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Learning Forward
LEARNING FORWARD2011 Annual Conference
2011 ANNUAL CONFERENCE
DEC. 3–7 • ANAHEIM

Dec. 3-7, 2011


Anaheim Convention Center
Anaheim, CA

Supplement to JSD
Keynote Speakers
As of March 9, 2011

Liz Wiseman Tony Bingham Julianne Malveaux

Monday Monday Tuesday


Morning Afternoon Morning
General General General
Session Session Session

Liz Wiseman is the president of The Tony Bingham, a strategic leader Recognized for her provocative,
Wiseman Group, a leadership research and with broad-based business, financial, progressive and insightful observations,
development firm headquartered in Silicon operational, and technical management Julianne Malveaux, an economist, author
Valley. At The Wiseman Group, she advises expertise, is the president and chief and commentator, is the president
senior executives and leads strategy and executive officer of the American Society and CEO of Last Word Productions, a
leadership forums for executive teams for Training & Development (ASTD). ASTD multimedia production company.
worldwide. Her recent clients include: is the world’s largest association dedicated Described by Cornel West as “the
Apple, SAP, GAP, Salesforce.com, and to workplace learning and performance most iconoclastic public intellectual in the
Microsoft. professionals. ASTD’s 70,000 members country,” Malveaux’s contributions to the
Wiseman has conducted significant and associates work in thousands of public dialogue on issues such as race,
research in the field of leadership and organizations across many industries in culture, and gender, and their economic
collective intelligence and is the author more than 100 countries. impacts, are helping to shape public
of Multipliers: How the Best Leaders Make Bingham joined ASTD in 2001 as opinion in 21st century America.

Everyone Smarter (Harper Business, 2010) chief operating officer/chief information As a writer and syndicated columnist,
and has published “Bringing out the best officer where he was responsible for Malveaux’s work appears regularly in USA
in your people” in the May 2010 edition of leading business operations. He was the Today, Black Issues in Higher Education,
Harvard Business Review. architect behind a financial turnaround, Ms. magazine, Essence magazine, and The
A former executive at Oracle improved customer service, faster content Progressive.
Corporation, Wiseman worked in various development, implementing new vehicles In addition to her columns and media
executive roles in the education and for information delivery, overhauling appearances, Malveaux is an accomplished
HR organizations during her 17 years ASTD’s technical infrastructure, and author and editor. Her academic work is
there. Most recently, she worked as enhancing the society’s online presence included in numerous papers, studies,
the vice president of global products and customer experience. and publications. She is most recently
and services for Oracle’s $400 million In addition to overseeing the the co-author of Unfinished Business: A
education business, where she led operational side of the business, Bingham Democrat and A Republican Take On the 10
product management, marketing, pricing, led the development of strategic Most Important Issues Women Face (Perigee
eLearning, and internal training globally. partnerships with leading industry Trade, 2002).
Wiseman has led significant organizations and publications.
globalization initiatives and has worked Before joining ASTD, Bingham served
and taught extensively internationally. as the senior vice president of technology
and operations for Britannica.com.

Capture the magic!


Learning Forward 2011 Annual Conference • Dec. 3–7, 2011 • Anaheim
Thought Leader Lectures
As of March 9, 2011

TL1 Monday a.m. 10 a.m.-11 a.m.

Sir Michael Barber PARTNERING WITH HIGHER EDUCATION: THE REAL


VALUE-ADDED IN AN URBAN SCHOOL DISTRICT
Carl Cohn

Tuesday Carl Cohn is co-director of the Urban Leadership program and clinical professor in the
School of Educational Studies at Claremont Graduate University. He has served as superin-
Afternoon tendent of the San Diego Unified School District and the Long Beach Unified School District.
General His tenure in Long Beach culminated with his winning the McGraw Prize in 2002 and the
Session district winning the Broad Prize in 2003. Cohn has also worked as clinical professor at the
University of Southern California Rossier School of Education. He has worked as a faculty ad-
visor for both the Broad Superintendents Academy and the Harvard Urban Superintendents
Program and serves on the boards of the American College Testing, the Center for Reform
of School Systems, and EdSource. His additional school reform activities include service on
Sir Michael Barber joined McKinsey & the Bill & Melinda Gates Foundation’s Empowering Effective Teachers Advisory Committee,
Company in September 2005 as the expert the Teacher Preparation Assessment Consortium Advisory Council of AACTE, the National
partner in its global public sector practice, Research Council’s independent evaluation of the D.C. Public Schools, and the U.S. Dept. of
working on major transformations of Education’s National Technical Advisory Committee. Among his many publications, Cohn
co-edited, Partnering to Lead Educational Renewal: High Quality Teachers, High Quality Schools
public services, especially education, in the (Teachers College Press, 2004).
USA, UK, and other countries.
Prior to joining McKinsey, Barber was TL3 Monday 3:30 p.m.-4:30 p.m.
chief advisor on delivery to British Prime DEVELOPING RIGOROUS TEACHER INDUCTION
Minister Tony Blair. Barber was responsible TO INCREASE STUDENT ACHIEVEMENT
for the oversight of implementation of Ellen Moir
the prime minister’s priority programs Ellen Moir is chief executive officer of the New Teacher Center (NTC), which she founded in
in health, education, transport, policing, 1998 to scale high-quality teacher induction services to a national audience. Moir is widely
criminal justice, and asylum/immigration. recognized for her work in beginning teacher development and school reform and is a pas-
Before joining government, Barber sionate advocate for the newest teachers. She has extensive experience in public education,
was a professor at the Institute of having previously served as director of teacher education at the University of California at
Santa Cruz. She also worked as a bilingual teacher. Moir is the recipient of many awards
Education, University of London. His major including the 2008 Learning Forward Contribution to the Field award; the 2008 Full Circle
publications include The Learning Game: Fund Impact Award; the Harold W. McGraw, Jr. 2005 Prize in Education; and the 2003 Califor-
Arguments for an Education Revolution nia Council on Teacher Education Distinguished Teacher Educator Award.
(Indigo, 1997), How to do the Impossible:
A Guide for Politicians with a Passion for TL5 Tuesday 10 a.m. - 11 a.m.
Education (Institute of Education, 1997) ENGAGING URBAN YOUTH THROUGH
and The Virtue of Accountability (Boston COMMUNITY-BASED ACTION: THE RELATIONSHIP
BETWEEN COMMUNITIES AND SCHOOLS
University, 2005).
Gilberto Conchas
Barber’s advice on public policy,
especially education, has been sought Gilberto Conchas is an associate professor of education and chancellor’s fellow at the
University of California, Irvine (UCI). Prior to joining the UCI faculty, Conchas was an assistant
by governments including Australia, the
professor at the Harvard Graduate School of Education. He most recently served as senior
USA, Russia, Estonia and Hong Kong and program officer with the Bill & Melinda Gates Foundation, managing the research portfolio
by major international organizations, on U.S. inequity. The focus of his research is urban school success, social inequality, and
including the Organisation for Economic education, and educational policy and reform. Numerous scholarly journals, including the
Co-operation and Development, The World Harvard Educational Review, Research in Sociology of Education, Youth & Society, and Teachers
College Record, have published Conchas’ research on social equity and urban schools. He is
Bank, and the International Monetary Fund.
the author of The Color of Success (Teacher College Press, 2006) and the co-author of Small
Schools and Urban Youth (Corwin, 2008). Conchas is currently working on his third book
StreetSmart, SchoolSmart. He has been a visiting scholar at the University of Barcelona,
University of Southern California, San Francisco State University, and the University of
Washington.

TL9 Wednesday 7:45 a.m. - 8:45 a.m.


PREPARING ENGLISH LANGUAGE LEARNERS AND ALL
OTHER STUDENTS FOR SUCCESS IN THE 21ST CENTURY
Aída Walqui
Aída Walqui, director of teacher professional development at WestEd, is responsible for
coordinating teacher professional development and leading the organizational effort to
support teachers throughout their careers. Previously, Walqui taught at the University of
California, Santa Cruz, and at Stanford University, where she coordinated the cross-cultural
linguistic and academic development emphasis in the STEP program. She also has taught at
universities in Peru, Mexico, and England.
California Attractions Visit these local landmarks suggested by the Host Committee:

HIKE & BIKE TRAILS SHOPPING


Santa Ana River Trail South Coast Plaza
www.trailsafetypatrol.com www.southcoastplaza.com
Back Bay Loop Trail Fashion Island
in Newport Beach www.shopfashionisland.com
MUSEUMS AND GARDENS www.newportbeachca.gov THEATER/CONCERTS/ Irvine Spectrum Center
for science, history, and SPORTS/EVENTS www.shopirvinespectrum-
culture center.com
Orange County
The Bowers Museum Performing Arts Center Old Town Orange Antiques
of Cultural Arts www.scfta.org www.cityoforange.org
www.bowers.org
Honda Center
Discovery Science Center www.hondacenter.com
www.discoverycube.org BEACHES
for seaside dining, beach Staples Center
Fullerton Arboretum walkways, and piers www.staplescenter.com
and Botanic Garden
http://fullertonarboretum.org Huntington Beach
MUZEO www.ci.huntington-beach.ca.us GOLF COURSES
www.muzeo.org Newport Beach Pelican Hill Golf Club
Long Beach Aquarium www.newportbeachca.gov www.pelicanhill.com
of the Pacific Laguna Beach Coyote Hills Country Club
www.aquariumofpacific.org www.lagunabeachcity.net AMUSEMENT PARKS www.coyotehillsgc.com
Balboa Island Disneyland and Disney’s Tustin Ranch Golf Club
www.balboa-island.com California Adventure www.tustinranchgolf.com
http://disneyland.disney.go.com
Crystal Cove State Park
www.crystalcovestatepark.com Knott’s Berry Farm
Theme Park
http://www.knotts.com
Rancho Los Alamitos
Historic Ranch and Gardens
www.rancholosalamitos.com
Photos courtesy of Anaheim/Orange County Visitor & Convention Bureau
Legoland
http://california.legoland.com
Hotel Information
Online reservations can be made at www.learningforward.org/annual. The Anaheim the official travel agency for
Marriott Hotel and Hilton Anaheim Hotel are adjacent to the Anaheim Convention Center the Learning Forward 2011
and 45 minutes from downtown Los Angeles. Annual Conference in Anaheim

Call for special discounts on airfare


for individuals and groups of 10 or
more travelling together

FOR RESERVATIONS:
Call Kay at the Learning Forward Travel
Desk at 800-445-3265 or email your
request to Kay@stellartravel.com.
Include the following information in
your email:

Anaheim Marriott Hotel Hilton Anaheim Hotel 1. Name(s)


700 West Convention Way 777 Convention Way 2. Departure City
Anaheim, CA 92802 Anaheim CA 92802 3. Departure Date & Preferred Time
4. Airline Preference
714-750-8000 714-750-4321
5. Return Date & Preferred Time
$159 + tax for $185 + tax for
single or double occupancy single or double occupancy When buying ticket(s) on American
or United Airlines, please include the
Learning Forward identification number.
A penalty of one night’s room and tax will be charged for any cancellation made after October 24, 2011. The numbers will benefit Learning
The conference rate is available on or before November 12, 2011 and is subject to availability. Forward in future contract negotiations.

American Airlines Business ExtraAA


account number 789086
United Airlines Perks Plus
Airport Transportation Guide account number 065NS

STELLAR TRAVEL is located in Bellevue WA,


The Anaheim Convention Center is approximately 15 miles from John Wayne Airport (SNA), is a travel agency specializing in exceptional
approximately 18 miles from Long Beach Airport (Daugherty Field), or approximately 35 miles personal care to each traveler. Under the same
local ownership for twenty years, the com-
from Los Angeles International Airport (LAX). pany is recognized as one of the top travel
businesses in the Pacific Northwest. Stellar
Travel is a proud member of the Virtuoso
Taxi Parking network of travel agencies with expert travel-
planning travel consultants that specialize in
From John Wayne Airport .............................................................. $35.00 Please contact the connecting travelers to the world’s destina-
From Long Beach Airport ............................................................... $50.00 Anaheim Convention tions - in the best ways possible. All Virtuoso
travel specialists take the time to get to know
From Los Angeles Internationall Airport .................................. $95.00 Center for the daily you so your travel requirements and expecta-
rate at 714-765-8950. tions really do become reality.

Shuttle Service Learning Forward 2011 Annual Conference


Dec. 3–7, 2011 • Anaheim
From John Wayne Airport .............................................................. $13.00
Stellar Travel
From Long Beach Airport ............................................................... $33.00
800-445-3265
From Los Angeles International Airport .................................. $16.00

For Orange County Airport shuttle service call 949-586-4347

TRANSPORTATION SECURITY ADMINISTRATION SECURE


FLIGHT INITIAL PUBLIC PHASE IMPLEMENTATION

Capture the
The Transportation Security Administration (TSA), as part of the

Magic
Secure Flight passenger vetting program, requires passengers to
enter their full name as it appears on their government issued
identification used when making airline reservations for travel.

Dec. 3–7, 2011


Anaheim, CA
Preconference Sessions / Saturday / December 3, 2011 / 9 a.m. – 4 p.m.

100 PC101
NEUROSCIENCE AND EDUCATION:
THE VITAL CONNECTION
In 2010, the U.S. Dept. of Education listed
neuroscience as an important agenda item for
PC103
LEADING THE CHARGE FOR CHANGE:
PERSONALIZED LEARNING WITH
TECHNOLOGY INTEGRATION
Administrators today must become agents of
educational reform, stating, “We need to invest in under- change if we are to move forward and meet the demands
standing how people learn and under what conditions.” of both our students and our world. Develop a strong,
Focus on the most recent findings from neuroscience and research-based vision of educational change that meets
cognitive science research that have practical implica- the needs of the 21st-century student. Understand what
tions for educators and the students they teach. technology integration is and, more importantly, what it
isn’t. Discover how to lead change with Jim Collins’ Good
Participants will:
to Great™ diagnostic tool.
• Describe the biological basis for learning and memory.
• Define the terms “neuroplasticity” and “consolidation” Participants will:
and describe their impact on retention. • Develop a vision for change that is based on effective
• Examine the impact of exercise, nutrition, and sleep use of technology for personalized learning.
on the developing brain. • Craft a “Big, Hairy, Audacious Goal” (BHAG) to carry
• Identify the most effective ways to rehearse various them into the future.
types of new information. • Create five-year “Base Camp” objectives on to the way
to the BHAG.
Patricia Wolfe, Napa Valley, CA, wolfe@napanet.net
• Learn how to form and lead a “Mars Group” to make
things happen.
PC102 • Practice leadership strategies and skills.
FACILITATION SKILLS Lori Gracey, Texas Computer Education Association, Austin, TX,
TO MAXIMIZE GROUP lgracey@tcea.org
EFFECTIVENESS
Increase your effectiveness as a
facilitator. Learn to scaffold conversations in small or large PC104
groups, in dialogue, or through discussion. Discover five THE INFLUENCE OF EMOTIONS
standards that improve meeting success. Extend personal ON LEARNING AND TEACHING
skills for managing group energy, focus, and information Research in organizations shows that star per-
flow. Apply new understandings to increase effectiveness formers possess a set of competencies often
when collaborating on studying student work, dialoguing called emotional intelligence (E.I.), that includes the abil-
about data-planning, or making decisions ity to be aware of and manage one’s emotions, thought
processes, and stress when it counts. Review the latest
Participants will: brain research on the influence of emotions on learning
• Increase flexibility, confidence, and authenticity as a and teaching, leading teams, coaching employees, and
facilitator. maintaining good health. Apply the results of this re-
• Use new structures that promote success in decision- search to relate to others more effectively. Learn specific
making meetings. strategies to manage your emotional states and influence
• Access new ways to developmentally enhance group emotional states in others. Reduce stress and understand
productivity. the social conditions that can affect the generation of
• Use conversation structures that increase understand- new brain cells.
ing and shared meaning among group members.
• Learn to convert negative energy into positive energy. Participants will:
• Build rapport and empathy in relationships.
Carolyn McKanders, Center for Adaptive Schools,
Belleville, MI, kmckanders@aol.com
• Improve the ability and increase sensibility to read
Michael Dolcemascolo, Center for Adaptive Schools, emotions in others and skillfully manage them.
Skaneateles, NY, dolce@roadrunner.com • Increase stress management and impulse control.
Ernie Mendes, Mendes Training & Consulting, Carlsbad, CA,
emendes@erniemendes.com
100
PC105 PC107
SEVEN STRATEGIES FOR ASSESSMENT LEADING CHANGE STEP BY STEP:
FOR LEARNING TACTICS, TOOLS, AND TALES
Learn how to weave assessment for learning Gain proven tactics for planning and imple-
into daily teaching based on the content of menting successful change with helpful tools
Seven Strategies of Assessment for Learning (Assessment to put change efforts into practice. Develop a vision of
Training Institute, 2009). Help students develop a clear sustainable educational reform and a series of coordi-
vision of the intended learning. Teach students to nated action steps. Hear success stories where leaders
self-assess and set goals. Provide descriptive feedback used these tools to analyze situations and identify and
effectively and efficiently. Learn to lead others in their work with groups needed to get results. Engage in small
study of these practices. groups to use the tools to plan your own change strate-
gies to address your own vision of needed reform.
Participants will:
• Gain an understanding of the seven strategies of Participants will:
assessment for learning. • Assess the readiness of leaders, participants, and
• Develop concrete examples of classroom applications organizations for change.
of the strategies. • Identify and engage the various stakeholder groups
• Learn to lead others in studying assessment for and include them in collaborative planning.
learning. • Learn to minimize resistance and develop greater
resistance tolerance at the same time.
Each participant will receive a copy of the book, Seven
• Plan and implement an “early win” and then scale and
Strategies of Assessment for Learning (Assessment Training
sustain the results.
Institute, 2009), a facilitator’s guide to using the book,
• Make mid-course corrections and secure continuous
and a CD of related materials as the focus of learning-
improvement.
team study.
Jody Spiro, New York, NY, jodspi@juno.com
Jan Chappuis, Pearson Assessment Training Institute,
Portland, OR, jan.chappuis@pearson.com

PC108
ADVOCACY TO
PC106
IMPACT TEACHING
SOCIAL JUSTICE: BEYOND IDEAS TO ACTION
AND LEARNING
Examine multiple perspectives on social
Learn to effect change
justice and its implications for professional
in the policy arena by amplifying the voices of educators.
practices. Discover what social justice means
Give educators the knowledge and skills needed to advo-
beyond altruism to what it means in terms of your own
cate for positive change at the local, state, and national
professional work and for achieving educational equity.
levels. Transform your advocacy goals into strong, cohe-
Develop practical ideas for effective professional learning
sive messages. Develop communication skills to speak so
based on a clear vision of social justice. Gain the skills
others listen, and strategize about logical entry points to
to advocate for and understand social justice and to act
introduce your voice into policy dialogue. Craft a plan to
on this knowledge and these beliefs to perform at high
meet context-specific advocacy goals that support effec-
levels for all students.
tive teaching and student learning.
Participants will:
Participants will:
• Develop a systemic, cradle-to-career analysis that
• Write clear, focused advocacy goals to create positive
enables educators to assess holistic strategies for
change for students and teachers at the local, state, or
identifying what social justice means in their own
national context.
educational context.
• Discover the elements of effective messaging and
• Make data-based decisions that apply social justice to
think strategically to identify the right audiences to
establishing a clear vision with high expectations for all
deliver them.
students.
• Create a plan to amplify teacher voice in the dialogue.
• Investigate how to create appropriate learning
conditions and develop innovative curriculum, Terese Emry, Center for Strengthening the Teaching
teaching, and learning approaches aimed at equity. Profession, Tacoma, WA, terese@cstp-wa.org
Beth McGibbon, Spokane Public Schools, Spokane, WA,
Beverly Cross, University of Memphis, Memphis, TN, bethm@spokaneschools.org
becross@memphis.edu John Hellwich, White River School District, Buckley, WA,
jhellwic@whiteriver.wednet.edu
Preconference Sessions / Saturday / December 3, 2011 / 9 a.m. – 4 p.m.

100 PC109
HOW TO PRODUCE POWERFUL
AND EFFECTIVE PRESENTATIONS
Learn to differentiate the characteristics of
good vs. bad presentation design. Review
PC111
BECOMING AN ASSESSMENT LEADER
A balanced assessment program makes a
difference for students only when all forms
of assessment relate to the instructional
key principles of visual literacy using supporting research process at the classroom level. Explore a variety of ways
and resources. Acquire the strategies, techniques, and to set clear learning goals, gather useful information on
methods to produce effective presentations applicable to student learning through a variety of assessment formats,
any format, whether professional development, class- use that information to guide improvements in student
room instruction, online instruction, or at a professional learning, and document students’ learning progress in
conference. the context of modern classrooms. Learn how to use
classroom assessments as effective learning tools and
Participants will:
how to integrate performance assessments with more
• Identify the key components of a well-designed
traditional testing and evaluation methods. Examine how
presentation.
to align assessment procedures with important learning
• Learn a variety of ways in which appropriate content
goals and how these procedures will allow them to better
can be accessed.
meet the needs of diverse learners.
• Gain strategies to develop their own stock image
library for presentation use. Participants will:
• Practice developing, designing, and delivering a brief • Apply classroom assessments as effective learning
presentation. tools.
• Explore ways their content can be published. • Learn to integrate performance assessments with more
traditional testing and evaluation methods.
Participants should bring laptops and digital cameras.
• Align assessment procedures with important learning
Photo editing software is recommended.
goals.
Kenneth Shelton, Los Angeles Unified School District, • Use these procedures to better meet the needs of
Los Angeles, CA, kas6415@lausd.net
diverse learners.
Thomas Guskey, University of Kentucky, Lexington, KY,
guskey@uky.edu
PC110
IMPROVING ADOLESCENT LITERACY
THROUGH QUALITY INSTRUCTION
Content area literacy has grown and expand-
ed in recent decades. Schoolwide approaches,
discipline-specific literacy, and 21st-century skills are
now needed to create college- and career-ready learners.
Examine research-based practices associated with foster-
ing a schoolwide effort for improving adolescent literacy,
and create a plan for applying these to your own schools.
Discuss quality indicators for utilizing an instructional
framework that builds conceptual knowledge and skills
through videos and rubrics. Use Common Core State
Standards as a basis for infusing 21st-century learning

Capture the
into content areas.

Magic
Participants will:
• Examine instructional strategies within content area
teaching and improve students’ reading, writing, and
Dec. 3–7, 2011 • Anaheim, CA
oral language development.
• Gain insight into how to support struggling learners. 800-727-7288
www.learningforward.org
• Acquire tools to support student comprehension and
success.
Nancy Frey, San Diego State University, San Diego, CA,
nfrey@mail.sdsu.edu
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.

200
PC201 PC203
LEADING FOR TEACHER GROWTH ENGAGING EDUCATORS
IN DIFFERENTIATION IN THE POLICY PROCESS
Teachers who are learning how to better plan Too often, teachers may see the
curriculum, assessment, and instruction for complexity of the world outside
academically diverse classrooms need the support and the classroom as a barrier to engaging in the policy
feedback of capable administrators, coaches, and peers. process. Explore how educators are most effective when
See how such leadership readily applies principles and they understand policy, feel ownership over policy, and
practices of differentiation to facilitating teacher learning. actively engage in shaping policy. Develop strategies
Examine ways to help teachers develop a solid under- teachers, school leaders, and district leaders can use to
standing of what it means to differentiate instruction in break down these engagement barriers.
their classrooms.
Participants will:
Participants will: • Learn how policy is made at the local, state, and federal
• Analyze classrooms, lessons, and tasks for elements of levels and “entry points” for affecting this process.
high-quality differentiation. • Consider the problems facing districts and propose
• Identify opportunities for facilitating teacher growth in innovative policy solutions for addressing those
differentiation. concerns.
• Apply coaching techniques to professional interactions • Learn the importance of having a staff that is cognizant
around differentiation. of the policy context and strategies for engaging fellow
• Adapt models, strategies, and tools to short- and long- educators in policy.
term professional development planning. René Islas,Learning Forward, Washington, DC,
Jessica Hockett, Evanston, IL, jah3re@virginia.edu rene.islas@learningforward.org
Cheryl Krehbiel, B&D Consulting, Washington, DC,
cheryl.krehbiel@gmail.com

PC204
NEW STANDARDS FOR
PROFESSIONAL DEVELOPMENT
PC202 Standards for professional de-
CREATING 600,000 TEACHERPRENEURS BY 2030: velopment define the indicators
WHAT WE MUST DO TODAY AND TOMORROW of quality and recommended practice in the field. Hear
Experience a vision for the future of teaching. Identify about the newly updated standards for professional
four emergent realities that will shape the learning development recently revised in 2011 through a multi-
experience of children born in the new millennium and national, collaborative process involving multiple profes-
explore six levers for change that can increase teaching sional education associations and organizations. Focus
quality. Hear how 600,000 “teacherpreneurs” will be culti- on developing an understanding of the newly revised
vated in the next 20 years. standards, examine what they look like in practice, and
explore ways to introduce them to various stakeholder
Participants will:
groups, integrating them into policies that currently exist.
• Dig deeply into the challenges classroom teachers will
face over the next 20 years, in and out of cyberspace. Participants will:
• Develop and share action plans for how the vision of • Develop an understanding of the newly revised
teaching can be realized. Standards for Professional Development.
• Shape a new set of work goals to engage the public • Distinguish the similarities and differences between
and practitioners around the promise and possibilities the new and former standards.
of “teacherpreneurs.” • Examine how the standards look in practice.
• Leave with a solutions-oriented approach to • Acquire strategies for introducing the standards to
addressing these questions. various stakeholder groups.
Barnett Berry, Center for Teaching Quality,
• Gain strategies to implement standards in practice.
Hillsborough, NC, bberry@teachingquality.org • Explore ways of integrating the new standards into
Julianna Dauble, Renton School District, Renton, WA, policy.
juliannakd@gmail.com
Joellen Killion, Learning Forward, Arvada, CO,
Vinnie Basile, Adams County School District 50,
joellen.killion@learningforward.org
Broomfield, CO, Vinnie_basile@yahoo.com
Jacqueline Kennedy, Learning Forward, Dallas, TX,
Heather Wolpert-Gawron, Los Angeles, CA,
jacqueline.kennedy@learningforward.org
heatherwolpertgawron@gmail.com
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.

200 PC205
WEB 2.0: THE WHO, WHY, AND WHAT ON
HOW EDUCATORS CAN USE SOCIAL MEDIA
AND INTEGRATE IT INTO THEIR CLASSROOMS
Examine how teachers and students can
PC207
PLOTTING THE PATH AWAY FROM JUVENILE
DETENTION AND TOWARD ACADEMIC
SUCCESS FOR BLACK MALES
Over the past decade a number of policy
effectively use social media to enhance the educational organizations have called for reversing a trend commonly
experience. Explore various tools from blogs to content known as “the school-to-prison pipeline,” which has found
management systems to image galleries. Find creative that zero-tolerance disciplinary policies and reliance on
ways to embrace technology and integrate it into your law enforcement to handle minor offences at schools
classroom. often precipitate youth involvement with the juvenile
justice system, disproportionately affecting African
Participants will:
American males. Learn how having adequate educational
• Explore exciting areas of Web 2.0 and its effective use.
accommodations for students with special needs and
• Gain the ability to use social media web sites and
unique life circumstances can lead to less involvement in
transform classrooms.
the juvenile justice system. Review original research on
• Learn to leverage available technology and resources.
specific strategies to create an environment that is consis-
Michael Butler, Butler Consulting Group, St. Louis, MO, tent with lower levels of delinquency and higher levels of
mike@bg-inc.com academic success for black males.

Participants will:
PC206 COACHING: IS IT WORTH IT? • Set culturally relevant priorities for school-based
Learn how to maximize results from coaches, training programs focusing on social skills for school-
teacher leaders, resource teachers, and age black males.
professional developers. Examine what will • Explore delinquency related factors that have a
be different after having coaches and/or relationship with educational outcomes.
teacher leaders in your district or school for three years. • Establish priorities and best practices to control
Determine whether or not coaching is worth it. Discuss gang-related activity in schools and develop strategies
whether one-on-one coaching will really, sustainably, up- to cultivate an environment to help black males over-
grade instruction and learning across your entire school come violence-related stress and enjoy higher levels
or district. Gain an understanding of the sole purpose of of academic success.
coaching in education and why the coach’s role must be • Consider the academic potential of black males in
carefully crafted and supported. juvenile detention centers and establish priorities for
detention-based education and programs designed
Participants will:
to reintegrate former youth detainees into mainstream
• Identify the high-leverage activities where all coaches
schools.
need to be spending 80% of their time.
• Examine the experiences of school-aged black males
• Distinguish which relationship is most important
who sell drugs and learn how to construct family,
for the coach to cultivate in order to impact classroom
community, and school-based programs that reduce
instruction and learning.
involvement in the juvenile justice system and
• Discover what content-focused coaching is and why
promote higher school participation.
a focus on content is necessary to improve student
achievement. Ivory Toldson, Howard University, Washington, DC,
itoldson@Howard.edu
• Examine what viable theory of action and strategic
decisions principals, districts, and coaches should
make to ensure that teachers and students learn to
PC208
high-levels.
A STUDY OF THE
• Work to maintain a coaching culture when the budget COMMON CORE
is slashed. STATE STANDARDS:
Lucy West, Metamorphosis Teaching Learning Communities, STRENGTHENING THE
New York, NY, lucy@lucywestpd.com ALIGNMENT OF CURRICULUM, INSTRUCTION, AND
ASSESSMENT
Learn processes for exploring the depth, rigor, and com-
plexity of the mathematics and English language arts and
literacy Common Core State Standards (CCSS). Examine
how important content ideas are developed across
the CCSS by tracing its articulation from kindergarten
200
through grade 12. Explore how components that make PC210
up the CCSS create a structure that supports teaching, CONCEPTUAL TEACHING AND
learning, and collaboration. SYNERGISTIC THINKING: RAISING THE BAR
FOR CURRICULUM AND INSTRUCTION
Participants will: Expand your awareness of the conceptual
• Develop familiarity with the knowledge and skills level of knowledge, thinking, and understanding. Move
students should have within K-12 education. to a three-dimensional, concept-based, curriculum and
• Understand how the CCSS align with college and instruction model and replace the worn out two-dimen-
career expectations. sional coverage model. Explore what concept-based
• Examine the implications for the development and instruction looks like in the classroom. Learn specific,
alignment of curriculum, instruction, and assessment. practical instructional strategies that engage the hearts
Laurie Garland, The University of Texas, Charles A. Dana and minds of students and develop deeper, synergistic
Center, Austin, TX, lmgarland@austin.utexas.edu thinking. Raise the bar in curriculum and instruction and
Patti Bridwell, The University of Texas, Charles A. Dana for meeting the deeper intent of the Common Core State
Center, Austin, TX, pattib@austin.utexas.edu
Standards.
Omar Barnhart, The University of Texas, Charles A. Dana
Center, Austin, TX, omar.barnhart@austin.utexas.edu Participants will:
• Acquire cutting-edge strategies for raising the bar in
curriculum and instruction.
• Learn to design instruction to achieve synergistic
thinking between the factual and conceptual levels
of knowledge and understanding.
• Move to a three-dimensional curriculum and
PC209 instruction model.
INITIATING AND SUSTAINING IMPROVEMENT • Leave with practical applications, new understandings
THROUGH RESEARCH AND DEVELOPMENT, A about quality curriculum and instruction, and a
CONTINUOUS IMPROVEMENT PROCESS renewed passion for their job
Learn about a practical, research-tested continuous im- Lynn Erickson, C&I Consulting, Mill Creek, WA,
provement (CI) process, recognized in 2010 by Learning Lynn.Erickson@comcast.net
Forward for its quality research base, that is a product of
25 years of collaboration among teachers, administra-
tors, and researchers in challenged districts and schools. PC211
Consider a process praised by educators for its practical- INDUCTION THAT
ity and effectiveness in increasing student achievement. COUNTS: USING
Examine the major change elements of the CI process DATA TO ASSESS
and critical mediating variables. Review examples that PROGRAM QUALITY
include an early reading program, a school change AND INCREASE PROGRAM IMPACT
model, an English learner program, a teacher collabora- How can you tell if your teacher induction program is
tion program, and specific components of literacy and high quality? How do you know what kind of an impact
language arts instruction. your program is having on teacher practice and student
learning? Learn how the New Teacher Center addresses
Participants will: these questions.
• Study the CI model and cases in which it has been
used. Participants will:
• Analyze a current initiative in terms of the CI elements. • Become familiar with ten dimensions of high-quality
• Determine which aspects need to be strengthened teacher induction.
and develop specific steps to improve the initiative • Examine tools for collecting evidence of new teacher
and its implementation. effectiveness.
• Consider ways in which beginning teachers can
Ronald Gallimore, University of California Los Angeles, maximize their impact on student learning.
Los Angeles, CA, ronaldg@ucla.edu
Bradley Ermeling, Pearson Learning Teams, Tustin, CA, Janet Gless, New Teacher Center, Santa Cruz, CA,
brad.ermeling@gmail.com jgless@newteachercenter.org
David Marcelletti, Pearson Learning Teams, Los Angeles, CA, Cynthia Brunswick, New Teacher Center, Chicago, IL,
dmarcelletti@gmail.com cbrunswick@newteachercenter.org
William Saunders, University of California Los Angeles, Srikanth Gopalakrishnan, New Teacher Center,
Los Angeles, CA, bsaunder@ucla.edu Chicago, IL, srik@newteachercenter.org
Preconference Sessions / Sunday / December 4, 2011 / 9 a.m. – 4 p.m.

200 PC212
TRANSFORMING SCHOOL CULTURE:
CREATING HEALTHY LEARNING ENVIRON-
MENTS
Gain insight on the age-old battle of getting
PC214
QUALITY QUESTIONING TO
ENGAGE STUDENTS AND ADULTS:
PATHWAY TO EFFECTIVE LEAD-
ING, TEACHING, AND LEARNING
staff “buy-in” on school improvement initiatives. Under- Quality questioning is a powerful lever for systemic
stand the root causes of staff resistance to change. Ac- improvement and is a key to attaining high levels of indi-
quire a clear understanding of the problem and concrete vidual and collective engagement, thinking, and learning
strategies that will improve your school for both students and adults in schools. Learn strategies
culture and lay the foundation for the creation of a for creating schools of inquiry, innovation, and imagina-
powerful learning environment. tion using quality questions and questioning strategies.
Explore how to formulate questions that ignite inquiry
Participants will:
and collaboration for students and adults. Take away a
• Understand the factors that lead to the formation of
range of engagement strategies and protocols that can
“healthy” and “toxic” school cultures.
be used with large and small groups and adapted for
• Appreciate the subtle, sociological issues that affect
students and adults.
student learning.
• Leave with practical strategies that will eliminate staff Participants will:
division on critical issues of student learning. • Learn how to formulate questions that are aligned
• Take away a plan of action and the knowledge and with intended outcomes.
skills to develop policies and procedures that support • Match structures for responding with intended results.
student-centered belief systems. • Explore the knowledge, skills, and habits of mind that
nurture and support a culture in which quality
Anthony Muhammad, New Frontier 21, Novi, MI,
amuhammad@newfrontier21.com questioning drives authentic inquiry, deep learning,
and continuous improvement.
• Reflect on personal use of quality questioning.
PC213 Jackie Walsh, Montgomery, AL, walshja@aol.com
WE CAN’T TEACH WHAT WE DON’T KNOW: Beth Sattes, Charleston, WV, beth@enthusedlearning.com
GROWING GOOD WHITE TEACHERS
In spite of the rhetoric and best intentions,
the education community still struggles PC215
under the weight of limited perspectives and paradigms DEVELOPING AND ASSESSING
regarding race. Learn to talk about issues of power, PRINCIPAL EFFECTIVENESS: A
privilege, and race in ways that are authentic and effec- COHERENT LEADERSHIP
tive. Recognize signs of insensitivity and bigotry in your DEVELOPMENT SYSTEM
community and among students and colleagues. Explore Hear how to guide and support leadership development
several professional development processes, conceptual through articulation, professional development, quality
frameworks, instructional strategies, and conversations review, policy assessment and recommendations, and
that help free us from our own personal, professional, and resource sharing and development. Learn about the
institutional barriers. Integrated Leadership Development Initiative designed
to advance leadership by using research and policy
Participants will: recommendations as a key strategy for improving schools
• Understand the subtle elements of racial and districts. Review recent research and best practices
discrimination that are present in today’s schools. about education leadership and develop a coherent and
• Identify the underlying assumptions and biases that comprehensive system for principal development and
form the basis of the U.S. educational system and that support.
promote discrimination and maintain the status quo.
• Examine how to create professional development Participants will:
processes that remove impediments to cultural • Examine each stage of the leadership development
awareness. continuum and how to identify and best prepare leaders.
• Develop curriculum and classrooms that reach the • Discuss principal induction, development, and support.
needs of all students and are more inclusive and inviting. • Formulate steps needed to change policies and
• Take a journey of transformation, reflect on your own practices necessary for a systemic approach to
values, actions, and speech, and promote change leadership development.
within your community. Karen Kearney, WestEd, San Francisco, CA,
kkearne@wested.org
Gary Howard, Gary Howard Equity Institutes,
Steve Winlock, Sacramento County Office of Education,
Seattle, WA, garyrhoward@earthlink.net
Sacramento, CA, swinlock@scoe.net
Preconference Sessions / Saturday & Sunday / December 3–4, 2011 / 9 a.m. – 4 p.m.

300
PC301 • Gather professional development resources and
FROM DATA, DATA EVERYWHERE become a part of an extended national equity leader-
TO SUCCESSFUL RESPONSE-TO- ship network in order to sustain personal efficacy and
INTERVENTION RESULTS improve professional effectiveness.
Until continuous school im-
Glenn Singleton, Pacific Educational Group, San Francisco, CA,
provement planning is done right, a school cannot do
glenn@pacificeducationalgroup.com
Response-to-Intervention (RtI) right. Learn what students
know and do not know, and make commitments to get
all students on grade level. Hear how to create a shared PC303
vision and establish an integrated RtI system throughout NAVIGATING LEADERSHIP TO
general and special education. BECOME A LEARNING SCHOOL
Participants will: Becoming a Learning School
• Develop an understanding of continuous school (NSDC, 2009) and Change, Lead,
improvement planning and how it works with the Succeed (NSDC, 2010) are two essential tool kits that
concept and intent of RtI. will support administrators and school leaders in the
• Consider how to analyze schoolwide data. implementation of and leadership for NSDC’s defini-
• Plan to create an RtI system that reflects the school’s tion of professional development in schools. Learn how
data, is a part of the vision, and know if a school’s RtI planning for systemic professional learning and leading
system is making a difference. collaborative professional learning teams are the founda-
tion of continuous improvement. Examine structures and
Victoria Bernhardt, Education for the Future Initiative, processes for successful collaboration; the responsibilities
Chico, CA, vbernhardt@csuchico.edu
Connie Hébert, Southeast Missouri State University Autism
of principals, teachers, teacher leaders, and central office
Center for Diagnosis and Treatment, Cape Girardeau, MO, staff; and strategies for evaluating team effectiveness.
chebert@semo.edu Gain strategies and tools to understand collaborative
professional learning, strengthen school and district cul-
ture, establish focus on common goals, clarify stakehold-
PC302 ers’ roles in the school, troubleshoot perceived barriers
COURAGEOUS CONVERSATION AND to professional learning, and build a strong evaluation
COURAGEOUS LEADERSHIP: A FRAME- system that ensures revisions are based on needs.
WORK AND TOOLS FOR RESOLVING
LEARNING GAPS Participants will:
For more than a decade, educators have struggled to find • Identify the components of collaborative learning
meaningful solutions to address student racial learning that focuses on student outcomes.
gaps. While professional learning communities, positive • Understand how to lead for change that builds
behavior support, and tender loving care are important capacity of all staff to improve student learning.
reform components, these strategies alone do not • Assess a school’s or district’s need for and readiness
eliminate student racial learning gaps. Learn to effec- to implement collaborative, team-based professional
tively exercise leadership at the important intersection learning.
of race and schooling to eliminate racial, linguistic, and • Practice protocols that focus professional learning
economic disparities. Review the agreements and condi- on getting results.
tions, outlined in Courageous Conversations About Race: A • Clarify key strategies from the tool kits to support
Field Guide for Achieving Equity in Schools (Corwin, 2005). leadership for team development and student learning.
Practice applying these strategies to meet instructional • Develop a plan to initiate and improve collaborative
and achievement challenges. professional learning within their school.

Participants will: Bring a copy of Becoming a Learning School (NSDC, 2009)


• Learn a framework that enables them to examine and and Change, Lead, Succeed (NSDC, 2010) to the session.
address systemic racial, linguistic, and economic Books may be ordered from the Learning Forward Online
achievement disparities in their school or district. Bookstore at www.learningforwardstore.org.
• Develop a deeper understanding of the impact of race Victoria Duff, New Jersey Dept. of Education, Trenton, NJ,
on student achievement and practice. victoria.duff@doe.state.nj.us
• Become familiar with facilitation and professional Linda Munger, Munger Education Associates, Urbandale, IA,
learning techniques that foster greater trust and safety Linda@mungeredu.com
among educators participating in courageous
conversations.
Conference Overview
As of March 9, 2011

Friday, Dec. 2
Learning Forward 8:30 a.m. - 4:00 p.m...................Academy Classes of 2012 and 2013 Sessions
Annual Conference 5:00 p.m. - 7:00 p.m. . ...............Registration

Strands: Saturday, Dec. 3


7:30 a.m. - 5:00 p.m...................Registration
1. Advocacy: Building Support for 8:30 a.m. - 4:00 p.m...................Academy Sessions
Professional Learning Through Policy 9:00 a.m. – 4:00 p.m..................Preconference Sessions
Development and Implementation. 12:00 p.m. - 1:00 p.m................Preconference Lunch

2. Equity: Applying Knowledge of Race, Sunday, Dec. 4


Class, Culture, and Learning Differences 7:30 a.m. - 7:00 p.m...................Registration
to Achieve Educational Equity. 9:00 a.m. - 4:00 p.m...................Preconference Sessions
12:00 p.m. - 1:00 p.m................Preconference Lunch
3. Fundamentals: Addressing the
5:00 p.m. - 6:00 p.m...................Academy Reception and Academy Graduation
Fundamentals of Powerful Professional
6:00 p.m. - 6:45 p.m...................First-Time Conference Goers Orientation
Learning.
6:30 p.m. - 7:45 p.m...................Member Reception
4. Impact: Examining the Link Between 8:00 p.m. - 11:00 p.m................Dance
Professional Learning and Student
Monday, Dec. 5
Achievement.
7:00 a.m. - 5:00 p.m...................Registration
5. Leadership: Developing School and 7:00 a.m. - 7:30 a.m...................Breakfast
District Leadership at All Levels to 7:30 a.m. - 8:30 a.m...................General Session 1
Continuously Improve Student Learning. 8:30 a.m. – 5:45 p.m..................Exhibit Hall Open
9:00 a.m. - 12:00 p.m.................Keynote speaker QA1, Thought Leader Lectures TL1 & TL2
6. Teaching Quality: Enhancing Quality
9:00 a.m. - 12:00 p.m.................Concurrent Sessions (A & C)
Teaching for Student Learning.
10:00 a.m. - 12:00 p.m..............Concurrent Sessions (B & D)
7. Technology: Leveraging Technology as 12:15 p.m. - 1:00 p.m................Lunch
a Resource for Professional Learning. 1:00 p.m. - 2:15 p.m...................General Session 2
2:30 p.m. - 5:30 p.m...................Keynote speaker QA2, Thought Leader Lectures TL3 & TL4
2:30 p.m. - 5:30 p.m...................Concurrent Sessions (E)
2:30 p.m. - 4:30 p.m...................Concurrent Sessions (F), (A & B continued)
2:30 p.m. - 4:30 p.m...................Roundtable 1
Thanks to our generous 4:45 p.m. – 5:45 p.m..................Exhibit Hall Reception
sponsors (as of March 9, 2011) 6:00 p.m. - 7:00 p.m...................State and Provincial Affiliate Receptions

Tuesday, Dec. 6
LEGACY 7:00 a.m. - 5:00 p.m...................Registration
7:00 a.m. - 7:30 a.m...................Breakfast
7:30 a.m. - 8:30 a.m...................General Session 3
8:30 a.m. - 4:00 p.m...................Exhibit Hall Open
9:00 a.m. - 12:00 p.m.................Keynote speaker QA3, Thought Leader Lectures TL5 & TL6
9:00 a.m. – 12:00 p.m................Concurrent Sessions (G & I)
10:00 a.m. - 12:00 p.m..............Concurrent Sessions (H & J)
12:15 p.m. - 1:00 p.m................Lunch
GALAXY 1:00 p.m. - 2:15 p.m...................General Session 4
2:30 p.m. - 5:30 p.m...................Keynote speaker QA4, Thought Leader Lectures TL7 & TL8
2:30 p.m. - 5:30 p.m...................Concurrent Sessions (K)
2:30 p.m. - 4:30 p.m...................Concurrent Sessions (L), (G & H continued)
PLATINUM GOLD 2:30 p.m. - 4:30 p.m...................Roundtable 2
5:30 p.m. - 6:30 p.m...................Learning Forward Business Meeting

Wednesday, Dec. 7
7:00 a.m. - 10:00 a.m.................Registration
7:45 a.m. - 9:45 a.m...................Thought Leader Lectures TL9 & TL10
7:45 a.m. - 9:45 a.m...................Concurrent Sessions (M)
SILVER 1815 130
9:45 a.m. - 10:30 a.m.................Brunch
10:30 a.m. - 11:45 a.m..............General Session 5
11:45 a.m......................................Conference Adjourns
Early Bird Registration Information

REGISTRATION POLICIES AND PROCEDURES


To register for Learning Forward’s 2011 Annual Conference, please complete the
Registration Form on the next page.
Fees for Saturday and Sunday include lunch, materials, and program attendance. Fees S ave $75
for Monday and Tuesday include breakfast, lunch, materials, and program attendance. when you register by
May 31, 2011 on a 3- or
Wednesday’s fee includes brunch, materials, and program attendance.
5-day registration fee.
If you are not a current Learning Forward member, you must add a non-member fee
OR become a member. Trial memberships do not apply.
Learning Forward
EARLY BIRD REGISTRATION DISCOUNT 2011 Annual Conference
If your registration is postmarked on or before May 31, 2011, you may deduct $75 from a Dec. 3–7, 2011
3- or 5-day registration. Please do not use this form after May 31. Anaheim, CA
GROUP DISCOUNT
Group discounts require a discount code. Call 800-727-7288 to see if you qualify and 2 Ways to Register
to obtain the code.
MAIL:
CANCELLATION POLICY 504 S. Locust Street
Cancellations must be sent in writing to the Learning Forward Business Office by Nov. 9, 2011 Oxford, OH 45056
to receive a full refund. A 50% refund will be given to written requests received by Nov. 18, 2011.
A processing fee of $50 will be deducted from all refunds. No refunds will be issued for cancella- FAX:
tions received after Nov. 18, 2011. Learning Forward reserves the right to process refunds after 513-523-0638
the conference concludes.
Registrations will be
CONFIRMATION accepted via mail or fax.
You will receive registration confirmation by e-mail, but your registration won’t be complete If you register by fax, do
until you submit your session selection form. We will e-mail you the form in July. Session tickets, not mail the registration
conference materials, and a nametag will be distributed at the conference. Please call the form. If you mail the form,
Learning Forward Business Office (800-727-7288) if you have NOT received confirmation within do not fax. This can cause
two weeks of registering. duplicate charges! All
registrations require
REGISTRATION FORM payment for processing.
SECTION 1 - Registration Data must be filled out completely. Your membership number appears
on your address label. Please make sure we have your current e-mail address on the form. Return your completed
SECTION 2 - Select and total conference fees. registration form and
fees to:
SECTION 3 - Special Conference membership and renewal prices. You must become a member
OR pay the non-member fee.
Learning Forward
SECTION 4 - Discounts – select discounts you are eligible to receive. Conference Registration
SECTION 5 - Total and payment. Fees are payable by check, Visa/MasterCard, or purchase order. 504 S. Locust Street
The purchase order must be enclosed with the registration. Learning Forward will invoice your Oxford, OH 45056
school/district on the purchase order upon receipt. Payment of the invoice must be received
before the conference.

Capture the magic!


••••• Access New Ideas
••••• Gain New Knowledge
••••• Learn from Thought Leaders
••••• Identify Resources
Learning Forward 2011 Annual Conference ••••• Make Connections
Dec. 3–7, 2011 • Anaheim
Learning Forward 2011 Annual Conference
Early Bird Registration Form Save $75
when you register by May 31, 2011
Dec. 3–7, 2011 • Anaheim Convention Center • Anaheim, CA on a 3- or 5-day registration fee.

1 REGISTRATION DATA: Your membership number appears on your address label, or add a membership in 3 . Three people
can attend using one organizational membership number. Trial memberships do not apply.
Please Check (3)
This is my first Learning
Forward Annual Conference.
Learning Forward Member # ______________________________ I am willing to host a session(s)
I am attending. Be eligible to
First Name_______________________________________________ Last Name______________________________________________ win a free conference
(for your nametag) registration! Hosts will be
contacted with details.
School Dist./Organization_________________________________________________ Position___________________________________
I am willing to volunteer for
3 hours during the conference.
Address / Street____________________________________________________________________________________________________
Special diet required:
City / State / Province / Zip__________________________________________________________________________________________ ________________________
________________________
Is this address: business home (All membership materials will be sent to this address)
________________________
Business Phone__________________________________________ Home Phone______________________________________________ Check here if you do not wish
to have special promotional
E-mail____________________________________________________________________________________________________________ material sent to you from our
Please print your e-mail address legibly — your conference confirmation will be e-mailed to you. conference vendors.

2 REGISTRATION FEES: Check (3) each fee that applies and fill in amount 3 Special Conference/Introductory
member options and renewal prices
1–Day Preconference (indicate day attending) ............................................$279 _______ You may skip 3 if you are a current Learning Forward member. All non-members
Preconference Session Choice: __________ MUST add the fee for one of the options below. These are one-year memberships.
Saturday 12/3 Sunday 12/4 Go to www.learningforward.org/join/ for complete membership benefits.
(includes coffee break/lunch) Check (3)
2–Day Preconference or two 1–Day Preconference ................................$429 _______ Teachers Teaching Teachers Introductory Membership............................$ 49 _______
Preconference Session Choice: __________ Teacher Leader Membership...............................................................................$ 99 _______
Saturday 12/3 AND Sunday 12/4 (includes coffee breaks and lunch both days)
Principal Leader Membership.............................................................................$ 99 _______
1–Day Regular Conference (indicate day attending) . ...............................$229 _______ System Leader Membership................................................................................$ 99 _______
Monday 12/5 Tuesday 12/6 Wednesday 12/7
Comprehensive Membership........................................................................... $129 _______
(includes breakfast and lunch Mon./Tues. or brunch on Wednesday)
Organizational Membership............................................................................. $179 _______
3–Day Regular Conference . ................................................................................$429 _______ Three people can attend the conference with one organizational membership.
(Forms must be sent together and one person must be designated to receive
Monday 12/5, Tuesday 12/6, Wednesday (a.m.) 12/7 membership materials.)
(5 meals, Sunday Reception, Exhibit Reception, and Affiliate Receptions included)
Add Book Club to any Membership (U.S. $49, Canada $69, all others $99). ................$ _______
H Preconference
5–Day BEST DEAL . ...................................................................................................$699 _______
Session Choice: __________ Non–member fee.....................................................................................................$50 _______
Saturday 12/3 through Wednesday (a.m.) 12/7 Subtotal $ ____________
(7 meals, Sunday Reception, Exhibit Reception, and Affiliate
Receptions included)
Subtotal $ __________
5 TOTAL AND PAYMENT: Add 2 and 3 and subtract 4

4 DISCOUNTS: Check (3) if applicable and fill in amount Subtotal Registration 2.......................................................................................... $___________
Subtotal Membership 3........................................................................................ $___________
Deduct $75 early bird discount ......................................................................... – $ _______ Subtotal Discount 4.............................................................................................. – $___________
(on 3– or 5–Day registration only) if postmarked before May 31, 2011
TOTAL $ ___________
Enter group discount code _____________ (Phone 800-727-7288) ......... – $ _______
Registration fees made payable to Learning Forward must accompany this form.
Presenters deduct $50. Presenter Session #_________ . .......................... – $ _______ Invoice(s) issued on purchase order(s) must be paid prior to the conference.
Presenters must register for days they are presenting Fees are payable by:
Subtotal $ __________ MasterCard Visa Check Purchase order (must accompany form)

How did you hear about this conference? __________________________________ Billing Address _________________________________________________________

_____________________________________________________________________ ______________________________________________________________________
_____________________________________________________________________ Card No. _____________________________________________________________

Remember your conference fees include coffee breaks and lunch on preconference days,
Exp. Date ______________________ 3-Digit Security Code ____________________
breakfast and lunch on Monday and Tuesday, and brunch on Wednesday. Signature _____________________________________________________________
CANCELLATION POLICY: Cancellations must be sent in writing to the Learning Forward
Business Office by Nov. 9, 2011 to receive a full refund. A 50% refund will be given to writ-
ten requests received by Nov. 18, 2011. A processing fee of $50 will be deducted from all Send this Mail: Fax:
refunds. No refunds will be issued for cancellations received after Nov. 18, 2011. Learning page to: Learning Forward Conference Registration 513-523-0638
Forward reserves the right to process refunds after the conference concludes. 504 S. Locust Street, Oxford, OH 45056

You will need to complete your registration by filling out the session registration page which will be e-mailed to you in July.
Questions? Phone…800-727-7288