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DTSTART;TZID=America/New_York:20200608T150000
DTEND;TZID=America/New_York:20200608T160000
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SUMMARY:Safeguarding Back to School: Principles to Guide a Healthy Opening to Classrooms During COVID-19
DESCRIPTION:Presented by Marla Ucelli-Kashyap\, Senior Director for Education Issues\, AFT; Dr. Lisa Thomas\, Associate Director\, Educational Issues\, AFT; Eric Tucker\, Executive Director\, Brooklyn Laboratory Charter Schools\, NY; Anisa Phillip\, SPED Coordinator\, Brooklyn Laboratory Charter Schools\, NY; and Tricia Forrest\, Partner and Project Manager\, Urban Projects Collaborative\, NY\nHosted by Barbara Pape\, Policy and Communications Director\, Learner Variability Project\, Digital Promise \nSponsored by Digital Promise \nWatch the Recording\n\nGet a CE Certificate for this edWebinar Learn more \nThe transition back to school this year will be unlike any in history. Guidance and rules are still being refined and released\, and our children and families/caregivers\, our workers\, and our school communities understandably feel anxious and tentative about reopening safely. \nIn this edWebinar\, leaders of the American Federation of Teachers (AFT) and Brooklyn Laboratory Charter Schools (LAB)\, in New York City\, discuss key questions we must all consider as we begin the journey back to school – from the school bus ride to the dismissal bell. While some challenges remain outside of the purview of the education system\, both the AFT and LAB have described a range of issues to be considered and offered solutions on what schools need to do to offer a safe environment for teaching and learning. \nThe AFT published the detailed A Plan to Safely Reopen Schools and Communities and LAB’s Version 1 (VI) toolkit is aligned with the AFT’s document\, with several additional goals that focus on students with disabilities and ensure that plans can be modified to meet the needs of all schools. \nIn this edWebinar\, we: \n\nLearn about two detailed and reflective planning documents to help teachers\, administrators\, parents\, students\, and the community better understand what it takes to re-open schools safely\nDiscuss safe re-opening from the morning school bus to the return home\nBetter understand ways to include students with disabilities in all re-opening plans\n\nThis recorded edWebinar will be of interest to teachers\, librarians\, school and district leaders\, and all education stakeholders of all grade levels. \n \nAbout the Presenters \nMarla Ucelli-Kashyap is Senior Director for Educational Issues at the 1.7 million-member American Federation of Teachers (AFT)\, where she serves as a strategic advisor to AFT President Randi Weingarten and leads a team working on key areas of policy\, practice\, technical assistance\, and professional development aimed at helping teachers and their unions improve education quality and their profession. Previously\, she was Director of District Redesign and Leadership at the Annenberg Institute for School Reform at Brown University and a senior program officer at the Rockefeller Foundation. She holds a B.A. (Phi Beta Kappa graduate) from New York University and an M.P.A. from Rutgers. She has served on numerous boards and advisory groups and as a founding co-chair of Grantmakers for Education. Ucelli-Kashyap currently serves as board chair of the Learning First Alliance. \n \nDr. Lisa Thomas is a Senior Education Policy Analyst at the American Federation of Teachers (AFT)\, providing research and programmatic support to the nation’s second-largest teachers’ union. Dr. Thomas manages a portfolio of topic-specific special education\, behavior\, and classroom management courses within AFT’s Professional Development Program\, Educator Academy. She has directed several national campaigns on bullying prevention\, school discipline\, restorative practices\, and autism and special education. In addition\, Dr. Thomas represents AFT on a number of federal committees\, national leadership and coalition groups\, including the National Universal Design for Learning Task Force\, co-communications chair; State Accountability for All Students Advisory Board; Atlantic Philanthropies Research-to-Practice Collaborative on Equity and Access; National Academy of Science and Technology; and the former federally- funded National Individuals with Disabilities Education Act Partnership. \n \nEric Tucker is Co-founder and Executive Director at Brooklyn Laboratory Charter School (LAB). He was the director at the Federal Reserve Bank of NY. As managing director of Catalyst Strategy\, Eric led school design and implementation work for clients including Ascend\, Excel\, and Building Excellent Schools. As CAO and Executive Director of the National Association for Urban Debate Leagues\, Eric grew a national network serving 450 urban schools. Eric taught argumentation and debate in Providence and Chicago. Eric has a doctorate from Oxford University. \n \nAnisa Phillip is a Special Education Coordinator at Brooklyn Laboratory Charter School (LAB). She began teaching at Hudde Middle School as a literacy specialist for ExpandEDSchools. She then served as a Math Fellow at InnovateEDU and completed a teacher residency at LAB. Anisa has taught 6th- and 7th- grade ELA\, writing\, and history to students in a 12-1-1 setting\, where she scaffolded instruction to support student needs and encourage growth. She has a B.A. from John Jay and an M.A. in education from Relay Graduate School of Education. \n \nTricia Forrest is a partner and project manager at Urban Projects Collaborative\, LLC (UPC)\, with over 15 years of experience in project management\, operations\, and strategy. She has worked with firms dedicated to design\, owner representation\, and professional management services. Tricia leads UPC’s K-12 education practice and has worked on new schools and renovation projects throughout the New York region. She has a B.A. in international business\, management\, and finance and an M.S. in economics\, global business\, and finance. Tricia also is the mother to a fifth-grade student in New York City public schools. \n \nAbout the Host \nBarbara Pape is the policy and communications director for the Learner Variability Project at Digital Promise. She has 20 years’ experience in strategic communications\, writing\, and policy analysis\, primarily in education. Previously\, she served as the executive producer of the award-winning Teaching & Learning conference\, sponsored by the National Board for Professional Teaching Standards\, where she developed content and oversaw outreach and communications. As a writer\, she has written for numerous publications\, including Harvard University\, the National Education Goals Panel (U.S. Department of Education) and Parents magazine. Barbara also served as editor and publisher of the first electronically delivered education newsletter\, the Daily Report Card. She served on the Advisory Board of the Kennedy Center’s Intersection of Arts Education and Special Education Committee\, serves as a judge for the Miliken-Penn Graduate School of Education Business Plan competition\, and is on the Boards at the Education Writers Association and Potentia. She earned an Ed.M. at Harvard University’s Graduate School of Education and launched her career as a middle school language arts teacher. \nJoin the Personalize Learning for Learner Variability community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nDigital Promise was created with the mission to accelerate innovation in education to improve opportunities to learn.
URL:https://home.edweb.net/webinar/personalizedlearning20200608/
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DTSTART;TZID=America/New_York:20200608T170000
DTEND;TZID=America/New_York:20200608T180000
DTSTAMP:20210618T140357Z
CREATED:20190806T170859Z
LAST-MODIFIED:20210618T140357Z
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SUMMARY:Digital Equity Strategies for Learning Beyond the Classroom
DESCRIPTION:Presented by Dr. David Miyashiro\, Superintendent\, Cajon Valley School District\, CA; Dr. Steven Webb\, Superintendent\, Vancouver Public Schools\, WA; and Dr. Donna Wright\, Director of Schools\, Wilson County Schools\, TN \nProgram Host and Moderator: Ann McMullan\, Project Director\, CoSN Empowered Superintendents Initiative \nSponsored by ClassLink\nThis edWebinar series is co-hosted by CoSN\, AASA\, and edWeb.net \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edWebinar Learn more \nAlthough much progress has been made over the past two decades to equip America’s classrooms with high speed internet access in order to leverage the power of technology tools for learning\, robust internet access at home continues to be a challenge for millions of school-age children. As teachers and students rely on an ever-growing compendium of online resources for instruction and assessment of learning\, access to those resources both at school and at home is a growing essential component for student academic success. \nStudents without home access to high-quality broadband connectivity are at a disadvantage\, unable to realize the full power of digital learning. The lack of home internet access also negatively impacts school-to-parent communication and makes it more difficult for parents to support their children academically. The promise of anywhere\, anytime learning for all students requires that schools and communities come together to solve the challenges of digital inequity and the widening disconnect that impacts not only students but parents and guardians as well. \nGiven the current challenges involved with the efforts to continue teaching and learning in the midst of multiple school closures\, the issues involved in leading digital transformation are now more urgent and relevant than ever. Our three superintendents share strategies they have implemented to lead learning for all students in their school districts during these most unprecedented and complex times. \nThis recorded presentation will be of particular value to school superintendents\, K-12 school and district leaders\, and aspiring leaders.  \nAbout the Presenters \nDr. David Miyashiro currently serves as Superintendent of The Cajon Valley Union School District (CVUSD). Dr. Miyashiro completed his doctoral studies at UCLA. He was named 2016 Superintendent of the Year by ACSA (Association of California School Administrators)\, Region 18. Cajon Valley’s vision of “Happy Kids\, Engaged in Healthy Relationships\, on a Path to Gainful Employment” and its signature career development program\, “The World of Work\,” has garnered both national and global recognition. \n \nDr. Steven Webb is Superintendent of Vancouver Public Schools\, Vancouver\, Washington. In 2019 Vancouver Public Schools received CoSN’s Community Leadership Award for Digital Equity. Dr. Webb holds a doctoral degree from Seattle University. He is a member of the Horace Mann League\, Digital Promise League of Innovative Schools\, and the American Association of School Administrators. He served as the 2017-18 president of the Washington Association of School Administrators. Dr. Webb has been recognized with several awards\, including the 2018 National School Public Relations Association’s Bob Grossman Leadership in School Communications Award\, and was a finalist for AASA’s 2016 National Superintendent of the Year. He is a frequent presenter at state\, regional and national conferences and a published author in professional journals. Dr. Webb is a hands-on leader who has visited hundreds of classrooms at 37 school sites\, worked the various jobs of the district’s 3\,400 employees and served on the boards of many organizations in the Vancouver community. \n \n \nDr. Donna Wright was named Tennessee’s 2020 Superintendent of the Year. She began serving as Director of Schools for Wilson County Schools in 2014. Wilson County Schools is a rapidly growing school district of 19\,000 students located outside of Nashville\, TN. In the last several years district-wide academic performance has significantly improved; the district is undergoing the largest school building program in the history of the county; a concentrated emphasis on early literacy instruction is a focal point\, and college and career readiness is a hallmark in middle and high schools. She has worked in public school education\, K-12\, and higher ed\, for nearly 40 years. The Center for Digital Education and The National School Board Association recognized Wilson County Schools for its innovative use of technology. On May 20\, 2020\, Dr. Wright and the Wilson County Schools leadership team was named the 2020 winner of the CoSN District Team Leadership Award\, which honors a district leadership team for its transformative impact on student learning with technology. Dr. Wright holds a doctorate in leadership studies from the University of Tennessee\, has earned several awards\, including the Women of Achievement Award and the UT Educators Hall of Honor Award. \n \nAbout the Host \nAnn McMullan is Project Director for CoSN’s Empowered Superintendents Initiative. Ann served as Executive Director\, Educational Technology in the Klein Independent School District\, near Houston\, Texas until September 2013\, when she and her family moved to Los Angeles\, California. For 16 years Ann led the district team that provided professional development on technology and 21st century instructional strategies to 4\,000 professional educators serving 50\,000 students. Ann served as co-chair of Texas Education Technology Advisory Committee which developed the Texas Long Range Plan for Technology\, 2006-2020. Today\, Ann is based in Los Angeles working as a public speaker\, writer\, and education consultant focused on leadership and planning to meet the needs of today’s students. Ann serves on the Project Tomorrow advisory council and is a leadership consultant with Executive Service Corps of Southern California\, serving non-profit associations. Ann co-authored Life Lessons in Leadership\, a guide for leaders ages eight to 88. \nJoin the Super-Connected community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nAASA is the premier association for school system leaders and serves as the national voice for public education and district leadership on Capitol Hill. \n \n CoSN (the Consortium for School Networking) is the premier professional association for school system technology leaders. CoSN provides thought leadership resources\, community\, best practices and advocacy tools to help leaders succeed in the digital transformation. CoSN represents over 13 million students in school districts nationwide and continues to grow as a powerful and influential voice in K-12 education. \n \nClassLink empowers your students and teachers with instant access to their learning resources. ClassLink® OneClick® includes a library of over 5\,000 single sign-on apps and instant links to file folders at school and on Google\, Office 365\, and Dropbox cloud drives. ClassLink Roster Server easily and securely delivers class rosters to any publisher using open technology standards. ClassLink Analytics gives decision makers the usage data they need. Accessible from any computer\, tablet or smartphone\, ClassLink is ideal for 1to1 and Bring Your Own Device (BYOD) initiatives.
URL:https://home.edweb.net/webinar/supers20200608/
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DTSTART;TZID=America/New_York:20200609T140000
DTEND;TZID=America/New_York:20200609T150000
DTSTAMP:20200609T191809Z
CREATED:20200326T174752Z
LAST-MODIFIED:20200609T191809Z
UID:33088-1591711200-1591714800@home.edweb.net
SUMMARY:How to Build Your Dream Team by Recruiting\, Training\, and Retaining Early Childhood Staff
DESCRIPTION:Presented by Dr. Thomasa Bond\, Author\, Child Care Licensing Consultant\, and Early Childhood Advocate \nSponsored by Gryphon House \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nAre you worn-out or burned-out with the hiring and retaining process? Join this edWebinar to learn how you can build your dream team by recruiting\, training\, and retaining the right person. The learning outcome will be to recognize the importance of hiring and retaining the right person to maintain stability for the program\, families\, and children. This will occur when leaders communicate\, respect\, and acknowledge their employees. \nIn this edWebinar\, learn about: \n\nRecruiting – Before you can hire and train the right person\, you must first recruit the right person. Finding quality staff through application review\, interviewing\, and hiring the right person will be discussed. Interviewing and hiring techniques to attract the most qualified applicants will be outlined.\nTraining – What can be expected without training? Ongoing training is important for all staff to ensure that they understand the requirements\, policies\, and procedures. A well-trained staff will provide a safe and nurturing environment for all children. The proper training will reduce mistakes that are made at the center.\nRetaining – Learn how to incorporate new ideas\, institute different ways of thinking\, and operating within the early childhood center to reduce staff turnover and improve employee retention. When you hire the right person for the job and provide the needed training\, the chances of the person staying at the center are higher. Furthermore\, reducing staff turnover will provide continuity and consistency for children and families. Participants will gain recruiting and training techniques that can be utilized to design their dream team.\n\nThis recorded edWebinar will be of interest to preK and higher education school and district leaders\, and early childhood directors and managers.  \n \nAbout the Presenter \nDr. Thomasa Bond is a child care licensing consultant\, early childhood advocate\, author\, presenter\, and blogger. She holds a doctorate in organizational leadership with a minor in early childhood education\, and she has more than 14 years’ experience as a child care licensing consultant and 30 years’ experience in early childhood education. She works with program directors and owners assisting them with creating centers that are safe for families and provide a quality learning environment for children. Dr. Bond is a sought-after presenter and panelist for local and national conferences. She researches and writes articles on her blog\, drthomasa.com\, where she provides information that can be utilized by early childhood professionals. Dr. Bond is passionate about providing resources that will assist program directors and managers in retaining quality staff for their centers\, and shares her knowledge daily as she interacts within the early childhood community. \nJoin the Early Learning Book Chats community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nGryphon House\, Inc. is an award-winning publisher of early childhood resources for teachers and parents.
URL:https://home.edweb.net/webinar/bookchats20200609/
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DTSTART;TZID=America/New_York:20200609T150000
DTEND;TZID=America/New_York:20200609T160000
DTSTAMP:20200609T200155Z
CREATED:20200511T172032Z
LAST-MODIFIED:20200609T200155Z
UID:33540-1591714800-1591718400@home.edweb.net
SUMMARY:Bringing Students Back to the Page: Using Digital Resources to Accelerate Learning
DESCRIPTION:Presented by Dr. Elfrieda Hiebert\, Author of Scholastic W.O.R.D.\, President and CEO of TextProject.org\, Research Associate at the University of California\, Santa Cruz \nSponsored by Scholastic Digital Solutions \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nPrior to school closures\, many American students were not reading enough to get to proficient literacy levels. In our current reality\, this number is even greater. For some students\, access to high-quality texts may have decreased more over the past months. As instruction has turned remote\, educators can lean on digital resources to serve as a means for ensuring that all students get the exposure to the texts they need. This presentation describes how digital resources can serve as a bridge to accelerate learning and bring students “back to the page.” \nIn this edWebinar\, learn: \n\nHow increased exposure to texts can minimize learning loss and potential summer slump\nHow to use technology to address the gap in reading fluency and access to texts\nHow to leverage features of digital resources to differentiate and target specific literacy skills\nHow to accelerate learning gains and engagement with game-based\, digital programs\n\nThis  recorded edWebinar will be of interest to preK through elementary teachers\, librarians\, and school and district leaders.  \n \nAbout the Presenter \nDr. Elfrieda “Freddy” Hiebert is a vocabulary acquisition expert\, renowned researcher\, and author of\nScholastic W.O.R.D. She has had a lifelong career as a literacy educator and has scanned and studied\n10\,000 children’s texts to discover the 2\,500 morphological word families students will encounter 90% of\nthe time. She is the president and CEO of TextProject.org and is a research associate at the University of\nCalifornia\, Santa Cruz. She is a fellow of the American Research Association and was awarded a William S.\nGray Citation of Merit by the International Reading Association for outstanding contributions to the field of reading. \nJoin the Ignite Digital Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nScholastic Education’s digital solutions help educators impact their students’ literacy achievement where it’s needed most. Through access to 1000s of high-quality ebooks and research-based digital literacy tools\, their child-centric digital products develop students’ literacy skills leading to fluent readers for life.
URL:https://home.edweb.net/webinar/ignite20200609/
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DTSTART;TZID=America/New_York:20200610T120000
DTEND;TZID=America/New_York:20200610T130000
DTSTAMP:20210618T140600Z
CREATED:20200519T143626Z
LAST-MODIFIED:20210618T140600Z
UID:33612-1591790400-1591794000@home.edweb.net
SUMMARY:Character Education: Interview with Medal of Honor Recipient Ryan Pitts (Afghanistan)
DESCRIPTION:Hosted by the Congressional Medal of Honor Society \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edWebinar Learn more \nPlease watch an edWebinar interview with Medal of Honor Recipient Ryan Pitts. Sergeant Pitts was awarded the Medal of Honor for risking his life above and beyond the call of duty while serving in Afghanistan. \nInterviews with Medal of Honor Recipients are part of the Medal of Honor Character Development Program\, a free program that helps middle – high school students build character and promotes responsible citizenship. The Medal of Honor is awarded for “gallantry and intrepidity at the risk of one’s life\, above and beyond the call of duty.” Those awarded it drew upon their deepest convictions and values in the most challenging of circumstances. Their examples of courage and sacrifice can inspire us as we face our own challenges. \nSergeant Pitts was awarded the Medal of Honor for risking his life above and beyond the call of duty while providing perimeter security at Observation Post Topside in Afghanistan in 2008. A force of over 200 had launched an assault using grenades\, machine guns\, and small arms fire\, engulfing the Observation Post and inflicting heavy casualties. Although seriously wounded\, Sergeant Pitts took control of the post and returned fire on the enemy. Unable to stand on his own and near death\, he continued to lay suppressive fire until a reinforcement team arrived. Sergeant Pitts assisted the team by giving up his main weapon and gathering ammunition while continually lobbing fragmentary grenades. Sergeant Pitts’ actions prevented the enemy from overrunning the post\, capturing fallen American soldiers\, and ultimately gaining fortified positions on higher ground from which to attack. \nHere are ways you can share this inspiring story and interview with your middle – high school students: \n\nShare Sergeant Pitts’ story with your class.\nWatch the recording above to share and discuss with your class.\nTake advantage of the free lessons provided by the Medal of Honor Character Development Program. For shortened activities specifically for you to use while learning has shifted to an online format\, follow the Character Development Program on Facebook.\nPlease note that students are not permitted to log into the recording to protect student privacy.\n\nThis recorded edWebinar will be of interest to all teachers\, school and district leaders for their middle – high school students. \n \nAbout the Presenter \nSergeant Ryan M. Pitts distinguished himself by extraordinary acts of heroism at the risk of his life above and beyond the call of duty while serving as a Forward Observer in 2d Platoon\, Chosen Company\, 2d Battalion (Airborne)\, 503d Infantry Regiment\, 173d Airborne Brigade during combat operations against an armed enemy at Vehicle Patrol Base Kahler in the vicinity of Wanat Village\, Kunar Province\, Afghanistan on July 13\, 2008. Early that morning\, while Sergeant Pitts was providing perimeter security at Observation Post Topside\, a well-organized Anti-Afghan Force consisting of over 200 members initiated a close proximity sustained and complex assault using accurate and intense rocket-propelled grenade\, machine gun and small arms fire on Wanat Vehicle Patrol Base. An immediate wave of rocket-propelled grenade rounds engulfed the Observation Post wounding Sergeant Pitts and inflicting heavy casualties. Sergeant Pitts had been knocked to the ground and was bleeding heavily from shrapnel wounds to his arm and legs\, but with incredible toughness and resolve\, he subsequently took control of the Observation Post and returned fire on the enemy. As the enemy drew nearer\, Sergeant Pitts threw grenades\, holding them after the pin was pulled and the safety lever was released to allow a nearly immediate detonation on the hostile forces. Unable to stand on his own and near death because of the severity of his wounds and blood loss\, Sergeant Pitts continued to lay suppressive fire until a two-man reinforcement team arrived. Sergeant Pitts quickly assisted them by giving up his main weapon and gathering ammunition all while continually lobbing fragmentary grenades until these were expended. At this point\, Sergeant Pitts crawled to the northern position radio and described the situation to the Command Post as the enemy continued to try and isolate the Observation Post from the main Patrol Base. With the enemy close enough for him to hear their voices and with total disregard for his own life\, Sergeant Pitts whispered in the radio situation reports and conveyed information that the Command Post used to provide indirect fire support. Sergeant Pitts’ courage\, steadfast commitment to the defense of his unit and ability to fight while seriously wounded prevented the enemy from overrunning the Observation Post and capturing fallen American soldiers\, and ultimately prevented the enemy from gaining fortified positions on higher ground from which to attack Wanat Vehicle Patrol Base. Sergeant Ryan M. Pitts’ extraordinary heroism and selflessness above and beyond the call of duty are in keeping with the highest traditions of military service and reflect great credit upon himself\, Company C\, 2d Battalion (Airborne)\, 503d Infantry Regiment\, 173d Airborne Brigade\, and the United States Army. \n\n \nAbout the Host \nCathy Ehlers Metcalf joined the Medal of Honor Character Development Program as Vice President of Education in 2015 after serving as a Regional Curriculum Trainer. She now serves as the Executive Director of Education for the Congressional Medal of Honor Foundation. Cathy taught college-level writing for over 33 years in Southern California. Cathy’s father was a World War II Medal of Honor Recipient. Those experiences gave Cathy a great respect for both the Medal of Honor and a passion for service to our Nation’s Veterans. \n \nJoin The Medal of Honor Character Development Program community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nThe Medal of Honor Character Development Program is a curriculum resource built on the values of courage\, commitment\, sacrifice\, citizenship\, integrity\, and patriotism. Its living history videos and accompanying lessons teach students that ordinary people can meet great challenges and make the world around them a better place. Each lesson highlights skills such as writing\, collaboration\, and critical thinking. With two available curriculum options (elementary and secondary)\, the resources are appropriate for K-12 students and beyond. Assignments and activities fit efficiently into existing disciplines\, time periods\, and schedules. \n 
URL:https://home.edweb.net/webinar/cmoh20200610/
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DTSTART;TZID=America/New_York:20200611T140000
DTEND;TZID=America/New_York:20200611T150000
DTSTAMP:20200611T190027Z
CREATED:20200520T140717Z
LAST-MODIFIED:20200611T190027Z
UID:33622-1591884000-1591887600@home.edweb.net
SUMMARY:Unpacking 3 Major Components of Reading: It's More Than Meets the Eye
DESCRIPTION:Presented by Terrie Noland\, C.A.L.P.\, Vice President\, Educator Initiatives\, Learning Ally \nSponsored by Learning Ally \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nThe three major components of reading are decoding\, fluency\, and comprehension. Each of these components has layered meanings that need to be explicitly understood by teachers that are responsible for teaching these critical skills throughout a students’ educational journey. However\, deep learning about these components shouldn’t stop with teachers. The discrete understanding of these skills is essential for administrators to know in order to make informed decisions about curriculums\, interventions\, and teacher professional learning. \nThe discrete understanding of these terms can boost educator knowledge of how to teach these skills\, how to identify when a student is struggling with one of these skills\, and what an administrative team can do to build a curriculum and culture of literacy that includes instruction on the requisite skills needed for effective decoding\, fluency\, and comprehension. This edWebinar is packed with examples\, teaching strategies\, and deep knowledge about the critical skills that students need to accomplish meaningful reading. \nThis recorded edWebinar will be of interest to preK through high school teachers and school and district leaders. \n \nAbout the Presenter \nTerrie serves as Vice President of Educator Initiatives at Learning Ally\, where she works to develop engagement programs\, shares knowledge through strategic relationships\, and promotes communities for educators. She has more than 25 years of experience as both a motivational leader and developer of content for educators and administrators. She has had the opportunity to lead and facilitate groups numbering in the thousands\, inspiring them around a transformational change in their approach to struggling readers. Terrie is certified as an Academic Language Practitioner and is currently working towards a Ph.D. in literacy\, with an emphasis in educational leadership from St. John’s University. She is also a certified John Maxwell speaker and facilitator. \nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nLearning Ally is a leading education solutions organization committed to transforming the lives of struggling learners. The Learning Ally Audiobook Solution is a proven reading accommodation comprised of human-read audiobooks\, student centric features and a suite of teacher resources. Used in more than 17\,000 schools\, this solution successfully helps students with reading deficits become engaged learners and reach their academic potential.
URL:https://home.edweb.net/webinar/readers20200611/
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DTSTART;TZID=America/New_York:20200611T150000
DTEND;TZID=America/New_York:20200611T160000
DTSTAMP:20260629T155804Z
CREATED:20200522T192856Z
LAST-MODIFIED:20260629T155804Z
UID:33648-1591887600-1591891200@home.edweb.net
SUMMARY:Accelerating Student Learning to Close the Gaps: Strategies to Mitigate the Impacts of COVID Slide and Summer Learning Loss
DESCRIPTION:Presented by Dr. Liz Brooke\, CCC-SLP\, Chief Learning Officer\, Lexia Learning \nSponsored by Lexia Learning \nThe session recording is no longer available. \nREAD THE ARTICLE\nGet a CE Certificate for this edWebinar Learn more \nWhether you return to a physical or remote classroom next school year\, you’re going to see larger and more diverse gaps in student learning compared to previous years. In this webinar\, Dr. Liz Brooke presents actionable and realistic strategies for accelerating skill development to help all students—not just those at-risk—make the critical gains they need to combat the effects of COVID and Summer Slide and close the gap. \nThis recorded edWebinar will be of interest to preK through high school teachers and school and district leaders. \n\nAbout the Presenter \nDr. Liz Brooke is Lexia Learning’s Chief Learning Officer. In this role\, she guides the pedagogical approach and research strategy for Lexia’s personalized literacy programs. Dr. Brooke joined Lexia from the Florida Center for Reading Research in 2010\, where she served as the Director of Interventions. Prior to FCRR\, she worked as a Speech and Language pathologist evaluating students with learning disabilities\, a Title I reading instructor\, and a first-grade classroom teacher. Dr. Brooke’s steadfast determination to ensure all children become successful readers and confident learners continues to be the driving force behind all of her work. \nJoin the Online Learning and Collaboration community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nLexia Learning\, A Rosetta Stone Company\, is one of the best-known and most highly respected reading-technology companies in the world. Lexia’s instructional programs (Core5 and PowerUp) help to accelerate literacy skill development through explicit and systematic personalized learning paths\, and Lexia’s assessment program (RAPID) uniquely screens key reading and language skills critical to comprehension for all students in grades K–12.
URL:https://home.edweb.net/webinar/onlinelearning20200611/
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DTSTART;TZID=America/New_York:20200616T150000
DTEND;TZID=America/New_York:20200616T160000
DTSTAMP:20200616T200332Z
CREATED:20200531T013633Z
LAST-MODIFIED:20200616T200332Z
UID:33685-1592319600-1592323200@home.edweb.net
SUMMARY:Four Districts’ Distance Learning Approaches for SEL and Mental Health
DESCRIPTION:Presented by Dessie Bowling\, Associate Director/CFO\, Kentucky Valley Educational Cooperative; Dr. Tiffany Gholson\, LCSW\, Director of Parent and Student Support Services\, East Saint Louis School District\, IL; Adolfo Melara\, Superintendent\, Delhi Unified School District\, CA; Dr. Ron Prator\, Clinical Supervisor\, Resolve Behavioral Health and Colonial Intermediate Unit 20; and Mai Xi Lee\, Director of Social Emotional Learning\, Sacramento City USD\, CA\nHosted by Jessica Berlinski\, Director K-12\, Ripple Effects \nSponsored by Ripple Effects \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nIn this edWebinar\, learn how urban and rural district leaders are successfully supporting their students’ mental health and social-emotional learning in the wake of COVID-19. \nPanelists share: \n\nBest practices for SEL\, mental and behavioral health support as part of distance-learning\nHow they are ensuring all students have equitable access to supports\nHow they are leveraging community resources\, as well as out-of-the-box solutions\nHow they are training staff to support themselves and the students they serve\nHow districts are planning forward to support their student and staff’s mental health this fall\n\nSchool and district administrators will learn concrete steps they can take to deliver effective\, trauma-informed SEL and mental health support to students and staff\, as well as sources of funding and support. \nThis recorded edWebinar will be of interest to school and district leaders of preK through high school grade levels\, federal program coordinators\, and those involved in student mental health. \n \nAbout the Presenters \nDr. Dessie Bowling is the Associate Director/CFO for the Kentucky Valley Educational Cooperative in rural eastern Kentucky; she collaborates with multiple local\, state\, and national partners to direct initiatives that support a purpose-driven\, personalized learning environment for students and educators in 23 rural school districts. Dr. Bowling has worked in K-12 education for more than 29 years and states that she loves her work and continues to find it more rewarding every day. \n \n \nDr. Tiffany Gholson\, LCSW\, is currently the Director of Parent and Student Support Services for the East St. Louis School District in Illinois. In her role\, she is responsible for the build-out of the district’s trauma-informed\, multi-tiered system of support framework including the implementation of social-emotional learning. She creates\, interprets\, and enforces district policy and procedure as it relates to schools\, mental wellness and support\, health services\, crisis\, student services\, and professional development. She is responsible for supervising and evaluating over 60 certified and non-certified staff district-wide including school social workers\, school nurses\, homeless/attendance/truancy workers\, and other student support staff. She has over 20 years of experience in the K – 12 educational system as a trained and licensed clinical social worker. She holds a Bachelor’s degree in Psychology\, a master’s in Social Work\, and a Ph.D. in Educational Policy\, all from the University of Illinois at Urbana-Champaign. \n \nAdolfo Melara has served the Delhi Unified School District in Merced County\, California as Superintendent for close to six years. Prior to this role\, Mr. Melara had served children as a bilingual instructional assistant\, teacher\, assistant principal\, principal\, director\, assistant and associate superintendent. His work has been both in public school districts as well as independent charter school systems. An immigrant and English Learner himself\, Mr. Melara understands the struggles many\, if not all\, of our students face day to day and has dedicated his life’s work to the service of children. A life-long learner\, Mr. Melara is currently pursuing his Ph.D. in educational leadership. \n \nFor the past twenty-four years\, Dr. Ron Prator has been working at Colonial Intermediate Unit 20 (CIU 20) helping to provide school-based behavioral health services to students and families. Having worked on all levels of the Multi-Tiered System of Support\, Dr. Prator has a unique view of the needs and strengths of the service continuum. He has a Ph.D. in counseling psychology\, maintains licensure as a Professional Counselor (LPC)\, and has Board-certification as a Behavior Analyst (BCBA). Additionally\, Dr. Prator is one of a handful of professionals within Pennsylvania to obtain full certification as a School Climate Coordinator. He has been an adjunct instructor at both Northampton County Community College and Delaware Valley University. \n \nMai Xi Lee has been the Social Emotional Learning Director for Sacramento City USD in California for the past seven years. Ms. Lee has served the K-12 system for 23 years\, having been a bilingual paraprofessional\, 4th-grade teacher\, high school counselor\, and high school assistant principal. Ms. Lee believes strongly that all students deserve to be educated in socially and emotionally safe learning environments with educators who are nurturing\, caring\, and culturally responsive to their diverse students’ needs. Ms. Lee received her Bachelor of Arts degree from Pepperdine University\, and a master’s in school counseling\, pupil personnel services credential\, and administrative services credential from California State University\, Sacramento. \n \nAbout the Host \nJessica Berlinski is the Director K-12 of Ripple Effects\, an innovative social change enterprise focused on leveraging personalized SEL to improve students’ behavior and academics\, and achieve educational equity. She brings over a decade of experience leading organizations dedicated to supporting the “whole child” through academic and SEL tools and programs to her work. Ms. Berlinski co-founded and served as Chief Impact Officer of SEL tech start-ups\, If You Can and Centervention (formerly Personalized Learning Games.) In these roles\, she commercialized the first evidence-based SEL assessment and learning game for K-12\, and the first SEL iPad game for the consumer marketplace. Prior\, she served as Managing Director of GameDesk\, a Bill & Melinda Gates Foundation-funded non-profit focused on innovative learning models\, and as National Director of Character Counts. Ms. Berlinski speaks on technology and SEL at education and social change conferences nationally\, and her work has been featured on National Public Radio\, and in Forbes and Newsweek. She graduated from Northwestern University with a B.A. in philosophy\, with a focus on ethics and philosophy of religion. \nJoin the Social-Emotional Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nRipple Effects is the only digital SEL and mental health program for students and staff that is proven to improve student behavior\, academics and SEL skills\, and reduce drop-out rates and depression scores. The CASEL aligned Ripple Effects program empowers K-12 learners to build resiliency assets around their personal needs and traumas via over 400 interactive lessons (e.g. anxiety\, loneliness\, getting help\, unplanned change\, substance abuse.)
URL:https://home.edweb.net/webinar/sel20200616/
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DTSTART;TZID=America/New_York:20200617T140000
DTEND;TZID=America/New_York:20200617T150000
DTSTAMP:20210429T124616Z
CREATED:20200504T192212Z
LAST-MODIFIED:20210429T124616Z
UID:33490-1592402400-1592406000@home.edweb.net
SUMMARY:Changing a Child’s Behavior Starts with Changing Adult Behavior: The Power of Classroom Management
DESCRIPTION:Presented by Angela Searcy\, Ed.D.\, Educational Consultant and Seminar Leader\, Erikson Institute\, and Owner and Founder\, Simple Solutions Educational Services \nSponsored by Kaplan Early Learning Company \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nWhen children exhibit challenging behaviors\, the problem is often localized within the child. However\, behavior is complex and seldom centers around one reason. Research shows that in order to gain a meaningful understanding of student behavior there must be a meaningful understanding of adult behavior and the context in which all these behaviors occur. This edWebinar looks beyond the child and exploring classroom management. Viewers will analyze contextual elements\, interactions\, and classroom variables that might contribute to challenging behaviors. \nThis recorded edWebinar will be of interest to preK through elementary teachers\, librarians\, and school leaders.  \n \nAbout the Presenter \nDr. Angela Searcy is an educational consultant and seminar leader at Erikson Institute and the owner and founder of Simple Solutions Educational Services\, a professional development company. She holds a B.A. in English and secondary education\, an M.S. in early childhood development from Erikson Institute\, and a doctorate in education. Her research revolves around brain-based learning as assessed by The Classroom Assessment Scoring System (or CLASS) and its correlation to aggressive behaviors in Head Start Preschool Classrooms. An educator since 1990\, Dr. Searcy has experience as a teacher at all levels of education and as a development therapist through the early intervention system of Illinois. Dr. Searcy is also an adjunct instructor at Erikson Institute\, a professional development provider for Teaching Strategies\, LLC\, and the Bureau of Education and Research\, an affiliate trainer for Teachstone\, and the author of Push Past It! A Positive Approach to Challenging Classroom Behaviors. A former neuro-developmental specialist\, Dr. Searcy has specialized training in neuroscience and is a candidate in Erikson Institute’s Infant Mental Health Certificate Program. \nJoin the Classroom Management for Early Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nKaplan Early Learning Company is a leading international provider of products and services that enhance children’s learning.
URL:https://home.edweb.net/webinar/classroommanagement20200617/
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DTSTART;TZID=America/New_York:20200617T150000
DTEND;TZID=America/New_York:20200617T160000
DTSTAMP:20200617T200329Z
CREATED:20200604T142735Z
LAST-MODIFIED:20200617T200329Z
UID:33725-1592406000-1592409600@home.edweb.net
SUMMARY:Making It Work: Co-Teaching for Special Education in the Age of Distance Learning
DESCRIPTION:Presented by Brandon RT Frost\, Ed.D.\, Clinical Instructor\, Teach-Now Graduate School of Education \nSponsored by TEACH-NOW Graduate School of Education \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nCo-Teaching\, Collaborative-Team Teaching\, Integrated Co-Teaching\, etc.\, are all different names for the partnership between a general education and a special education teacher in the classroom. This model is prevalent in many school districts. While many teachers support the idea of two teachers in the classroom\, over 70% of these teachers also assert their implementation of this model is far from ideal. With the sudden switch to distance learning\, and the prospect of distance learning sticking around for quite some time\, administrators and teachers alike are concerned about maintaining this model and even wonder if co-teaching will become a thing of the past. This edWebinar explores the efficacy of adapting co-teaching for distance learning while also discussing best practices for strengthening the general/special education teacher partnership. Viewers will gain from this edWebinar tangible strategies to implement in their online classrooms. \nThis recorded edWebinar will be of interest to preK through high school teachers and school and district leaders. \n \nAbout the Presenter \nDr. Brandon Frost is a seasoned secondary mathematics and special education teacher. He has taught in both public and public charter schools in New York City as well as held faculty positions in large research institutions\, such as St. John’s University\, American University\, and Johns Hopkins University. His research interests include special education teacher preparation and retention\, instructional leadership\, cognitive strategy instruction\, mathematics learner development\, culturally relevant pedagogy\, social justice education\, among others. Currently\, Dr. Frost is an instructor at the Teach-Now Graduate School of Education where he supervises clinical coursework and teaches in the master’s in education program with a focus in special education. \nJoin the Supporting Students with Special Needs community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nA fully online university\, TEACH-NOW Graduate School of Education provides a 9-month route to teacher licensure\, as well as seven Master’s in Education degrees (12 months)\, with specialization options.
URL:https://home.edweb.net/webinar/specialed20200617/
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DTSTART;TZID=America/New_York:20200618T150000
DTEND;TZID=America/New_York:20200618T160000
DTSTAMP:20200618T200219Z
CREATED:20200514T001214Z
LAST-MODIFIED:20200618T200219Z
UID:33577-1592492400-1592496000@home.edweb.net
SUMMARY:Articulating a Plan for Addressing Interrupted Learning: Best Teacher Practices for Back-to-School 2020
DESCRIPTION:Presented by Brooke Mabry\, Strategic Content Design Coordinator\, NWEA \nSponsored by NWEA \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nWhat content would all students have been exposed to if schools had not closed? How will teachers address the interrupted and unfinished learning needs of students? Dialing the time machine back to March 2020 and restarting instruction from there is not the answer. It is highly likely that evidence will reveal widely variable student learning needs in the coming school year. How might important content from prior grades be integrated into the scope and sequence of the upcoming school year? More than ever\, educators will need clarity in their instruction\, and students will need agency in their learning. \nThis edWebinar provides teachers with ideas to support developing plans\, processes\, and routines to address unfinished student learning\, including prioritizing interrupted standards and curriculum and planning for formative assessment practice. Paired with prioritization of standards and adjustments to scope and sequence\, the formative assessment cycle will help educators and students to partner in teaching and learning with more precision about where they need to focus their energy to meet student needs and to set student goals to drive learning\, motivation\, and success. Viewers will walk away with a planning tool to support the development of a back-to-school plan specific to their teaching context. \nThe learning objectives of this edWebinar are to: \n\nDescribe a process to prioritize interrupted standards and curriculum from school closure and integrate into the scope and sequence for the upcoming school year\nDetermine how to leverage the formative assessment cycle to inform teaching and learning plans supportive of interrupted learning\n\nThis recorded edWebinar will be of interest to elementary through high school teachers. \n \nAbout the Presenter \nBrooke Mabry has more than 17 years of experience in education and joined NWEA in 2016 as a professional learning consultant. She now serves as a strategic content design coordinator of the Professional Learning Design team. Brooke began her career as a high school English teacher in Asheville\, North Carolina\, and holds undergraduate and graduate degrees in education from Western Carolina University. She also holds national board certification in adolescence and young adulthood English language arts. She’s deeply committed to fulfilling the NWEA mission\, partnering to help all kids learn. \nJoin the Innovation in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nNWEA is a research-based\, not-for-profit organization that supports students and educators worldwide by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction.
URL:https://home.edweb.net/webinar/leadingchange20200618/
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DTSTART;TZID=America/New_York:20200622T130000
DTEND;TZID=America/New_York:20200622T140000
DTSTAMP:20200628T132204Z
CREATED:20200616T194628Z
LAST-MODIFIED:20200628T132204Z
UID:33846-1592830800-1592834400@home.edweb.net
SUMMARY:Packaging Your Digital Assignments: Creating Efficient and Easy-to-Navigate Lessons for Learning at Home
DESCRIPTION:Presented by Ashley Fort\, Digital Learning Coach\, Lexington School District 3\, SC\nHosted by Jennifer Ehehalt\, Sr. Regional Manager\, Common Sense Education \nSponsored by Common Sense Education \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nAre you adjusting to a new and unfamiliar environment of teaching and learning online and need new ways of presenting content? Moving assignments to a digital format can seem daunting\, especially with the assortment of tools that are being thrown at teachers. But it doesn’t have to be! In this edWebinar\, examine good practices for at-home learning\, discover why packaging digital assignments is important and a few tips for how to do it\, and explore two tools for efficiently packaging digital assignments. At the end of this edWebinar\, viewers will feel better prepared to create digital assignments in either Google Slides\, Seesaw\, or both\, so that students will be able to easily navigate them at home. \nThis recorded edWebinar will be of interest to K-12 teachers\, librarians\, and school and district leaders.  \n \nAbout the Presenter \nAshley Fort’s goal is to help ALL students become empowered life-long learners who are confident 21st-century citizens. To accomplish that goal\, she serves as a digital learning coach in Lexington County School District 3\, a rural district in South Carolina\, helping teachers effectively leverage technology to enrich learning and increase student engagement. Ashley holds a Bachelor of Arts in early childhood education from the University of South Carolina\, Aiken\, and a Master of Education in teaching and learning with a concentration in educational technology and online instruction from Liberty University. In 2017\, Ashley was named the PBS LearningMedia Digital Innovator for South Carolina for integrating STEAM into her daily instruction. In addition\, she is a Google Certified Educator and Trainer\, Common Sense Educator and Ambassador\, Seesaw Certified Educator\, Ozobot Certified Educator\, and Epic! Master Teacher. You can follow Ashley on Twitter at @MrsAshleyBFort and on her website at www.mytechknowledgeyclassroom.com. \n \nAbout the Host \nJennifer Ehehalt is the Pittsburgh Regional Manager at Common Sense Education. Jennifer has over 20 years of experience in education. She continues to partner with state-level organizations\, school districts\, and community organizations across the nation to help integrate Common Sense education resources. Jennifer provides educational leadership through consultation with school districts\, professional development (both in-person and virtual)\, conference presentations\, and parent universities. Jennifer sits on the Advisory Council for Kidsburgh and is a champion for Remake Learning Days Across America. Jennifer has a B.S. in elementary education and an M.Ed. in educational leadership. Jennifer was recently named 2019 Alumni of the Year from Edinboro University. \nJoin the Digital Learning & Leadership community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nCommon Sense Education develops high-quality digital citizenship programs and digital teaching resources\, providing educators and students with the digital learning tools they need to harness the power of technology for life.
URL:https://home.edweb.net/webinar/commonsense20200622/
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DTSTART;TZID=America/New_York:20200622T150000
DTEND;TZID=America/New_York:20200622T160000
DTSTAMP:20200622T200450Z
CREATED:20200615T134229Z
LAST-MODIFIED:20200622T200450Z
UID:33821-1592838000-1592841600@home.edweb.net
SUMMARY:Crafting an Equitable Reopening Plan with Hybrid and Remote Models
DESCRIPTION:Presented by Elena Esquer\, Assistant Superintendent of Educational Services\, Palmdale School District\, CA; Lisa Richardson\, High School Math Teacher\, Clear Brook High School\, Clear Creek ISD\, TX; and Michelle Rainey\, Principal\, Da Vinci Connect\, CA\nHosted by Melissa Toohey\, Educational Technology & Adoption Specialist\, Ozobot \nSponsored by Ozobot \nWatch the Recording\n \nGet a CE Certificate for this edWebinar Learn more \nThis panel discussion will cover how to craft an effective and equitable reopening plan with concrete strategies for both the school board and the classroom. In this edWebinar\, K-12 education innovators share insights from their schools and districts\, including a school that has followed a hybrid model for the last 8 years. Together\, they cover: \n\nRemote and hybrid learning models\nEquitable\, culturally relevant\, and responsive teaching strategies\nDriving engagement in math\, ELA\, and more in the wake of COVID-19\nNew approaches to assessment and measurement\nAdministrators will learn about strategies\, resources\, and best practices for crafting or refining their own reopening plans.\n\nViewers will glean insights into how school and district leaders are looking to support them through the challenges ahead and tips for adapting their lesson plans for hybrid and remote models. \nThis recorded edWebinar will be of interest to school and district leaders and K-12 teachers. \n \nAbout the Presenters \nElena Esquer currently serves as the assistant superintendent of educational services in the Palmdale School District. She has served the district for 23 years as a teacher\, parent\, assistant principal\, and principal. She has worked extensively in serving English Language Learners\, Standard English Learners\, Toward Equity\, Parent Engagement\, and Cultural Proficiency. Elena values collaboration\, voice\, and leading from the middle while seeking best practices to improve student learning and teacher pedagogy. Continuous learning is always a true focus and an expectation she has of herself and others. \n\n \nLisa Richardson has been teaching high school math for 19 years. She currently teaches math models with applications and advanced quantitative reasoning at Clear Brook High School. Lisa has worked throughout her career with special populations and has also taught English Language Learners. She has successfully integrated computer science into her high school classroom\, even being named an Ozobot Certified Educator and Sphero Lead Educator. A lifelong learner\, she is continually attending\, participating in\, and even teaching professional development across the state. Lisa shares her work and students’ success on both a teaching blog and social media as well as with other educators across the globe. Her teaching focus is to learn and develop as an educator to be a better teacher for her students. \n \nMichelle Rainey has spent the past two decades cultivating responsive schools in Southern California as a teacher\, department chair\, instructional coach\, assistant principal\, and principal. She joined Da Vinci Schools in 2009 as a founding teacher and is now the principal (and a mom) at Da Vinci Connect. Her current work includes continuing the work of Connect’s K-8 hybrid model while expanding the program to include grades 9-12\, an early college experience\, and competency-based learning. She is inspired daily by students\, families\, and staff who create rich and meaningful ways for parents and teachers to co-educate their children using instruction that prepares students for a life of curiosity and learning. Michelle earned her B.A. in English and master’s in education from UCLA\, completed her National Board Certification\, and is currently earning her doctorate of education in UCLA’s Educational Leadership Program. \n\n \nAbout the Host \nMelissa Toohey is a former kindergarten and first-grade teacher. She has taught in various educational settings\, including private\, charter\, and public schools. Her greatest accomplishments include establishing and creating the first elementary school STEAM program in Watts\, being awarded a $100\,000 grant\, and helping her students discover their academic and non-academic strengths. Prior to joining Ozobot\, Melissa coached teachers on implementing computer science and served as a lead curriculum developer. She currently serves on the Education team at Ozobot\, and she prioritizes equity and access to computer science education in her work. In addition to her professional role\, Melissa is pursuing her doctoral degree in UCLA’s educational leadership program. Go Bruins! \nJoin the Leadership and Innovation community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nOzobot is a global learning company committed to inspiring young minds to create with technology. With two ways to code–on screens with code and screen-free with colors–Ozobot makes it easy to engage students across all grades and subjects.
URL:https://home.edweb.net/webinar/leadersplc20200622/
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DTSTART;TZID=America/New_York:20200622T170000
DTEND;TZID=America/New_York:20200622T180000
DTSTAMP:20210618T140346Z
CREATED:20200531T022227Z
LAST-MODIFIED:20210618T140346Z
UID:33699-1592845200-1592848800@home.edweb.net
SUMMARY:Leading Through Uncertainty: An Emphasis on Social Emotional Wellness
DESCRIPTION:Presented by Leigh Parise\, Ph.D.\, Co-Founder and Research Team\, Classroom Champions; Todd Nesloney\, Director of Culture and Strategic Leadership\, Texas Elementary Principals and Supervisors Association; Lex Gillette\, 4x Paralympic Silver Medalist\, Track and Field – Long Jump\, Classroom Champions Athlete Mentor; and Ella Maya\, 6th Grade Teacher\, Glenn L. Downs Elementary School\, Phoenix\, AZ \nSponsored by Classroom Champions \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edWebinar Learn more \nLeaders across the education world are facing uncharted territory during the COVID-19 crisis. Leading in a time of uncertainty requires dedication\, focus\, and consistency – the same skills it requires to be an elite athlete. In this edLeader Panel\, hear from leaders from both the sport and education worlds to explore practical strategies and foundational research to move forward through reopening school communities. Now more than ever\, educators and youth need leaders who are focused on social and emotional development to help youth thrive academically. After a brief overview of the research behind social and emotional learning\, this edLeader Panel lifts up and inspire leaders to move forward as school communities are renewed. \nThis recorded edLeader Panel will be of interest to kindergarten through middle school teachers\, librarians\, counselors\, and school and district leaders.  \n \nAbout the Presenters \nLeigh Parise holds a Ph.D. in educational and social policy from Northwestern University\, with a specific focus on teacher quality and professional development. Leigh is a Senior Researcher and Associate Director of Program Development at MDRC\, a nonprofit\, nonpartisan education and social policy research organization focused on improving the lives of low-income individuals\, families\, and children. Her work at MDRC has led her to working with the Gates Foundation and school districts across the U.S. analyzing the effectiveness of programs and policies for various ages and populations. Together with her brother Steve\, Leigh co-founded Classroom Champions in 2009 with the goal of inspiring kids and helping them realize their potential by pairing Olympic™ and Paralympic Athlete Mentors with teachers and students. \n \nTodd Neslonely is currently the Director of Culture and Strategic Leadership at Texas Elementary Principals and Supervisors Association\, a White House Champion of Change\, 2x TEDx speaker\, educator\, and author. \n \nLex Gillette is the most successful completely blind long jumper and triple jumper in the history of U.S. Paralympics. He lost his sight at age eight after recurrent retinal detachments. He is the only totally blind athlete to pass the 22-foot mark in long jump. Lex is the current world record holder for long jump\, a four-time Paralympic silver medalist\, the reigning world champion in long jump\, and a 14-time national champion. Lex also won a silver medal at the 2016 Paralympic Games in Rio. Lex is also an author\, motivational speaker\, and singer/songwriter. \n \nElla Maya is a 6th grade teacher in Phoenix\, Arizona\, a dog-mom to Pepper\, winner of the Arizona Diamondbacks Most Valuable Teacher Award\, and an educator who believes in building lasting and meaningful connections with her students and their families. This is Ella’s sixth year in Classroom Champions and it is without a doubt that Ella’s students year after year\, truly feel a connection with Ms. Maya. \n  \n  \nJoin the Creating a Positive School Climate community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nClassroom Champions is a non-profit and registered charity that connects volunteer Olympians\, Paralympians\, and Professional Athletes to classrooms through a K-8 social and emotional-based curriculum and mentorship experience.
URL:https://home.edweb.net/webinar/positive20200622/
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DTSTART;TZID=America/New_York:20200623T130000
DTEND;TZID=America/New_York:20200623T140000
DTSTAMP:20200623T180023Z
CREATED:20200612T141115Z
LAST-MODIFIED:20200623T180023Z
UID:33798-1592917200-1592920800@home.edweb.net
SUMMARY:Professional Learning Support: Leveraging Title IIA for Remote Learning
DESCRIPTION:Presented by Christine Fox\, Deputy Executive Director\, SETDA; Sandy O’Neil\, Title II-A and Title IV-A Coordinator\, New Jersey Department of Education (NJDOE); and Frank Chiki\, Federal Grants Specialist\, Indiana Department of Education \nSponsored by The Bill & Melinda Gates Foundation\nHosted by SETDA \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nEngage in this edWebinar to best understand the federal Title II\, Part A professional development grant program that is available for states and districts across the country. Presenters from the Indiana Department of Education and the New Jersey Department of Education showcase the power of the Title IIA program and how professional learning for digital teaching and learning can be supported through this program. This event also highlights SETDA’s professional learning resources including the Professional Learning Best Practices Dashboard. \nThis recorded edWebinar will be of interest to K-12 school and district leaders\, federal program leaders\, and state leaders. \n \nAbout the Presenters \nChristine Fox is the Deputy Executive Director for SETDA. As Deputy Executive Director\, she collaborates with the Executive Director in charting strategic direction\, administration\, planning\, and financial decisions involving SETDA. She also facilitates the members’ professional learning opportunities including planning and implementing the content for SETDA’s virtual and in-person events and newsletters. In addition\, she manages many of SETDA’s research and product development projects from conception to publication. The management of such projects includes coordinating data collection from all states\, supervising consultants and staff\, ensuring member input\, and supervising the publishing process. Recent publications and projects include Navigating the Digital Shift reports 2015- 2019\, the Professional Learning and K12 Instructional Materials Dashboards\, the Broadband Imperative Report Series\, Guide to Quality Instructional Materials\, Digital Instructional Materials Acquisition Policies for States\, The Broadband Imperative II: Equitable Access for Learning. Christine Fox’s background includes experience in education and consulting. She has worked as an educational consultant and curriculum developer for a national whole-school reform model\, ESOL Coordinator\, and 3rd-grade teacher. Christine has a Masters of Science in Teaching English as a Second Language from Florida International University and received her Bachelor’s degree in English Literature from Florida State University. She lives in South Florida with her husband and two daughters. \n \nSandy O’Neil is the Title II-A and Title IV-A Coordinator at the New Jersey Department of Education (NJDOE) and has also served as the State E-rate Coordinator for education. She has had a 23-year fascinating career at the New Jersey Department of Education and has been fortunate enough to sit on national committees for the State Educational Technology Directors Association (SETDA)\, the National CyberSafety Alliance (NCSA) and currently co-facilitates the national SETDA Title II-A Collaborative for Title II-A directors. Sandy graduated from Westminster College in New Wilmington\, PA\, and has taught grades K-8. She received her master’s degree from Georgian Court University before her initial position as an Educational Technology Specialist at the New Jersey Department of Education (NJDOE). \n \nAs a Federal Grants Specialist with the Indiana Department of Education (IDOE)\, Frank Chiki’s role includes providing technical assistance\, reviewing and monitoring LEAs receiving Title I-Part A\, School Improvement Grants\, and Title II-Part A funds. Other duties have included reviewing Title IV grants\, presenting at TitleCon\, and conducting webinars on equitable share for non-public schools. Prior to joining IDOE\, Frank served many roles at the elementary school level\, from Title I Instructional Aide to Principal\, along with serving on many District level committees during his 20 years as an educator. He has presented at NCTE Annual Conferences\, is a past NCTE Executive Board Member representing the Elementary Section\, and currently is one of the editors of the #INspirEDgrants newsletter. \nJoin the Professional Learning for Effective Practice: Leveraging Title IIA community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nThe State Educational Technology Directors Association (SETDA) is a 501(c)3 not-for-profit membership association launched by state education agency leaders in 2001 to serve\, support and represent their emerging interests and needs with respect to the use of technology for teaching\, learning\, and school operations. Our current work is guided by a strategic plan\, Leading\, Inspiring and Empowering: The 2013-16 SETDA Strategic Plan\, adopted by the SETDA Board of Directors in October 2012 after extensive consultation with the membership. The SETDA mission is to build and increase the capacity of state and national leaders to improve education through technology policy and practice.
URL:https://home.edweb.net/webinar/titleiia20200623/
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DTSTART;TZID=America/New_York:20200623T150000
DTEND;TZID=America/New_York:20200623T160000
DTSTAMP:20211109T023015Z
CREATED:20200602T145458Z
LAST-MODIFIED:20211109T023015Z
UID:33712-1592924400-1592928000@home.edweb.net
SUMMARY:Hands-on and Virtual: STEM Learning from a Distance
DESCRIPTION:Presented by Jill Olson\, Director of Operations & Professional Development\, EiE\, Museum of Science\, Boston\nHosted by Heather Gunsallus\, Vice President\, STEM Education\, EiE\, Museum of Science\, Boston \nSponsored by EiE: Creating a Generation of Problem Solvers \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nWatch EiE\, the curricular division of the Museum of Science\, Boston\, to see how hands-on learning IS possible\, even from a distance. Right now\, educators across the globe are working to reach their students and engage them in meaningful STEM learning. In this edWebinar\, viewers will first gain an understanding of why hands-on activities bring meaning to STEM. We do this by exploring our team’s research – which has informed the development of our STEM curricula – on the impact of hands-on experiences in STEM. Then\, we discuss ways to bring hands-on activities into virtual learning environments. We share examples of how EiE has pivoted to support educators during this pandemic through new resources and professional development. Finally\, we preview free resources made available through the Museum of Science\, Boston and EiE. Take a closer look at what “hands-on” really means and consider ways to bring hands-on learning into YOUR virtual STEM environment! \nThis recorded edWebinar will be of interest to preK through middle school teachers\, librarians\, STEM coaches\, science specialists\, and school and district leaders. \n \nAbout the Presenter \nJill Olson is the Director of Operations and Professional Development for EiE of the Museum of Science\, Boston. She joined the team in May of 2018. Before joining the Museum\, Jill taught English Language Arts to 7th-grade students in her hometown north of Boston. She learned early on the importance of engaging every learner and helping each see their own potential through hands-on\, collaborative\, inquiry-based classroom experiences. After leaving the classroom\, Jill worked in curriculum development and educational program management. She has supported educators in implementing digital and print products in classrooms and has designed and delivered the Professional Development to support them. She is passionate about improving educator and learner experiences. Jill oversees a team that is committed to providing professional development that directly supports educators in their unique and specific environments. \n \nAbout the Host \nHeather Gunsallus joined the Museum of Science in Boston during April 2018. She is passionate about building STEM programs that impact students’ and teachers’ lives\, while building lifelong learners of STEM. Heather has 20 years of experience in building teams and products in educational technology. She has extensive experience in building and implementing both print and digital products for today’s users. Heather has managed product and curriculum development\, professional development\, and sales teams\, and was even a classroom teacher. Heather is inspired by the possibilities of our future generation. \n \nJoin the STEM Learning: Full STEAM Ahead community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nEiE®\, the Museum of Science\, Boston’s standards-aligned\, teacher-tested preK-8 engineering curricula\, develops foundational skills in science\, technology\, engineering\, and mathematics (STEM) subjects for all students. The research-based\, hands-on curricula are designed to best innovate for the reality of today’s educational landscape and to engage all students.
URL:https://home.edweb.net/webinar/stem20200623/
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DTSTART;TZID=America/New_York:20200623T160000
DTEND;TZID=America/New_York:20200623T170000
DTSTAMP:20200623T210416Z
CREATED:20200616T142246Z
LAST-MODIFIED:20200623T210416Z
UID:33839-1592928000-1592931600@home.edweb.net
SUMMARY:Best Practices for Supporting English Language Learners
DESCRIPTION:Presented by Dr. Maria Armstrong\, Executive Director\, Association of Latino Administrators and Superintendents; Dr. Kenji Hakuta\, Lee L. Jacks Professor of Education\, Emeritus\, Stanford University; and Ignacio Ruiz\, Assistant Superintendent\, Clark County School District\, Las Vegas \nSponsored by Imagine Learning \nWatch the Recording\n\nGet a CE Certificate for this edWebinar Learn more \nWatch this edWebinar for a discussion with ALAS distinguished member and Assistant Superintendent of Clark County Schools\, NV\, Ignacio Ruiz\, and Stanford University language development researcher\, Dr. Kenji Hakuta\, who examine effective ways to address the educational needs of English Language Learners. This edWebinar gives viewers best practices for both instruction and leadership that viewers can implement today to ensure EL student success. The edWebinar is facilitated by ALAS Executive Director\, Dr. Maria Armstrong. \nThis recorded edWebinar will be of interest to preK through elementary teachers\, school and district leaders\, bilingual education administrators\, ELL administrators\, and Title 1 directors. \n \nAbout the Presenters \nMaria Armstrong\, Ed.D.\, was named the Executive Director for the Association of Latino Administrators and Superintendents in March 2020. In her recent past\, Dr. Armstrong ended a 28-year career as an educator as the Superintendent of the Woodland Joint Unified School District\, near Sacramento\, CA. Prior to that\, Dr. Armstrong served as a high school teacher\, counselor\, migrant program liaison\, Assistant Principal\, Principal\, and Assistant Superintendent. While impressive in its own right\, her career path also serves as an inspirational story to many as it is one of those roads less traveled. As a young single mom\, Dr. Armstrong earned her GED before going on to attain her bachelor’s degree from the University of Phoenix\, a Master of Arts degree in education from Azusa Pacific University\, and a Doctorate of Education in organizational leadership from the University of La Verne. \n \nDr. Kenji Hakuta is the Lee L. Jacks Professor of Education\, Emeritus at Stanford University. He served on the Stanford faculty from 1989 to 2017\, except for three years (2003–2006) when he founded the University of California at Merced and served as its Dean of Social Sciences\, Humanities\, and Arts. His research interests are in the areas of psycholinguistics\, bilingualism\, language development\, and the education of English Language Learners. He is the author and editor of many articles and books\, including Mirror of Language: The Debate on Bilingualism (1986). He chaired the National Research Council report on English Language Learners that framed a research agenda for the field in 1997. Dr. Hakuta is co-founder of the Understanding Language Initiative at Stanford\, which addresses the challenges and opportunities of current education reform efforts with a particular focus on language. He is actively involved in supporting the work of school districts and states around the country\, and he leads several professional learning communities\, including school districts in rural central California and a learning community of state leaders organized by the Council of Chief State Schools Officers. Dr. Hakuta obtained his Ph.D. in experimental psychology at Harvard in 1979. \n \nIgnacio Ruiz is the Assistant Superintendent of the English Language Learner Division for the Clark County School District\, the 5th largest school district in the nation. With the call to ensure every student has access to an equitable learning experience\, Mr. Ruiz previously held the position of Director of the Language Acquisition Department in Tucson Unified School District in Tucson\, Arizona\, overseeing several programs such as English Language Development\, Dual Language\, World Languages\, curriculum and assessment for English Language Learners and the interpreter/translator division. He brings broad experience in educational leadership where he has held several leadership positions including\, assistant principal\, principal\, director\, and his current role as Assistant Superintendent for the English Language Learner Division. \nDuring his first year with the Clark County School District and under his leadership he successfully collaborated with key stakeholders to analyze the District need as it pertains to English language learners\, and created a comprehensive Master Plan for English Language Learner Success. \nMr. Ruiz is the president and founder of the Nevada Association of Latino Administrators and Superintendents. Mr. Ruiz recently completed the McCourt School of Public Policy in Educational Leadership and Management from Georgetown University. Mr. Ruiz was recognized in 2014 by Luz Social Services as Administrator of the Year. He has also presented on dual language programs at several conferences throughout the United States. \nJoin the Helping ELL/ESL Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nImagine Learning provides personalized and proven digital education for students from pre-K to eighth grade.
URL:https://home.edweb.net/webinar/ell20200623/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20200624T170000
DTEND;TZID=America/New_York:20200624T180000
DTSTAMP:20200624T220146Z
CREATED:20200608T200025Z
LAST-MODIFIED:20200624T220146Z
UID:33742-1593018000-1593021600@home.edweb.net
SUMMARY:Build Media Skills to Boost Student Learning in Blended or Virtual Classrooms
DESCRIPTION:Presented by Rachel Collay\, High School English Language Arts Educator\, Westwood High School (AZ); and Ilana Somasunderam\, KQED Program Manager\, STEM Professional Learning\, KQED Public Media\nHosted by Rachel Roberson\, Humanities and News Education Manager\, KQED Public Media \nSponsored by KQED Education \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nIntegrating digital media skills has never been more important to teaching and learning. In this edWebinar\, teachers in all grades and subjects\, curriculum leaders\, and school library/media specialists will hear about the student impact of an audio project in a high school English class. Participants will learn how the project evolved and how to use this model to create media projects with their students. This edWebinar will also introduce a collection of free resources from the KQED Media Academy for Educators that teachers can use in helping their students learn and apply digital media skills to tackle research\, communications\, presentation\, and collaboration skills. Presenters will focus both on using these resources in traditional classroom and distance learning environments. \nThis edWebinar will be of particular benefit to elementary through high school teachers\, librarians\, media specialists\, and school and district leaders. There will be time for questions at the end of the presentation. \n \nAbout the Presenters \nRachel Collay teaches English Language Arts at Westwood High School in Mesa\, Arizona. A graduate of Arizona State University\, she began teaching in the Mesa Public Schools district\, working at Shepherd Junior High\, and joined Westwood High School in 2006. Rachel completed her master’s degree in English from Northern Arizona University and continues to pursue educational opportunities that enrich her teaching and her students’ experiences. She says\, “Teaching poetry\, novels\, and writing to young adults is such a joy and honor. They have such important ideas to share if we just listen.” \n \nIlana Somasunderam is an educational leader with experience in designing and facilitating learning in a variety of settings\, including nonprofits\, public\, and charter schools. She brings deep skills in digital media production and creating engaging e-learning experiences to her role at KQED\, including experience with program design\, evaluation\, and improvement. Additionally\, Ilana is well-versed in STEM and outdoor education frameworks\, holding Clear California Teaching Credentials in biology and chemistry. Ilana earned her B.A. in environmental science from Columbia University and her M.Ed. in educational leadership from High Tech High Graduate School of Education. Ilana also has a background in data analysis and knowledge of learning theory and adult learning principles\, both of which enrich her work with KQED Teach and KQED Learn. \n \nAbout the Host \nRachel Roberson is an experienced educator and curriculum content developer who specializes in curriculum and content development\, strategy\, and implementation. At KQED\, she works to connect classrooms and KQED online education sites\, KQED Learn and KQED Teach\, by creating humanities curriculum and professional learning content\, and supporting product development; champion youth-created media in and out of the classroom\, and leading; projects and partnerships focused on educators and classrooms. Rachel is a graduate of Northwestern University Medill School of Journalism and received her California teaching credential in secondary English and social studies from Mills College. \nJoin the EdTech Innovators community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nKQED supports educators in using public media in formal and informal learning environments. With a focus on amplifying youth voice\, making media\, civic participation\, and richer learning\, we provide free standards-aligned content and resources educators can trust.
URL:https://home.edweb.net/webinar/innovation20200624/
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DTSTART;TZID=America/New_York:20200626T120000
DTEND;TZID=America/New_York:20200626T130000
DTSTAMP:20200626T170302Z
CREATED:20200608T215619Z
LAST-MODIFIED:20200626T170302Z
UID:33749-1593172800-1593176400@home.edweb.net
SUMMARY:Infographics: The Nitty-Gritty of How They’re Made
DESCRIPTION:Presented by Steven W. Anderson\, Digital Learning and Relationship Evangelist\, Web20Classroom; and Shaelynn Farnsworth\, Coach\, Consultant\, and Educator\, Web20Classroom \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nAs a follow-up to the massively popular May The Infographic Be With You! edWebinar\, Steven W. Anderson and Shaelynn Farnsworth take you on a learning journey to discover\, step-by-step how infographics can be made using two highly popular yet very different tools. In this engaging and interactive edWebinar\, Steven and Shaelynn will demonstrate the creation of an infographic from start to finish. Viewers will see the different ways colors\, layouts\, and media can all be combined to create a stunning product. Afterward\, they share a plethora of resources so anyone can get started making their own. \nThis recorded edWebinar will be of interest to kindergarten through high school teachers\, librarians\, technology and instructional coaches\, and school and district leaders. \n \nAbout the Presenters \nSteven W. Anderson is a leader in the convergence of digital learning and leadership. As a former teacher and Director of Instructional Technology\, he is highly sought after for his expertise in educational technology integration\, using social media for learning\, technology implementation efficacy\, and creating meaningful School: Home Relationships. As @web20classroom he regularly travels the globe talking to schools\, districts\, and leaders about how they can be powerful change agents in education transformation. Steven has been a presenter and keynoter at several national and international educational technology conferences as well as numerous state and local conferences. He is the author of 3 books\, The Relevant Educator: How Connectedness Empowers Learning\, The Tech-Savvy Administrator and Content Curation: How To Avoid Information Overload. He is also credited with creating #edchat\, the original and most popularly used educational hashtag on Twitter. Steven has been recognized with awards including being named a Microsoft Education Innovation Expert\, Twitterer of the Year\, a Top 10 Educational Influencer\, one of the top Educational Innovators in the world in 2018\, a Microsoft Heroes of Education award\, along with a 2013 Bammy Award\, recognized worldwide as the Educational Emmy\, for his work with #edchat. \n \n \nShaelynn Farnsworth is a leader in the convergence between literacy and technology. As a high school teacher\, she redefined her English classroom as not only a place to learn about literature but also explore how technology is shaping the future of communications. She continues this exploration as a consultant focusing on technology\, literacy\, differentiation\, and systemic change. Shaelynn is a staff developer\, literacy coach\, and supports districts in the implementation of initiatives. She is a MIEExpert\, Google Certified Innovator\, Apple Teacher\, and has training in Project-Based Learning from the Buck Institute\, Visible Learning with Hattie\, Instructional Coaching\, and K-12 Literacy Best Practices. \n \nJoin the Real World Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates.
URL:https://home.edweb.net/webinar/realworldliteracy20200626/
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DTSTART;TZID=America/New_York:20200630T130000
DTEND;TZID=America/New_York:20200630T140000
DTSTAMP:20200630T181003Z
CREATED:20200623T131713Z
LAST-MODIFIED:20200630T181003Z
UID:33883-1593522000-1593525600@home.edweb.net
SUMMARY:At-Home Teaching and Learning with Young Children
DESCRIPTION:Presented by Tracey Roden\, Director of Assessment and Research\, Frog Street; and Pam Ofe\, National Sales & Content Director\, Frog Street\nHosted by Stephen Fite\, President and Artist\, Melody House Inc. \nSponsored by Frog Street \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nSchool districts and childcare centers across the country find themselves with daunting new challenges these days. As teaching and learning continue to move into the home\, supporting families and children is unfamiliar territory for many educators who serve young children. This important edWebinar offers guidance and best practices specifically focused on young children and at-home e-learning. Learn to help parents provide effective learning opportunities with the resources available in the home\, digital and non-digital. This is a must-view event to gain practical knowledge to help navigate this uncharted terrain! \nThis recorded edWebinar will be of interest to preK teachers and school and district leaders.  \n \nAbout the Presenters \nTracey Roden holds a tenured history of guiding research efforts and developing high-quality digital instruction and assessments. Tracey began her career in early childhood education as a preschool teacher and spent many years in the classroom as both a teacher and a coach before transitioning into educational product development and publishing. With her extensive knowledge and experience in early childhood education and leadership\, Tracey continues to advocate for the advancement of early childhood education. Tracey has presented at several national conferences and is currently pursuing her doctorate in Curriculum and Instruction. Follow Tracey on Twitter @traceyroden. \n \nPam Ofe has been with Frog Street since 2007 and currently is the National Sales and Content Director. She is from a family of educators and graduated from the University of North Texas with a degree in elementary education. Pam’s best preparation for classroom management was driving a school bus while attending college. Her career spans 19 years in early childhood publishing and 14 exciting and rewarding years in the classroom teaching preschool\, first\, second\, and fourth grades. In her free time\, she enjoys working with the preschoolers at her church\, reading\, traveling with her husband\, and most of all spending time with her five grandchildren! \n \nAbout the Host \nStephen Fite is an award-winning musician/writer for children\, whose albums have received 18 nationally recognized honors. Suitable for the classroom\, car\, or living room\, his upbeat brand of children’s music has been delighting students\, teachers\, and parents around the nation for more than three decades. He realized his love for music at a very young age while listening to Beatles LP’s at his aunt’s house shortly after the British Band Invasion of the ’60s. As a result\, he shares that same passion for song with teachers and children through his writing\, recording\, and performance. Since the mid-80s\, Stephen has performed concerts for over 800\,000 children\, as well as keynotes and workshops for educators throughout the United States. Follow Stephen on Twitter @stephen_fite. \n \nJoin the Early Childhood Learning Solutions community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nFrog Street is dedicated to continually improving programs and products based on current research and input from early childhood classroom educators and caregivers.
URL:https://home.edweb.net/webinar/earlychildhood20200630/
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DTSTART;TZID=America/New_York:20200630T150000
DTEND;TZID=America/New_York:20200630T160000
DTSTAMP:20200805T160807Z
CREATED:20200609T142806Z
LAST-MODIFIED:20200805T160807Z
UID:33761-1593529200-1593532800@home.edweb.net
SUMMARY:Building Networks for Frontline Talent Development – Part 1
DESCRIPTION:Presented by Sarah Cacicio\, Senior Project Director\, Adult Learning\, Digital Promise; Cherie LaCour-Duckworth\, Vice President of Workforce Development\, Urban League of Louisiana; Frank Gerdeman\, Director of Adult Education\, Lake Tahoe Community College\, CA; and Nina Gonzales\, Program Operations Director-Student Support Services\, University of New Mexico\, Taos \nSponsored by Digital Promise \nWATCH THE EDLEADER PANEL RECORDING\nGet a CE Certificate for this edLeader Panel Learn more. \nJoin us for Part 1 of this edLeader Panel series focused on building networks for frontline talent development. \nIt is increasingly critical to efficiently match job seekers and incumbent workers to available jobs. Prior to the COVID-19 outbreak\, 25 percent of all U.S. jobs were estimated to be at high risk of automation\, especially among workers who perform routine tasks in frontline industries like retail\, healthcare\, and manufacturing. Today\, the coronavirus pandemic has exacerbated these challenges for frontline workers. Now more than ever\, they must be able to identify\, share\, and apply their skills to pursue career pathways. \nIn this edLeader Panel\, Digital Promise partners with community leaders in adult education\, higher education\, and workforce development to share what it takes to spur a movement toward more effective collaboration and data sharing to better serve workers. \nDigital Promise will share key findings from our new report\, “Building Networks for Frontline Talent Development.” Panelists will set the framework for: \n• How to establish a network of engaged stakeholders\n• Using data to identify challenges\n• Designing regional solutions for long-term worker outcomes \nThis edLeader Panel is intended for adult education and career service providers\, higher education institutions\, employers\, and community leaders interested in building cross-sector partnerships to streamline service provision and advance opportunities for adult learners. This panel will be very informative for educators at all levels who are involved in college and career guidance\, to help students make better choices about jobs for the future. There will be time for questions at the end of the presentation. \nRegister for Part 2 here: Building Networks for Frontline Talent Development – Part 2 \n \nAbout the Presenters \nAs Senior Project Director of Adult Learning Initiatives at Digital Promise\, Sarah Cacicio leads work at the intersection of adult education\, workforce development\, and technology to advance equitable digital learning and life-sustaining career opportunities for adult learners. She is committed to collaborating closely with partner agencies and organizations to drive economic mobility for adults from marginalized communities. Prior to joining Digital Promise\, Sarah worked to expand access to high school equivalency instruction\, career and technical education\, college preparation\, and wraparound services for youth and adults in New York City’s Alternative Schools. Sarah’s previous research examined equity in instructional and assessment practices for multilingual learners. Sarah earned her M.A. in bilingual & bicultural education from Teachers College\, Columbia University\, and a B.A. in Hispanic studies from the University of Massachusetts Boston as a first-generation college student. She is currently based in Washington\, DC. \n \nCherie LaCour-Duckworth is Vice President of Workforce Development for the Urban League of Louisiana and has over 30-years of experience in this field. She oversees the implementation of workforce strategies and works with the leadership team to help develop\, design\, and implement innovative workforce approaches to achieve Urban League’s mission. In 2014\, Cherie received an award for Excellence in Workforce Development at the National Urban League’s Whitney M. Young\, Jr.\, Leadership Development Conference. In 2016\, she received recognition from Mayor Mitchell J. Landrieu\, for the completion of the City of New Orleans Civic Leadership Academy. In 2019\, Cherie became a fellow and now an alum of Aspen Institute’s inaugural New Orleans Workforce Leadership Academy\, one of several Workforce Leadership Academies in localities across North America. Cherie has a Bachelor of Science in business information systems and a Master of Management both from the University of Phoenix. \n \nFrank Gerdeman is currently the Director of ADVANCE (serving the southern region of the Lake Tahoe Basin in California and Nevada) where they are building a fully integrated education and workforce development system from the ground up. This “new construction” includes innovative use of transition navigators\, including the integration of digital platforms for delivery and case management\, and designing true industry-college collaborative apprenticeships in culinary and coming soon\, the first of its kind in ski lift maintenance. Frank has been involved with formal adult education for over 15 years in a variety of positions – basic skills instructor\, learning center coordinator\, and deputy regional manager of the largest program in Vermont. Prior to moving to South Lake Tahoe\, he served as the State Director of Adult Education and Deputy Division Director with the Vermont Agency of Education where his duties included oversight of Adult Education\, Career and Technical Education\, Assessment\, Title III (NCLB)\, and School Improvement. Frank has also served\, and continues to serve\, on a number of regional and national workgroups in the areas of adult education\, assessment\, and workforce development. \n \nNina Feliz Gonzales is a lifelong learner and educator. She holds a master’s in leadership in ecology\, culture\, and learning from the Educational Policy\, Foundations\, and Administration Department at Portland State University. Her work focuses on alternative education models\, creative pedagogy\, and building support systems for struggling learners. She has worked across the western United States and overseas for programs that support the intersection of culture\, learning\, and personal growth\, ranging from curriculum development\, wilderness therapy and experiential learning\, drug and alcohol treatment\, and youth community centers. She is currently the Program Operations Director for Student Support Services at the University of New Mexico-Taos\, bringing expertise from the field of Adult Education to meet the needs of a rural community college setting. Her team recently won multiple national recognitions for innovation in education and training for the project TaosHIVE\, a rural job creation and training program in the form of a co-working office space that fosters small business support\, online job training\, and onsite UNM-Taos classes. She has taught\, advised\, coached\, and counseled struggling learners for over 20 years. \nJoin the Career\, Technical\, and Adult Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nDigital Promise’s mission is to accelerate innovation in education to improve opportunities to learn. We work at the intersection of research\, education\, and technology to reduce the digital literacy gap for learners of all ages.
URL:https://home.edweb.net/webinar/cte20200630/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20200701T150000
DTEND;TZID=America/New_York:20200701T160000
DTSTAMP:20200805T160744Z
CREATED:20200609T165745Z
LAST-MODIFIED:20200805T160744Z
UID:33768-1593615600-1593619200@home.edweb.net
SUMMARY:Building Networks for Frontline Talent Development – Part 2
DESCRIPTION:Presented by Livia Rojas\, Senior Project Manager\, Adult Learning\, Digital Promise; Angela M. Walker\, Manager\, Middle and High School Success\, StrivePartnership; Connor Pennell\, Visual Associate\, J Crew; and Holly Dobson\, Licensed Practical Nurse \nSponsored by Digital Promise \nWATCH THE EDLEADER PANEL RECORDING\nGet a CE Certificate for this edLeader Panel Learn more. \nJoin us for Part 2 of this edLeader Panel series focused on building networks for frontline talent development. \nFrontline workers\, from medical technicians and retail associates to fast-food workers and delivery drivers\, face increasing uncertainty when it comes to their future of work. But what do workers think about their own career pathways in today’s digital economy? Amidst a global pandemic? What do frontline workers have to say about their own futures of work? \nIn Part 2 of this edLeader Panel series\, Digital Promise is joined by three workers from retail\, healthcare\, and social services to discuss how workers view the “talent pipeline\,” and what they need to access and participate in upskilling and job opportunities. \nDigital Promise shares key findings from our new report\, “Building Networks for Frontline Talent Development.” Panelists share their experiences when it comes to their motivations\, challenges\, and suggestions for navigating today’s changing workforce system. \nThis edLeader Panel is intended for adult education and career service providers\, higher education institutions\, employers\, and community leaders interested in building cross-sector partnerships to streamline service provision and advance opportunities for adult learners. This panel will be very informative for educators at all levels who are involved in college and career guidance\, to help students make better choices about jobs for the future. \nView Part 1 here: Building Networks for Frontline Talent Development – Part 1 \n \nAbout the Presenters \nLivia Rojas supports Digital Promise’s adult learning and micro-credential initiatives as a Senior Project Manager. Prior to Digital Promise\, Livia oversaw youth media arts programs and teaching artists serving adult learners at the Bay Area Video Coalition in San Francisco. At ChangeLab Solutions\, Livia provided public health communications support and at the California Coalition Against Sexual Assault provided technical assistance to college campuses in the U.S. and Puerto Rico funded by the U.S. Department of Justice to reduce sexual and partner violence. Livia holds a Master of Science in social work from Columbia University and a Bachelor of Arts in political science and sociology from the University of California at Berkeley. \n \nAngela Walker is the Manager for Middle and High School Success for StrivePartnership\, a collective impact organization with leaders from education\, business\, philanthropic\, nonprofit\, civic and grassroots communities in Cincinnati. Angela began her adult learning journey after becoming a single mother. Determined to find a path that would lead to higher levels of education\, competencies\, achievement\, and self-sufficiency\, she enrolled in Brown Mackie College when her daughter was 6 months old\, and navigated the system to secure daycare vouchers\, section 8 housing\, and medical and food assistance. She obtained an internship with the Urban League of Greater Cincinnati Workforce Development department. Following her graduation with an associate degree\, she obtained employment with the Urban League and continued to work there while pursuing her B.S. degree. She pursued her graduate degree in social work while working as a substitute teacher and as a full-time intern at Cincinnati Children’s Hospital. \n \nAfter graduating with a degree in political science this spring\, Connor Pennell currently works as a campaign manager on a political campaign. He continues to work retail as a way to supplement his income. Connor has worked in retail for over three years and at three different companies\, both as a way to finance his education and to supplement his income from other jobs. While working retail\, he has also held positions in various political campaigns and as a science teacher over the summer. \n \nAs a single mom\, Holly Dobson took weekend classes to become a Certified Nurse Aide (CNA)\, developing skills in patient care. She worked as a CNA for 11 years until hearing about a local program to become a licensed practical nurse (LPN). Holly was able to access state grants to cover tuition and now works in a long-term care facility in Maine\, while pursuing higher education to become a registered nurse (RN). In our interview\, Holly said\, “my biggest regret is that I didn’t start this sooner\, that I didn’t know about the LPN course or that I qualified for tuition assistance as a single mom. I could have been a nurse by now.” Holly currently serves as an expert advisor for the Digital Promise adult learning team. \nJoin the Career\, Technical\, and Adult Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nDigital Promise’s mission is to accelerate innovation in education to improve opportunities to learn. We work at the intersection of research\, education\, and technology to reduce the digital literacy gap for learners of all ages.
URL:https://home.edweb.net/webinar/cte20200701/
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DTSTART;TZID=America/New_York:20200702T120000
DTEND;TZID=America/New_York:20200702T130000
DTSTAMP:20200702T170450Z
CREATED:20200610T134207Z
LAST-MODIFIED:20200702T170450Z
UID:33776-1593691200-1593694800@home.edweb.net
SUMMARY:Talking to Elementary and Middle School Students About COVID-19
DESCRIPTION:Presented by Michael A. DiSpezio\, Science Author and Educator \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nIn this informative and instructive edWebinar\, Michael DiSpezio returns to share his decades of educator experience as he offers a primer on the best strategies to teach upper elementary and middle school students about COVID-19. A former biologist\, Michael shares his understanding and passion for life science\, modeling best practices in teaching this critical subject to our students. Supported by a richly illustrated slide deck\, his suggestions on what to say (and what not to say) are offered according to what school physiologists suggest for minimizing anxiety in young people. In this edWebinar\, learn how to effectively employ a variety of educational strategies to best confer sophistication and appropriate content. So please watch Michael for this blended approach in science content and effective pedagogy\, as you learn how best to communicate age-appropriate COVID-19 understanding to our K-8 students. Plus\, he offers an update on the most recent progress in the development of both vaccines and therapies. \nThis recorded edWebinar will be of interest to kindergarten through middle school teachers\, librarians\, and school and district leaders. \nAbout the Presenter \nMichael DiSpezio is a globally respected renaissance educator\, speaker\, and science education author. He hosts JASON broadcasts and shepherded the Discovery Channel to their first Emmy Award nomination. A former marine biologist\, he worked as a research assistant to a Nobel prize winner. Leaving the laboratory and his instructor role at Boston University\, he celebrated his passion for education as a K-12 classroom teacher for ten years. Returning to graduate school\, he completed his Ed.D.\, based upon his work in HIV/AIDS education. In addition to writing the national curriculum on The Science of HIV\, published by the National Science Teachers Association\, Michael has authored over 25 trade books and coauthored over 60 textbooks. Beyond his work with leading print publishers\, he has developed materials for Google\, Disney\, the Discovery Channel\, PBS\, Children’s Television Workshop\, MTV\, Scientific American Frontiers\, The JASON Project\, and the US Department of Education. These days\, his interests in developing AR and VR experiences have been supplanted by the need to create COVID-19 literate students. \nJoin the School Health & Safety community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates.
URL:https://home.edweb.net/webinar/schoolsafety20200702/
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DTSTART;TZID=America/New_York:20200707T160000
DTEND;TZID=America/New_York:20200707T170000
DTSTAMP:20200707T210359Z
CREATED:20200625T152024Z
LAST-MODIFIED:20200707T210359Z
UID:33912-1594137600-1594141200@home.edweb.net
SUMMARY:Effective Attendance Messaging and Interventions: Nudging Students and Parents to Engage
DESCRIPTION:Presented by Hedy Chang\, Executive Director\, Attendance Works; and Peter Bergman\, Ph.D.\, Assistant Professor\, Columbia University\nHosted by Joanna Smith\, Founder and CEO\, AllHere Intelligent Attendance Interventions \nSponsored by AllHere \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nResearchers have found that “nudges” to students and their families regarding their attendance can reduce absenteeism and improve overall student engagement. Most schools experienced challenges with attendance and student participation during the recent distance learning scenario of COVID-19\, and with distance learning likely to continue in some form or another this fall/winter\, developing a robust attendance interventions and student participation strategy should be on every district’s must-have list for the 2020/21 school year. \nIn this edWebinar\,  learn how simple attendance intervention measures can be applied to improve student engagement during distance learning. Hear from Dr. Peter Bergman\, Assistant Professor at Columbia University\, who discuss his research and recommendations for engaging students and parents. He is joined by Hedy Chang and Joanna Smith who provide best practices on implementing attendance interventions at scale. \nKey takeaways of this edWebinar are: \n\nThe latest research findings on attendance interventions and student engagement for the remote learning era.\nLearn how data-insights can arm educators with indicators on students who may require additional support\, and why.\nHear how technology-powered solutions can intelligently automate the nudging and outreach to students and families in response to early indicators of disengagement.\n\nThis recorded edWebinar will be of interest to school and district leaders of elementary through high school. \n \nAbout the Presenters \nHedy Chang is the executive director of Attendance Works\, a national initiative aimed at advancing student success by addressing chronic absence. A skilled presenter\, facilitator\, researcher\, and writer\, she co-authored the seminal report\, Present\, Engaged and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early Grades\, as well as numerous other articles about student attendance. Deeply committed to promoting two-generation solutions to achieving a more just and equitable society\, Hedy has spent more than two decades working in the fields of family support\, family economic success\, education\, and child development. \n \n \nPeter Bergman\, Ph.D.\, is an assistant professor of economics and education at Teachers College\, Columbia University. He earned his Ph.D. in economics from the University of California\, Los Angeles. He earned his B.A. from the University of California\, Berkeley. \nHis research focuses on field experiments designed to improve financial and educational outcomes for low-income families. Bergman’s research has involved field experiments providing translated text messages to families about their child’s academic progress\, for which he won the Distinguished CESifo Affiliate Award. His current interests in higher education include studying the returns to STEM-related degrees\, testing strategies to improve take-up of education-related tax-benefits\, and assessing the effects of these benefits on student outcome. \n \nAbout the Host \nJoanna Smith works in the education technology space to support school and district leaders to improve learning and life outcomes for K-12 students. She founded AllHere as CEO. The startup software company built a Chronic Absenteeism Campaign System at the Harvard University Innovation Lab and began partnering with schools soon after. AllHere currently serves K-12 students\, student services professionals and reduced thousands of student absences in the school year across the U.S. Prior to founding AllHere\, Joanna served as manager of a school’s family engagement initiatives and was the research associate of the Redesign Lab\, the Harvard Graduate School of Education’s K-12 national education reform division. \nJoin the Leadership 3.0: Essential Skills for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nAllHere combines the power of technology and research to deliver innovative\, scalable\, and evidence-based interventions to improve student engagement and attendance. The company’s foundation in research\, in-depth data analysis process\, and ability to handle the entire process of supporting students and families makes it a best-in-class solution for reducing absenteeism.
URL:https://home.edweb.net/webinar/leadership20200707/
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DTSTART;TZID=America/New_York:20200708T140000
DTEND;TZID=America/New_York:20200708T150000
DTSTAMP:20210618T140336Z
CREATED:20200623T150748Z
LAST-MODIFIED:20210618T140336Z
UID:33889-1594216800-1594220400@home.edweb.net
SUMMARY:Embracing Anti-Bias Classrooms: A Response to Racism in America
DESCRIPTION:Presented by Iheoma U. Iruka\, Ph.D.\, Chief Research Innovation Officer & Director\, HighScope Educational Research Foundation; Stephanie Curenton\, Ph.D.\, Associate Professor\, Boston University; Kerry-Ann Escayg\, Ph.D.\, Assistant Professor\, University of Nebraska at Omaha; and Tonia Durden\, Ph.D.\, Clinical Associate Professor\, Birth-Five Program Coordinator\, Georgia State University \nSponsored by Kaplan Early Learning Company \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edWebinar Learn more \nWhat if educators changed the world… one classroom at a time? \nAs our nation grieves\, processes\, reforms\, and tries to heal from racial bias\, violence\, injustice\, and oppression\, educators have the opportunity and responsibility to respond by advancing equity out of love and empathy starting within their classroom. But how? \nIn this edWebinar\, the lead authors of the newly released book\, Don’t Look Away\, Embracing Anti-Bias Classrooms\, participate in a roundtable discussion on how to explore and address issues of bias\, equity\, low expectations\, and family engagement to ensure culturally responsive experiences. Equipped with the tools and strategies to promote classroom change\, educators will be empowered to do the following: \n\nLearn how institutional racism becomes present in early childhood environments\nDiscover how implicit bias\, microaggression\, and white privilege can play a role in undermining the learning experiences of marginalized Black and brown children and those who teach them\nEmbrace anti-bias and anti-racist teaching approaches\nImplement best practices for creating culturally-rich and supportive classroom environments that protect children from social-emotional and psychological trauma by affirming personal healing\n\nThis recorded edWebinar will be of interest to preK through elementary teachers\, school and district leaders\, coaches\, trainers\, and childcare providers\, owners\, and administrators. \n \nAbout the Presenters \nIheoma U. Iruka\, Ph.D.\, is the Chief Research Innovation Officer and Director of The Center for Early Education Research and Evaluation at HighScope Educational Research Foundation. Dr. Iruka is engaged in projects and initiatives focused on how evidence-informed policies\, systems\, and practices in early education can support the optimal development and experiences of low-income and ethnic minority children\, such as through family engagement and support\, quality rating and improvement systems\, and early care and education systems and programs. She has been engaged in addressing how best to ensure excellence for young diverse learners\, especially Black children\, such as through the development of a classroom observation measure\, examination of non-traditional pedagogical approaches\, public policies\, and publications geared towards early education practitioners and policymakers. \n \nStephanie M. Curenton\, Ph.D.\, is a tenured Associate Professor at the Boston University Wheelock College of Education & Human Development. She studies the social\, cognitive\, and language development of low-income and minority children within various ecological contexts\, such as parent-child interactions\, early childhood education programs\, early childhood workforce programs\, and related state and federal policies. \n \nKerry-Ann Escayg\, Ph.D.\, is an Assistant Professor of Early Childhood Education at the University of Nebraska-Omaha. Dr. Escayg’s research focuses on anti-racism in early childhood education as well as children and race. As a social theorist\, Dr. Escayg has utilized central tenets of Critical Race Theory\, Black Feminist Thought\, and Anti-racist Education to offer incisive exegeses on children’s racial attitudes\, including strategies to promote positive racial identity among Black children; a research-derived protocol to assess how children express their racialized beliefs through play; and an anti-racist approach to U.S early childhood education. Her recent publications on anti-racism highlight and interrogate the ways in which whiteness\, as a system of racial privilege\, functions in early childhood contexts. Central to Dr. Escayg’s work is a commitment to racial equity in the early years and the holistic well-being of children of color\, and Black children in particular. \n \nTonia Durden\, Ph.D.\, is a Clinical Associate Professor and Birth-5 Program Coordinator within the Department of Early Childhood and Elementary Education at Georgia State University. Dr. Durden’s areas of expertise focus on exploring how to develop and support African American children’s socio-cultural and create racially equitable learning experiences for children of color. As a teacher educator and researcher\, the focus of her work includes also preparing pre-service and in-service teachers to become culturally competent master teachers. Furthermore\, Dr. Durden’s professional work and scholarship can be categorized into three core areas of focus: Early Childhood Education (curriculum and program development); racial educational equity (research to professional practice); and Early Childhood Systems Engagement (strategic partnerships and equitable systems building). Dr. Durden is committed to using teacher education and research as an informative vehicle towards helping develop educators and leaders who become culturally responsive change agents and advocates in their classrooms and communities. \nTo participate in the live edWebinar\, log in with current version of Google Chrome or install the meeting app prior to the edWebinar on your computer\, your Apple device\, or Android device.  If you have a firewall in your location\, you can participate on your mobile device using your cellular data (not your local network). \n\nKaplan Early Learning Company is a leading international provider of products and services that enhance children’s learning.
URL:https://home.edweb.net/webinar/classroommanagement20200708/
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DTSTART;TZID=America/New_York:20200709T150000
DTEND;TZID=America/New_York:20200709T160000
DTSTAMP:20210618T161709Z
CREATED:20200626T195222Z
LAST-MODIFIED:20210618T161709Z
UID:33941-1594306800-1594310400@home.edweb.net
SUMMARY:Recreating the Conditions for Learning This Fall
DESCRIPTION:Presented by Angela Duckworth\, Founder & CEO\, Character Lab\, Professor of Psychology\, University of Pennsylvania\, MacArthur Fellow; and Todd Rogers\, Director\, Harvard Student Social Support R&D Lab\, Founder and Chief Scientist\, EveryDay Labs \nSponsored by EveryDay Labs \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edLeader Panel Learn more. \nCOVID-19 created one of the biggest disruptions for learning in history. Students’ connectedness to schools\, educators\, and peers; physical and emotional well-being; and academic engagement have all been diminished by a breakdown in learning environments across the country. This fall it will be more critical than ever that students feel safe\, connected\, and engaged\, presenting an opportunity for educators to try new approaches to optimizing the conditions for learning. Watch Angela Duckworth and Todd Rogers for a candid discussion on recreating learning this fall. \nThis recorded edLeader Panel will be of interest to preK-12 district leaders. \n \nAbout the Presenters \nAngela Duckworth is the founder and CEO of Character Lab\, a nonprofit whose mission is to advance scientific insights that help children thrive. She is also a professor of psychology at the University of Pennsylvania and in 2013 was named a MacArthur Fellow. Prior to her career in research\, she was a math and science teacher at public schools in New York City\, San Francisco\, and Philadelphia. \n \nTodd Rogers\, Ph.D.\, is a behavioral scientist who studies how mobilizing and empowering students’ social networks can increase student success. He founded the Student Social Support R&D Lab at Harvard to use data and behavioral science to develop and prove scalable\, high ROI interventions that mobilize and empower students’ social support systems to improve achievement. As Chief Science Adviser\, Todd leads EveryDay Labs’ research and innovation\, leveraging evidence from EveryDay Labs’ RCTs\, research from the Harvard S3 Lab\, and academic research to improve the effectiveness of our programs. Todd received his Ph.D. jointly from Harvard’s Department of Psychology and Harvard Business School. \n \nJoin the Leadership and Innovation community to network with educators\, participate in online discussions\, and receive invitations to upcoming edLeader Panels. \n\nAt EveryDay Labs\, we improve student outcomes through the power of behavioral science. We partner with districts to reduce absenteeism because we believe every student deserves to learn every day. To date\, we have helped prevent more than 400\,000 absences\, equating to over 150 million minutes of instructional time.
URL:https://home.edweb.net/webinar/leadersplc20200709/
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DTSTART;TZID=America/New_York:20200713T150000
DTEND;TZID=America/New_York:20200713T160000
DTSTAMP:20200713T200755Z
CREATED:20200707T182645Z
LAST-MODIFIED:20200713T200755Z
UID:34030-1594652400-1594656000@home.edweb.net
SUMMARY:Engagement Strategies for Reimagined Classrooms
DESCRIPTION:Presented by Sue Thotz\, Senior Program Manager\, Common Sense Education; and Barbara Huth\, Education Program Manager\, Common Sense Education\nHosted by Jennifer Ehehalt\, Sr. Regional Manager\, Common Sense Education \nSponsored by Common Sense Education \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nWhether we are six feet apart or teaching online\, our classrooms are going to look different this school year. No longer can we rely on our regular pair and share or group work formats\, but that doesn’t mean collaboration and sharing is over. How can we take what we already know about engaging students and translate it to distanced learning experiences to build community? \nIn this edWebinar\, learn about examples from a range of tech options that turn your in-class activities to ones you can use this fall. \nThis recorded edWebinar will be of interest to elementary through high school teachers. \n \nAbout the Presenters \nSue Thotz is the Senior Program Manager for Common Sense Education. Since 2011\, Sue has been partnering with educators and administrators to create a culture where students use technology in a meaningful\, thoughtful\, and respectful way. Sue has provided educational leadership through keynotes\, professional development workshops\, conference presentations\, and consulting with districts and counties on the West Coast. Prior to Common Sense\, Sue was a researcher and educator. She holds a master’s degree in public health and an undergraduate degree in zoology and chemistry. \n \nBarbara Huth is the Education Program Manager for Common Sense Education in the DC Metro/Mid-Atlantic area. She collaborates with teachers\, administrators\, and education leaders to build a culture of digital citizenship\, well-being\, and engagement within our school communities. She has over 14 years of experience in education and prior to joining Common Sense\, Barbara was a National Board Certified High School AP and IB Science Teacher. She holds a bachelor’s degree in integrated health studies from Kent State University and a master’s degree in comprehensive science education from the University of North Carolina at Charlotte. \n \nAbout the Host \nJennifer Ehehalt is the Pittsburgh Regional Manager at Common Sense Education. Jennifer has over 20 years of experience in education. She continues to partner with state-level organizations\, school districts\, and community organizations across the nation to help integrate Common Sense education resources. Jennifer provides educational leadership through consultation with school districts\, professional development (both in-person and virtual)\, conference presentations\, and parent universities. Jennifer sits on the Advisory Council for Kidsburgh and is a champion for Remake Learning Days Across America. Jennifer has a B.S. in elementary education and an M.Ed. in educational leadership. Jennifer was recently named 2019 Alumni of the Year from Edinboro University. \n \nJoin the Digital Learning & Leadership community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nCommon Sense Education develops high-quality digital citizenship programs and digital teaching resources\, providing educators and students with the digital learning tools they need to harness the power of technology for life.
URL:https://home.edweb.net/webinar/commonsense20200713/
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DTSTART;TZID=America/New_York:20200713T170000
DTEND;TZID=America/New_York:20200713T180000
DTSTAMP:20210618T141702Z
CREATED:20190806T182122Z
LAST-MODIFIED:20210618T141702Z
UID:30676-1594659600-1594663200@home.edweb.net
SUMMARY:Smart Education Networks by Design: The CoSN SEND Initiative
DESCRIPTION:Presented by Dr. Mark Benigni\, Superintendent\, Meriden Public Schools\, CT; Dr. John Marcus\, Superintendent\, Stoughton Public Schools\, MA; and Matthew Miller\, Superintendent\, Lakota Local Schools\, OH \nProgram Host and Moderator: Ann McMullan\, Project Director\, CoSN Empowered Superintendents Initiative \nSponsored by ClassLink\nThis edWebinar series is co-hosted by CoSN\, AASA\, and edWeb.net \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edWebinar Learn more \nToday\, K-12 education networks are required to do much more than address district operational and administrative needs. Now\, more than ever\, school networks must serve students and teachers both inside and outside the classroom\, anywhere and anytime. Innovative technologies\, more access to the internet\, and powerful communication\, creation\, and collaboration tools are driving instructional transformation. Rapid change is increasing the demand for greater network capacity and reliability. In the not-too-distant future\, innovations in data visualization\, embedded digital formative assessment\, immersive\, adaptive digital content\, and interoperability will place additional demands on district networks. These demands come at the same time as funding for K-12 education becomes more challenging and unpredictable. \nIn this edWebinar\, three school superintendents share how their districts make high-stakes infrastructure investment decisions in the midst of rapidly and constantly changing technology\, teaching and learning priorities\, and funding. Six critical areas of network design are explored: \n\nMultiple paths to the internet\nTwo or more data centers and/or cloud services\nReduction in single points of failure\nSoftware and services hosted in the cloud\nNear-term requirements are met with a clear vision for the future\nSupport for students’ use of devices\n\nThis recorded edWebinar will be of particular value to school superintendents\, K-12 school and district leaders\, and aspiring leaders. \nAbout the Presenters \nMark D. Benigni\, Ed.D. has been an educator for over 20 years and begins his 10th year as Superintendent of the Meriden Public Schools. Dr. Benigni served as a teacher\, assistant principal\, principal\, and Mayor of the City of Meriden. In addition to leading the Meriden Public Schools to its highest academic scores in district history\, Dr. Benigni has presented at national conferences\, taught doctorate classes\, and published a book and numerous articles. He was recognized as CoSN’s 2018 Empowered Superintendent\, a 2015 Education Week Leaders to Learn From\, and one of the United States Junior Chamber of Commerce’s Ten Outstanding Young Americans. The Meriden Public Schools has received awards from CoSN\, the Learning Counsel\, NSBA\, Digital Promise\, District Administration\, and Edutopia. Dr. Benigni is currently the co-chair of the Connecticut Association of Urban Superintendents\, as well as 2nd vice president of the Connecticut Association of Public School Superintendents. \n \nInspired by his grandfather and his mother\, Dr. John Marcus has been trying to make the world a better place by improving the lives of children and families for as long as he can remember. As a first grade teacher\, Dr. Marcus embedded concepts of kindness\, respect\, empathy\, and grit into the lessons he developed and his own pedagogical style. Expanding his reach\, Dr. Marcus led schools along those same values\, helping develop teams and programs that foster community\, caring\, and commitment. As a superintendent\, Dr. Marcus is hopeful that those projects and programs can translate to a wider community so that each child\, staff member\, and family is excited to come back to school every day! \n \nMatthew Miller is the superintendent of Lakota Local Schools. He has spent the last 24 years serving Ohio communities as a superintendent\, director of student services and instruction\, principal\, and teacher. Matt is actively involved in the prestigious and national League of Innovative Schools through Digital Promise\, also serving as an elected member of their advisory committee. He was selected as one of 100 superintendents to attend and present at the #FutureReady National ConnectED Superintendents Summit at the White House\, was named to the National School Boards Association Top 20 to Watch in the Nation\, and conducted his first TEDx Talk in 2016 entitled: Don’t Buy the Book: Cultivate\, Curate and Go Open. Having completed his undergraduate and master’s degree at the University of Cincinnati\, he was selected for the Harvard Graduate School of Education’s Leadership Institute for Superintendents. Matt is grateful for his wife\, Kristy\, and their two children. \n \nAbout the Host \nAnn McMullan is Project Director for CoSN’s Empowered Superintendents Initiative. Ann served as Executive Director\, Educational Technology in the Klein Independent School District\, near Houston\, Texas until September 2013\, when she and her family moved to Los Angeles\, California. For 16 years Ann led the district team that provided professional development on technology and 21st century instructional strategies to 4\,000 professional educators serving 50\,000 students. Ann served as co-chair of Texas Education Technology Advisory Committee which developed the Texas Long Range Plan for Technology\, 2006-2020. Today\, Ann is based in Los Angeles working as a public speaker\, writer\, and education consultant focused on leadership and planning to meet the needs of today’s students. Ann serves on the Project Tomorrow advisory council and is a leadership consultant with Executive Service Corps of Southern California\, serving non-profit associations. Ann co-authored Life Lessons in Leadership\, a guide for leaders ages eight to 88. \nJoin the Super-Connected community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nAASA is the premier association for school system leaders and serves as the national voice for public education and district leadership on Capitol Hill. \n \n CoSN (the Consortium for School Networking) is the premier professional association for school system technology leaders. CoSN provides thought leadership resources\, community\, best practices and advocacy tools to help leaders succeed in the digital transformation. CoSN represents over 13 million students in school districts nationwide and continues to grow as a powerful and influential voice in K-12 education. \n \nClassLink empowers your students and teachers with instant access to their learning resources. ClassLink® OneClick® includes a library of over 5\,000 single sign-on apps and instant links to file folders at school and on Google\, Office 365\, and Dropbox cloud drives. ClassLink Roster Server easily and securely delivers class rosters to any publisher using open technology standards. ClassLink Analytics gives decision makers the usage data they need. Accessible from any computer\, tablet or smartphone\, ClassLink is ideal for 1to1 and Bring Your Own Device (BYOD) initiatives.
URL:https://home.edweb.net/webinar/supers20200713/
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DTSTART;TZID=America/New_York:20200714T140000
DTEND;TZID=America/New_York:20200714T150000
DTSTAMP:20210618T141817Z
CREATED:20200611T233425Z
LAST-MODIFIED:20210618T141817Z
UID:33790-1594735200-1594738800@home.edweb.net
SUMMARY:A Life With Dyslexia: Why Education Is a Right\, Not a Privilege
DESCRIPTION:Presented by Dr. Tracy Johnson\, President and Founder\, Vessels of Hope\nHosted by Terrie Noland\, C.A.L.P.\, Vice President\, Educator Initiatives\, Learning Ally \nSponsored by Learning Ally \nWatch the Recording Listen to the Podcast \nGet a CE Certificate for this edWebinar Learn more \nDr. Tracy Johnson has lived a life with dyslexia. She understands how students with dyslexia are dealing with the pressures of education. Tracy had teachers that did not know her potential and others that did. The difference in her attitude about school and education completely changed when teachers saw her abilities rather than her disabilities. \nThis edWebinar is a dive deep into a conversation with Tracy to uncover answers to questions like: \n\nWhat was the difference that took place when you had a teacher believe in you?\nDid you have struggles conveying your potential to teachers?\nHow is dyslexia viewed within the Black community?\n\nThis eye-opening and relevant edWebinar helps any educator or administrator understand the perspective of students with dyslexia. This recorded edWebinar will be of interest to preK through high school teachers and school and district leaders. \n \nAbout the Presenter \nDr. Tracy Johnson is the founding president and CEO of Vessels of Hope\, a non-profit organization that helps individuals with learning disabilities. Her hometown is Philadelphia\, Pennsylvania. She is also an adjunct professor at Harcum College and an enrollment counselor at Eastern University. She has received an associate’s degree in liberal studies with a minor in women’s studies from Harcum College; a Bachelor of Arts degree in psychology with a minor in human resource management from Cabrini University; a master’s degree in multicultural education from Eastern University; and a doctorate in ministry science from the Accelerated School of Christian Ministry International\, Inc. \n \nAbout the Host \nTerrie serves as Vice President of Educator Initiatives at Learning Ally\, where she works to develop engagement programs\, shares knowledge through strategic relationships\, and promotes communities for educators. She has more than 25 years of experience as both a motivational leader and developer of content for educators and administrators. She has had the opportunity to lead and facilitate groups numbering in the thousands\, inspiring them around a transformational change in their approach to struggling readers. Terrie is certified as an Academic Language Practitioner and is currently working towards a Ph.D. in literacy\, with an emphasis in educational leadership from St. John’s University. She is also a certified John Maxwell speaker and facilitator. \nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nLearning Ally is a leading education solutions organization committed to transforming the lives of struggling learners. The Learning Ally Audiobook Solution is a proven reading accommodation comprised of human-read audiobooks\, student centric features and a suite of teacher resources. Used in more than 17\,000 schools\, this solution successfully helps students with reading deficits become engaged learners and reach their academic potential.
URL:https://home.edweb.net/webinar/readers20200714/
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DTSTART;TZID=America/New_York:20200714T160000
DTEND;TZID=America/New_York:20200714T170000
DTSTAMP:20200714T210121Z
CREATED:20200702T131438Z
LAST-MODIFIED:20200714T210121Z
UID:33989-1594742400-1594746000@home.edweb.net
SUMMARY:How to Mix STEM and Play with Hybrid Learning
DESCRIPTION:Presented by Stacia Wagers\, Library Media Specialist\, Shenandoah Valley Elementary\, MO\nHosted by Lauren Watkins\, Head of Marketing\, Unruly Studios \nSponsored by Unruly Splats \nWatch the Recording\nGet a CE Certificate for this edWebinar Learn more \nWhile a return to school might look different this fall\, incorporating STEM and physical activity in the classroom will be more important than ever! While many schools have different plans on what classrooms will look like\, most agree there will be a combination of both in-person time and virtual learning – we call this hybrid learning. \nIn this edWebinar\, we discuss how to engage students in STEM and active play with hybrid learning. Watch our special guest Stacia Wagers\, Library Media Specialist from Parkway Schools in Missouri\, to learn: \n\nHow to use the tools you already have for hybrid learning\nHow to mix STEM and play virtually\nHow to get students collaborating remotely\nHow to improve the teacher-to-student and student-to-student feedback process\n\nThis recorded edWebinar will be of interest to kindergarten through middle school teachers\, librarians\, school and district leaders\, technology integration specialists\, tech coaches\, and curriculum leaders.  \nAbout the Presenter \nStacia Wager is a library media specialist at Shenandoah Valley Elementary K-5 in the Parkway School District\, MO. She is an ISTE certified educator with a passion for literacy\, technology\, and STEM. \n \nAbout the Host \nLauren Watkins is the marketing lead at Unruly Studios. Before coming to Unruly\, she worked in the 3D printing industry at Pinshape and Formlabs for three years and helped bring 3D printing to schools across the globe. A passionate techy\, she loves working with educators to make STEM and technology more fun and physically active for kids! \n \nJoin the STEM Learning: Full STEAM Ahead community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nUnruly Splats introduces coding for kids through physically active games. Students program Splats with our block coding app and write the rules that tell Splats when to light up and make sounds when they are stomped on! Students code their own games with Splats and play them with classmates! Think whack-a-mole\, relay races\, and red light green light! Splats are built to be stomped on and are iPad and Chromebook compatible.
URL:https://home.edweb.net/webinar/stem20200714/
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