{"success":true,"data":[{"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":575,"Class":"Conversation","Created":1446399421,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Advisory 101: Getting Started","Handle":"something_advisory","ShortDescription":"A conversation about healthy advisory programs in functioning school communities","Description":"Thinking about creating an advisory program at your school? This session is designed to help attendees workshop and share ideas, challenges, rewards and questions about creating an advisory culture and curriculum at your school.","Link":["http:\/\/www.scienceleadership.org"],"Audience":["High School","Middle School"],"Practice":"","Presenter":["Zoe Siswick"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["zsiswick@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":12,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":514,"Class":"Conversation","Created":1442874897,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Becoming a Community that Learns: Extending the Lessons of Edcamp","Handle":"becoming_a_community_that_learns--extending_the_lessons_of_edcamp","ShortDescription":"This session will explore the underlying beliefs that have made Edcamp such a phenomenon and highlight ways to embrace participatory leadership, solve tough problems, and ultimately, change school from a community of learners to a community that learns.","Description":"In just 5 short years, Edcamp has become an international phenomenon. People accredit this to autonomy, choice, and personalized PD but, the real driver behind the movement is a redistribution in power - decreasing the power of the hierarchy and distributing it more evenly across the community. Approaching professional development from this perspective has broad implications for schools. It opens opportunities for collaborative decision making, to learn through problems, co-create solutions, and to create true communities of practice that continually regenerate schools.\r\n\r\nBuilding from the success of Edcamp, we will explore how a wider array of dialogic processes can be employed to move school from a community of learners to a community that learns.","Link":[],"Audience":["All School Levels"],"Practice":"We will be using the following conversation protocols to model the processes we will be discussing:\r\nPeer Circle\r\nWorld Cafe\r\n\r\nThis session will require an open room where chairs may be re-arranged.","Presenter":["Mike Ritzius","Dan Callahan","Christine Miles"],"PresenterAffiliation":["NJ Education Association","Massachusetts Teacher Association","Cherry Hill School District"],"PresenterEmail":["mritzius@gmail.com","danielcallahan@gmail.com","ritzius2@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":6,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":610,"Class":"Conversation","Created":1446513521,"CreatorID":477,"RevisionID":null,"Status":"Accepted","Title":"Crossing the Tracks: creating new resources through interdisciplinary projects","Handle":"crossing_the_tracks--creating_new_resources_through_interdisciplinary_projects","ShortDescription":"an investigative conversation centered on an interdisciplinary project between English 3, US. History and Intermediate Media Studies to develop topic driven new media resources. Students and teachers will discuss the process and experience of the project and share existing artifacts.","Description":"In this year-long project students identify a contemporary issue for independent study in an effort to create comprehensive resources for future research. This project is in response to standing needs of teaching traditional research paper writing skills, providing students with creative freedom to write on topics they feel passionate about and integrating new media techniques and platforms for distribution. \r\n\r\nComponents of this research project serve as the basis for writing in English 3, historical research in US History and the incorporation of new media in Intermediate Media Studies. Student work is then gathered into a comprehensive web-based resource in the fall and a formal research paper in the spring.","Link":["http:\/\/tinyurl.com\/EduconInterdisciplinary"],"Audience":["High School"],"Practice":"Teachers and students involved in the project  will lead this conversation about the experiences, both positive and negative, of this interdisciplinary approach to project based learning. Sample artifacts of student work and professional models will be shared and dissected. Participants in the conversation who have experience with similar projects are encouraged to join the discussion.","Presenter":["Larissa Pahomov","Matt Baird","Douglas Herman"],"PresenterAffiliation":["SLA"],"PresenterEmail":["dherman@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":8,"SubmitterID":477,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":559,"Class":"Conversation","Created":1446263924,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Defining \"Prepared\"","Handle":"defining-prepared","ShortDescription":"If extended, self-propelled, challenging learning experiences are critical preparation for life, what do we mean by \"preparation\"? How can we know whether students have learned how to learn--enough to thrive in the next stage of their education? How can we help them document and demonstrate their readiness?","Description":"That standardized tests don't measure the essence of what we are trying to teach through inquiry has been much discussed. So just what are we trying to teach? How do we know it's been learned? What models and milestones can we hold up for students so they can envision and mark their growth toward being effective independent learners? How do we know whether a student is ready for the coursework he is likely to encounter once he leaves us? How can we know, and how can we show, that a student currently unfamiliar with content x is nonetheless academically mature enough to learn it on her own when needed? No prepared answers to these questions will be offered. The aim is to give you the chance to work with colleagues to form and articulate your own responses. While these questions apply to all ages and subjects, there may be some emphasis on secondary mathematics, since existing measures of \"college-readiness\" in math are particularly specific.","Link":["http:\/\/dangoldner.wordpress.com"],"Audience":["High School","All School Levels"],"Practice":"Combination of modified focus\/framing question protocol with \"build a wiki\" or similar simultaneously-editable document.","Presenter":["Dan Goldner"],"PresenterAffiliation":["Boston Public Schools"],"PresenterEmail":["dangoldner@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":"I learned of the existence of EduCon at 10pm on October 30th, and proposals are due Nov 1, so I haven't fully thought through which conversational practices to use. At a prior conference (#TMC13) I had participants answer some questions for themselves briefly, then discuss\/digest in small groups, then we bubbled up some ideas and summarized in tweets. I'm imagining doing something similar but ideally with more real-time visibility of what small groups are producing.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":545,"Class":"Conversation","Created":1446052796,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Effective Project Based Learning in High School","Handle":"effective_project_based_learning_in_high_school","ShortDescription":"Presenters will discuss the writing of original high school curricula grounded in inquiry and PBL. Participants will learn effective project design and assessment and view examples of student work created in high school subjects. Students from Philadelphia Performing Arts\u2026 will participate in the conversation. Participants can contribute ideas and practices.","Description":"This conversation will explain how two teachers at Philadelphia Performing Arts: A String Theory Charter School write original curricula for their high school math and English courses that is grounded in projects that drive student inquiry and learning. The facilitators will address and explain how teaching in a 1:1 iPad and Apple Distinguished School enables them to use the iPad, iTunes U, and iOS apps to enhance and up-level student learning and create rich learning experiences via these tools and project assignment. Both facilitators have multiple years of experience teaching in a 1:1 learning environment and graduate degrees (in instructional technology and school leadership respectively). Facilitators plan to bring student guest to share work and participate in the discussion.\r\n\r\nParticipants will gain an understanding of what project based learning is and why it is successful in high school classrooms. Participants will also gain an understanding of how to create an effective project based learning experience in each major academic subject area. Participants will see and be inspired by specific examples of project based learning experiences originally designed by the presenters and their colleagues for the major academic subject areas and student work created for these projects that show the success these projects have met. Additionally, participants will have the opportunity to share knowledge and experiences and interact with the presenters so that conversation can be tailored to the specific interests of the participants.\r\n\r\nThroughout our presentation we will demonstrate the ways we present our projects and material to students through iTunes U and iOS apps.","Link":["https:\/\/about.me\/cohencasey","http:\/\/www.ledfordbarbara.com"],"Audience":["High School"],"Practice":"Student guest speakers and participants will participate in the sharing of ideas and best practices throughout the conversation. Today\u2019s Meet will be used as a back channel and a reference. The #educoninquiry will be used to continue to the conversation.","Presenter":["Casey Cohen","Barbara Ledford"],"PresenterAffiliation":["Philadelphia Performing Arts: A String Theory Charter School"],"PresenterEmail":["ccohen@stringtheoryschools.org","bledford@stringtheoryschools.org"],"ScheduleSlotID":63,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":"Vote for us. :)","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":553,"Class":"Conversation","Created":1446185224,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How Teachers Can Co-Opt the Lean Startup Model for the Classroom","Handle":"how_teachers_can_co-opt_the_lean_startup_model_for_the_classroom","ShortDescription":"When it comes to teaching, being able to quickly understand whether or not students are learning\u2014and then adjusting practice accordingly\u2014is crucial to the profession. So how can educators co-opt \u201cLean Startup\u201d methods, with series of rapid testing processes designed to test and scale businesses popularized by Eric Ries\u2014to design the best possible classroom? This conversation will follow a step-by-step process to demonstrate how educators can turn classrooms into hotbeds of experimentation.","Description":"See if this problem-solving technique sounds familiar: form a hypothesis, design an experiment, measure the results, and use the findings to inform the follow-up experiment.\r\n\r\nScience teachers might recognize that as the \u201cScientific Method.\u201d Entrepreneurs have their own name for it, too: the \u201cLean Startup,\u201d popularized by Eric Ries\u2019 book of the same name, which has been canonized in the lore of entrepreneurship.\r\n\r\nThe core tenets in these two approaches are not all that different: Like any startup, a classroom must deliver services under unpredictable conditions. Like entrepreneurs, teachers continuously improvise new approaches, measure if they work, and learn from their successes (or failures) immediately. Are the students learning? What\u2019s working? For all students, or for some?\r\n\r\nNo solution is perfect, but few emotions are as draining as finding out that a product or teaching method ultimately doesn\u2019t work\u2014and not knowing it until it\u2019s too late (or at the end of the school year).\r\n\r\nAlready, the lean process is being used for new instructional approaches in places like Summit Public Schools. In fact, CEO Diane Tavenner gave a talk in 2012 on how she and her team used the method to test and refine Summit\u2019s instructional practice. And the result? Since launching in 2003, Summit has graduated more than 1,700 students, 100% of whom meet or exceed 4-year college entrance requirements.\r\n\r\nWhen it comes to teaching, being able to quickly understand whether or not your students are learning\u2014and then adjusting your practice accordingly\u2014is crucial to the profession. So how can educators co-opt Lean Startup methods\u2014a series of rapid testing processes designed to test and scale businesses\u2014to design the best possible classroom?","Link":["https:\/\/www.edsurge.com\/writers\/mary-jo-madda","http:\/\/twitter.com\/mjmadda"],"Audience":["All School Levels"],"Practice":"This \"conversation\" will consist of a brief description of the following article (https:\/\/www.edsurge.com\/news\/2015-10-28-how-teachers-can-run-classrooms-like-lean-startups), followed by a Gallery Walk activity. Groups of 3-4 participants will pair up and engage in the teacher-centric lean classroom process--together creating a hypothesis, defining metrics, and theorizing a minimum viable product that an educator could test in the classroom with students.","Presenter":["Mary Jo Madda (with help from Leonard Medlock)"],"PresenterAffiliation":["www.edsurge.com"],"PresenterEmail":["maryjo@edsurge.com"],"ScheduleSlotID":63,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":607,"Class":"Conversation","Created":1446487542,"CreatorID":4820,"RevisionID":null,"Status":"Accepted","Title":"Inundated with Initiatives. How do we honor the teacher\u2019s voice?","Handle":"inundated_with_initiatives._how_do_we_honor_the_teacher-s_voice","ShortDescription":"New initiatives can inspire and burden teachers. When we try to do what\u2019s best for students, do we lose sight of what\u2019s best for teachers? We will introduce our district\u2019s Innovation Incubator group, explain how it empowers teachers, and pose questions about what\u2019s next.","Description":"In an effort to address various issues and allow teachers opportunity to experiment, our district created an Innovation Incubator last year. We will describe the group\u2019s inception, the application of Design Thinking, and will share our progress. We will also explain an unintended consequence: the positive effect on teachers\u2019 feelings of efficacy and motivation. As a group we will explore what else we can do to honor teachers\u2019 voices.","Link":["https:\/\/docs.google.com\/presentation\/d\/1I8bsjDVFI-6grrmvr5ezxEj-2O6er1HY9RuQXHyKyvI\/edit?usp=sharing"],"Audience":["All School Levels"],"Practice":"Engage in a collaborative discussion protocol","Presenter":["Amy Gorzynski","Amy Stolarsky"],"PresenterAffiliation":["Leyden High Schools"],"PresenterEmail":["agorzynski@leyden212.org","astolarsky@leyden212.org"],"ScheduleSlotID":63,"ScheduleLocationID":7,"SubmitterID":4820,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":586,"Class":"Conversation","Created":1446418768,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Not Playing School - How can asynchronous learning empower students in their own education?","Handle":"not_playing_school_-_how_can_asynchronous_learning_empower_students_in_their_own_education","ShortDescription":"Students, educators, and partners from The U School, a Philadelphia high school in its 2nd year, will share work we have done to design our spaces, systems, and curriculum to support students in an asynchronous, competency-based learning model. Participants will engage in a discussion of the implications of our design.","Description":"The U School is an Innovation Network school in the School District of Philadelphia. We accept students through a blind lottery, with half of our students coming from the region around our school and half from the rest of the city. Currently in our second year, we are designing The U School with our users (youth, educators, parents\/guardians) at the center. As a part of this work, our staff spent this summer\u2019s professional development designing spaces, systems, and curriculum to engage students in asynchronous, competency-based learning. \r\n\r\nOur students come to us with vastly different experiences of and attitudes towards schooling. With that in mind, we know that we need to work intentionally to invest our students in the idea that they have agency in their own education. In our work last summer, we reenvisioned the way our classrooms are laid out, the way students access our curriculum, and our role as educators in the classroom with the goal of allowing students to learn at their own pace and in their own ways.\r\n\r\nThrough this conversation, members of The U School community including our educators, community partners, and students will share stories, artifacts, and data from our work, and will engage participants in a conversation of the implications of our design work for our students, our city, and our education system more broadly.","Link":["http:\/\/www.uschool.org\/"],"Audience":["High School","Middle School"],"Practice":"Our session will take the form of \u201cSharing Best Practices\u201d.  Members of the U School community will share vignettes, artifacts, and data from our work designing and implementing spaces, culture, and curriculum to support asynchronous learning towards the goal of student empowerment. The \u201cSuccess Analysis\u201d protocol will be used to allow conversation participants to engage in a discussion of the implications of our work for different school models, and to our vision for education, in large urban districts and beyond. Through this conversation, we will also use a similar form to engage participants in a discussion of the challenges of implementing this model, and to allow for critiques of the work. Ultimately, in sharing our work with educators from across the country, we hope to receive feedback from other educators on our model and design process.\r\n\r\nQuestions for Discussion: \r\nWhat happens when students engage in asynchronous learning? \r\nHow can educators create conditions for optimal asynchronous learning?","Presenter":["Charlie McGeehan","Sam Reed","Jessica Shupik","Sophie Date","Maggie Stephan"],"PresenterAffiliation":["The U School","Penn GSE"],"PresenterEmail":["cmcgeehan@uschool.org","sreed@uschool.org","jshupik@uschool.org","sdate@uschool.org","mstephan@uschool.org"],"ScheduleSlotID":63,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":"Additional educators, students, and partners will be added to this presentation. Is there a way for me to make sure they are added once they decide to join for EduCon?","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":562,"Class":"Conversation","Created":1446300924,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"POP POP POP UP!   Designing Pop Up Books as a STEAM Project","Handle":"pop_pop_pop_up-designing_pop_up_books_as_a_steam_project","ShortDescription":"Creating a pop-up book is a STEAM project that allows students to\r\nthink spatially, engineer complex paper mechanisms, and express their\r\nown creativity! In this conversation we  will discuss the student\r\nexperience in Pop Up Design, a maker education course offered at the\r\nNYC iSchool and help participants make their own pop up cards!","Description":"","Link":["http:\/\/www.ischoolpolymath.com"],"Audience":["All School Levels"],"Practice":"","Presenter":["Sarah Prendergast"],"PresenterAffiliation":["NYC iSchool"],"PresenterEmail":["sprendergast@nycischool.org"],"ScheduleSlotID":63,"ScheduleLocationID":15,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":573,"Class":"Conversation","Created":1446398258,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"School 2.0","Handle":"school_2.0","ShortDescription":"Join Chris Lehmann and Zac Chase in an examination of key theses from their book - Building School 2.0: Creating the Schools We Need. The discussion will center around how participants can return to their places of learning to begin the shift to a more modern education.","Description":"In their book, Building School 2.0: Creating the Schools We Need, Lehmann and Chase outline 95 theses arguing for the best paths forward to modern, humanist schools that effuse and ethic of care. In this conversation, we will examine key theses from the text and discuss what it might mean for participants to return to their places of learning to begin to build these modern schools and shift the course of existing skills. Come join us in a conversation focused on moving from our best theories to authentic practice.","Link":["http:\/\/www.practicaltheory.org","http:\/\/www.autodizactic.com"],"Audience":["All School Levels"],"Practice":"","Presenter":["Chris Lehmann","Zac Chase"],"PresenterAffiliation":["SLA"],"PresenterEmail":["chris@practicaltheory.org","zac.chase@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":515,"Class":"Conversation","Created":1442932997,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Startup 101: Entrepreneurialism for K-12 Classrooms","Handle":"entrepreneurialism_for_the_k-12_classrooms","ShortDescription":"What happens when learning at school is more like working at a startup? Let's get together, talk about, and build out ideas around how to leverage the creativity and the experiences of young people to help them solve problems they are genuinely connected to and passionate about.","Description":"I'll repeat the question: What happens when learning at school is more like working at a startup? No homework. No grades. No exams. No scheduled class periods. No teachers. A starting point and ending point. A space to gather and work. Opportunities to expand networks and gain experiences. Near continuous feedback. Guidance. If this sounds more like the \u201creal world\u201d and less like \u201cschool,\u201d then perhaps schools are not following the wisdom of John Dewey who stated that school must reflect life, and life must reflect school. Through a combination of storytelling, small group brainstorming, and a mini design project of our own, the goal of this session is for participants to leave with ideas for encouraging entrepreneurial and innovative thinking at any scale and for any age group.","Link":["http:\/\/www.constructivisttoolkit.com","http:\/\/startup101.mka.org"],"Audience":["All School Levels"],"Practice":"Participants will work together to brainstorm and build out plans for supporting entrepreneurial thinking for whatever age levels, discipline, and time and effort commitment they can realistically support. This will not be a lecture by any means, and I will always be the first to admit that I am no expert on the topic but rather an very interested and enthusiastic learner about it!","Presenter":["Reshan Richards"],"PresenterAffiliation":["Teachers College","Columbia University"],"PresenterEmail":["reshanrichards@gmail.com"],"ScheduleSlotID":63,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":611,"Class":"Conversation","Created":1447976351,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Street Art and World Languages","Handle":"street_art_and_world_languages","ShortDescription":"During the session, participants will investigate street art's potential as a viable and powerful teaching and learning tool. The presenter will model activities and a SCRATCH game using street art that increase engagement, integrate the arts and move students to experience the 5C's particularly Communities, Culture and Connections.\r\n\r\nThe purpose of the session is:\r\n- to provide authentic material and instructional strategies using street art\r\n- to share lessons designed collaboratively with Chilean educators and artists\r\n- to promote arts integration in the world language classroom\r\n- to elevate appreciation of street art not only for its aesthetics, but its cultural value","Description":"Participants will leave with instructional strategies, lesson plans, authentic materials and other resources for using street art. Because the presenter will model the use of these resources (not merely present them), participants will know how to use them in their own classrooms to develop their students' language and cultural competence.\r\n\r\nIn this session, the presenters will model instructional strategies and lessons that use street art to engage students and to improve their language and cultural competence. The session is ideal for educators interested in arts integration and exploring the 5C's in innovative ways. In order to experience the material as students, attendees need to participate actively in the lessons as they are modeled. The format will be highly interactive and resources shared will include video, still images, audio clips and interview transcripts. Participants will leave with instructional strategies, lesson plans, and authentic materials.","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Melanie Manuel"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mmanuel@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5},{"ID":621,"Class":"Conversation","Created":1452544804,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"The Intangibles: What It Really Takes To Manage An Effective School","Handle":"the_intangibles--what_it_really_takes_to_manage_an_effective_school","ShortDescription":"","Description":"During our childhood, there were moments when we felt particularly\r\nsafe (or unsafe) in school, when we felt particularly connected to a\r\ncaring adult, when we felt particularly engaged in meaningful learning\r\n(or not). These are the school memories that we all tend to vividly\r\nremember: good and\/or bad. It is not surprising that these kinds of\r\nexperiences shape learning and development.\r\n\r\nHowever, effective schools are larger than any one person's experience.\r\nWhen the schools community work together, a group process emerges that\r\nis bigger than any one person's actions. A comprehensive assessment of\r\nschool climate and culture includes major aspects of school life such\r\nas safety, relationships, teaching and learning, and the environment\r\nas well as larger organizational patterns (e.g. from fragmented to\r\nshared; healthy or unhealthy). How we feel about being in school and\r\nthese larger group trends shape learning and student development. A\r\npositive school climate is associated with academic achievement,\r\neffective risk prevention efforts and positive youth development.","Link":["http:\/\/slabeeber.org"],"Audience":["All School Levels"],"Practice":"","Presenter":["Chris Johnson"],"PresenterAffiliation":[],"PresenterEmail":["cjohnson@scienceleadership.org"],"ScheduleSlotID":63,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":5}],"conditions":{"Status":"Accepted","ConferenceID":5,"ScheduleSlotID":63},"total":14,"limit":false,"offset":false}