-operation and Development, The World
ank, and the International Monetary Fund.
Thought Leader LecturesAs o March 9, 2011
TL1 Monday a.m. 10 a.m.-11 a.m.
PARTNERING WITH HIGHER EDUCATION: THE REAL
VALUE-ADDED IN AN URBAN SCHOOL DISTRICT
Carl Cohn
Carl Cohn is co-director o the Urban Leadership program and clinical proessor in the
School o Educational Studies at Claremont Graduate University. He has served as superin-
tendent o the San Diego Unied School District and the Long Beach Unied School District.His tenure in Long Beach culminated with his winning the McGraw Prize in 2002 and the
district winning the Broad Prize in 2003. Cohn has also worked as clinical proessor at the
University o Southern Caliornia Rossier School o Education. He has worked as a aculty ad-
visor or both the Broad Superintendents Academy and the Harvard Urban Superintendents
Program and serves on the boards o the American College Testing, the Center or Reorm
o School Systems, and EdSource. His additional school reorm activities include service on
the Bill & Melinda Gates Foundations Empowering Eective Teachers Advisory Committee,
the Teacher Preparation Assessment Consortium Advisory Council o AACTE, the National
Research Councils independent evaluation o the D.C. Public Schools, and the U.S. Dept. o
Educations National Technical Advisory Committee. Among his many publications, Cohn
co-edited, Partnering to Lead Educational Renewal: High Quality Teachers, High Quality Schools
(Teachers College Press, 2004).
TL3 Monday 3:30 p.m.-4:30 p.m.DEVELOPING RIGOROUS TEACHER INDUCTION
TO INCREASE STUDENT ACHIEVEMENT
Ellen Moir
Ellen Moir is chie executive ocer o the New Teacher Center (NTC), which she ounded in
1998 to scale high-quality teacher induction services to a national audience. Moir is widely
recognized or her work in beginning teacher development and school reorm and is a pas-
sionate advocate or the newest teachers. She has extensive experience in public education,
having previously served as director o teacher education at the University o Caliornia at
Santa Cruz. She also worked as a bilingual teacher. Moir is the recipient o many awards
including the 2008 Learning Forward Contribution to the Field award; the 2008 Full Circle
Fund Impact Award; the Harold W. McGraw, Jr. 2005 Prize in Education; and the 2003 Calior-
nia Council on Teacher Education Distinguished Teacher Educator Award.
TL5 Tuesday 10 a.m. - 11 a.m.ENGAGING URBAN YOUTH THROUGH
COMMUNITY-BASED ACTION: THE RELATIONSHIP
BETWEEN COMMUNITIES AND SCHOOLS
Gilberto Conchas
Gilberto Conchas is an associate proessor o education and chancellors ellow at the
University o Caliornia, Irvine (UCI). Prior to joining the UCI aculty, Conchas was an assistant
proessor at the Harvard Graduate School o Education. He most recently served as senior
program ocer with the Bill & Melinda Gates Foundation, managing the research portolio
on U.S. inequity. The ocus o his research is urban school success, social inequality, and
education, and educational policy and reorm. Numerous scholarly journals, including the
Harvard Educational Review, Research in Sociology o Education, Youth & Society, and Teachers
College Record, have published Conchas research on social equity and urban schools. He is
the author oThe Color o Success (Teacher College Press, 2006) and the co-author oSmall
Schools and Urban Youth (Corwin, 2008). Conchas is currently working on his third book
StreetSmart, SchoolSmart. He has been a visiting scholar at the University o Barcelona,
University o Southern Caliornia, San Francisco State University, and the University o
Washington.
TL9 Wednesday 7:45 a.m. - 8:45 a.m.
PREPARING ENGLISH LANGUAGE LEARNERS AND ALL
OTHER STUDENTS FOR SUCCESS IN THE 21ST CENTURY
Ada Walqui
Ada Walqui, director o teacher proessional development at WestEd, is responsible or
coordinating teacher proessional development and leading the organizational eort to
support teachers throughout their careers. Previously, Walqui taught at the University o
Caliornia, Santa Cruz, and at Stanord University, where she coordinated the cross-cultural
linguistic and academic development emphasis in the STEP program. She also has taught at
universities in Peru, Mexico, and England.
8/7/2019 Learning Forward 2011 Annual Conference Preview
4/16
MUSEUMS AND GARDENSor science, history, andculture
The Bowers Museumf C awww.bowers.org
Dcve scece Ceewww.discoverycube.org
Fullerton Arboretumand Botanic Gardenhttp://ullertonarboretum.org
muZEowww.muzeo.org
Long Beach Aquariumof the Pacicwww.aquariumopacic.org
HIKE & BIKE TRAILS
s a rve twww.trailsaetypatrol.com
Back Bay Loop Trailin Newport Beachwww.newportbeachca.gov
BEACHESor seaside dining, beachwalkways, and piers
Huntington Beachwww.ci.huntington-beach.ca.us
Newport Beachwww.newportbeachca.gov
Laguna Beachwww.lagunabeachcity.net
Balboa Islandwww.balboa-island.com
Crystal Cove State Parkwww.crystalcovestatepark.com
California Attractions Visit these local landmarks suggested by the Host Committee:
THEATER/CONCERTS/SPORTS/EVENTS
oe CPerforming Arts Centerwww.scta.org
Hd Ceewww.hondacenter.com
Staples Centerwww.staplescenter.com
AMUSEMENT PARKS
Ded d DeCf adveehttp://disneyland.disney.go.com
Knotts Berry FarmTheme Parkhttp://www.knotts.com
Rancho Los AlamitosHistoric Ranch and Gardenswww.rancholosalamitos.com
ledhttp://caliornia.legoland.com
SHOPPING
South Coast Plazawww.southcoastplaza.com
Fashion Islandwww.shopashionisland.com
Irvine Spectrum Centerwww.shopirvinespectrum-center.com
Old Town Orange Antiqueswww.cityoorange.org
GOLF COURSES
pec H gf Cbwww.pelicanhill.com
Ce H C Cbwww.coyotehillsgc.com
Tustin Ranch Golf Clubwww.tustinranchgol.com
Photos courtesy o Anaheim/Orange County Visitor & Convention Bureau
8/7/2019 Learning Forward 2011 Annual Conference Preview
5/16
Hotel Inormation
Online reservations can be made at www.learningorward.org/annual. The Anaheim
Marriott Hotel and Hilton Anaheim Hotel are adjacent to the Anaheim Convention Center
and 45 minutes rom downtown Los Angeles.
ANAHEIM MARRIOTT HOTEL
700 West Convention Way
Anaheim, CA 92802
714-750-8000
$159 + tax orsingle or double occupancy
HILTON ANAHEIM HOTEL
777 Convention Way
Anaheim CA 92802
714-750-4321
$185 + tax orsingle or double occupancy
A penalty o one nights room and tax will be charged or any cancellation made ater October 24, 2011.
The conerence rate is available on or beore November 12, 2011 and is subject to availability.
Airport Transportation Guide
The Anaheim Convention Center is approximately 15 miles rom John Wayne Airport (SNA),
approximately 18 miles rom Long Beach Airport (Daugherty Field), or approximately 35 miles
rom Los Angeles International Airport (LAX).
TAxI
From John Wayne Airport ............................................................. $35.00
From Long Beach Airport .............................................................. $50.00
From Los Angeles Internationall Airport .................................. $95.00
PARkING
Please contact the
Anaheim Convention
Center or the daily
rate at 714-765-8950.
SHUTTLE SERVICE
From John Wayne Airport ............................................................. $13.00
From Long Beach Airport .............................................................. $33.00
From Los Angeles International Airport .................................. $16.00
For Orange County Airport shuttle service call 949-586-4347
TRANSPORTATION SECURITY ADMINISTRATION SECURE
FLIGHT INITIAL PUBLIC PHASE IMPLEMENTATION
The Transportation Security Administration (TSA), as part o the
Secure Flight passenger vetting program, requires passengers to
enter their ull name as it appears on their government issued
identication used when making airline reservations or travel.
Call for special discounts on airfare
for individuals and groups of 10 or
more travelling together
FOR RESERVATIONS:
Call Kay at the Learning Forward Travel
Desk at 800-445-3265 or email your
request to [email protected].
Include the ollowing inormation in
your email:
1. Name(s)
2. Departure City
3. Departure Date & Preerred Time
4. Airline Preerence
5. Return Date & Preerred Time
When buying ticket(s) on American
or United Airlines, please include the
Learning Forward identication number.
The numbers will benet Learning
Forward in uture contract negotiations.
American Airlines Business ExtraAA
account number 789086
United Airlines Perks Plus
account number 065NS
STELLAR TRAVEL is located in B ellevue WA,is a travel agency specializing in exceptionalpersonal care to each t raveler. Under the samelocal ownership or twenty years, the com-
pany is recognized as one o the top travelbusinesses in the Pacic Northwest. StellarTravel is a proud member o the Virtuosonetwork o travel agencies with expert travel-planning travel consultants that specialize inconnecting travelers to the worlds destina-tions - in the best ways possible. All Virtuosotravel specialists take the time to get to knowyou so your travel requirements and expecta-tions really do become reality.
le Fwd 2011 a CfeeceDec. 37, 2011 Anaheim
STELLAR TRAVEL
800-445-3265
the ocial travel agency or
the Learning Forward 2011
Annual Conerence in Anaheim
Dec. 37, 2011
Anaheim, CA
Capture theMagic
8/7/2019 Learning Forward 2011 Annual Conference Preview
6/16
PC101
NEUROSCIENCE AND EDUCATION:
THE VITAL CONNECTION
In 2010, the U.S. Dept. o Education listed
neuroscience as an important agenda item or
educational reorm, stating, We need to invest in under-
standing how people learn and under what conditions.Focus on the most recent ndings rom neuroscience and
cognitive science research that have practical implica-
tions or educators and the students they teach.
Participants will:
Describethebiologicalbasisforlearningandmemory.
Denethetermsneuroplasticityandconsolidation
and describe their impact on retention.
Examinetheimpactofexercise,nutrition,andsleep
on the developing brain.
Identifythemosteectivewaystorehearsevarious
types o new inormation.
Patricia Wolfe, Napa Valley, CA, [email protected]
PC102
FACILITATION SKILLS
TO MAXIMIZE GROUP
EFFECTIVENESS
Increase your eectiveness as a
acilitator. Learn to scaold conversations in small or large
groups, in dialogue, or through discussion. Discover ve
standards that improve meeting success. Extend personal
skills or managing group energy, ocus, and inormation
fow. Apply new understandings to increase eectiveness
when collaborating on studying student work, dialoguingabout data-planning, or making decisions
Participants will:
Increaseexibility,condence,andauthenticityasa
acilitator.
Usenewstructuresthatpromotesuccessindecision-
making meetings.
Accessnewwaystodevelopmentallyenhancegroup
productivity.
Useconversationstructuresthatincreaseunderstand-
ing and shared meaning among group members.
Learntoconvertnegativeenergyintopositiveenergy.
Carolyn McKanders, Center for Adaptive Schools,
Belleville, MI, [email protected]
Michael Dolcemascolo, Center for Adaptive Schools,
Skaneateles, NY, [email protected]
Preconference Sessions/Saturday /December 3, 2011 / 9 a.m. 4 p.m.
PC103
LEADING THE CHARGE FOR CHANGE:
PERSONALIZED LEARNING WITH
TECHNOLOGY INTEGRATION
Administrators today must become agents o
change i we are to move orward and meet the demand
o both our students and our world. Develop a strong,
research-based vision o educational change that meets
the needs o the 21st-century student. Understand wha
technology integration is and, more importantly, what i
isnt. Discover how to lead change with Jim Collins Goo
to Great diagnostic tool.
Participants will:
Developavisionforchangethatisbasedoneective
use o technology or personalized learning.
CraftaBig,Hairy,AudaciousGoal(BHAG)tocarry
them into the uture.
Createve-yearBaseCampobjectivesontotheway
to the BHAG.
LearnhowtoformandleadaMarsGrouptomake
things happen.
Practiceleadershipstrategiesandskills.
Lori Gracey, Texas Computer Education Association, Austin, T
PC104
THE INFLUENCE OF EMOTIONS
ON LEARNING AND TEACHING
Research in organizations shows that star pe
ormers possess a set o competencies oten
called emotional intelligence (E.I.), that includes the abiity to be aware o and manage ones emotions, thought
processes, and stress when it counts. Review the latest
brain research on the infuence o emotions on learning
and teaching, leading teams, coaching employees, and
maintaining good health. Apply the results o this re-
search to relate to others more eectively. Learn specic
strategies to manage your emotional states and infuen
emotional states in others. Reduce stress and understan
the social conditions that can aect the generation o
new brain cells.
Participants will:
Buildrapportandempathyinrelationships. Improvetheabilityandincreasesensibilitytoread
emotions in others and skillully manage them.
Increasestressmanagementandimpulsecontrol.
Ernie Mendes, Mendes Training & Consulting, Carlsbad, CA,
10
0
8/7/2019 Learning Forward 2011 Annual Conference Preview
7/16
PC105
SEVEN STRATEGIES FOR ASSESSMENT
FOR LEARNING
Learn how to weave assessment or learning
into daily teaching based on the content o
Seven Strategies o Assessment or Learning (Assessment
Training Institute, 2009). Help students develop a clearvision o the intended learning. Teach students to
sel-assess and set goals. Provide descriptive eedback
eectively and eciently. Learn to lead others in their
study o these practices.
Participants will:
Gainanunderstandingofthesevenstrategiesof
assessment or learning.
Developconcreteexamplesofclassroomapplications
o the strategies.
Learntoleadothersinstudyingassessmentfor
learning.
Each participant will receive a copy o the book, SevenStrategies o Assessment or Learning (Assessment Training
Institute, 2009), a acilitators guide to using the book,
and a CD o related materials as the ocus o learning-
team study.
Jan Chappuis, Pearson Assessment Training Institute,
Portland, OR, [email protected]
PC106
SOCIAL JUSTICE: BEYOND IDEAS TO ACTION
Examine multiple perspectives on social
justice and its implications or proessional
practices. Discover what social justice means
beyond altruism to what it means in terms o your own
proessional work and or achieving educational equity.
Develop practical ideas or eective proessional learning
based on a clear vision o social justice. Gain the skills
to advocate or and understand social justice and to act
on this knowledge and these belies to perorm at high
levels or all students.
Participants will:
Developasystemic,cradle-to-careeranalysisthat
enables educators to assess holistic strategies or
identiying what social justice means in their own
educational context.
Makedata-baseddecisionsthatapplysocialjusticeto
establishing a clear vision with high expectations or all
students.
Investigatehowtocreateappropriatelearning
conditions and develop innovative curriculum,
teaching, and learning approaches aimed at equity.
Beverly Cross, University of Memphis, Memphis, TN,
PC107
LEADING CHANGE STEP BY STEP:
TACTICS, TOOLS, AND TALES
Gain proven tactics or planning and imple-
menting successul change with helpul tools
to put change eorts into practice. Develop a vision o
sustainable educational reorm and a series o coordi-nated action steps. Hear success stories where leaders
used these tools to analyze situations and identiy and
work with groups needed to get results. Engage in small
groups to use the tools to plan your own change strate-
gies to address your own vision o needed reorm.
Participants will:
Assessthereadinessofleaders,participants,and
organizations or change.
Identifyandengagethevariousstakeholdergroups
and include them in collaborative planning.
Learntominimizeresistanceanddevelopgreater
resistance tolerance at the same time.
Planandimplementanearlywinandthenscaleand
sustain the results.
Makemid-coursecorrectionsandsecurecontinuous
improvement.
Jody Spiro, New York, NY, [email protected]
PC108
ADVOCACY TO
IMPACT TEACHING
AND LEARNING
Learn to eect change
in the policy arena by ampliying the voices o educators.Give educators the knowledge and skills needed to advo-
cate or positive change at the local, state, and national
levels. Transorm your advocacy goals into strong, cohe-
sive messages. Develop communication skills to speak so
others listen, and strategize about logical entry points to
introduce your voice into policy dialogue. Crat a plan to
meet context-specic advocacy goals that support eec-
tive teaching and student learning.
Participants will:
Writeclear,focusedadvocacygoalstocreatepositive
change or students and teachers at the local, state, or
national context. Discovertheelementsofeectivemessagingand
think strategically to identiy the right audiences to
deliver them.
Createaplantoamplifyteachervoiceinthedialogue.
Terese Emry, Center for Strengthening the Teaching
Profession, Tacoma, WA, [email protected]
Beth McGibbon, Spokane Public Schools, Spokane, WA,
John Hellwich, White River School District, Buckley, WA,
100
8/7/2019 Learning Forward 2011 Annual Conference Preview
8/16
PC109
HOW TO PRODUCE POWERFUL
AND EFFECTIVE PRESENTATIONS
Learn to dierentiate the characteristics o
good vs. bad presentation design. Review
key principles o visual literacy using supporting research
and resources. Acquire the strategies, techniques, andmethods to produce eective presentations applicable to
any ormat, whether proessional development, class-
room instruction, online instruction, or at a proessional
conerence.
Participants will:
Identifythekeycomponentsofawell-designed
presentation.
Learnavarietyofwaysinwhichappropriatecontent
can be accessed.
Gainstrategiestodeveloptheirownstockimage
library or presentation use.
Practicedeveloping,designing,anddeliveringabrief
presentation.
Explorewaystheircontentcanbepublished.
Participants should bring laptops and digital cameras.
Photo editing sotware is recommended.
Kenneth Shelton, Los Angeles Unied School District,
Los Angeles, CA, [email protected]
PC110
IMPROVING ADOLESCENT LITERACY
THROUGH QUALITY INSTRUCTION
Content area literacy has grown and expand-
ed in recent decades. Schoolwide approaches,
discipline-specic literacy, and 21st-century skills are
now needed to create college- and career-ready learners.
Examine research-based practices associated with oster-
ing a schoolwide eort or improving adolescent literacy,
and create a plan or applying these to your own schools.
Discuss quality indicators or utilizing an instructional
ramework that builds conceptual knowledge and skills
through videos and rubrics. Use Common Core State
Standards as a basis or inusing 21st-century learning
into content areas.
Participants will:
Examineinstructionalstrategieswithincontentarea
teaching and improve students reading, writing, and
oral language development.
Gaininsightintohowtosupportstrugglinglearners.
Acquiretoolstosupportstudentcomprehensionand
success.
Nancy Frey, San Diego State University, San Diego, CA,
PC111
BECOMING AN ASSESSMENT LEADER
A balanced assessment program makes a
dierence or students only when all orms
o assessment relate to the instructional
process at the classroom level. Explore a variety o ways
to set clear learning goals, gather useul inormation onstudent learning through a variety o assessment orma
use that inormation to guide improvements in student
learning, and document students learning progress in
the context o modern classrooms. Learn how to use
classroom assessments as eective learning tools and
how to integrate perormance assessments with more
traditional testing and evaluation methods. Examine ho
to align assessment procedures with important learning
goals and how these procedures will allow them to bett
meet the needs o diverse learners.
Participants will:
Applyclassroomassessmentsaseectivelearningtools.
Learntointegrateperformanceassessmentswithmo
traditional testing and evaluation methods.
Alignassessmentprocedureswithimportantlearning
goals.
Usetheseprocedurestobettermeettheneedsof
diverse learners.
Thomas Guskey, University of Kentucky, Lexington, KY,
10
0
Preconference Sessions/Saturday /December 3, 2011 / 9 a.m. 4 p.m.
800-727-7288
www.learningforward.org
Dec.37,2011Anaheim,CACapture theMagic
8/7/2019 Learning Forward 2011 Annual Conference Preview
9/16
PC201
LEADING FOR TEACHER GROWTH
IN DIFFERENTIATION
Teachers who are learning how to better plan
curriculum, assessment, and instruction or
academically diverse classrooms need the support and
eedback o capable administrators, coaches, and peers.See how such leadership readily applies principles and
practices o dierentiation to acilitating teacher learning.
Examine ways to help teachers develop a solid under-
standing o what it means to dierentiate instruction in
their classrooms.
Participants will:
Analyzeclassrooms,lessons,andtasksforelementsof
high-quality dierentiation.
Identifyopportunitiesforfacilitatingteachergrowthin
dierentiation.
Applycoachingtechniquestoprofessionalinteractions
around dierentiation.
Adaptmodels,strategies,andtoolstoshort-andlong-
term proessional development planning.
Jessica Hockett, Evanston, IL, [email protected]
PC202
CREATING 600,000 TEACHERPRENEURS BY 2030:
WHAT WE MUST DO TODAY AND TOMORROW
Experience a vision or the uture o teaching. Identiy
our emergent realities that will shape the learning
experience o children born in the new millennium and
explore six levers or change that can increase teaching
quality. Hear how 600,000 teacherpreneurs will be culti-
vated in the next 20 years.
Participants will:
Digdeeplyintothechallengesclassroomteacherswill
ace over the next 20 years, in and out o cyberspace.
Developandshareactionplansforhowthevisionof
teaching can be realized.
Shapeanewsetofworkgoalstoengagethepublic
and practitioners around the promise and possibilities
o teacherpreneurs.
Leavewithasolutions-orientedapproachto
addressing these questions.
Barnett Berry, Center for Teaching Quality,
Hillsborough, NC, [email protected]
Julianna Dauble, Renton School District, Renton, WA,
Vinnie Basile, Adams County School District 50,
Broomeld, CO, [email protected]
Heather Wolpert-Gawron, Los Angeles, CA,
PC203
ENGAGING EDUCATORS
IN THE POLICY PROCESS
Too oten, teachers may see the
complexity o the world outside
the classroom as a barrier to engaging in the policy
process. Explore how educators are most eective whenthey understand policy, eel ownership over policy, and
actively engage in shaping policy. Develop strategies
teachers, school leaders, and district leaders can use to
break down these engagement barriers.
Participants will:
Learnhowpolicyismadeatthelocal,state,andfederal
levels and entry points or aecting this process.
Considertheproblemsfacingdistrictsandpropose
innovative policy solutions or addressing those
concerns.
Learntheimportanceofhavingastathatiscognizant
o the policy context and strategies or engaging ellow
educators in policy.
Ren Islas,Learning Forward, Washington, DC,
Cheryl Krehbiel, B&D Consulting, Washington, DC,
PC204
NEW STANDARDS FOR
PROFESSIONAL DEVELOPMENT
Standards or proessional de-
velopment dene the indicators
o quality and recommended practice in the eld. Hearabout the newly updated standards or proessional
development recently revised in 2011 through a multi-
national, collaborative process involving multiple proes-
sional education associations and organizations. Focus
on developing an understanding o the newly revised
standards, examine what they look like in practice, and
explore ways to introduce them to various stakeholder
groups, integrating them into policies that currently exist.
Participants will:
Developanunderstandingofthenewlyrevised
Standards or Proessional Development.
Distinguishthesimilaritiesanddierencesbetween
the new and ormer standards.
Examinehowthestandardslookinpractice.
Acquirestrategiesforintroducingthestandardsto
various stakeholder groups.
Gainstrategiestoimplementstandardsinpractice.
Explorewaysofintegratingthenewstandardsinto
policy.
Joellen Killion, Learning Forward, Arvada, CO,
Jacqueline Kennedy, Learning Forward, Dallas, TX,
2
00
Preconference Sessions/Sunday /December 4, 2011 / 9 a.m. 4 p.m.
8/7/2019 Learning Forward 2011 Annual Conference Preview
10/16
PC205
WEB 2.0: THE WHO, WHY, AND WHAT ON
HOW EDUCATORS CAN USE SOCIAL MEDIA
AND INTEGRATE IT INTO THEIR CLASSROOMS
Examine how teachers and students can
eectively use social media to enhance the educational
experience. Explore various tools rom blogs to content
management systems to image galleries. Find creative
ways to embrace technology and integrate it into your
classroom.
Participants will:
ExploreexcitingareasofWeb2.0anditseectiveuse.
Gaintheabilitytousesocialmediawebsitesand
transorm classrooms.
Learntoleverageavailabletechnologyandresources.
Michael Butler, Butler Consulting Group, St. Louis, MO,
PC206 COACHING: IS IT WORTH IT?
Learn how to maximize results rom coaches,
teacher leaders, resource teachers, and
proessional developers. Examine what will
be dierent ater having coaches and/or
teacher leaders in your district or school or three years.
Determine whether or not coaching is worth it. Discuss
whether one-on-one coaching will really, sustainably, up-
grade instruction and learning across your entire school
or district. Gain an understanding o the sole purpose o
coaching in education and why the coachs role must be
careully crated and supported.
Participants will:
Identifythehigh-leverageactivitieswhereallcoaches
need to be spending 80% o their time.
Distinguishwhichrelationshipismostimportant
or the coach to cultivate in order to impact classroom
instruction and learning.
Discoverwhatcontent-focusedcoachingisandwhy
a ocus on content is necessary to improve student
achievement.
Examinewhatviabletheoryofactionandstrategic
decisions principals, districts, and coaches should
make to ensure that teachers and students learn to
high-levels. Worktomaintainacoachingculturewhenthebudget
is slashed.
Lucy West, Metamorphosis Teaching Learning Communities,
New York, NY, [email protected]
PC207
PLOTTING THE PATH AWAY FROM JUVENI
DETENTION AND TOWARD ACADEMIC
SUCCESS FOR BLACK MALES
Over the past decade a number o policy
organizations have called or reversing a trend common
known as the school-to-prison pipeline, which has oun
that zero-tolerance disciplinary policies and reliance on
law enorcement to handle minor oences at schools
oten precipitate youth involvement with the juvenile
justice system, disproportionately aecting Arican
American males. Learn how having adequate education
accommodations or students with special needs and
unique lie circumstances can lead to less involvement i
the juvenile justice system. Review original research on
specic strategies to create an environment that is cons
tent with lower levels o delinquency and higher levels o
academic success or black males.
Participants will:
Setculturallyrelevantprioritiesforschool-based
training programs ocusing on social skills or school-
age black males.
Exploredelinquencyrelatedfactorsthathavea
relationship with educational outcomes.
Establishprioritiesandbestpracticestocontrol
gang-related activity in schools and develop strategie
to cultivate an environment to help black males over-
come violence-related stress and enjoy higher levels
o academic success.
Considertheacademicpotentialofblackmalesin
juvenile detention centers and establish priorities or
detention-based education and programs designedto reintegrate ormer youth detainees into mainstrea
schools.
Examinetheexperiencesofschool-agedblackmales
who sell drugs and learn how to construct amily,
community, and school-based programs that reduce
involvement in the juvenile justice system and
promote higher school participation.
Ivory Toldson, Howard University, Washington, DC,
PC208
A STUDY OF THE
COMMON CORE
STATE STANDARDS:
STRENGTHENING TH
ALIGNMENT OF CURRICULUM, INSTRUCTION, AND
ASSESSMENT
Learn processes or exploring the depth, rigor, and com
plexity o the mathematics and English language arts an
literacy Common Core State Standards (CCSS). Examine
how important content ideas are developed across
the CCSS by tracing its articulation rom kindergarten
20
0
Preconference Sessions/Sunday /December 4, 2011 / 9 a.m. 4 p.m.
8/7/2019 Learning Forward 2011 Annual Conference Preview
11/16
through grade 12. Explore how components that make
up the CCSS create a structure that supports teaching,
learning, and collaboration.
Participants will:
Developfamiliaritywiththeknowledgeandskills
students should have within K-12 education.
UnderstandhowtheCCSSalignwithcollegeand
career expectations.
Examinetheimplicationsforthedevelopmentand
alignment o curriculum, instruction, and assessment.
Laurie Garland, The University of Texas, Charles A. Dana
Center, Austin, TX, [email protected]
Patti Bridwell, The University of Texas, Charles A. Dana
Center, Austin, TX, [email protected]
Omar Barnhart, The University of Texas, Charles A. Dana
Center, Austin, TX, [email protected]
PC209
INITIATING AND SUSTAINING IMPROVEMENT
THROUGH RESEARCH AND DEVELOPMENT, A
CONTINUOUS IMPROVEMENT PROCESS
Learn about a practical, research-tested continuous im-
provement (CI) process, recognized in 2010 by Learning
Forward or its quality research base, that is a product o
25 years o collaboration among teachers, administra-
tors, and researchers in challenged districts and schools.
Consider a process praised by educators or its practical-ity and eectiveness in increasing student achievement.
Examine the major change elements o the CI process
and critical mediating variables. Review examples that
include an early reading program, a school change
model, an English learner program, a teacher collabora-
tion program, and specic components o literacy and
language arts instruction.
Participants will:
StudytheCImodelandcasesinwhichithasbeen
used.
AnalyzeacurrentinitiativeintermsoftheCIelements.
Determinewhichaspectsneedtobestrengthenedand develop specic steps to improve the initiative
and its implementation.
Ronald Gallimore, University of California Los Angeles,
Los Angeles, CA, [email protected]
Bradley Ermeling, Pearson Learning Teams, Tustin, CA,
David Marcelletti, Pearson Learning Teams, Los Angeles, CA,
William Saunders, University of California Los Angeles,
Los Angeles, CA, [email protected]
PC210
CONCEPTUAL TEACHING AND
SYNERGISTIC THINKING: RAISING THE BAR
FOR CURRICULUM AND INSTRUCTION
Expand your awareness o the conceptual
level o knowledge, thinking, and understanding. Move
to a three-dimensional, concept-based, curriculum and
instruction model and replace the worn out two-dimen-
sional coverage model. Explore what concept-based
instruction looks like in the classroom. Learn specic,
practical instructional strategies that engage the hearts
and minds o students and develop deeper, synergistic
thinking. Raise the bar in curriculum and instruction and
or meeting the deeper intent o the Common Core State
Standards.
Participants will:
Acquirecutting-edgestrategiesforraisingthebarin
curriculum and instruction.
Learntodesigninstructiontoachievesynergistic
thinking between the actual and conceptual levels
o knowledge and understanding.
Movetoathree-dimensionalcurriculumand
instruction model.
Leavewithpracticalapplications,newunderstandings
about quality curriculum and instruction, and a
renewed passion or their job
Lynn Erickson, C&I Consulting, Mill Creek, WA,
PC211
INDUCTION THATCOUNTS: USING
DATA TO ASSESS
PROGRAM QUALITY
AND INCREASE PROGRAM IMPACT
How can you tell i your teacher induction program is
high quality? How do you know what kind o an impact
your program is having on teacher practice and student
learning? Learn how the New Teacher Center addresses
these questions.
Participants will:
Becomefamiliarwithtendimensionsofhigh-quality
teacher induction.
Examinetoolsforcollectingevidenceofnewteacher
eectiveness.
Considerwaysinwhichbeginningteacherscan
maximize their impact on student learning.
Janet Gless, New Teacher Center, Santa Cruz, CA,
Cynthia Brunswick, New Teacher Center, Chicago, IL,
Srikanth Gopalakrishnan, New Teacher Center,
Chicago, IL, [email protected]
2
00
8/7/2019 Learning Forward 2011 Annual Conference Preview
12/16
PC212
TRANSFORMING SCHOOL CULTURE:
CREATING HEALTHY LEARNING ENVIRON-
MENTS
Gain insight on the age-old battle o getting
sta buy-in on school improvement initiatives. Under-
stand the root causes o sta resistance to change. Ac-
quire a clear understanding o the problem and concrete
strategies that will improve your school
culture and lay the oundation or the creation o a
powerul learning environment.
Participants will:
Understandthefactorsthatleadtotheformationof
healthy and toxic school cultures.
Appreciatethesubtle,sociologicalissuesthataect
student learning.
Leavewithpracticalstrategiesthatwilleliminatesta
division on critical issues o student learning.
Takeawayaplanofactionandtheknowledgeand
skills to develop policies and procedures that support
student-centered belie systems.
Anthony Muhammad, New Frontier 21, Novi, MI,
PC213
WE CANT TEACH WHAT WE DONT KNOW:
GROWING GOOD WHITE TEACHERS
In spite o the rhetoric and best intentions,
the education community still struggles
under the weight o limited perspectives and paradigms
regarding race. Learn to talk about issues o power,privilege, and race in ways that are authentic and eec-
tive. Recognize signs o insensitivity and bigotry in your
community and among students and colleagues. Explore
several proessional development processes, conceptual
rameworks, instructional strategies, and conversations
that help ree us rom our own personal, proessional, and
institutional barriers.
Participants will:
Understandthesubtleelementsofracial
discrimination that are present in todays schools.
Identifytheunderlyingassumptionsandbiasesthat
orm the basis o the U.S. educational system and thatpromote discrimination and maintain the status quo.
Examinehowtocreateprofessionaldevelopment
processes that remove impediments to cultural
awareness.
Developcurriculumandclassroomsthatreachthe
needs o all students and are more inclusive and inviting.
Takeajourneyoftransformation,reectonyourown
values, actions, and speech, and promote change
within your community.
Gary Howard, Gary Howard Equity Institutes,
Seattle, WA, [email protected]
PC214
QUALITY QUESTIONING TO
ENGAGE STUDENTS AND ADULT
PATHWAY TO EFFECTIVE LEAD-
ING, TEACHING, AND LEARNING
Quality questioning is a powerul lever or systemic
improvement and is a key to attaining high levels o ind
vidual and collective engagement, thinking, and learnin
or both students and adults in schools. Learn strategies
or creating schools o inquiry, innovation, and imagina-
tion using quality questions and questioning strategies
Explore how to ormulate questions that ignite inquiry
and collaboration or students and adults. Take away a
range o engagement strategies and protocols that can
be used with large and small groups and adapted or
students and adults.
Participants will:
Learnhowtoformulatequestionsthatarealigned
with intended outcomes.
Matchstructuresforrespondingwithintendedresult
Exploretheknowledge,skills,andhabitsofmindthat
nurture and support a culture in which quality
questioning drives authentic inquiry, deep learning,
and continuous improvement.
Reectonpersonaluseofqualityquestioning.
Jackie Walsh, Montgomery, AL, [email protected]
Beth Sattes, Charleston, WV, [email protected]
PC215
DEVELOPING AND ASSESSING
PRINCIPAL EFFECTIVENESS: ACOHERENT LEADERSHIP
DEVELOPMENT SYSTEM
Hear how to guide and support leadership developmen
through articulation, proessional development, quality
review, policy assessment and recommendations, and
resource sharing and development. Learn about the
Integrated Leadership Development Initiative designed
to advance leadership by using research and policy
recommendations as a key strategy or improving schoo
and districts. Review recent research and best practices
about education leadership and develop a coherent and
comprehensive system or principal development and
support.
Participants will:
Examineeachstageoftheleadershipdevelopment
continuum and how to identiy and best prepare leade
Discussprincipalinduction,development,andsuppo
Formulatestepsneededtochangepoliciesand
practices necessary or a systemic approach to
leadership development.
Karen Kearney, WestEd, San Francisco, CA,
Steve Winlock, Sacramento County Oce of Education,
Sacramento, CA, [email protected]
20
0
Preconference Sessions/Sunday /December 4, 2011 / 9 a.m. 4 p.m.
8/7/2019 Learning Forward 2011 Annual Conference Preview
13/16
PC301
FROM DATA, DATA EVERYWHERE
TO SUCCESSFUL RESPONSE-TO-
INTERVENTION RESULTS
Until continuous school im-
provement planning is done right, a school cannot do
Response-to-Intervention (RtI) right. Learn what students
know and do not know, and make commitments to get
all students on grade level. Hear how to create a shared
vision and establish an integrated RtI system throughout
general and special education.
Participants will:
Developanunderstandingofcontinuousschool
improvement planning and how it works with the
concept and intent o RtI.
Considerhowtoanalyzeschoolwidedata.
PlantocreateanRtIsystemthatreectstheschools
data, is a part o the vision, and know i a schools RtI
system is making a dierence.
Victoria Bernhardt, Education for the Future Initiative,
Chico, CA, [email protected]
Connie Hbert, Southeast Missouri State University Autism
Center for Diagnosis and Treatment, Cape Girardeau, MO,
PC302
COURAGEOUS CONVERSATION AND
COURAGEOUS LEADERSHIP: A FRAME-
WORK AND TOOLS FOR RESOLVING
LEARNING GAPS
For more than a decade, educators have struggled to nd
meaningul solutions to address student racial learninggaps. While proessional learning communities, positive
behavior support, and tender loving care are important
reorm components, these strategies alone do not
eliminate student racial learning gaps. Learn to eec-
tively exercise leadership at the important intersection
o race and schooling to eliminate racial, linguistic, and
economic disparities. Review the agreements and condi-
tions, outlined in Courageous Conversations About Race: A
Field Guide or Achieving Equity in Schools (Corwin, 2005).
Practice applying these strategies to meet instructional
and achievement challenges.
Participants will: Learnaframeworkthatenablesthemtoexamineand
address systemic racial, linguistic, and economic
achievement disparities in their school or district.
Developadeeperunderstandingoftheimpactofrace
on student achievement and practice.
Becomefamiliarwithfacilitationandprofessional
learning techniques that oster greater trust and saety
among educators participating in courageous
conversations.
Gatherprofessionaldevelopmentresourcesand
become a part o an extended national equity leader-
ship network in order to sustain personal ecacy and
improve proessional eectiveness.
Glenn Singleton, Pacic Educational Group, San Francisco, CA,
PC303
NAVIGATING LEADERSHIP TO
BECOME A LEARNING SCHOOL
Becoming a Learning School
(NSDC, 2009) and Change, Lead,
Succeed(NSDC, 2010) are two essential tool kits that
will support administrators and school leaders in the
implementation o and leadership or NSDCs deni-
tion o proessional development in schools. Learn how
planning or systemic proessional learning and leading
collaborative proessional learning teams are the ounda-
tion o continuous improvement. Examine structures andprocesses or successul collaboration; the responsibilities
o principals, teachers, teacher leaders, and central oce
sta; and strategies or evaluating team eectiveness.
Gain strategies and tools to understand collaborative
proessional learning, strengthen school and district cul-
ture, establish ocus on common goals, clariy stakehold-
ers roles in the school, troubleshoot perceived barriers
to proessional learning, and build a strong evaluation
system that ensures revisions are based on needs.
Participants will:
Identifythecomponentsofcollaborativelearning
that ocuses on student outcomes. Understandhowtoleadforchangethatbuilds
capacity o all sta to improve student learning.
Assessaschoolsordistrictsneedforandreadiness
to implement collaborative, team-based proessional
learning.
Practiceprotocolsthatfocusprofessionallearning
on getting results.
Clarifykeystrategiesfromthetoolkitstosupport
leadership or team development and student learning.
Developaplantoinitiateandimprovecollaborative
proessional learning within their school.
Bring a copy oBecoming a Learning School(NSDC, 2009)and Change, Lead, Succeed(NSDC, 2010) to the session.
Books may be ordered rom the Learning Forward Online
Bookstore at www.learningorwardstore.org.
Victoria Du, New Jersey Dept. of Education, Trenton, NJ,
Linda Munger, Munger Education Associates, Urbandale, IA,
3
00
Preconference Sessions/Saturday & Sunday /December 34, 2011 / 9 a.m. 4 p.m.
8/7/2019 Learning Forward 2011 Annual Conference Preview
14/16
le Fwd
a Cfeece
Strands:
1. Advocacy: Building Support forProfessional Learning Through Policy
Development and Implementation.
2. Equity: Applying Knowledge of Race,
Class, Culture, and Learning Dierences
to Achieve Educational Equity.
3. Fundamentals: Addressing the
Fundamentals of Powerful Professional
Learning.
4. Impact: Examining the Link Between
pfe le d sde
Achievement.
5. Leadership: Developing School and
District Leadership at All Levels to
Continuously Improve Student Learning.
6. Teaching Quality: Enhancing Quality
Teaching for Student Learning.
7. Technology: Leveraging Technology as
a Resource for Professional Learning.
Conerence OverviewAs o March 9, 2011
FRIDAY, DEC. 2
8:30 a.m. - 4:00 p.m. .................Academy Classes o 2012 and 2013 Sessions
5:00 p.m. - 7:00 p.m. ................Registration
SATURDAY, DEC. 3
7:30 a.m. - 5:00 p.m. .................Registration
8:30 a.m. - 4:00 p.m. .................Academy Sessions9:00 a.m. 4:00 p.m. ................Preconerence Sessions
12:00 p.m. - 1:00 p.m. ..............Preconerence Lunch
SUNDAY, DEC. 4
7:30 a.m. - 7:00 p.m. .................Registration
9:00 a.m. - 4:00 p.m. .................Preconerence Sessions
12:00 p.m. - 1:00 p.m. ..............Preconerence Lunch
5:00 p.m. - 6:00 p.m. .................Academy Reception and Academy Graduation
6:00 p.m. - 6:45 p.m. .................First-Time Conerence Goers Orientation
6:30 p.m. - 7:45 p.m. .................Member Reception
8:00 p.m. - 11:00 p.m. ..............Dance
MONDAY, DEC. 5
7:00 a.m. - 5:00 p.m. .................Registration
7:00 a.m. - 7:30 a.m. .................Breakast
7:30 a.m. - 8:30 a.m. .................General Session 1
8:30 a.m. 5:45 p.m. ................Exhibit Hall Open
9:00 a.m. - 12:00 p.m. ...............Keynote speaker QA1, Thought Leader Lectures TL1 & TL2
9:00 a.m. - 12:00 p.m. ...............Concurrent Sessions (A & C)
10:00 a.m. - 12:00 p.m. ............Concurrent Sessions (B & D)
12:15 p.m. - 1:00 p.m. ..............Lunch
1:00 p.m. - 2:15 p.m. .................General Session 2
2:30 p.m. - 5:30 p.m. .................Keynote speaker QA2, Thought Leader Lectures TL3 & TL4
2:30 p.m. - 5:30 p.m. .................Concurrent Sessions (E)
2:30 p.m. - 4:30 p.m. .................Concurrent Sessions (F), (A & B continued)
2:30 p.m. - 4:30 p.m. .................Roundtable 14:45 p.m. 5:45 p.m. ................Exhibit Hall Reception
6:00 p.m. - 7:00 p.m. .................State and Provincial Aliate Receptions
TUESDAY, DEC. 6
7:00 a.m. - 5:00 p.m. .................Registration
7:00 a.m. - 7:30 a.m. .................Breakast
7:30 a.m. - 8:30 a.m. .................General Session 3
8:30 a.m. - 4:00 p.m. .................Exhibit Hall Open
9:00 a.m. - 12:00 p.m. ...............Keynote speaker QA3, Thought Leader Lectures TL5 & TL6
9:00 a.m. 12:00 p.m. ..............Concurrent Sessions (G & I)
10:00 a.m. - 12:00 p.m. ............Concurrent Sessions (H & J)
12:15 p.m. - 1:00 p.m. ..............Lunch
1:00 p.m. - 2:15 p.m. .................General Session 42:30 p.m. - 5:30 p.m. .................Keynote speaker QA4, Thought Leader Lectures TL7 & TL8
2:30 p.m. - 5:30 p.m. .................Concurrent Sessions (K)
2:30 p.m. - 4:30 p.m. .................Concurrent Sessions (L), (G & H continued)
2:30 p.m. - 4:30 p.m. .................Roundtable 2
5:30 p.m. - 6:30 p.m. .................Learning Forward Business Meeting
WEDNESDAY, DEC. 7
7:00 a.m. - 10:00 a.m. ...............Registration
7:45 a.m. - 9:45 a.m. .................Thought Leader Lectures TL9 & TL10
7:45 a.m. - 9:45 a.m. .................Concurrent Sessions (M)
9:45 a.m. - 10:30 a.m. ...............Brunch
10:30 a.m. - 11:45 a.m. ............General Session 5
11:45 a.m. ....................................Conerence Adjourns
Thanks to our generoussponsors (as o March 9, 2011)
LEGACY
GALAXY
PLATINUM GOLD
SILVER
8/7/2019 Learning Forward 2011 Annual Conference Preview
15/16
rEgistration poliCiEs anD proCEDurEs
To register or Learning Forwards 2011 Annual Conerence, please complete the
Registration Form on the next page.
Fees or Saturday and Sunday include lunch, materials, and program attendance. Fees
or Monday and Tuesday include breakast, lunch, materials, and program attendance.
Wednesdays ee includes brunch, materials, and program attendance.
I you are not a current Learning Forward member, you must add a non-member ee
OR become a member. Trial memberships do not apply.
EARLY BIRD REGISTRATION DISCOUNT
I your registration is postmarked on or beore May 31, 2011, you may deduct $75 rom a
3- or 5-day registration. Please do not use this orm ater May 31.
group DisCount
Group discounts require a discount code. Call 800-727-7288 to see i you qualiy and
to obtain the code.
CanCEllation poliCy
Cancellations must be sent in writing to the Learning Forward Business Oce by Nov. 9, 2011
to receive a ull reund. A 50% reund will be given to written requests received by Nov. 18, 2011.
A processing ee o $50 will be deducted rom all reunds. No reunds will be issued or cancella-
tions received ater Nov. 18, 2011. Learning Forward reserves the right to process reunds ater
the conerence concludes.
ConFirmation
You will receive registration conrmation by e-mail, but your registration wont be complete
until you submit your session selection orm. We will e-mail you the orm in July. Session tickets,
conerence materials, and a nametag will be distributed at the conerence. Please call the
Learning Forward Business Oce (800-727-7288) i you have NOT received conrmation within
two weeks o registering.
rEgistration Form
SECTION 1 - Registration Data must be lled out completely. Your membership number appears
on your address label. Please make sure we have your current e-mail address on the orm.
SECTION 2 - Select and total conerence ees.
SECTION 3 - Special Conerence membership and renewal prices. You must become a member
OR pay the non-member ee.
SECTION 4 - Discounts select discounts you are eligible to receive.
SECTION 5 - Total and payment. Fees are payable by check, Visa/MasterCard, or purchase order.
The purchase order must be enclosed with the registration. Learning Forward will invoice your
school/district on the purchase order upon receipt. Payment o the invoice must be received
beore the conerence.
2 WAYS TO REGISTER
MAIL:
504 S. Locust Street
Oxford, OH 45056
FAX:
513-523-0638
Registrations will be
accepted via mail or ax.
I you register by ax, do
not mail the registration
orm. I you mail the orm,
do not ax. This can cause
duplicate charges! All
registrations requirepayment or processing.
Return your completed
registration orm and
ees to:
le Fwd
Cfeece re
504 S. Locust Street
Oxord, OH 45056
Early Bird Registration Inormation
SAV E $75
when you register by
May 31, 2011 on a 3- or
5-day registration fee.
le Fwd
2011 a Cfeece
Dec. 37, 2011
Anaheim, CA
Access New Ideas
Gain New Knowledge
Learn from Thought Leader
Identify Resources
Make Connectionsle Fwd 2011 a Cfeece
Dec. 37, 2011 Anaheim
Capture the magic!
8/7/2019 Learning Forward 2011 Annual Conference Preview
16/16
Learning Forward Member # ______________________________
First Name_______________________________________________ Last Name______________________________________________(or your nametag)
School Dist./Organization_________________________________________________ Position___________________________________
Address / Street____________________________________________________________________________________________________
City / State / Province / Zip__________________________________________________________________________________________
Is this address: business home (All membership materials will be sent to this address)
Business Phone__________________________________________ Home Phone______________________________________________
E-mail____________________________________________________________________________________________________________Please print your e-mail address legibly your conerence confrmation will be e-mailed to you.
1Day Preconference (indicate day attending) ...........................................$279 _______
Preconerence Session Choice: __________Saturday 12/3 Sunday 12/4
(includes coee break/lunch)
2Day Preconference or two 1Day Preconference ...............................$429 _______
Preconerence Session Choice: __________Saturday 12/3 AND Sunday 12/4 (includes coee breaks and lunch both days)
1Day Regular Conference (indicate day attending) ................................$229 _______Monday 12/5 Tuesday 12/6 Wednesday 12/7
(includes breakast and lunch Mon./Tues. or brunch on Wednesday)
3Day Regular Conference .................................................................................$429 _______Monday 12/5, Tuesday 12/6, Wednesday (a.m.) 12/7
(5 meals, Sunday Reception, Exhibit Reception, and Aliate Receptions included)
5Day BEST DEAL ....................................................................................................$699 _______Preconerence Session Choice: __________Saturday 12/3 through Wednesday (a.m.) 12/7(7 meals, Sunday Reception, Exhibit Reception, and Aliate
Receptions included)Subtotal $ __________
You may skip 3 i you are a current Learning Forward member. All non-membersMUST add the ee or one o the options below. These are one-year memberships.Go to www.learningorward.org/join/ or complete membership benets.
Check (3)
Teachers Teaching Teachers Introductory Membership ...........................$ 49 _____
Teacher Leader Membership ..............................................................................$ 99 _____
Principal Leader Membership ............................................................................$ 99 _____
System Leader Membership ...............................................................................$ 99 _____
Comprehensive Membership...........................................................................$129 _____
Organizational Membership.............................................................................$179 _____Three people can attend the conerence with one organizational membership.(Forms must be sent together and one person must be designated to receivemembership materials.)
Add Book Club to any Membership (U.S. $49, Canada $69, all others $99) .................$ _____
Nonmember ee ....................................................................................................$50 _____
Subtotal $ __________
Deduct $75 early bird discount ........................................................................ $ _______
(on 3 or 5Day registration only) i postmarked beore May 31, 2011
Enter group discount code _____________ (Phone 800-727-7288) ......... $ _______
Presenters deduct $50. Presenter Session #_________ ........................... $ _______
Presenters must register or days they are presenting
Subtotal $ __________
Subtotal Registration 2 ......................................................................................... $_________
Subtotal Membership 3 ....................................................................................... $_________
Subtotal Discount 4 ............................................................................................. $_________
TOTAL $ _________
Registration ees made payable to Learning Forward must accompany this orm.
Invoice(s) issued on purchase order(s) must be paid prior to the conerence.
Fees are payable by:
MasterCard Visa Check Purchase order (must accompany form)
Billing Address _______________________________________________________
____________________________________________________________________
Card No. ____________________________________________________________
Exp. Date ______________________ 3-Digit Security Code ___________________
Signature ___________________________________________________________
Remember your conerence ees include coee breaks and lunch on preconerence days,
breakast and lunch on Monday and Tuesday, and brunch on Wednesday.
CANCELLATION POLICY: Cancellations must be sent in writing to the Learning Forward
Business Oce by Nov. 9, 2011 to receive a ull reund. A 50% reund will be given to writ-
ten requests received by Nov. 18, 2011. A processing ee o $50 will be deducted rom all
reunds. No reunds will be issued or ca ncellations received ater N ov. 18, 2011. Learning
Forward reserves the right to process reunds ater the conerence concludes.
Your membership number appears on your address label, or add a membership in 3 . Three peoplecan attend using one organizational membership number. Trial memberships do not apply.
Please Check (3)
This is my rst LearningForward Annual Conerence
I am willing to host a session(I am attending. Be eligible towin a ree conerenceregistration! Hosts will becontacted with details.
I am willing to volunteer or3 hours during the conerenc
Special diet required:
________________________
________________________
________________________
Check here i you do not wisto have special promotionalmaterial sent to you rom ouconerence vendors.
1
Mail:Learning Forward Conerence Registration504 S. Locust Street, Oxord, OH 45056
SEND THISPAGE TO:
Fax:513-523-0638
H
Save $75when you register by May 31, 201on a 3- or 5-day registration ee.
How did you hear about this conerence? __________________________________
_____________________________________________________________________
_____________________________________________________________________
2 3
4
5
Learning Forward 2011 Annual Conerence
EARLY BIRD REGISTRATION FORMDec. 37, 2011 Anaheim Convention Center Anaheim, CA
REGISTRATION DATA:
REGISTRATION FEES:Check (3) each ee that applies and fll in amount SPECIAL CONFERENCE/INTRODUCTORYMEMBER OPTIONS AND RENEWAL PRICES
DISCOUNTS: Check (3) i applicable and ll in amount
TOTAL AND PAYMENT: Add 2 and 3 and subtract 4