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Register Today! | Keynote Speakers | Schedule | Workshops | Location | 2016 Gallery | Travel Waiver | Session Handouts
Thursday, October 19, 2017
Author of Helping Children Succeed: What Works and Why
Paul Tough is the author, most recently, of Helping Children Succeed: What Works and Why. His previous book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, was translated into 27 languages and spent more than a year on the New York Times hardcover and paperback best-seller lists. His first book, Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America, was published in 2008. Paul is a contributing writer to the New York Times Magazine, where he has written extensively about education, parenting, poverty, and politics. His writing has also appeared in the New Yorker, the Atlantic, GQ, and Esquire, and on the op-ed page of the New York Times. He has worked as an editor at the New York Times Magazine and Harper’s Magazine and as a reporter and producer for the public-radio program “This American Life.” He was the founding editor of Open Letters, an online magazine. He lives with his wife and two sons in Montauk, New York.
Thursday, October 19, 2017
Author of GRIT: The Power of Passion and Perseverance
Angela Duckworth is the Christopher H. Browne Distinguished Professor of Psychology at the University of Pennsylvania. She is also the founder and scientific director of the Character Lab, a nonprofit whose mission is to advance the science and practice of character development. Angela studies grit and self-control, two attributes that are distinct from IQ and yet powerfully predict success and well-being. A 2013 MacArthur “Genius” Fellow, Angela has advised the White House, the World Bank, NBA and NFL teams, and Fortune 500 CEOs. Currently, she serves as a Faculty Director for Wharton People Analytics, an initiative that helps organizations adopt the latest insights from social science research. Prior to her career in research, Angela founded a summer school for low-income children that was profiled as a Harvard Kennedy School case study and, in 2012, celebrated its twentieth anniversary. She has also been a McKinsey management consultant and a math and science teacher in the public schools of New York City, San Francisco, and Philadelphia. Angela completed her undergraduate degree in Advanced Studies Neurobiology at Harvard, graduating magna cum laude. With the support of a Marshall Scholarship, she completed an MSc with Distinction in Neuroscience from Oxford University. She completed her PhD in Psychology as a National Science Foundation Graduate Fellow at the University of Pennsylvania. Angela has received numerous awards for her contributions to K-12 education, including a Beyond Z Award from the KIPP Foundation. Her first book, Grit: The Power of Passion and Perseverance, debuted May 3, 2016 as an immediate New York Times bestseller.
Friday, October 20, 2017
Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA
Education has long been regarded as one of the most effective means to insure social mobility. However, in too many cases, educational institutions have functioned in ways that reinforce and reproduce existing patterns of inequality rather than ameliorating them. This is particularly true in schools and districts that serve high concentrations of low-income, minority students. However, similar patterns are also evident in more diverse settings where race and class tend to predict academic outcomes and performance. Drawing on research and “best practices” this presentation will examine the factors that contribute to these trends and suggest strategies that can be employed by those in leadership to counter them.
Pedro Noguera is the Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA. Dr. Noguera is a sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio, and other national news outlets. Prior to joining the faculty at UCLA he served as the Peter L. Agnew Professor of Education at New York University and the Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools (2003 – 2015), the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education (2000 – 2003), and the University of California, Berkeley where he was also the Director of the Institute for the Study of Social Change (1990 – 2000). From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
2017 Fall Conference Schedule
Thursday, October 19, 2017
8:00 am – 9:00 am
Registration | Buffet Breakfast| Exhibits | School Band
9:00 am – 9:15 am
Welcome: NJPSA President (Atlantic Ballroom)
Conference Format: NJPSA Executive Director Patricia Wright
9:15 am – 10:15 am
Keynote: Paul Tough, Author of Helping Children Succeed: What Works and Why (Atlantic Ballroom)
10:15 am – 10:45 am
Break and Exhibits (Monmouth Ballroom)
10:45 am – 12:15 pm
Session I Workshops
12:15 pm – 1:45 pm
Buffet Lunch and Exhibits (Monmouth Ballroom)
Keynote: Angela Duckworth, Author of GRIT: The Power of Passion and Perseverance (Atlantic Ballroom)
1:45 pm – 3:15 pm
Session II Workshops
3:15 pm – 3:45 pm
Break and Exhibits (Monmouth Ballroom)
3:45 pm – 5:15 pm
Session III Workshops
5:15 pm – 6:15 pm
Awards for Conference Sponsors
Networking Reception | Exhibits | Prizes (Monmouth Ballroom)
Hotel check-in is between 4:00 pm and 7:00 pm. Dinner is on your own.
Friday, October 20, 2017
7:30 am – 8:30 am
Registration | Buffet Breakfast | Exhibits
8:30 am – 9:30 am
Welcome: NJASCD President Dr. Matthew Mingle (Atlantic Ballroom)
Keynote: Pedro Noguera, Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA
9:30 am – 10:15 am
Opening Remarks (Atlantic Ballroom)
National Awards | Visionary Awards | NJASCD Award Presentation
10:15 am – 10:45 am
Break and Exhibits (Monmouth Ballroom)
10:45 am – 12:00 pm
Session I Workshops
12:00 pm – 1:00 pm
Buffet Lunch and Exhibits (Monmouth Ballroom)
1:00 pm – 2:15 pm
Session II Workshops
2:15 pm – 2:30 pm
Exhibits | Prizes | Conference Closing (Monmouth Ballroom)
2017 Workshop Sessions
Thursday, October 19, 2017
Thu. – 10:45 pm – 12:00 pm — Session I
Enhancing Leadership Skills Utilizing Google Apps for Education
The presenters have used these tools extensively in their own leadership practices and can help participants connect with their teachers, students, parents, and other stakeholders in a more effective and personal manner. Presenters will demonstrate how these tools streamline participants’ own professional growth in terms of sharing best practices, assessing resources, and networking with other school leaders around the globe. Participants will also be given guidelines for carefully managing these online communities and simple tips for avoiding pitfalls.
Student and Staff Rights in the Age of Social Media: LEGAL ONE
Developing Effective Communications Structures within Your District and School
The presentation will focus on the successful, multifaceted methods that our district and school uses to draft thoughts, make decisions, and communicate information. This method supports the use of the Connected Action Roadmap model where the professional learning communities in a school serve as the primary basis for individual teacher and staff information sharing. This session will explain the success stories, positive results, and hurdles that we have faced. The program will provide participants with additional ways of communicating ideas and new concepts, cultivating teacher leaders, and strengthening the organizational structure and purpose of professional learning communities.
Know Your Team: Move Your Team
Using Data-Driven Decision Making in RTI to Support NJTSS
–The use of data to evaluate the impact of instruction and interventions across tiers; and
–The use of problem solving to develop, implement and evaluate instruction/intervention.
Participants will learn:
–How to determine if a school is a “healthy” place for students; and
–How to begin to set instruction/intervention goals for students.
How Whole Brain Teaching Affects Student Achievement and Teacher Evaluation
In this session, participants will learn the seven core components of WBT, which will include modeling from the facilitators and real videos from a school in Mercer County, NJ, that implemented it for the last three years. Three years of longitudinal data has been collected, which focused on an increase in student achievement and teacher evaluation scores. A study of the data, examples from the classrooms and a step by step approach on how WBT was implemented will be explained. Lastly, explaining a WBT multi-sensory classroom that utilizes alternative seating for a special population will be explored.
What Should the Next Generation of Science Teaching and Learning Look Like in the Classroom I’m Observing?
Students Are Created Equally and Differently
Attendees will participate in exercises to determine their preferred style of learning. As educators, we often teach to our own personal learning style and often that style becomes the dominant style used in the classroom. Effective teaching practices must incorporate learning styles that will meet the needs of all learners in the classroom so that they may be able to absorb, process and retain the information. Lessons should always facilitate learning for all members in the learning community because students are created equally and differently.
Inspiring Aspiring Administrators: Building Internal Capacity and Leveraging Leadership
The presentation will emphasize how this program grew from an idea that emerged from the strategic planning process in 2012, through its implementation, and evaluation. Materials used throughout the AAA meetings will be made available. Feedback from participants will be shared, along with lessons learned at the central office level through reflection on the process. The key roles played by teacher leaders will be discussed. An update on the current workings of the AAA will be provided, along with time for Q&A.
Which Comes First – the Curriculum or the Discipline?
The presentation will include specific, evidence-based best practices, including the following:
— Maintain self-control and composure in all situations;
— Arrange the classroom for maximum achievement;
— Teach to and enforce expectations;
— Hold students accountable to change behavior, not just punish; and
— Build and maintain a culture of unconditional positive regard.
These proven techniques help eliminate office referrals, improve test scores, and enhance teacher job satisfaction. This session will help participants discover how to utilize common sense, research-based classroom management tips, and techniques that can be implemented into the classroom with positive and observable results. This program helps to dramatically increase the amount of time spent on instruction and decrease the amount of time spent giving multiple warnings, repeated requests, and office referrals. This approach will reduce the stress level of administrators, teachers and students, and create a working relationship that is built on respect.
Increasing Writing Proficiency and Raising PARCC Scores
— This workshop will demonstrate how a writing curriculum that emphasizes writing lessons instead of assignments has successfully increased writing proficiency and raised PARCC scores. By focusing on expository writing and concentrating on skills, students master the SLS standards, which require them to make and introduce claims; support claims with clear reasons and relevant evidence; use words, phrases, and clauses to create cohesion and clarify the relationships among claims; establish and maintain a formal style; and provide a concluding statement that follows from and supports the argument presented. These are the skills required of expository writing as outlined in the standards and these are the skills tested on the PARCC.
Participants will receive a Writing Lessons Curriculum Outline that covers the expository skills in the sequence that they should be taught, with one lesson building on the skills covered in the previous lesson. This outline also employs graduated difficulty and differentiated instruction to accommodate struggling learners. This approach actually teaches the revision process, and each lesson results in a formative assessment that can be used by the teacher to inform instruction. Summative assessments are incorporated after each unit. Participants will engage in interactive, bodily kinesthetic, cooperative learning, authentic self and peer evaluation lessons, and participate in a mock classroom writing workshop.
FBI Cybercrime and Internet Safety: Ransomware, Social Media Use, Privacy Infringement, and Sexual Exploitation of Minors
— The global Ransomware attack;
— Current legislation and use in the realm of computer intrusion investigations;
— Limitations to authorities and how this impacts investigations;
— Current threat landscape and general security principles;
— Infringement on privacy;
— Issue of privacy and general ‘best practices’ for consideration of the use of social media; and
— Internet safety and online sexual exploitation of minors.
Social Media Lounge
Thu. – 1:45 pm – 3:15 pm — Session II
Putting Personalized Learning on Solid Ground: Exploring Outcomes in Uncharted Territories
High Impact Strategies That Foster Collective Teacher Efficacy
— Develop an understanding about high yield influences that guide selecting the right approach at the right time;
— Discuss how learning experiences affect all three critical phases of learning: surface, deep, and transfer;
— Work collaboratively to analyze current practices within their local context;
— Use the research to re-prioritize efforts and identify potential action items with the intention of fostering collective teacher efficacy; and
— Leave with a set of resources to continue exploring what works best.
— Participants will benefit from bringing a web-enabled device in order to engage with embedded polls, access tools, and collaborate with colleagues.
Transformative Leadership – Strategies to Support Your Struggling School
Project Runway: Defining, Creating and Archiving the Model Classroom
— Defining personalized learning and identifying practices in classrooms in your district;
— Identifying and selecting a team of teachers;
— Coaching to support classroom implementation;
— Using Swivl to capture personalized teaching and learning in action;
— Using videos for district facilitated and teacher self-guided professional development; and
— Reviewing how this project may support a district’s model for professional development.
This session will begin with a reflection of current practices of school climate and culture. We will provide an overview of PBIS and several resources, including survey feedback, pre and post data, sample student handbook, and classroom resources. There will also be an opportunity to work collaboratively to create a plan to implement PBIS in the schools of the participants.
Supporting PLCs with a Creative Elementary Master Schedule
Leadership After Endrew F v. Douglas County School District
— Identify the two Supreme Court Cases and understand the fundamental difference in their impact on school programming;
— Synthesize the impact of the court case on the construction of the IEPs in their district and develop a plan for the professional development needs on their staff; and
— Assess the impact on the instructional and planning time needs of their special education staff and develop a district/building strategy to incorporate adequate planning time for them.
On Your Mark, Get Set, Coach!
Four teachers, not self-proclaimed experts, but leaders in their respective departments, have come together to foster a program that provides their colleagues with an opportunity to brainstorm, learn and create a program that supports teachers through one-to-one and small group coaching, in-house professional development, as well as opportunities for teachers to share ideas and strategies. This success would not be possible without the foundation of trust between the teachers, coaches, and administrators that the program is purely non-evaluative and confidential in nature. This session will provide participants with strategies to develop an instructional coaching program within your school to include ideas for budgeting, implementing and sustaining this instructional coaching model.
Infusing STEM in Elementary Schools: Creating and Sustaining a Culture of Thinkers and Makers
This session will focus on the ways in which elementary school leaders can be instrumental in creating and sustaining a culture of STEM thinking in their schools. Participants will learn how to build capacity with their staff, who may need assistance in building expertise to design learning experiences in STEM. In addition, the presenters will focus on strategies to overcome budgeting, scheduling, personnel, and resource constraints.
Redefining Engagement in K-12 Mathematics
Social Media Lounge
Thu. – 3:45 pm – 5:15 pm — Session III
The New Professional Standards for Educational Leaders and What They Mean for You, Your School, and Your District
— Understand the impact the new standards will have on leadership in your school and district;
— Reflect on your own practice;
— Drive collaborative conversations with school/district leadership team to explore how these standards can build collective capacity to achieve school/district goals; and
— Develop a shared district mindset of what powerful leadership looks like in action.
PARCC Data: Taking Advantage of What’s ‘’Out There’’
— Development of a focus for PLCs;
— Examination and improvements of local assessments;
— Alignment of local assessment data with PARCC data;
— Student mastery of the standards; and
— Movement toward a viable curriculum.
Co-Teaching in the Real World
This session will prepare participants to:
— Engage in activities to enhance co-teaching pairings and relationships by using self-assessments, surveys, collaboration time and feedback mechanisms;
— Identify and apply models of co-teaching for various purposes in the classroom;
— Collaborate on differentiated lesson plans, selection of materials and creation of assessments;
— Establish mechanisms for student progress to be collected on IEP goals and curricular areas; and
— Ensure and document that required accommodations and supplemental aids and services are being provided to students with disabilities by employing Universal Design strategies and specialized instruction.
Making Change Happen, Making Change Stick
This session focuses on a very specific skill set needed to lead change. It is research-based and very practical. Participants will leave with tools to use the next day that will help them create the environment and the momentum needed to build and sustain change. The session is based on the work of several “diffusion” researchers, primarily Everett Rogers and his work “Diffusion Innovations.” They studied the acceptance and failure of new ideas and innovations across industries and determined common factors that influence their acceptance. These commonalities were then applied to an educational setting. The workshop will show participants that there are characteristics of innovations and of those who are asked to adopt them. These characteristics, if understood by a leader, can be emphasized, accounted for, encouraged, and manipulated to improve the chances for successful change. Participants will understand the backdrop of the research, but will also leave with substantive tools that can be used immediately in their schools.
Keeping the Brain in Mind – Effective Strategies for Excellent Instruction
In addition to a fast-paced, engaging and interactive workshop, you will leave with concise research-based information that you can provide to teachers as learning resources during post-observation feedback. Additional resources will be provided if you wish to further your own learning or to provide training and more in-depth feedback to your staff. Resources will be available both in hardcopy and electronically.
EMPOWER Your Teachers and Enhance Your School’s Culture and Climate
— Establishing relationships with staff and students (emotional well-being and cultural);
— Improving parental/guardian involvement/collaboration and dismissing perceptions through various communication options;
— Building and collaborating with community organizations, local politicians, health, cultural, recreational, social support and other programs/services; and
— Providing an environment that is welcoming, safe and conducive to learning.
Building Partnerships with Families and Community
Examine current family and community engagement practices to determine areas of growth and opportunity using an engagement rubric. Analyze cultural norms in a collaborative and reflective process to gain greater understanding of ways to transform schools to meet the needs of all learners. Participant Outcomes include:
— Collaborate with educators to re-imagine your relationships with families and community;
— Use innovative tools to inspire and guide your work; and
— Develop new strategies to expand and improve existing outreach and partnership efforts to transform your school into a more supportive and inclusive learning community.
The Consultant Teacher: An Education Model for Providing Student Support Services in Special Education
Participants will learn how a Total Communication Program for the Deaf adopted and revised a “host school site” consultant model and how this evolved. Enhancements included developing “student safety nets,” staff and student accountability measures, protocols for providing student accommodations and modifications, and professional collegiality strategies focused on creating a powerful school culture and climate for students and staff.
The Early Years: Laying the Foundation for STEM Thinking
Second, I will focus on our efforts to embrace the newest ideas in creative education, such as using maker spaces, hacking, Google, and more. An example of these efforts is our STEAM program. I will review how we adopted a new vision built upon the very best aspects of NASA as an over-riding philosophy, and how we integrated the best ideas from the maker movement to support STEAM in meaningful ways.
Blended Learning: Moving from Lecture to Full Student Engagement
Participants will also work with the presenter to identify a problem rooted in their educational practice and develop a goal for blended learning instruction. Participants will leave this session with strategies and a wealth of practical ideas to assist teachers implement them in their classrooms. Links to the presentation and identified resources will be provided.
From First Year to Tenured and Every Step in Between
The first year cohort attends a series of informative and hands-on meetings throughout the year, some with their mentor and some without, to learn different aspects of being a first year member of the school district. The second year cohort works throughout the year on a portfolio project that culminates with a brief presentation to their school faculty at the end of the year. The third year cohort is responsible for developing and implementing an action research project that they find to be a need in their school or classroom. Staff members in the fourth year cohort are responsible for creating a reflective video journal where they use Swivl technology and an iPad to capture various teaching episodes. At cohort meetings, videos are shared and feedback is provided in a non-threatening manner.
Arts Integration and Technology: Increasing Engagement While Building 21st Century Skills
Examples of various lesson concepts, and student work will be shared. The ability to research, gather, and synthesize various forms of media, as is utilized with arts-integrated lessons, is the cornerstone of 21st Century skills. Our society has become service oriented, and technology-driven. The students who have the ability to think creatively and solve problems abstractly will have an advantage in this type of economy. Arts integration can help to teach students how to become viable members of a global, technology-driven society.
Social Media Lounge
Friday, October 20, 2017
Fri. – 10:45 am – 12:00 pm — Session I
Envision: A Culture of Equity and Excellence
— Become familiar with the evolving field of educational neuroscience–the intersection of cognitive psychology, education and neuroscience;
— Learn simple classroom strategies that will support a student’s ability to deactivate their brains, thereby increasing their ability to pay attention, self-calm and show care for others;
— Learn how to use our bodies to remove the blocks to learning;
— Consider approaches to increase students’ reflection and self-awareness, the seat of self-management, social awareness and responsible decision making; and
— Learn how to empower youth and address the symptoms of trauma, anxiety and poverty.
LEGAL ONE Hot Issues in School Law
Leading with the Whole Child in Mind
After reading and reflecting upon John Saphier’s brief, yet powerful article, “The Courage to Lead,” participants will discuss the research and relevance of courage in improving schools and increasing student achievement. Participants will practice and apply strategies that address five dimensions of courageous leadership: the courage to question, the courage to listen, the courage to learn, the courage to speak “truth to power,” and the courage to name the “nondiscussables.” Resources will be provided to “bring home” what is learned.
Technology Resources for the Next Generation Science Standards
Using Protocols from the Connected Action Roadmap (CAR) to Drive Data Conversations
— Gain useful ideas and tools for analyzing student achievement data;
— Experience protocols that support this process and can be used with colleagues; and
— Engage in a case discussion to help anticipate the challenges of facilitating focused data conversations.
Getting Intentional About Kindergarten Through Third Grade Practices
— A press release on this nationally recognized initiative can be accessed here: http://nieer.org/press-release/nieer-partners-20-new-jersey-school-districts-enhance-k-3-education
— A recent posting on implications from study results can be accessed here: http://nieer.org/2017/03/17/giving-young-students-bigger-slice-pie-chart?platform=hootsuite
Empower Teacher Leaders to Make Learning Stick
Ritualizing Social and Emotional Learning Through Creative Expression
In this experiential and interactive session that draws on theories from expressive arts therapy, the presenters will explore the power of creativity in cultivating mindfulness, emotional wellbeing, and empathy. They will address the use of movement to identify and manage emotions, and speak to the kinesthetic dimension of empathy that allows students and educators to feel the physical state of another person with their own body – a crucial component in the perception and expression of emotions. This session will address the importance of a common language and whole-school adoption of social emotional learning techniques. In this session, participants will:
— Experience and assess Speedway Academies’ whole-school creative expression methods for climate and culture;
— Learn strategies for utilizing creative expression as an emotional management tool in their school or classroom; and
— Reflect on barriers to success in whole-school implementation of creative social emotional learning strategies and brainstorm preemptive solutions and workaround
Effective Feedback to Support Principal Instructional Growth: How to Design, Implement and Structure Meaningful and Focused Curricular Walkthroughs
As a curriculum team, we have reframed how we collaborate with building-based administrators to support the implementation of curriculum and instructional practices preK-12. We have led walkthroughs with the intention of helping administrators become more familiar with their school’s implementation of the adopted curriculum (including gaps, inconsistencies and trends), teacher’s instructional practices, and their role as the instructional leader. As lifelong learners, we have brought a feedback focused environment to the forefront for all administrators, including ourselves. Although difficult at times, our goal is to engage in candid and deliberate conversations with principals about teacher and student learning in their buildings. Walkthroughs have allowed us to build our administrative team’s capacity as instructional leaders as we work to improve teacher and student achievement. This session will describe our experience and provide recommendations as to how this might be used in other districts.
Achieving Title I Goals: The Role of Arts Education--Room 207
Arts education can be an asset to schools and districts in achieving these goals. Studies find that integrating the arts with instruction in other academic subjects increases student learning and achievement and helps teachers more effectively meet the needs of all students. Other studies find that both integrated and non-integrated forms of arts education help to transform the learning environment in schools by fostering student engagement, attendance and motivation to learn, and improving school culture and climate. These outcomes are learning indicators of student achievement. They are also key ingredients for turning around low-performing schools. Learn how to bring this exciting opportunity to your district.
Science Instruction Companion to the Danielson Framework
In an effort to support teachers of science and administrators to navigate the changes, the New Jersey Department of Education’s Office of Academics and the Office of Evaluation have written a science specific companion to the Danielson Framework. The purpose of this document is two-fold. First, the document provides science specific observable evidence that supervisors of science teachers can reference during and after classroom observations. Secondly, the document is envisioned to be used as a common reference for professional conversations with and among the science faculty. Participants may preview the document at: http://www.nj.gov/education/aps/cccs/science/ScienceInstructionCompanion.pdf.
In this session participants will dissect and discuss the document as a way to more fully understand the new science standards and the shifts in teaching and learning that are essential for student success.
Fri. – 1:00 pm – 2:15 pm — Session II
Understanding Your Pension
— The five Retirement Tiers;
— The retirement application process and nine pension options;
— Health Benefits and Medicare;
— Social Security; and
— Employment after retirement.
Reducing Chronic Absenteeism: A Critical Objective in Improving Student Success
While the negative effects of chronic absenteeism hold true for all socio-economic groups, students from low-income families and children of color are more likely to miss school too often. The good news is that poor attendance can be reversed, but it takes a team effort—often beginning with school leaders.
This session will provide attendees with an overview of chronic absenteeism, including statewide and district-specific data by grade and demographics, it’s definition, how it differs from average daily attendance and truancy, and reasons why so many students miss so much school. It will provide information on how school leaders can understand and effectively use general and specific chronic absenteeism data in their effort to improve attendance. Lastly, attendees will hear from New Jersey school leaders about the steps they have taken to make chronic absenteeism a thing of the past!
How Administrators Can Empower Teachers
— Professional learning;
— Increasing teacher morale;
— Teacher collaboration;
— Professional Learning Communities; and
— Effective leadership behaviors.
The session will be interactive with a high level of collaboration among participants. Connections will be made throughout the session to teacher evaluation, induction, and mentoring. Teacher Leadership and the Teacher Leader Model Standards will be shared as a vehicle to teacher empowerment. Participants will leave with an action plan that can be implemented immediately.
Promoting School Safety and Security in Our Changing Times
Since September 2014, and in accordance with the School Security Task Force recommendations, the New Jersey Department of Education’s Office of School Preparedness and Emergency Planning (OSPEP) has conducted over 700 drill observations for an active shooter throughout the State of New Jersey. During these visits, best practices are shared to improve safety and security protocols. During this session, representatives from OSPEP will discuss steps towards creating a student/parent reunification plan and best practices to promote a safe school environment.
New Jersey Standards for ELA, SS and Whole Child Education: Perfect Together
Participants will be presented five simple steps to design their own inquiry-based action research projects. They will also be provided a variety of inquiry-based research processes to choose from, sample curriculum units, and evidence-based instructional strategies. Time will be allotted for participants to begin designing their own inquiry-based action research project ideas to actively engage their students in inquiry, interdisciplinary research projects and real-world problem solving.
Culture Matters! The EXTRA in Ordinary to Create Amazing Experiences for Students, Staff and Families
Instead of just teaching lessons, we need to provide students with amazing experiences that they will talk about forever. This is where learning really occurs. In 2017, school is about exploring, making learning fun, and keeping curiosity at high levels. I will share ideas and strategies I have used to change the culture of my building and the mindset of my staff in order to make our school the place everyone wants to be and to make each day, THE BEST DAY EVER!
Creating an EdCamp-Like Experience for Your District’s Professional Development
The teachers commented that the Ed Camp opening of the school year was exciting because it offered them a choice of topics and discussions were self-directed. The Ed Camp-Like Experience also utilized Google Docs for maximum sharing and turnkey opportunities for future dialogue on specific topics. The Ed Camp model embraces the theory that we learn best from each other. Teachers felt that collaborating with and learning from one another inspired them in new and exciting ways.
Social Media Literacy: Why It Matters Now More Than Ever
Social media allows for real-time collaboration, positive self-promotion, and a tool during crisis situations. Educational leaders can utilize social media to discuss and work together with other colleagues on innovative projects and goals. Schools and districts are leveraging it as a method of communication with the community, and a way of promoting all that is good within their schools. And finally, during crisis situations, understanding and utilizing social media can be the difference between life and death.
Participants in this session will learn the dynamics of social media use in education, be presented with real-life scenarios, and will have the ability to develop a professional learning network (PLN) at the workshop.
Integrating Social Emotional Learning and Powerful Literacy Instruction
The converse is also true: Learning environments structured to genuinely meet rigorous standards support the development of students’ social and emotional skills. To promote deeper learning, educators need to make the most of this interconnected relationship and to approach social emotional learning, not as an add-on, but as an integral part of the academic program.
During the session, participants will:
— Reflect on their own practices and challenges to integrating academics and SEL;
— Share ways they intentionally integrate academics with social emotional learning;
— Deepen their understanding about the importance of developing SEL skills and competencies;
— Examine teaching practices that support the development of core SEL competencies;
— Experience and analyze lessons that incorporate SEL skills into core literacy instruction; and
— Examine how SEL teaching practices are aligned with other initiatives, including academic standards and teacher evaluation.
The Power of the PLC at the Secondary Level
As we continue to carve out time it is essential that we continue to remember the purpose and strength of strong PLCs–student learning and teacher pedagogy. PLCs are a powerful tool for teachers, but often at the high school level we are caught up with getting through the academic standards, benchmark and standardized testing, and other building level initiatives and forget what our own data is telling us. The power of the PLC enables professional staff to work together to interpret what these data are telling us about our classrooms and how to have those hard conversations.
This session will provide insight about how to build this professional learning time into an already packed schedule, what it looks like and how to encourage staff to engage in difficult conversations about what is working and what needs to be improved. We will be able to explore specific topics that are PLC appropriate, how to begin to put them together and what the initial meetings will look like including: norm setting, SMART goal formats, and how to evaluate data, both local and standardized.
This session will also provide an opportunity for participants to hear first-hand how this initiative began at High School West in Cherry Hill and where it has grown since its inception. Beginning with the power of cross content PLC groups to those that are aligned by grade level, looking at what is in common among our disciplines and what we can learn from each other. We will also be able to explore the difference between collaboration and PLCs.
All the Pieces of the Puzzle: Promoting the Highest Levels of Literacy Learning
The highest levels of literacy learning begin with data. Once data analysis protocols are in place, a course of action can be charted. This requires leaders to look at literacy practices that have found to yield the highest rates of success, with volume to text topping that list (R. Allington 2012). Instruction must not only target the standards, but also the skills and strategies needed for students at their own various reading levels. For these reasons, a traditional reading program simply doesn’t work. Instead, empowering teachers by providing authentic resources and high quality professional development in the areas of literacy yields better results.
Achieving high levels of literacy learning requires us to critically examine our approaches to data analysis and instruction and break free from antiquated practices that have yielding minimal, if any, results. Learn how to do this in this critical session.
Humor, Inspiration, and Motivation: Keeping “H.I.M.” in Focus
2017 Conference Location
Ocean Place Resort & Spa
1 Ocean Blvd, Long Branch, NJ 07740
2017 Conference Session Handouts
Below are links to session handouts as they are made available by our presenters. Please click on the handout title to download it.
Tonya Breland – Transformative Leadership – Strategies to Support Your Struggling School – Handouts: Power Principals Self Assessment for School Leader | Transformative Leadership – Strategies to Support Your Struggling School | Transformative Leadership Scenario
David Nash et al. – Student and Staff Rights in the Age of Social Media: LEGAL ONE – Handouts: Social Media PowerPoint
Scott Goldthorp – Effective Feedback to Support Principal Instructional Growth – Handouts: Effective Feedback Presentation Slides
David Nash et al. – LEGAL ONE Hot Issues in School Law – Handouts: Hot Issues PowerPoint | Enrollment Considerations for Immigrant Students | Enrollment of Children and Youth Experiencing Homelessness | Enrollment of Students Displaced by Recent Hurricanes
Tracey Severns (Twitter: @docsev) – Courageous Leadership – Handouts: Viewpoints Article: Courageous Leadership