Presented by Robert J. Marzano, Ph.D., Co-Founder and Chief Academic Officer, Marzano Resources; Michael D. Evans, Ed.D., Former Education Leader, Current Author and Associate, Marzano Resources; and Julia A. Simms, Former Classroom Teacher, Current Vice President, Marzano Resources
Presented by Nicol Russell, Ed.D., Former Early Childhood Educator, Current Chief Academic Officer, Teaching Strategies
Presented by Fabayo McIntosh, Superintendent, District 16, New York City Public Schools (NY); Dr. Michelle Barrett, Former Teacher, Current Senior Vice President of Research, Policy, and Impact, Edmentum; and Tatiana Ciccarelli, Former Teacher, Current National Solutions Director, Edmentum
Presented by Valery Dragon, School Improvement Strategist and VP of Strategic Partnerships, UnboundEd
Moderated by Clay Willis, VP of Marketing and Communications, UnboundEd
Presented by Adam Hartman, Superintendent of Schools, Cañon City Schools (CO); Dr. Chris Price, Senior Director, Center for Model Schools; and Dr. Adam Drummond, Senior Director, Center for Model Schools
Presented by Kylie Rymanowicz, Senior Curriculum Manager, Hatch Early Learning; and Kelly Harte, M.Ed., Former Assistant Superintendent, Morris School District (NJ), and Current Customer Success Director, Hatch Early Learning
Educators know that getting students engaged is a real challenge. Engagement is down across America, with less than half of high school students feeling engaged. So what is the key to fixing this? The answer is student voice.
Educators want assessments to be instructionally useful and provide data they can use to help students learn, but not all assessments do that. So what do instructionally useful assessments look like?
Presented by Mike Boraz, Chief of Network 15, Chicago Public Schools (IL); Tim Schell, Director of Secondary Curriculum and Instruction, Waunakee Community School District (WI); and Quinesha Tillman, Partnership Manager, PERTS
Is this scenario familiar? The administration decides that the staff need professional development to integrate a new SEL approach into the classroom. They know that teachers need more than one day of seminars to adjust their classroom methods, so leadership provides training over several weeks. Once the school year begins, administrators observe the teachers to check their progress, but only a few have integrated the SEL approach into their lessons. The professional development, despite the in-depth training, wasn’t impactful enough.