{"success":true,"data":[{"ID":618,"Class":"Conversation","Created":1449601155,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Collaborative Teacher Leadership at the Workshop School","Handle":"collaborative_teacher_leadership_at_the_workshop_school-2","ShortDescription":"Teaching in transformative ways requires a robust support network for teachers and a new vision of leadership. At the Workshop School, we call on teachers to shape the school\u2019s mission, curriculum, assessment system, PD, and more. Our model presents challenges as well as exciting opportunities for growth and innovation.","Description":"At the Workshop School, we teach through projects and put community and relationships at the center. As one of very few public high schools to serve an urban population with this model, we look to one another to learn the lessons that will drive the school's continued growth. In addition to collaborating to plan interdisciplinary projects, we work together to build the professional skills, processes, and systems that are unique to our context. Teachers have both authority over and responsibility for many functions typically assigned to administrators - from rostering to school culture, from curriculum development to assessment systems. This collaborative, school-based teacher leadership has offered us an array of benefits and challenges. We enjoy meaningful support from our colleagues and a deep commitment to our school, and we struggle to balance the (sometimes) competing demands of short-term and long-term planning. We hope to explore the following questions: How do we build the professional relationships that will sustain our work (both day-to-day and for the long haul)? What are the connections between daily work with students and bigger picture planning? What makes meaningful teacher leadership possible in schools? What are the constraints? We hope to gain insight from our peers as well as share lessons from our first three years.","Link":["http:\/\/www.workshopschool.org\/"],"Audience":["All School Levels"],"Practice":"","Presenter":["Kathleen Melville","Helen Rowe","Katrina Clark"],"PresenterAffiliation":["The Workshop School"],"PresenterEmail":["kathleen.melville@workshopschool.org"],"ScheduleSlotID":61,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":535,"Class":"Conversation","Created":1445608331,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"5 Principles of the Modern Math Classroom","Handle":"principles_of_the_modern_math_classroom","ShortDescription":"Everyone is a math person, until we train it out of them in school. In this session, we will debunk 4 dangerous math myths and explore ways to build a school culture of problem solving and innovative thinking through the common language of math.","Description":"Students pursue problems they're curious about, not problems they're told to solve. Creating a math classroom filled with confident problem solvers starts by encouraging students to investigate provocative questions, not by prescribing a sequence of mechanical exercises. In this session, participants will debunk 4 pervasive myths about math learning. They will also explore and develop a thoughtful approach for instilling a culture of innovative thinking in the math classroom through five powerful, yet straightforward principles: Conjecture, Collaboration, Communication, Chaos, and Celebration. 5 Principles of the Modern Mathematics Classroom offers new ideas for inspiring math students by building a more engaging and collaborative learning environment.\r\n\r\nThis session will enable attendees to:\r\n\r\n1. Embrace collaboration and purposeful chaos to help students engage in productive struggle, using non-routine and unsolved problems. \r\n2. Apply all five principles through practical strategies, activities, and digital tools. \r\n3. Introduce substantive, lasting changes in the classroom culture through a manageable but meaningful shift in processes and behaviors.","Link":["http:\/\/www.geraldaungst.com\/5cmath"],"Audience":["All School Levels"],"Practice":"Small groups will work together to solve problems and use structured conversation protocols to reflect on how their experiences translate into classroom practice. We will also use a Slack team to further develop and record the conversation both during and after the session.","Presenter":["Gerald Aungst"],"PresenterAffiliation":["Cheltenham School District"],"PresenterEmail":["geraldaungst@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":594,"Class":"Conversation","Created":1446433998,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Transforming Silence into Genius","Handle":"transforming_silence_into_genius","ShortDescription":"The award winning PYPM (Philly Youth Poetry Movement) creates safe spaces for young people to expand their critical thinking and enhance creative expression with a focus on literacy, youth development, life skills, using poetry, and spoken word.","Description":"In the midst of an educational crisis, where the arts and extracurricular activities are being eliminated from schools it has been challenging to expand the imagination and vision of today's student. Participants will explore the many facets of poetry, spoken word performance, and hip hop as it relates to youth culture and cultural responsive pedagogy. By investigating identity students learn more about themselves and their own voice, which encourages value in self. This workshop\/conversation will give educators tools to connect with students on a deeper level while simultaneously building ownership in the classroom while increasing student engagement. Participants will be asked to share their insights, experiences.  This workshop will recommend culturally responsive curriculum engagement, strategies, critical media literacy, creative writing reflective practices, internal conflict resolution, as it uses critical lenses to share ideas and strategies to increase the authentic student voice and innovation.","Link":["http:\/\/www.pypm215.org"],"Audience":["High School","Middle School"],"Practice":"This presentation will not only share pedagogical practices, but it will also place the participants in the positions that their students experiences daily. We our students to take risk, but we do not take them as educators. Participants will share and exchange ideas as they also explore their own creative abilities. Get ready to have some fun!","Presenter":["Gregory Corbin"],"PresenterAffiliation":["PYPM\/City of Philadelphia"],"PresenterEmail":["greg@pypm215.org"],"ScheduleSlotID":64,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":577,"Class":"Conversation","Created":1446404732,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Framing Social Studies Education in the STEM Era","Handle":"framing_social_studies_education_in_the_stem_era","ShortDescription":"The relevancy of social studies education has been justified in terms of its specific content and its role in promoting literacy skills. However, as schools embrace STEM focuses, what challenges and opportunities are presented for practitioners of social studies education?","Description":"As STEM education has moved into the forefront of the national conversation on education, teachers in the humanities face new challenges in framing the importance of their discipline to students, parents, reformers, policymakers, and other education leaders. Indeed, as classrooms adjust to new pedagogies, the role and importance of social studies education remains undefined. Meanwhile, the national conversation on social studies education has centered on particular issues of fact in AP standards and high school textbooks. Given the changing educational landscape, how should practitioners of social studies education justify the discipline? Should social studies education focus primarily on content, or is there a skills based focus in history which establishes its equal need and importance among the STEAM subjects?","Link":[],"Audience":["All School Levels"],"Practice":"Participants will work in small groups to discuss the role of social studies education in their school contexts and consider what opportunities arise in reframing social studies education.","Presenter":["Brian Hussey","Matt Roy"],"PresenterAffiliation":["SLA@ Beeber"],"PresenterEmail":["bhussey@slabeeber.org","mroy@slabeeber.org"],"ScheduleSlotID":69,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":612,"Class":"Conversation","Created":1447976669,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Embracing Error in Math Class: The Power of Wrongness","Handle":"embracing_error_in_math_class--the_power_of_wrongness","ShortDescription":"Math can be a polarizing subject for students. By the time they reach middle and high school courses, many students, particularly students of marginalized populations, have decided that they \u201cjust aren\u2019t good at math\u201d. Shifting the emphasis from product to process and exploring the value of wrongness in the classroom can encourage students to bring their existing understandings into the classroom to provide a richer experience for all students. We see this shift in mindset as crucial to any math classroom, and we bring perspectives from SLA and Masterman to explore this concept.This conversation will focus on the learning processes of student teachers and their mentor teachers, utilizing projects to emphasize both process and final product, and being able to adjust the trajectory of curricula based on the varying comprehensions that students bring into the classroom.","Description":"Math can be a polarizing subject for students. By the time they reach middle and high school courses, many students, particularly students of marginalized populations, have decided that they \u201cjust aren\u2019t good at math\u201d. Shifting the emphasis from product to process and exploring the value of wrongness in the classroom can encourage students to bring their existing understandings into the classroom to provide a richer experience for all students. We see this shift in mindset as crucial to any math classroom, and we bring perspectives from SLA and Masterman to explore this concept.This conversation will focus on the learning processes of student teachers and their mentor teachers, utilizing projects to emphasize both process and final product, and being able to adjust the trajectory of curricula based on the varying comprehensions that students bring into the classroom.","Link":["http:\/\/www.scienceleadership.org"],"Audience":["All School Levels"],"Practice":"Both student teachers and high school students will discuss how emphasis is shifted from product to process and the value of wrongdoing can encourage students to bring their existing understandings to provide a richer experience for all students. The majority of the of the session will focus on brainstorming and developing lessons\/activities that emphasize both process and product for a range of math courses.","Presenter":["Brad Latimer","Erin Giorgio","Pam Chrissis","Helen Huang-Hobbs","Swetha Narasimhan"],"PresenterAffiliation":["Science Leadership Academy","University of Pennsylvania"],"PresenterEmail":["blatimer@scienceleadership.org","egiorgio@scienceleadership.org","pchrissis@scienceleadership.org","snarasimhan@scienceleadership.org","helen.hobbs@gmail.com"],"ScheduleSlotID":71,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":603,"Class":"Conversation","Created":1446441480,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"#CLMOOC: Your Learning Constellation","Handle":"clmooc--your_learning_constellation","ShortDescription":"When you consider the ways that technology continues to transform learning and your role as a teacher, do you feel overwhelmed? Join this hands-on, dynamic conversation as we explore #clmooc: a collaborative learning community dedicated to helping educators gain the first-hand experience necessary to be confident, contemporary educators. And learners.","Description":"When we speak about learning in 2015, we must talk about technology. After all, in addition to teaching students particular content--algebraic equations, historic events, literary devices--we also strive to help our kids to become contemporary learners, making the most of what the internet, social media, and digital devices have to offer. \r\n\r\nIn order to achieve this goal, however, we must become flexible, active learners in an educational environment quite different from the one that most of us grew up in. Consider the dizzying array of possibilities open to each of us. These same possibilities exist for our students, which is why we must be learners at the same time we are leaders, facilitating our student\u2019s growth while also investing in our own ongoing literacy and ability.\r\n\r\nSo how do we grow as contemporary learners and teach this to our kids at the same time? We each need a learning constellation, a collection of mentors, partners, and guides to help us become fluent in the critical dispositions all contemporary learners need: creativity, generosity, curiosity, thoughtfulness, and productivity. Consider any meaningful activity in which you have invested yourself and being connected to others with the same interest surely has played a critical role. The same applies here. \r\n\r\nThis hands-on, dynamic conversation will explore #clmooc: a collaborative, connected learning community dedicated to helping educators gain the kind of first-hand experience necessary to be confident contemporary educators, creators, and learners.","Link":["http:\/\/educatorinnovator.org\/clmooc\/","http:\/\/mrgatgbs.blogspot.com\/"],"Audience":["All School Levels"],"Practice":"During the session, participants will experiment with a creative activity and engage with members from the #CLMOOC community during the presentation via Twitter. After the session, participants can then join the formal course over the summer and stay connected throughout the year.","Presenter":["Scott Glass","Christina Cantrill"],"PresenterAffiliation":["Glenbrook South High School","National Writing Project"],"PresenterEmail":["ccantrill@nwp.org","sgalss@glenbrook225.org"],"ScheduleSlotID":72,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5}],"conditions":{"Status":"Accepted","ConferenceID":5,"ScheduleLocationID":3},"total":6,"limit":false,"offset":false}