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Coherence and Deep Learning for Student Achievement


This session will focus on strategies for achieving greater coherence in school systems by: Focusing Direction, Developing Collaborative Cultures, Deepening Learning and Securing Accountability. . Examples will be provided arising from successful examples in practice. Leadership qualities for achieving greater coherence will be presented.
Michael Fullan is professor emeritus of the Ontario Institute for Studies in Education at the University of Toronto. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning.
Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward,
Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education, Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009, and Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward. His latest books are Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (2012), Motion Leadership in Action: More Skinny on Becoming Change Savvy (2012) and Professional Capital: Transforming Teaching in Every School (with Andy Hargreaves) (2012).

How to Improve Your Performance with Purposeful and Deliberate Practice


The new science of expertise shows that individuals with superior performance were also once beginners themselves, with only modest abilities. This includes prodigies—exemplars of sport, music, chess, literature, mathematics, and beyond. According to Anders Ericsson’s years of research, these individuals improved over time with purposeful and deliberate practice—and this kind of practice can change virtually any aspect of performance.
In this keynote, psychologist Anders Ericsson leads audiences through a tour of peak performance, explaining how his original insights can be applied by anyone looking to improve performance in the arts, sciences, and other professions. He also describes why people reach plateaus in their performance, and how these pauses can be overcome with the appropriate exercises.
The world’s foremost authority on peak performance—the expert other experts turn to—is ANDERS ERICSSON. His concept of deliberate, purposeful practice, honed over decades of trailblazing research, offers a science-backed way to correct mistakes, overcome plateaus, adopt new skills, and achieve mastery in any field. With Ericsson, you’ll learn why experts aren’t born—and how they’re made.

Surround Yourself with Greatness


Chad Lewis has had incredible experiences in his life that he will share to drive home the importance of surrounding ourselves with greatness. From touchdowns on the football field to the heartbreak of injuries, the message will be personal and credible. He is excited to present to the group.
Chad Lewis played in the NFL for nine years. Eight of those years were with the Philadelphia Eagles and one year with the St. Louis Rams. He played his college career at Brigham Young University. During his career with the Eagles, Chad was selected to the Pro Bowl three times. He helped the Eagles get to Super Bowl 39 with two touchdowns in the NFC Championship Game. Chad was awarded the Ed Block Courage Award in 2005 and the Helping Hands Award in 2001 presented by the NFL Alumni.
Chad was inducted into the Utah Sports Hall of Fame in 2012. He was inducted into the BYU Athletic Hall of Fame in 2007.
Chad’s wife Michele was an All American volleyball player at BYU and was herself inducted into the Utah Sports Hall of Fameas well as the BYU Athletic Hall of Fame.
He wrote the book, Surround Yourself with Greatness, published by Deseret Book in 2009. He summited Mt. Kilimanjaro with four wounded warriors as well as former NFL Head Coach Jeff Fisher (St. Louis/LA Rams, Tennessee Titans) and ESPN analyst and New England Patriot Tedy Bruschi. The video presentation about his climb earned an Emmy and a Silver Telly and can be found on Youtube.

Conference Schedule

Thursday, March 21
7:00–8:30 a.m. Registration/Breakfast
8:30–10:00 a.m. Keynote
10:00–11:30 a.m. Session I
11:30 a.m.–12:45 p.m. Session II
12:45–1:45 p.m. Lunch
1:45–3:00 p.m. Session III
Friday, March 22
7:00–8:30 a.m. Breakfast
8:30–10:00 a.m. Keynote
10:00–11:30 a.m. Session I
11:30 a.m.–12:45 p.m. Session II
12:45–1:45 p.m. Lunch
1:45–3:00 p.m. Keynote

Breakout Presenters

Happy Kids Don’t Punch You in the Face: A Guide to Eliminating Aggressive Behavior in School

When there’s a nuclear meltdown happening in your classroom, you don’t have a second to think. This session is your trusted guide on what to do in the heat of the moment, and how you can decrease the chances of incidents happening in the first place. The session will emphasize strategies integrating principles of behavioral intervention with the best practices of positive psychology—a fresh, effective response that respects the tough realities you face every day. This is a student-centered approach to behavior, emphasizing optimism and student happiness without sugarcoating the realities of managing your students.

Ben Springer Biography

Ben Springer is an award winning and Nationally Certified School Psychologist. Ben is also the author of the popular book, "Happy Kids Don't Punch You in the Face." Ben received his Master's and Doctoral Degrees from the University of Utah in Educational Psychology. Ben studied, Autism Spectrum Disorders, Social Skills Instruction, Applied Behavioral Analysis, Parent Training, and Evidence Based Practice.
Ben has worked professionally as a school psychologist, behavior specialist, and director of special education.
Currently, Ben works as the director of special education in Wasatch County School District and manages Totem PD, a professional learning company focusing on practical, ready-to-use tools for educators working in classroom management, crisis de-escalation, bullying prevention, positive behavior supports,and student wellness.
Ben is married with four lovely daughters, enjoys backpacking, fishing, and collecting comic books.

Tell Me So I Can Hear You: A Developmental Approach to Feedback for Growth

In this workshop you will learn how to intentionally differentiate feedback so that adults—who make sense of their experiences in qualitatively different ways—can best hear it, learn from it, and improve their instructional and leadership practice. You will have opportunities to enhance your practice of supporting adult development through feedback for growth. This approach to feedback can help us to better manage the complex, adaptive challenges of teaching, leading, and learning in today’s fastpaced, educational world.

Ellie Drago-Severson Biography

Ellie Drago-Severson is Professor of Education Leadership and Adult Learning & Leadership at Teachers College, Columbia University. A developmental psychologist, Ellie teaches, conducts research, and consults to school and district leaders, teacher leaders, coaches and organizations on professional and personal growth and learning; leadership that supports principal, teacher, school, and leadership development; and coaching and mentoring in K–12 schools, university settings, and other adult education contexts domestically and internationally. She is also an internationally certified Immunity to Change coach who works with superintendents, principals, assistant principals, teacher leaders, coaches, and other leaders to build internal capacity and achieve goals. Her work is inspired by the idea that schools must be places where adults and children can grow, and she is dedicated to creating the conditions to achieve this and to helping leaders and educators of all kinds to do the same on behalf of supporting adults and youth.
At Teachers College, Ellie is director of the PhD Programin Education Leadership, teaches aspiring and practicing principals in Columbia University’s Summer Principals Academy and aspiring superintendents in the Urban Educators Leaders Program, and also coaches principals, assistant principals, district leaders and teacher leaders in the Cahn Fellows Program for Distinguished Leaders and in districts across the country. In addition, Ellie is the designer and co-facilitator for Institutes for School Change at Teachers College.
Ellie is a developmental coach, program director, developmental psychologist, and author of the best-selling books Helping Teachers Learn: Principal Leadership for Adult Growth and Development (Corwin, 2004) and
Leading Adult Learning: Supporting Adult Development in Our Schools (Corwin/The National Staff Development Council, 2009) — as well as Becoming Adult Learners: Principles and Practices for Effective Development (Teachers College Press, 2004) and Helping Educators Grow: Practices and Strategies for Supporting Leadership Development (Harvard Education Press, 2012). She is also a co-author of Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools (Corwin, 2013), Learning Designs: Reach the Highest Standard of Professional Learning (Corwin, 2014) and The Art of Feedback: Tell Me So I Can Hear You (Harvard Education Press, 2016). Her latest book (co-authored with Jessica Blum-DeStefano), Leading change together: Building educator capacity within schools and systems, was recently released, 2 January 2018 (ASCD).
She serves as teacher, program designer/director, consultant, professional developer, facilitator, trusted advisor and consultant in K-12 schools domestically and internationally.
Her work has been recognized by and supported with awards from the Spencer Foundation, the Klingenstein Foundation, and Harvard Graduate School of Education where she served as faculty member for eight years. While serving at Harvard, Ellie was awarded the 2005 Morningstar Award for Excellence in Teaching. Most recently, Ellie received three outstanding teaching awards from Teachers College. She has earned degrees from Long Island University (BA) and Harvard University (EdM, EdD and Post-Doctoral Fellowship). She grew up in the Bronx, New York.

Nuance: Why some leaders succeed while others fail.

Based on Fullan’s latest book this session will examine three strategies used by leaders who are able to manage change successfully under difficult circumstances. The strategies include: Joint determination, adaptability, and culture-based accountability. Case examples of nuanced leadership in action will be presented.

Michael Fullan Biography

Michael Fullan is professor emeritus of the Ontario Institute for Studies in Education at the University of Toronto. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning.
Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward, Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education, Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009, and Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward.
His latest books are Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (2012), Motion Leadership in Action: More Skinny on Becoming Change Savvy (2012) and Professional Capital: Transforming Teaching in Every School (with Andy Hargreaves) (2012).
An experienced teacher, staff developer, and administrator, Dr. Saphier is the author of eight books on education, including The Skillful Teacher, now in its 7th edition. With 600,000 copies in circulation, this book is used extensively in teacher and leader training programs.

Conducting Strategic Conversations

Leaders will learn how to follow up with teachers and help all teachers move towards mastery. They will discover the four strategic conversational approaches and see video models for each conversation and they will learn how to tailor each conversational type to the four types of teachers. They will also get to practice strategic conversations and learn how to use them to move every teacher towards mastery.

How to Plan Rigorous Instruction

You’ll get our easy definition for rigor and learn how to immediately apply it to your own teaching. And, we’ll break rigor down into the four essential steps so you’ll know exactly how to build rigorous thinking for your students.

Robyn Jackson Biography

Dr. Robyn R. Jackson is passionate about the profession of teaching. She helps teachers and administrators understand the principles of mastery teaching and shows them how to apply these principles in order to help every student succeed. As a former high school English teacher and middle school administrator, she refined these principles on her own journey to become a master teacher.
As a best-selling author, internationally recognized keynote speaker, and professional developer, she provides step-by-step advice and strategies on how to use these same principles to become or help others become master teachers. Because she believes that every child deserves a master teacher and that any teacher can become a master teacher with the right kind of support and practice, she started Mindsteps™ Inc., a professional development firm located in Washington, DC to provide the right kind of practice for teachers and the administrators who lead them. She doesn't just want to change how we teach; Dr. Jackson wants to change the way that we think about teaching.
Dr. Jackson is the author of 10 books:
The Differentiation Workbook: A step-by-step guide to creating lessons that help every student meet the standards, The Instructional Leader’s Guide to Strategic Conversations with Teachers, Never Work Harder than Your Students and Other Principles of Great Teaching, How to Support Struggling Students, How to Plan Rigorous Instruction, How to Motivate Resistant Learners, The AP* Teachers Resource Book, Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom, You Can Do This: Hope and Help for New Teachers, Real Engagement: How Do I Help My Students Become Motivated, Confident, and Self-Directed Learners? (co-authored with Allison Zmuda)

What We Can Do When We Are Brave Together

From its humorous opening to the crowd-pleasing “grand finale” video teacher, “mockumentary,” this address affirms and provokes listeners with compelling questions about contemporary practices and specific action steps to consider if having enough courage was not a factor. When we are brave, we find the freedom, language, and spirit to confront complacency and ineffective practice, and, even better, to do something about them. Liberating and affirming, and pushing all of us closer to the kind of teacher we always wanted to be, we examine the school culture that cultivates pedagogical courage best. Radical to some, validating to others, and all based in the latest pedagogy, this address is updated monthly with specific bold actions we can take today that lead to better instruction for students. Leave timidity at the door and join us for an extraordinary presentation.

Cultivating Personal Creativity in Teachers and Students

Too often teachers and principals limit themselves to their current operating metaphors, seeing only one thing at a time and in a narrow dichotomy: we teach this way or we teach that way, we’re higher or lower in some criterion, we use this technology and not that one. If we’re not careful, we become trapped in an echo chamber of our own creation, thinking this is all there is, blind to the new democratization of knowledge. As students navigate a large and complex world, however, they need teachers who transcend linear and dichotomous thinking. More impactful than many building initiatives, cultivating teacher creativity helps teachers build resilience and solve instructional problems rather than succumb to complacency or blaming others. Join us for a fascinating and practical address in which we offer specific elements of personal creativity and how to cultivate it in others.

Rick Wormeli Biography

One of the first Nationally Board Certified teachers in America, Rick brings innovation, energy, validity and high standards to both his presentations and his instructional practice, which include 39 years teaching math, science, English, physical education, health, and history, as well as coaching teachers and principals. Rick's work has been reported in numerous media, including ABC's Good Morning America, Hardball with Chris Matthews, National Geographic and Good Housekeeping magazines, What Matters Most: Teaching for the 21st Century, and the Washington Post. He is a columnist for AMLE Magazine and a frequent contributor to ASCD's Education Leadership magazine. He is the author of the award-winning book Meet Me in the Middle as well as the best-selling books Day One and Beyond, Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom (Second Edition), Differentiation: From Planning to Practice and Metaphors & Analogies: Power Tools for Teaching any Subject, all five from Stenhouse Publishers, as well as Summarization in any Subject: 60 Innovative and Tech-Infused Strategies for Deeper Student Learning (releasing in fall 2018) published by ASCD. His book, The Collected Writings (So Far) of Rick Wormeli: Crazy Good Stuff I Learned about Teaching Along the Way, is collection of his published articles, guest blogs and more through 2013. His classroom practice is a showcase for ASCD's best-selling series, At Work in the Differentiated Classroom.
With his substantive presentations, sense of humor and unconventional approaches, he has been asked to present to teachers and administrators in all 50 states, Canada, China, Europe, Thailand, Japan, Vietnam, Korea, Australia the Middle East, and at the White House. He is a seasoned veteran of many international webcasts, and he is Disney's American Teacher Awards 1996 Outstanding English Teacher of the Nation. He won the 2008 James P. Garvin award from the New England League of Middle Schools for Teaching Excellence, Service and Leadership, and he has been a consultant for National Public Radio, USA Today, Court TV and the Smithsonian Institution's Natural Partners Program and their search for the giant squid. Rick lives in Herndon, Virginia, with his wife, Kelly, and both are proud of recently launching the last of their children into adulthood. With the kids' college years now behind them, Rick and Kelly are now eagerly spending their children’s inheritance while Rick works on his first young adult fiction novel and a new book on changing the culture of a school for ethical grading practices.

Beyond Assessments For Learning: Assessments That Improve Learning

Using assessments to improve student learning involves more than the administration of “formative” assessments. It requires teachers to make well designed assessments an integral part of the instructional process. This presentation describes how teachers can develop clear learning targets, gather useful information on students’ performance, offer effective feedback to guide improvements in teaching and learning, and then accurately document students’ learning progress. Participants will learn how to use classroom assessments as effective learning tools, how to integrate performance assessments with more traditional assessment methods, how to align assessment procedures with important learning goals, and how these procedures will allow them to better meet the needs of diverse learners.

Grading and Reporting Student Learning: Effective Policies and Practices

This presentation describes what we know about effective grading and reporting policies and practices. Keeping in mind the challenges faced by teachers, we will review the importance of fairness and honesty in grading and outline strategies for reporting student learning progress that ensure meaningful communication between school and home. Procedures for implementing new reporting structures, including standards-based grading, will be highlighted, together with policies and practices that should be avoided due to their negative consequences for students, teachers, and schools.

Thomas Guskey Biography

Thomas R. Guskey, PhD, is Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher and school administrator in Chicago Public Schools. He later became the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. Dr. Guskey served on the National Commission on Teaching & America’s Future, the Task Force to develop National Standards for Staff Development, and was named a Fellow in the American Educational Research Association – the Association’s highest honors.
He is author/editor of 23 award-winning books and more than 250 book chapters and articles. His most recent books include, On Your Mark: Challenging the Conventions of Grading and Reporting (2015), Reaching the Highest Standard in Professional Learning: Data (with Roy & Von Frank, 2014), Answers to Essential Questions about Standards, Assessments, Grading, and Reporting (with Jung, 2013), and Benjamin S. Bloom: Portraits of an Educator (2012).

Doubling the Speed of Learning: Activating Five Keys to Formative Assessment

Getting on the Same Page: Establishing Commitments About Learning and Collaboration

Tim Brown Biography

Tim Brown, a consultant, has 30 years of experience in education. As principal of elementary, middle, and high schools in Missouri, he led each to become a successful professional learning community. These PLCs feature highly collaborative environments where clear goals, formative assessment, analyzing data, practicing differentiated instruction, and providing interventions and enrichment have resulted in increased student achievement.
Tim’s middle school was recognized as a Missouri Gold Star School. His last school, a high-poverty elementary school where 87 percent of students qualified for free or
reduced lunch, was recognized as one of Missouri’s Most Improved Schools and as an Exemplary Practices School. In 2005, Tim was honored by his peers as Missouri’s Distinguished Elementary Principal.
Tim holds a bachelor’s degree in special education from the University of Central Arkansas, as well as master’s and specialist degrees in educational administration from Missouri State University.

Your K–12 Mathematics Focus: Instruction and Tasks!

Dr. Timothy Kanold explores how teachers and teams of teachers can achieve a level of improved student achievement through a balanced use of lower‐level and higher‐level cognitive‐ demand tasks with meaningful and formative feedback to students during instruction. Dr. Kanold shares six research‐affirmed lesson design criteria essential to inspiring student perseverance and sustained effort in mathematics class every day. He also shares sample mathematics tasks and online resources for teacher support.

Your K–12 PLC Mathematics Focus: Assessment and Grading

Mathematics assessment can either inspire or destroy student learning. Dr.Timothy Kanold explores inspiring assessment, scoring, intervention, and grading, routines of accomplished teachers and teacher teams. Dr. Kanold reveals the criteria for creating high‐quality unit assessments (quizzes and tests) and helps participants reflect upon and answer the formative question “Now what?” when an assessment is returned to the students.

Timothy Kanold Biography

Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community (PLC) district in Lincolnshire, Illinois. Dr. Kanold is committed to equity and excellence for students, faculty, and school administrators. He conducts highly motivational professional development leadership seminars worldwide with a focus on turning school vision into realized action that creates greater equity for students through the effective delivery of the PLC process by faculty and administrators.
He is a past president of the National Council of Supervisors of Mathematics (NCSM) and coauthor of several best-selling mathematics textbooks over several decades. Dr. Kanold has authored or coauthored thirteen books on K–12 mathematics and school leadership since 2011, including the best-selling book HEART! He also has served on writing commissions for the National Council of Teachers of Mathematics (NCTM) and has authored numerous articles and chapters on school leadership and development for education publications since 2006.
Dr. Kanold received the 2017 Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics, the international 2010 Damen Award for outstanding contributions to the leadership field of education from Loyola University Chicago, 1986 Presidential Awards for Excellence in Mathematics and Science Teaching, and 1994 Outstanding Administrator Award from the Illinois State Board of Education. He serves as an adjunct faculty member for the graduate school at Loyola University Chicago.
Dr. Kanold earned a bachelor’s degree in education and a master’s degree in mathematics from Illinois State University. He also completed a master’s degree in educational administration at the University of Illinois and received a doctorate in educational leadership and counseling psychology from Loyola University Chicago. To learn more about Timothy D. Kanold’s work, visit his blog, Turning Vision Into Action, and follow him on Twitter at @tkanold.

Improving Critial Thinking and Questioning in the Content Areas

Explore how to teach all content area standards with critical-thinking skills-using specific strategic approaches that require students to answer and formulate questions at higher levels of thought. Kim explores multiple questioning structures that can be used with a variety of focuses across different content areas. Plus, she explores activities that foster higher levels of thought-such as non-fiction text graphic organizers, feature analysis, inquiry charts and guides, and more. You'll leave knowing how to implement these strategies to increase long-term memory retention of the content being explored.

Understanding and Succeeding with Multiple Personality and Learning Styles

Explore how to reach individual and team goals by understanding various personality and learning styles. Take a look at the range of learning styles and personalities for individuals and how the various combinations can bring about a wide variety of results. Take a look at strategies that deflect conflict, and help resolve conflict that cannot be avoided. Learn how to get the best out of each style, as well as how to help individuals do their best as they work independently and as a team.

Kim Geddie Biography

Kim Geddie is one of the nation's outstanding professional development consultants who has provided national and international customized training for Successful Connections, AEI Speakers Bureau, Staff Development for Educators, Catapult Learning, Phi Delta Kappa, Association for Supervision and Curriculum Development, and national, state, regional, district, public and private organizations. She is a versatile and dynamic presenter who is committed to helping today's educators make key connections to improve instruction and to maximize student success.
Kim has been utilizing her experiences in education since 1988 to customize interactive professional development for specific needs and goals. She draws upon her experiences as a teacher of primary, intermediate, secondary and fine arts classes, and as an administrator for her practical presentations. Participants appreciate Kim's sense of humor and her realistic, proven solutions to the problems that challenge classroom teachers. Kim specializes in providing realistic strategies and activities that are high impact, low preparation, and effective in reaching all types of learners.

Leading Impact Team Inquiry: Empowering Impact Teams to DRIVE their OWN Professional Learning

If we expect students to take ownership of their learning, we must empower teacher teams to drive their own professional learning! The notion of empowerment is at the core of a learner-centered culture. Empowerment is about creating conditions for strengthening efficacy school wide – for students, for teachers, for teams and the COLLECTIVE! Learn how schools and systems expand teacher leadership through Impact Team Inquiry. When Impact Teams innovate to expand student ownership they:
  • Take risks
  • Embrace challenge
  • Learn together
  • Create new ideas
  • Problem-solve
  • Teach to their passions
  • Make IMPACT!
During this interactive session you will engage in appreciative inquiry, video-simulations, and self-assess your system to envision success!

Peer Power! Leading Impact Teams to Expand Student Ownership

Learn the power of the Impact Team Evidence • Analysis • Action classroom protocol. Impact teams leverage the formative process to put students at the center. Harness the power of student voice to amplify feedback for learning. Take a deep dive into our classroom protocol and learn four phases of peer review:
  • Define criteria with students
  • Teaching a peer review structure
  • Feedback on Feedback
  • Amplify goal setting and reflection

Paul Bloomberg Biography

Dr. Paul Bloomberg is the founder and Chief Learning Officer for the Core Collaborative, a professional learning network that specializes in student-centered approaches to learning. Paul is the co-author of Leading Impact Teams: Building a Culture of Efficacy published by Corwin Press. He is also national Author Consultant for Corwin Professional Learning and is a North American Visible Learning consultant for John Hattie. In addition, Paul serves on the advisory board for Spiire, a network made up of individuals, coaches and thought leaders committed to growing the potential of LGBTQI community.
Prior to founding The Core Collaborative, he was the former director of TIDES (Transformative Inquiry Design for Effective Schools & Systems), a nonprofit in San Diego focusing on inquiry-based learning. Paul is a
former principal and instructional leader and has directly supported multiple, successful school turn-around and school innovation efforts nationally. Paul also served as a Distinguished Professional Development Associate for the Leadership & Learning Center, founded by Douglas Reeves
Paul’s passion is partnering with professional learning teams and systems in an effort to empower ALL students to take ownership of their learning. He is deeply committed to enhancing student success and believes that we all share in the responsibility for equity and diversity. Paul resides in San Diego with his husband Tony and his two sons, Alex and Taylor.

Building a Better School: Creating Proactive and Preventative Systems at the School-Wide Level

The goal of this training is to empower school staff to help all students behave responsibly and respectfully. The STOIC Framework will be applied to help participants consider and reflect on gaps in policies and procedures that may lead to students engaging in inappropriate behavior. Through collaboration and self-reflection, teams can work with staff to structure all school settings in a way that promotes successful behavior from students with a focus on Tier I Universal prevention.

Building a Better Classroom: Coaching Classroom Management

Help teachers manage their classrooms effectively by encouraging teachers at every level to view coaching as a resource for improving classroom management practices. Learn strategies and suggestions to help organize staff for effective classroom management implementation, including communicating clear expectations to staff and structuring effective observations. Learn strategies for working with teachers directly and immediately, and develop guidelines for selecting and implementing interventions based on observational data.

Tricia Skyles Biography

Tricia McKale Skyles began her career in education as a middle school teacher in Delphos, Kansas. After several years in the classroom, she began working as an instructional coach with Pathways to Success, a GEAR UP project that partnered the University of Kansas Center for Research on Learning and Topeka Public Schools. In this role, Tricia provided on-site one-to-one professional development for teachers, coaching them in best teaching practices for instruction and behavior management.
Tricia co-authored Coaching Classroom Management: A Toolkit for Administrators and Coaches with Randy Sprick, Jim Knight, and Wendy Reinke. In her role as a Safe & Civil Schools consultant, Tricia has provided training in:
  • CHAMPs: A Proactive and Positive Approach to Classroom Management
  • Coaching Classroom Management for Coaches
  • Coaching Classroom Management for Administrators
  • Foundations: Establishing Positive Discipline Policies
  • ParaPro: Supporting the Instructional Process
She consults with many schools in all areas of behavior management, schoolwide interventions, and best instructional practices.

Pyramid of Behavior Interventions – Seven Keys to a Positive Learning Environment

Participants will walk through seven steps to align academic and behavior interventions to create a learning environment where all students can succeed. Designing a pyramid of behavior interventions may be new territory for many; it aligns to other system responses such as RTI and data analysis to support student success. Participants will learn how to take current interventions and practice and combine that with new approaches to build a comprehensive and sustainable approach.

Authentic Alignment - Moving From Compliance to Commitment

The most common challenge for schools is how to transition from a culture of compliance to a culture of commitment. How to move from ‘doing’ to ‘becoming’; from ‘my kids’ to ‘our kids.’ The gap between these two junctures is a critical and often-overlooked aspect of a school’s journey; creating a culture of collective responsibility.

Tom Hierck Biography

Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, administrator, district leader, department of education project leader, and executive director have provided a unique context for his education philosophy.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that “every student is
a success story waiting to be told” has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students. Two of his recent books look at the importance of establishing your purpose as the foundation for all of the work that occurs in school, and what elements are required to create positive learning environments
Tom and his wife of 36 years, Ingrid, are the proud parents of three children and grandparents of six. In his spare time, Tom likes to run and he has completed 48 marathons.

High Expectations Teaching

This is a session is about how to get low-performing, low-confidence students to believe in themselves and act on that belief.

Teachers learn how to
  1. convince students they can grow their ability at academics, that is, their ability is malleable not fixed
  2. show them how to grow it
  3. given them tools for effective effort
  4. motivate them to want to
Administrators learn how to
  1. coach teachers in the skills and commitments of the program
  2. re-shape school practices and policies to support these commitments
The outcomes we want are:
  1. Fewer students who fall through the cracks
  2. Fewer failures
  3. Lower numbers in special education
  4. True equity in learning opportunities for all our students
  5. No achievement gap
The teaching practices we help teachers adopt are concrete and very specific……and quite different from what is learned in teacher preparation programs.

Jonathon Saphier Biography

Jonathon Saphier is founder and president of Research for Better Teaching, Inc. (RBT), a professional development organization founded in 1979 and dedicated to improving classroom teaching and school leadership throughout the United States and internationally. He has led large-scale district improvement projects forging working alliances among superintendents, teacher union leaders, and school boards in districts such as Montgomery County (MD), Eugene (OR) and Brockton, Revere, and Attleboro (MA).
He is an annual guest instructor for the Harvard Graduate School of Education’s Achievement Gap Initiative Summer Institute and is a well-known keynote speaker on high-expertise teaching, school leadership, and related education topics. An experienced teacher, staff developer, and administrator, Dr. Saphier is the author of eight books on education, including The Skillful Teacher now in its 7th edition. With 600,000 copies in circulation, this book is used extensively in teacher and leader training programs.