2017 Annual Conference

Adding new and exciting ideas, instructional practices, organizational structure and technology-based C & I strategies has become a benchmark of a progressive district or school.  District and campus leaders need to be sure that “innovations” are tied directly to solving a problem or improving an aspect of the educational organization.  Innovation should not be something done for innovation’s sake or to prove how advanced or progressive a district can be.  Answering Why? What? and How? BEFORE commitment of time and resources are made to a change or changes may reduce the amount of controversy and criticism and enhance the possibility of support.  
The presentation provides a simple process that can save a great idea, engage key influencers and supporters and minimize the impact to the emotional climate of a campus or district.

How we organize and deliver instruction in Pre K – 12 education will change more in the next five years than is has in the last hundred. Driven by the need to move toward more rigorous and application-based skills and knowledge, the delivery system will be deeply impacted by advances in the movement from text to digital; increased use of automation technologies; gaming concepts; and the combination of augmented and mixed realities. In this session Dr. Daggett will describe and showcase how these changing technologies will change both how we organize and deliver instruction. The impact will be dramatic from student to teacher to administrator. 

Toni Robinson delivers a dynamic and engaging keynote session on the importance of developing innovative intelligence. This interactive and provocative session will address the need to shift teaching and learning in a society focused on making things faster, better and stronger. Participants will leave the session with an urgency to create new possibilities for teaching and learning and motivated to foster new ways of thinking in students.

It has been said that in order to touch the mind, you must first touch the heart. Schools will not succeed in closing the achievement gap that continues to challenge educators until they ensure that there is no participation gap. Participation entails students being connected to their learning environment and having a desire to be at school, a hunger to learn, and a willingness to engage actively in the learning process. Ray McNulty will explain how educators can help students acquire the three components of participation: personal worth, active engagement, and purpose. This work requires the use of both quantitative and qualitative data; the latter can be obtained through administering the We Surveys for students and staff. Closing the participation gap is the first step in improving the achievement of all students.