{"success":true,"data":[{"ID":985,"Class":"Conversation","Created":1572439271,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Cultivating Resiliency in the Science Classroom","Handle":"cultivating_resiliency_in_the_science_classroom","ShortDescription":"Mindset matters in the science classroom. How can we acknowledge the importance of social-emotional teaching and mental health when it comes to strengthening classroom culture and growing resilient students?","Description":"Resilient students excel in school. Yet, so many factors in today's world encourage perfectionism, discourage vulnerability, and work against resiliency in our teenagers. In this discussion, we will explore how we can make room for social-emotional teaching in the busy science classroom to support mental health and grow resilient students.","Link":["https:\/\/www.tsaientificmethod.com\/"],"Audience":["All School Levels"],"Practice":"We will begin with a demo lesson led by the workshop leader. We will then share and discuss strategies for supporting mental health and social-emotional learning in science classrooms.","Presenter":["Kathleen Tsai"],"PresenterAffiliation":["Science Leadership Academy at Beeber"],"PresenterEmail":["ktsai@slabeeber.org"],"ScheduleSlotID":133,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":982,"Class":"Conversation","Created":1572391411,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowering Teachers through Authentic, Choice-Based PD","Handle":"empowering_teachers_through_authentic-choice-based_pd","ShortDescription":"Let\u2019s talk about making PD more human-centered to give participants ideas for plans that are personalized, choice-based, and equitable for everyone. By introducing attendees to Oakridge\u2019s pathways-based approach, we\u2019ll facilitate conversation about designing learning opportunities that mirror what\u2019s demanded of students: to make choices, take risks, reiterate, and own the learning.","Description":"At The Oakridge School, we formed a team of teachers from various disciplines and backgrounds to design a yearlong, school-wide approach to professional development that is cost-efficient, human-centered, and based on choice. Just as students need agency and voice when it comes to making their learning authentic, teachers benefit from professional learning experiences that motivate and engage the learner on similar terms. Authentic PD doesn\u2019t demand compliance; it\u2019s inspired by choice, a sense of purpose, and a clear commitment to equity within a community. At Oakridge, teachers designed a program where every instructor, K through 12, chooses and commits to a learning pathway, ranging from issues like emergent practices in pedagogy to topics like personal growth and wellness. Within each pathway, there are four \u201cgameful\u201d levels or badges (\u201cNovice\u201d to \u201cApprentice\u201d to \u201cPractitioner\u201d to \u201cInfluencer\u201d) with the idea of supporting a teacher\u2019s journey from ignorance to empowerment. It\u2019s not a one-and-done learning experience; it\u2019s a layered approach that scaffolds each participant to becoming sharers of knowledge that is not only thought-provoking but actionable. We\u2019re less interested in sharing every detail of our story and more motivated to facilitate a conversation with teachers about how we engage every colleague in an effort to continue our learning as educators for the benefit of better serving every student by being well-informed teachers that are agile and culturally-responsive with all our daily pedagogical practices.","Link":[],"Audience":["All School Levels"],"Practice":"After briefly sharing some general sketch and some resources related to what we've done at The Oakridge School. We want to provoke conversation and reflection using some selected \"thought routines\" as developed by Project Zero Harvard (\"thought routines\" like \"see-think-wonder\" or \"compass points\" or \"yellow light\/red light\" as outlined in the book, Making Thinking Visible). We'll employ some kind of back channel (like padlet) to record take aways from these breakout conversations.","Presenter":["Jared Colley; Michelle Vaughn; Kymberly Ayodeji"],"PresenterAffiliation":["The Oakridge School"],"PresenterEmail":["jcolley@theoakridgeschool.org"],"ScheduleSlotID":133,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":970,"Class":"Conversation","Created":1568663673,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"It\u2019s Ok to Not Be Ok: Educator Wellness","Handle":"it-s_ok_to_not_be_ok--educator_wellness","ShortDescription":"It\u2019s ok to not be ok. Yet, we rarely say these things in professional settings, especially in education. This session aims to provide the space to engage in an honest conversation about educator wellness. Participants will discuss self-care strategies, discover helpful resources, and create a plan to incorporate self-care practices.","Description":"If we all truthfully answered the question \u201chow are you?\u201d would we be willing to say we\u2019re not ok? Whether the question is posed in personal or professional conversations, the answer is most likely no. In today\u2019s world, there are plenty of stressors that would cause anyone to not be ok. As educators, there sometimes feels like even more. This session aims to provide the space to engage in an honest conversation about educator wellness.\r\n\r\nThe goals of this conversation are to (1) discuss self-care strategies that can easily be incorporated into regular routines, both in and out of the classroom, (2) discover and explore helpful resources, and (3) create a plan to incorporate self-care practices. In order to jump into a heavy topic like mental health and wellness, participants will start with a Chalk Talk protocol where various prompts are posted throughout the space to invoke reflection and a chance to write before opening up to conversation. Everyone is welcome to attend and participate, with the understanding that this conversation could potentially involve various triggers for some folks.","Link":[],"Audience":["All School Levels"],"Practice":"The session will start with a Chalk Talk protocol where various prompts are posted throughout the space to invoke reflection and a chance for participants to write. Then we will introduce the topic, its importance, and the framing of the remainder of the session before moving into a combination of small and whole group prompts. To bring the session to a close, participants will choose from several templates and sketch out a plan of incorporating various self-care strategies into their routines and possibly finding an accountability partner to check in with throughout the remainder of the year.","Presenter":["Kristina Ishmael","Ann Leaness"],"PresenterAffiliation":["New America","SLA"],"PresenterEmail":["ishmael@newamerica.org","aleaness@scienceleadership.org"],"ScheduleSlotID":133,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1027,"Class":"Conversation","Created":1572666282,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Rejecting Neutrality: Envisioning Authentic Humanities Spaces","Handle":"rejecting_neutrality--envisioning_authentic_humanities_spaces","ShortDescription":"In this conversation, participants will problematize the possibility of being objective in the humanities classroom, consider what their spaces would look like if they removed the illusion of being unbiased, and develop a vision for a truly authentic space for students to question the world around them effectively.","Description":"Following the 2016 election and a growing awareness of the systemic nature of oppression in the United States, neutrality has become increasingly archaic as a concept for teachers who side with the oppressed. Yet, due to decades of messaging and policies that mandated a neutrality in the classroom, many features of high school English and Social Studies spaces still have vestiges of those beliefs and policies \u2013 policies that were never truly neutral to begin with. \r\n\r\nIn this session, participants will reckon with how a history of neutrality has prevented authenticity in classrooms and develop paths forward. To begin with, participants will name how they have interacted with the idea of neutrality in education from their time as students and as adults. Subsequently, participants will consider all of the different aspects of a class \u2013 from curriculum to classroom procedures and beyond \u2013 that educators must recognize as tools to either reinforce a status quo or create authenticity. Lastly, participants will work together to produce a vision for an authentic high school humanities classroom as well as plans to change policies and procedures in schools to create these authentic spaces.\r\n\r\nAll participants will leave the session with practical steps to create greater authenticity in their spaces as well as increased confidence in our collective ability to side with and support the oppressed in schools.","Link":["https:\/\/www.latebellpod.com"],"Audience":["High School"],"Practice":"The goal of this session will be to use conversations in the session to not only generate new ideas within the classroom walls but to also utilize the thoughts from the session to start a conversation on various social media platforms as well. A hoped-for outcome would be for the wider high school humanities community to take a step further towards greater authenticity and greater support for the oppressed.","Presenter":["John Phillips"],"PresenterAffiliation":[],"PresenterEmail":["byjohnphillips@gmail.com"],"ScheduleSlotID":133,"ScheduleLocationID":18,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":968,"Class":"Conversation","Created":1568211845,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Should There be a Redemption Road?","Handle":"should_there_be_a_redemption_road","ShortDescription":"In an era of public mistakes that are amplified by shaming culture, many ideas and voices are being left on the sideline without hope to return to the conversation. How can we, in our spheres of influence, help to craft a path that brings individuals back from mistakes, errors, and lapses in judgment into the greater conversation for the great good.","Description":"As we watch public figures (writers, authors, politicians, school leaders) be ushered to the sidelines for mistakes of various amplitude, one has to wonder if there is a path to redemption and the return to public conversation. Can someone fired, removed, or voted out return to public discourse in a way that can be healthy for all. Is there room for redemption in an era that has shown us how to shine bright light on mistakes. Has the court of public opinion created a new form of judgment with no avenue for apologize, repent, and return humbled to be productive again. Are there some things beyond redemption? Is time truly enough of a healing force? This session looks to explore these ideas and questions as well a look to outline a pathway and playbook for those that have been sidelined.","Link":["http:\/\/drrobertdillon.com"],"Audience":["All School Levels"],"Practice":"There will be three active parts to the conversation. \r\n1. The sharing of stories by the facilitators around having experienced making mistakes and their consequences.\r\n2. A protocol-based conversation that promotes listening and empathy-based responses.\r\n3. A solution creation time that charts potentials paths to redemption.","Presenter":["Robert Dillon"],"PresenterAffiliation":["School District of University City"],"PresenterEmail":["rdillon25@gmail.com"],"ScheduleSlotID":133,"ScheduleLocationID":5,"SubmitterID":79,"AdditionalComments":"I'm looking to add a couple of co-moderators for this session as well.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1018,"Class":"Conversation","Created":1572651112,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Starting From Scratch: Authentic Assessments and Grading Practices","Handle":"starting_from_scratch--authentic_assessments_and_grading_practices","ShortDescription":"Want your students to do authentic work? Want them to focus on learning rather than grades? Join us in a workshop that will help you re-imagine your assessments and grading practices at both the individual and school level.  We\u2019re going to start from scratch: if we were designing these systems for the first time, what would we do?","Description":"How we assess and what we assess drives so much of what happens in a school.  Developing and implementing high quality performance assessments can ensure we provide meaningful experiences for students, and we can assess them in a way that will help students focus on learning instead of constantly worrying about they need to do to get a 90.  Lastly, we will examine what can be done in schools at a systems level to help provide incentives and procedures to amplify and support authentic learning.\r\n\r\nTo do this participants will engage in first principles thinking to imagine what kind of work they would have students doing if they could design a school from scratch.  Then, they will design systems so that their school facilitates, supports, and develops staff capacity around doing this kind of work.   Lastly, they will determine action steps to determine how to transform their school from its current state into the school they want it to be.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants will engage in first principles thinking to work together and re-imagine a school that is built around authentic assessments, grading practices that put the focus on learning instead of achievement, and has systems to support this kind of instruction and learning.  This small group collaboration will allow participants to construct a vision of the kinds of assessment and grading they would want as well as construct a road map for how to get their school from where it currently is, to where they want it to be.","Presenter":["Brian Hodges","Kristen Thomsen","Thomas Burns","and Holly Bisset"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["bhodges@attleboroschools.com","kthomsen@attleboroschools.com","treed@attleboroschools.com","krego@attleboroschools.com","wpondolfino@attleboroschools.com"],"ScheduleSlotID":133,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":997,"Class":"Conversation","Created":1572609266,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Student-Led Conferences: Assessing Student Growth and Learning through Authentic Conversation","Handle":"student-led_conferences--assessing_student_growth_and_learning_through_authentic_conversation","ShortDescription":"Join us for a conversation about student-led conferences with students and staff members from LaBrum Middle School in Northeast Philadelphia. Explore the possibilities student-led conferences offer for students to advocate for their own learning in a way that empowers them and gives them authentic ownership of their progress.","Description":"At LaBrum Middle School, we are in the second year of our transition from traditional, teacher led parent-teacher report card conferences to student-led conferences. We will answer your questions about the logistical steps we have taken to make this switch and share materials that we feel reflect best practices, but most importantly, the students on our panel will provide us with first-hand accounts of how participating in student-led conferences has given them authentic opportunities for reflection, engagement, and agency. Student-led conferences are one more layer of our journey toward living out our mission of creating a school in which we aspire to create productive global minded citizens by providing an inclusive, safe, student centered learning environment where learners are empowered and held accountable for demonstrating meaningful learning and understanding through inquiry driven, project based learning opportunities in a culture of care. Please join us as we examine how student-led conferences are helping to drive our mission forward. We encourage participants to bring their own successes with student-led conferences to share with the group.","Link":[],"Audience":["All School Levels"],"Practice":"A fishbowl protocol will provide the platform for guiding this conversation.","Presenter":["Stacy Schwab and Kevin Kelly"],"PresenterAffiliation":["John Hancock Demonstration School: Labrum Campus; Temple University School of Education"],"PresenterEmail":["kmkelly@philasd.org"],"ScheduleSlotID":133,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":"Our presenters are both committed elsewhere on Sunday 1\/26. We are hoping it is possible to present on Saturday 1\/25.\r\n\r\nWe are interested in bringing a couple students from our school to help facilitate the conversation and give the perspectives of relevant stakeholders. We used a similar approach last year to great success, but had to pay $50 for each child to attend. We are hoping that, since the students are School District of Philadelphia students who do not attend other sessions during the weekend, that the $50 fee may be waved for them.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":967,"Class":"Conversation","Created":1568063423,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Supporting LGBTQ Students as their Authentic Selves","Handle":"supporting_lgbtq_students_as_their_authentic_selves","ShortDescription":"This action-oriented conversation aims to provide educators who wish to better engage with and support their LGBTQ students with the tools, knowledge, and resources to do so. Participants will have the chance to explore and challenge best practices for navigating queerness and allyship in the classroom.","Description":"LGBTQ students face myriad challenges in the classroom that result in poor social, academic, and mental health outcomes. They often don\u2019t feel safe in schools, they don\u2019t see themselves reflected in the classroom or the curriculum, and most attend schools with discriminatory practices and policies. Teachers can play a big role in disrupting\u2014or maintaining\u2014these outcomes, from how they engage with students, to the language they use, to the types of content they curate. This session will explore various tools, knowledge, and resources to help educators better support and engage with LGBTQ students so they can be their authentic selves. \r\n\r\nThe goals of this conversation are to identify (1) the biggest challenges that educators face in supporting and engaging with queer students, and (2) the resources available to address these challenges. The conversation will offer participants an opportunity to reflect on their own teaching, identities, and comfort around talking about gender and sexual identities. It will provide space for honest questions and myth debunking. Finally, it will present teacher-and student-facing resources and materials for both continuing this work, and for use in the classroom. This conversation is designed for those both new to this topic and those who\u2019ve previously engaged with it.","Link":["https:\/\/www.newamerica.org\/our-people\/sabia-prescott\/"],"Audience":["All School Levels"],"Practice":"This session will be arranged like a workshop; only the brief introduction and framing will be presentation-style. The remainder of the session will pose questions and challenges, asking participants to reflect on their own experiences and participate in small- and whole-group conversations. Over the course of the conversations, I will ask participants to keep track of resources, books, and other materials that come up in conversation in a google doc that I\u2019ll share at the start. This, combined with the resources that I will share at the end, will result in a list that everyone will be able to take with them and use.","Presenter":["Sabia Prescott"],"PresenterAffiliation":["New America"],"PresenterEmail":["prescott@newamerica.org"],"ScheduleSlotID":133,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1044,"Class":"Conversation","Created":1575404391,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Sustaining a Mission","Handle":"sustaining_a_mission","ShortDescription":"Any look at the history of education will show a frustrating landscape of good ideas and fast starts that slowly degraded over time. How do good ideas in education survive in a world where regression to the mean is real?","Description":"This session will be about making sure good ideas stick and school innovation can lead to lasting change. Some of the questions we will tackle is: \r\n\r\n* What is the difference between \"start-up\" energy and \"sustaining\" energy and how do you shift from one to the other? \r\n* How do you keep focused on your big ideas over time?\r\n* How do you help new members of your community have the same level of ownership as original cohort of innovators?\r\n* What does it look like to deepen an idea, rather than pivot to new ideas?","Link":["http:\/\/www.practicaltheory.org"],"Audience":["All School Levels"],"Practice":"Case study, small group talk, modeling, etc...","Presenter":["Chris Lehmann"],"PresenterAffiliation":["SLA Schools"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":133,"ScheduleLocationID":6,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1030,"Class":"Conversation","Created":1572841443,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teaching Climate Change through Action","Handle":"teaching_climate_change_through_action","ShortDescription":"Educators are becoming increasingly aware of their central role in addressing the impact of climate change. How can this call-to-action be married with expectations in the Next Generation Science Standards? Join two engineering teachers and their students to look at their active project that aims to address this real world problem through action.","Description":"The challenge of this generation of students will be battling climate change. The role that educators play in preparing our students for this task is becoming ever more urgent. This preparation is ideally suited to align with the Next Generation Science Standards for Engineering Design. This session will review the methodology used to develop an innovative approach to educating our students through action on this problem. Our students aren't being taught the science of the problem Solely to prepare them to work on the problem as adults. Instead, they are learning about climate change to enable them to address the problem right now in their communities. \r\n\r\nJoin two engineering educators and their students to learn how this project was developed and how student perspectives on this problem have evolved over the course of the year, leading to an innovative interactive teaching tool leveraging four years and 1,000  hours of high school engineering education.","Link":["https:\/\/www.linkedin.com\/in\/john-kamal-0b447b2","https:\/\/www.linkedin.com\/in\/patrick-colgan-1732277"],"Audience":["High School","Middle School"],"Practice":"TBD","Presenter":["John Kamal","Patrick Colgan"],"PresenterAffiliation":["SLA","Drexel"],"PresenterEmail":["jkamal@scienceleadership.org","pcolganst20@scienceleadership.org"],"ScheduleSlotID":133,"ScheduleLocationID":2,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9}],"conditions":{"Status":"Accepted","ConferenceID":9,"ScheduleSlotID":133},"total":10,"limit":false,"offset":false}