Email Page • 
Print Page
Small Group Session #1 |
12:45 |
to 1:25 |
It's not the 20th Century Anymore So Why Do We Teach as Though It Is?We are struggling with a financial crisis unparalleled in our lifetimes, and at the same time in leading 21st century schools around the world learning is experiencing a transformation that is impossible in 20th century factory schools. Learn about emerging technologies for engaging, thinking, learning, collaborating, creating, and innovating. It has its foundations in social constructivism where students drive their own learning experiences through educational networking using emerging technologies. An additional goal is using mostly free, open-source, or minimal cost tools. Let's put laptops and Web 2.0 technologies in the hands and minds of Kansas students. Here is a glimpse into the possibilities that are out there for 21st century teaching and learning. Participants will leave with a wealth of knowledge of different Web 2.0 applications and how to use them in classroom instruction and gather ideas for "discovering the possibilities" for technology use in their own classrooms. |
Rm. 150 | Cyndi Dasnner-Kuhn, Kansas State University |
Introduction to Kansas Multi-Tier System of SupportsThis session will introduce the Kansas Multi-Tier System of Supports (MTSS) framework including the principals and practices. Topics discussed will include the major components of MTSS and supports available to schools including documents and recognized facilitators. |
Rm. 204 | Kevin Davis, Project SPOT |
Multi-Age/Continuous Progress SchoolsChronological age drives the placement of students for instruction. This emphasis on age detracts from the placement of students at their achievement level. Tradition dictates age placement but common sense and educational research suggests that there are better ways to organize schools for teaching and learning. When achievement levels drive placement of students, chronological age becomes less important and teachers are free to focus on the needs of students. One alternative to the traditional age placement of students is a continuous progress/multi-age school. This session will highlight the pros and cons of a continuous progress school drawing upon the research and actual experience. |
Rm. 147 | Rick Doll, Lawrence USD 497 |
Same But DifferentAs we embrace 21st Century Learning Skills in our classrooms, what must stay the same and what must change? Our delivery system may need to change but effective teaching strategies must stay the same. During this session we will learn from each other what teacher leaders must do to prepare our future LEARNERS! |
Rm. 145 | Cindy Couchman, Buhler USD 313 |
Oodles of Free Google Learning ToolsLearn from a Google Certified Teacher about the suite of FREE web-based Google resources and some groundbreaking strategies for effective use of technology in education. Leave the session with a Google road map for teacher/student engagement in your content area, tools that foster collaboration, and resources that support effective program evaluation. |
Rm. 201 | Melanie Bacon , University of Kansas |
Differentiated Instruction in the High School SettingThis presentation will briefly detail multiple styles of differentiated instruction prior to providing a thorough and practical format in which differentiated instruction, based upon ability levels across the achievement gap, can be implemented into the high school classroom setting. The model for this particular style of differentiation is the result of my personal studies involving the management of effective workers in a business environment, and having spent an entire quarter teaching in this format, my answers to questions concerning the students, the logistics of the instruction, etc. will all stem from my own personal experience with this model. In addition, as technology was a key element in this process, the presentation will include references to online programs such as Study Stacks and Quizzlet along with mention of programs such as Voice Threads and Power Point. These tools make differentiation easier and more interactive for the students. |
Rm. 143 | Andrew Easton, USD 230 - Spring Hill |
Heptagonal LeadershipLeadership has been defined by a multitude of experts. Heptagonal Leadership comes with seven distinct characteristics that can be easily implemented into anyone’s specific leadership style. Vision, communication, people skills, character, competence, boldness, and a servant’s heart are the pillars for this philosophy. Come be an active participant in the Heptagonal Leadership concept as presented by the 2007 Met-Life/NASSP Kansas Middle Level Principal of the Year. |
Rm. 214A | Michael Maurer, USD 261 - Haysville |
Teacher LeadershipA teacher leadership curriculum developed by a five state consortium consisting of Kentucky, Ohio, Delaware, Alabama and Kansas. They have developed fourteen courses with numerous modules within each course with recommended activities. |
Rm. 243 | Howard Shuler & Larry Wheeles, KSDE |
Small Group Session #2 |
1:30 |
to 2:25 |
Learn How to Become Part of the Read/Write Web RevolutionBe a pioneer and become part of the journey learning about 21st Century Skills. How do you measure up? How do you grow from month to month and year to year? This presentation explores ‘food for thought’ background and issues to do with growing and succeeding in a flattened educational environment and encourages you to pick several areas for improvement this year. It also offers tips for carving out “time to think”, and the development of mentorship and the grassroots movement of educators and how you can “join in.” Educators around the world can set your goals for improvement and share what they are doing this year to kick it up a notch and grow as well. This type of classroom provides students the opportunity to engage in learning, using their creativity to demonstrate knowledge and understanding of curriculum. Learn how to create and manage a a technology rich classroom, while still maintaining your sanity. |
Rm. 214A | Cyndi Dasnner-Kuhn, Kansas State University |
Hit the Bullseye--District Change, Professional Learning and Improved Student AchievementImplementation of any innovation is a complex process in school districts. The keys are to make the model as simple as possible and to include every teacher and administrator to create a common language to support the district culture through the change process. The fundamental issue of deep curriculum alignment to state standards has given Auburn-Washburn the perfect vehicle to empower teachers to collaborate while focused on student achievement through a systemic change process. Attend this session and experience a model for curriculum alignment we call the “Bullseye” process. We will show you how to build leadership among staff to prioritize standards, arrive at consensus, monitor student progress, and improve student learning. You will leave this session “speaking in colors!” |
Rm. 201 | Sherry Reed & Brenda Dietrich, USD 437 - Auburn-Washburn |
Delivering "Tier II" Targeted Instruction to ALL StudentsUse your student performance data (Kansas Assessments, NWEA MAP, KCA formative assessments, etc), collaborative instructional staff and responsive scheduling to deliver targeted instruction to flexible student groups at every performance level. Specific examples from elementary and secondary settings will be shared. |
Rm. 204 | Kim Bodensteiner, USD 497 - Lawrence |
What Every Teacher Needs to Know About Closing the Achievement GapOur research has demonstrated that students who are connected to school through caring relationships with teachers, other school personnel and other students, extracurricular activities, interesting courses, etc., are more likely to 1) feel good about themselves and be happy at school, 2) do their best to learn, 3) work cooperatively with other students, and 4) treat their teachers and other students in a caring and respectful manner. At a time when many students are doing less than their best, connectedness is an effective way to make it more likely that students will take hold of the opportunities that school has to offer. Connectedness is a “cost free” way to help ensure continuous school improvement. This presentation will be of interest to teachers, administrators, and all those interested in enhancing student outcomes and closing the achievement gap. |
Rm. 150 | Joycelyn Parish, KSDE |
KanTELL and Teacher Working ConditionsIdeas designed to make proper use of the KanTELL data for school improvement and to strengthen the “instructional team.” |
Rm. 243 | Wade Anderson, KNEA & Mary Devin, Kansas State University |
How to Improve Student Achievement Using Data to Impact InstructionLearn how to develop, implement, monitor, and sustain a successful reading and math instructional model within your school day. With Professional Learning Communities as a guide you will discover how standards-based instruction, common assessments, data analysis, and re-teaching can effectively meet the needs of all learners. This model has been sustained throughout a three-year period and has proven to be an integral part of shrinking the percentage of students scoring below Proficient while increasing the percentage in the Exemplary category. |
Rm. 145 | Allan Amos, Julie Catron, Lauren Cole, Bridget Halterman, USD 203 - Piper |
Women and Leadership: From the Classroom to the SuperintendencyFemales (and males) aspiring to be leaders in schools and districts will hear Dr. Jill Shackelford’s story about the journey from an elementary classroom to the superintendency. Participants will consider how females navigate sterotypes, limiting beliefs and behaviors to move up within the ranks of education administration. |
Rm. 147 | Jill Shackelford, USD 500 - Kansas City, Kansas |
Safe SchoolsI will be sharing the State’s plans to develop a comprehensive school strategy on the topic of Safe Schools. The Kansas Center for Safe and Prepared Schools will have a mission to provide the leadership to assist schools in developing safe learning environments which support the learning and teaching goals. The new KC-SPS is a charge for the office of the Kansas Adjutant General. Those attending this session will have the opportunity to be part of the plan to establish the timeline for implementation of this important task. |
Rm. 143 | Robert Hull, Kansas Center for Prepared & Safe Schools |
Small Group Session #3 |
2:30 |
to 3:25 |
Creating Job-Embedded Professional DevelopmentAre you getting the most out of your professional development funds? What do your staff do when they return from a workshop? Increasingly, research is telling us that our typical forms of professional development are ineffective for a variety of reasons, one being the lack of follow-up. Learn how USD 497 restructured their supports to a cohesive, district-wide system of support for all instructional staff with Learning Coaches. |
Rm. 204 | Angelique Kobler, USD 497 - Lawrence |
What School Staffs Need to Know and Do About Bullying/Cyber-BullyingThis training provides accurate, research-based information about bullying and cyber-bullying. This information may assist school-staffs in developing plans to consistently apply district-wide policies in the areas of bullying and cyber-bullying. |
Rm. 150 | Jack Williamson, KNEA |
Teacher CompensationThe report of the Teaching in Kansas Commission (2009) and earlier studies such as KNEA’s Alternative Compensation Report (2001) provide a challenging vision for improved teacher compensation AND new structures to foster professionalism and excellece. Kansas is also one of a handful of states to begin work with a National Governors’ Association Grant to redesign teacher compensation. While these studies and grants provide hope and opportunity, they also contain important cautions from previous misguided restructuring efforts. Learn about Kansas initiatives, the national compensation landscape, and add your voice to the discussion during this interactive session. |
Rm. 147 | Wade Anderson, KNEA |
Creating Professional Development Councils to Transform our ProfessionEnd the paper shuffle and create professional development councils that impact educators and student achievement with meaningful professional development. Learn critical elements of national staff development standards to use in meeting KSDE requirements, strengthening the teaching profession, and supporting student success. |
Rm. 143 | Carolyn Schmitt, KNEA & Anna Moon-Bradley, KNEA |
The Ultimate Teacher Toolbox: Free Web-based Resources for Teachers!The proper construction of 21st Century learning requires a strong foundation, powerful structural supports and adherence to code. The purpose of this session is to assist participants with the exploration of technology integration and implementation tools. These free, web-based and easy-to-use, resources help teachers locate and create standards-based, lessons, activities and rubrics, as well as resources and tools for students who are at-risk or have specific special-needs. |
Rm. 201 | Amber Rowland, University of Kansasd |
Being Boss is Hard: The Emotional Side of LeadershipLeaders in all organizations make difficult decisions that impact large numbers of people. Making such decisions often takes an emotional toll on leaders. Yet training programs and research studies largely ignore the impact that making such decisions has on those in charge. By collecting stories and interviewing leaders from k-12 schools, higher education institutions, and businesses, the types of decisions that have the greatest emotional impact are examined along with ways of coping with these difficult situations. Ideas for planning for the emotional future of being a leader will be explored. |
Rm. 145 | Rick Ginsberg, University of Kansas |
Factors Contributing to Teacher Stress and What Schools Can Do to ImproveThe purpose of this presentation is to describe research identifying factors contributing to teacher stress and burnout. While there is a shortage of teachers, there is also a large number of teachers who leave the teaching profession every year. It is impossible to reach educational goals if there is not a stable groupof instructors on staff who bring experience to the teaching process. You will see that the factors that contribute to teacher stress are ones that we could reduce if we were more cognizant of them and if we worked collectively on them. After the research on teacher stress is presented participants will have an opportunity to discuss how they have dealt with their own stress as teachers and how instruction could be improved if a greater focus were to be placed on teacher mental health. |
Rm. 214A | Bob Harrington, University of Kansas |
Effective Vocabulary InstructionIn this session you will learn how to select vocabulary words to teach, a six-step process for teaching vocabulary words, and activities that provide students with multiple opportunities to interact with words. |
Rm. 243 | Laurie Winter, University of Kansas |
