What's on the Calendar

  • SpEd Camp

    Long Branch School District is hosting this dynamic opportuntiy for participant-driven learning on Saturday from 7:45am - 12:30pm.  I hope to see you there to share ideas, insights and strategies that improve outcomes for students with special needs.:.  

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  • The Wizard is Us!

    More than 1.4 million students and their families rely on the NJDOE to provide schools with the guidance, support and direction needed to ensure all  chldren achieve their true potential.  To build a brighter future for every student, we must lead in a way that elevates and celebrates the gifts in each child and each other.  During this informational and inspriational journey, DOE employees will explore the essential elements of this work and reignite their purpose, their passion and their power.  

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  • Philadelphia School Partnership Keynote

    The Philadelphia K-12 Instructional Leadership Conference will open with an informational and inspirational call to action.  The goal is to create a sense of urgency regarding how schools can use rigorous standards, relevent curricula, quality instruction and engaging materials to improve teaching and learning.. 

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  • Connecting the Pieces: Using Coherence to Improve Effectiveness, Efficiency and Results

    The Philadelphia School Partnership is hosting their first ever Instructional Conference for leaders of all public, private, parochial and charter schools in the city.  The description for my morning breakout session is as follows:   

    Coherence exists when the entire school community is "pulling on the same rope in the same direction." It occurs when the leader connects people, plans and processes in a way that makes the work more effective and efficient. Coherence requires a collaborative culture, common objectives, collective accountability and individual and organizational capacity. Without coherence, time, energy and resources are wasted on competing priorities and contradictory practices that produce frustration, fragmentation and fatigue. During this workshop, administrators will learn how to integrate their work streams into a coherent school improvement strategy that makes the work of improving student outcomes meaningful, measurable and manageable. Participants will also learn how to use data to develop, measure and monitor the implementation and outcomes of strategic plans designed to achieve school goals.

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A Look Back

  • Hosted DisruptED TV

    Autism impacts the lives and learning of tens of thousands of students across the US. Students with ASD (Autism Spectrum Disorder) experience difficulty with communication, socialization, and self-regulation, making it diffiult for even the most highly trained teachers and therapists to "reach and teach" the students. During this five-part series, DisruptED TV explored the obstacles, opportunities and technologies that need to be addressed in order to optimize the social, emotional, developmental and intellectual outcomes for students with ASD.

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  • Using High-Impact Instructional Practices to Optimize Student Outcomes

    In Linden, educators have been putting more effort into using data to improve student outcomes than any place I know. Now that they have worked to know students "by name and by need" the next question is, "How do we change instructional practice to address those needs?" During this highly interactive session, all 150 of Linden High School's teachers gathered to examine the research and learn practical strategies to optmize teaching and learning.

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  • Courageous Leadership

    ECET2NJPA hosted an inspiring two-day learning experience at the College of New Jersey on March 3rd & 4th brought together thought leaders and dedicated educators from PA and NJ. On Sunday,I presented a session on the role of courage in instructional leadership. Participants examined, practiced and applied the five dimensions of courageous leadership: the courage to question, the courage to listen, the courage to learn, the courage to speak "truth to power" and the courage to name the "nondiscussables."  Based on the feedback I received and the level of activity in the Twittersphere, it really resonated with atendees!  

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  • Making Thinking Visible & How to Engage Students in Sustained Academic Discussions

    Eatontown educators engaged in a high-energy learning experience designed to get kids thinking and engaged in productive classroom conversations. Throughout the day, teachers experienced, practiced and applied high-impact instructional strategies that will improve interest and outcomes across grades and subject areas.

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  • Using Data to Move It & Prove It

    During this highly interactive, two-day learning experience, participants learned how to lead an inquiry-based approach to data analysis that can transform an entire school into a high-performing data team. Presented as a live simulation of an instructional leader doing the real work of engaging faculty in high-yield data analysis activities, this unique program presented the principles, practices, and protocols of data analysis through hands -on experiences that elicit interest, insight and energy among faculty. Personalized coaching and ready-to-use resources were provided to support easy implementation.

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  • Data Leadership

    School leaders from 13 districts in PA gathered at the Bucks County Internediate Unit to explore how evidence-centered leadership can be used to achieve real and lasting improvement in student outcomes. After examining the research and reflecting on current practice, participants examined more deeply into the principles, practices, and protocols associated with two of the 4Cs of school improvement: Culture and Capacity. The second two Cs, Coherence and Courage, will be addressed during a follow-up session.

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  • Using Feedback in High School to Improve Effort, Independence & Outcomes

    Students who are provided with feedback that addresses task, process and self-regulation become more independent, effective and efficient learners. During this "learn, practice, apply" PD session, high school social studies teachers learned how to use feedback to improve student achievement and autonomy.

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  • All for One and One for All: Creating a Community Where Every Child Succeeds

    Every school district wants to ensure the success of every student. Few, if any, do. Why? Too often time, energy and resources are wasted on competing priorities, contradictory practices and conflicting personalities that result in frustration, fragmentation and fatigue. In short, districts lack coherence. And students pay the price. Coherence is when the entire school community works in specific, intense and sustained ways to ensure learning for all students. It requires a collaborative culture, common objectives, collective accountability and individual and organizational capacity. During this high-impact session, participants will learn how to use each of these "drivers" to improve coherence at the district, school and classroom levels.

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  • Using Feedback to Enhance Learning

    According to Hattie's research, the effective use of feedback has an effect size of .90, which is the equivalent of more than two years growth in one year's time. During this workshop, Mt. Olive High School teachers learned how to use task, process and self-regulation feedback to improve student outcomes. In addition, specific strategies that can be used to teach students how to generate their own feedback through self-assessment and provide quality feedback for peers were shared.

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  • Courageous Leadership

    The 2017 FEA/NJPSA/NJASCD Fall Conference in Long Branch, NJ hosted a full day of empowering learning opportunities during their annual conference. This year's theme was "Empower" and I was thrilled to be among their distinguished presenters! My session on Courageous Leadership addressed the role of courage in instructional leadership. Topics included why leaders find it so difficult, what's at stake, and factors that influence the ability to engage in what Viviane Robinson calls "constructive problem talk" and what Susan Scott refers to as "fierce conversations." Participants practiced and applied strategies that address five dimensions of courageous leadership: the courage to question, the courage to listen, the courage to learn, the courage to speak "truth to power," and the courage to name the "nondiscussables." Resources were provided to help participants "bring home" what they learned.

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  • Optimizing the Progress and Performance of Students with Special Needs

    Linden's special education teachers and CST members gathered for a full-day learning experience that focused on how to improve outcomes for students with learning differences.  The content and activities were tailored specifically to the needs and interests of special educators.

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  • Using Data and PLCs to Improve Student Outcomes

    Eatontown educators participated in a professional learning experience designed to strengthen their ability to use data and assessments in PLCs to improve their students' progress and performance.  In addition, specific strategies that can be used to accelerate learning were shared.  

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  • Using Data to Improve Student Outcomes (Part I & II)

    Springfield Township and Mansfield educators came together for a two-part exploration of how to use data to improve student outcomes.  Kudos to the leaders of both districts for "learning alongside" their teachers!  They are outstanding examples of true instructional leaders!  

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  • Using Data to Improve Teaching and Learning

    Little Falls educators came together to dedicate a full day to diving into data!  This was probably one of the most high-energy programs I have ever facilitated!  The faculty and leadership team were amazing!  I can't wait to see how they use their data to reach and teach each and every one of their students..

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  • Keynote and Using Data in PLCs to Improve Student Outcomes

    Rockaway Borough educators began their year with a keynote that invited them to consider what they believe is necessary to teach so that students learn.  Following the opening address, teachers participated in one of two breakout sessons that focused on how to use data with colleagues in PLCs to enhance teaching and improve student outcomes.

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  • Using High-Impact Instructional Practices to Improve Student Achievement

    Riverton School District kicked off their year with a high powered learning experience that included the entire staff.  After beginning the day with a keynote that speaks to how to teach so students learn, participants engaged in four focus sessions:  Making Thinking Visible; The Answer is the Questions; Classroom Conversations that Promote Interest, Engagement and Understanding; and Using Formative Assessment and High-Yield Instructional Practices to Optimize Student Outcomes.  Good thing they came fired up and ready to learn!  It's was an action-packed day!

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  • Using Data to Move it & Provie It!

    During this all new presentation, participants learned how to lead an inquiry-based approach to data analysis through a series of "real" simulations.  The program introduced and demonstrated how to use the principles, practices and protocols of effective data analysis through their participation in a series of data activities that produce high levels of interest, energy and engagement among faculty.  Participants also received personalized coaching and support based on their own data to develop a plan that will be used to "bring honme" what they learned. 

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  • Evidence-Centered Leadership

    Riverside hosted a one day version of the Evidence-Centered Leadership Conference for school and district leaders in their beautiful media center.  What an amazing day of learning and co-labor-ation!.

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  • Tiered Leadership, Shared Expectations, Structured Evidence

    LinkIt! offers so much more than data warehousing, analytics and assessment solutions - They provide the kind of practical, high impact training that turns a resource into results!  On July 18th, 20th and 27th, I had the opportunity to kick off Day 2 of each regional institute with a keynote and workshop designed to help educators optimize their use of LinkIt! as a tool for school-wide improvement.  

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  • Deep and Wide: A District's Approach to Building Collectve fficacy Within and Across Schools

    The Annual Visible Learning Conference in San Francisco was an exciting learning experiencel. During this session, I shared how to integrate Visible Learning principles into the work school leaders are already doing and use the connectedness that exists among required tasks to improve their effectiveness, efficiency and student outcomes.  Participants learned how to use instructional leadership strategies and actual examples of district-provided supports to help principals build collective efficacy within their schools, achieve district goals and maximize learning.

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  • Using Data and Assessment to Improve Teaching and Learning

    Linden Public Schools ended the year on a high note!  This action packed day included three sessions.  In the morning, supervisors and administrators gathered to learn "The Leader's Role in Using Data and Assessment to Improve Student Outcomes."  During a "working lunch" coaches and members of the Instructional Leadership Teams joined the first group to explore "The Development of SGOs and PGOs that Increase Student Achievement and Improve Professional Practice."  The day ended with a large group presentation of "Using Data and Assessment to Improve Teaching and Learning" for all members of the Instructional Leadership Teams and building principals.   

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  • Summer Leadership Retreat

    Summer is the perfect time for skill building, knowledge sharing and action planning.  On June 20th and 21st, the leaders of Gloucester Township Schools participated in a dynamic learning experience designed to reconnect them with their peers, their passion and their purpose.  During this highly interactive two-day session, school and district leaders learned how to use research on instructional leadership to improve the culture, capacity and coherence of their district, schools and classrooms.  Through a process of true "co-labor-ation," they developed a shared sense of focus around common goals and collective accountability for district-wide outcomes. 

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  • Using Data & Progress Monitoring Strategies to Measure, Monitor & Maximize Achievement for Students with Disabilities

    North Bergen provided all teachers of students with special needs an opportunity to acquire, practice and apply progress monitoring strategies that optimize student learning.  Teachers learned how to combine the reserach on learning progressions with data gathered during frequent formative assessents to identify and address gaps in students' knowledge and skills.

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  • Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners

    Your students may know what to do, but do they know how to think?  During this workshop based on Ron Ritchardt's book, Making Thinking Visible, participants learned high-leverage thinking strategies that can be used to create a positive, lively, thought-filled classroom.  The session included opportunities to practice and apply techniques for: introducing and exploring ideas; synthesizing and organizing ideas; and digging deeper into ideas.  Participants also learned how curiosity and questioning can be used to elevate engagement and deepen understanding.  These strategies can be learned one day and used the next.  And based on the feedback I received from the instructional coach, the teachers used the strategies the very next day!

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  • Depth of Knowledge: The Answer is the Questions

    How can Webb's research and writings on Depth of Knowledge be used to plan lessons and design assignments that "get kids thinking."  Teachers from Jersey City's Martin Center for the Arts used this information to reflect on their own practices and revise activities, assessments and assignments so that questions move students from Recall to Extended Thinking.  Teachers also learned how to use the Question Formulation Technique developed by Rothstein and Santana to teach students how to generate their own questions, which can be used to drive inquiry-based learning and develop a critical life skill.

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  • Student Discussions:How to Use Classroom Conversations to Improve Teaching & Learning

    Jersey City educators at the Martin Center for the Arts participated in a workshop designed to get kids talking!  During this highly interactive session, participants learned how to spark and sustain meaningful student discussions that deepen understanding, strengthen social skills, and elevate interest and enagement.  Strategies were modeled and resources were provided for teachers of all grades and content areas.

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  • Using Data & High-Leverage Instructional Practices to Improve Teaching & Learning

    Pinelands Regional School District's Cross Curricular Focus Group and full faclty continued their efforts to implement school-wide instructional practices and targeted intervention strategies that optimize student achievement.  Participants discussed readings and research from renowned educational leaders such as Hattie, Elmore, Lemov and Fullan in relation to their current practices.

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  • Using Data to Improve Teaching and Learning

    Every school in North Bergen participated in a district-wide initiative to improve the use of data and assessment strategies to increase student outcomes.  Trainings at each school were provided after all district and school leaders partcipated in a workshop that addressed the role of the leader in supporting this work..   

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  • Formative Assessment - Sharing, Refining and Planning Effective Practices

    During this culminating session, teaches shared artifacts that demonstrate what they have learned during our four previous formative assessment learning experiences.  During the "reporting out" process, teachers used the "ladder of feeback" to ask clarifying questions, comment on strengths, raise any concerns, and make suggestons for impovements.  This activity served two purposes: it elicited meaningful collaboration among colleagues and it modeled how this process can be used with students.  Teachers then worked in small groups to create new formative assessments and present them to their colleaues during a gallery work.  The day ended with a look back at what has been learned and accomplished and a look ahead at next steps for Paramus High School.

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  • Using Data and Cognitive Engagement Strategies to Improve Teaching and Learning

    Matawan Aberdeen's teachers and administrators are committed to using data and instructional strategies that "get kids thinking" in order to improve teaching and learning.  On March 10th, the District's educators participated in one of two, three-hour programs designed to take their efforts to the next level.  Based on the feedback from teachers and administrators, everyone left with lots of goodies in their intellectual goody bags! 

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  • Student Discussions: How to Use Classroom Conversations to Improve Teaching and Learning

    Classroom discussion has the potential to elicit two years of student growth in one year's time.  In addition, student talk is required in order to address the content standards for every subject, the Speaking and Listening Standards, key "look fors" in teacher evaluation instruments, and the disconnect between how teachers often teach and students prefer to learn.  During this highly interactive session, participants learned a variety of techniques that can be used to spark and sustain student-led conversations that promote purposeful speaking, engaged listening and deep thinking.

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  • The Leader's Role in Improving Student Achievement

    The Burlington County Curriculum Consortium, BCPSA and BCASA joined forces to provide school administrators with a program designed to strengthen their ability to do the work of a true instructional leader.  Participants left with immediately "implementable" strategies for each of the 4Cs of school change, which can be used to create the culture, build the capacity, develop the coherence, and muster the courage necessary to achieve real and lasting school improvement.

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  • Book Walk Talk

    Those who have attended my presentations know I often refer to my books as "my friends."  In response to requests from faculty who wanted to learn more about my "friends," l shared some of my favorite books and described why they have been so important in my life and impactful in my career.

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  • The Leader's Role in Using Data to Improve Teaching & Learning

    North Bergen administrators participated in one of two, half-day sessions designed to address the role of the leader in using data to improve student achievement and achieve school goals.

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  • Using Formative Assessment to Accelerate Student Achievement

    Formative assessment is one of the most impactful, yet rarely implemented practices in public education.  Paramus High School plans to change that for their students by making the implementation of formative assessment practices one of their goals for the 2016-2017 school year.  By rotating through one of four, half-day sessions, every member of the high school faculty participated in a guided learning experience that addressed the "what" and the "why: of formative assessment.  During the three follow-up sessions planned for later in the year, teacher leaders will dig deeper into concepts regarding formative assessment and then practice and apply what they learn to their respective content area.

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  • The Leader's Role in Using Data

    Toms River Regional's administrators participated in one of two, half-day sessions designed to address the leader's role in using data to increase student achievement and achieve school goals.       

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  • Evidence-Centered Leadership: Turning Research into Results

    MCAEMSA' Winter Conference provided Morris County administrators and their teacher guests an opportunity to explore evidence-based practices that improve outcomes for kids. What a wonderful forum for learning alongside colleagues who care deeply about the work we do in service of students. 

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  • Using Formative Assessment to Improve Teaching and Learning

    As a follow-up to the initial presentation that addressed the "what" and "why" of formative assessment, a representative group of high school teachers (all volunteers!) from each deaprtment, practiced and applied the "how" of formative assessment.  During this "hands on", "minds on" session, teachers worked together to integrate formative assessment strategies into their respective content areas and explore ways use the results to tailor instruction to meet the needs of their students.   

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  • Using Data to Improve Student Outcomes

    Teachers and administrators at each of Camden's Promise Charter Schools participated in a "hands on," guided learning experience designed to enhance their ability to use data to increase student achievement and accomplish school goals.  The content of each session was tailored to address the needs and interests of teachers at the elementary, middle and high school levels.     

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  • The Wizard is Us - NJSBA Workshop

    If our goal is to reach and teach every student, we must lead our schools in a manner that brings forth the gifts of each and every child.  During this session, participants learned specific strategies that can be used to develop the culture, capacity,coherence and courage necessary to know students "by name and by need." 

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  • Using Data to Improve Curriculum and Instruction

    This was a first!  There was no PowerPoint, no pre-established script, no set timeline of activities.  Instead, I conducted this data analysis workshop as if it was a "real" faculty meeting, with "real" faculty members, engaged in the very real, very raw work of analyzing student outcome data.  The inspriation for changing my approach (from a presentation to a simulation) came from countless individuals (including some who had attended a full day seminar on data analysis strategies!) who've asked me the same two questions:  "Where do I start?" and "What should I do next?"  Rather than telling them the answers, I decided to engage them as authentic participants in the actual process.  It was a HUGE success!  Not only did people enjoy it, they learned it!  This may become the format for future professional development seminars on data analysis and other topics!

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  • Keynote Address - Little Egg Harbor

    Pinelands Regional High School was the gathering place for more than 400 educators from three districts, who came together for a keynote address that sought to reignite their sense of passion and purpose for the life-changing work that they do.  My message was conveyed almost entirely through images (like an extended Ted Talk) and the narrative used each letter of the word "LEARN" to convey the essential conditions necessary for learning to take place.      

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  • Administrators' Retreat - North Plainfield

    North Plainfield's entire administrative team engaged in a deep study of Evidence-Centered Leadership.  During this intensive, two-day learning experience, district-level and building-based leaders engaged in the principles and practices that improve outcomes for students. 

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  • Evidence-Centered Leadership

    Camden County College served as the perfect setting for this "sold out," two-day professional learning experience.  Together, county, district-level and building-based leaders examined research, engaged in critical conversations and participated in practice-based instructional leadership activities.  By the conclusion of the program, participants left with a clear understanding of what instructional leaders must do to develop the culture, build the capacity, create the coherence and muster the courage neccesary to improve student outcomes.

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  • MC3 - Monmouth County Summer Institute

    After presenting the keynote address, I facilitated three breakout sessions designed to help Monmouth County's teachers get off to a strong start:  Using Data to Improve Teaching and Learning; Making Thinking Visible in the Elementary Classroom; and Making Thinking Visible in the Secondary Classroom. 

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  • Haddonfield's Administrative Retreat

    Evidence-Centered Leadership traveled to beautiful Chestnut Hill, Pennsylvania to engage Haddonfield's leadership team in an intensive two-day study of the principles and practices of instructional leadership.  During this powerful and provocative learning experience, every school leader (including the Superintendent!) engaged in a deep analysis of the work that is necessary to change schools and improve outcomes for kids.     

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  • Annual Visible Learning Conference

    On Tuesday, July 12th, I had the opporrtunity to present, Evidence-Centered Leadership: How to Turn Research into Results. During this session, the research of Hattie, Robinson, Fullan and Elmore was woven into a coherent narrative that can be used to guide leaders along the path toward real and lasting school improvement. Participants left with specific strategies to implement the 4 research-based "Cs" of school change: Culture, Capacity, Coherehce and Courage.

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  • Creating a Schedule that Improves Student Outcomes

    One of the most important factors that determines and defines what is possible for students in a school is the school schedule.  Developing a schedule that address the needs of teachers so they can address the needs of students is difficult and deliberate work. I appreciate the opportunity to work alongside administrators and other thought partners in Asbury Park to revisit and revise the schedule of the middle school in order to enhance the way time, programs and personnel are used to improve student outcomes.

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  • Using PLCs to Improve Student Achievement - LEAP Academy

    During this two-part series, teachers worked and learned alongside their colleagues to engage in the tasks and conversations that improve student outcomes. As Dufour, DuFour, Eaker and Many say in Learning by Doing, "Schools that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training."  

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  • Mentor Training

    Mt. Olive is committed to providing novice teachers with the highest quality of training and support. While the district-led, monthly meetings address important skills and "survival strategies," it is the day-to-day support of the mentor that makes the greatest difference. This workshop is designed to address and then go beyond the recently adopted NJDOE regulations for mentor training so that all mentors are equipped with the skills, knowledge and dispositions necessary to fulfill this critical role.

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  • Making Thinking Visible

    This workshop is designed to transform instructional practice from a focus on doing to a focus on thinking. Participants learned how to use high-leverage thinking strategies that can be applied in all subject areas and with students of all ages and ability levels. They also learned several techniques that involve the use of student-generated questions to evoke curiousity, interest and engagement in learning. The strategies shared during this session are based on the work of Ron Ritchardt's book, Making Thinking Visible, and Make Just One Change by Rothstein and Santana.

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  • Using Data and Assessment to Improve Student Outcomes

    This completely customized professional development day included three sessions: Training for administrators on instructional leadership strategies and school improvement efforts; Training for the data team on how to use data and data-based faculty engagement strategies to achieve school goals; and professional development for the entire faculty on how to use data and assessment to improve teaching and learning.

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  • The Power of the Para

    During this highly interactive session, paraprofessionals participated in professional development that addressed communication strategies, how to provide effective feedback, characteristics of students with disabilities, de-escalation techniques and how to understand and use a student's IEP to support academic, social and emotional growth.

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  • Courageous Leadership

    During this session of Mt. Olive's Leaders of Learning Academy, teachers and administrators explored the role of courage in improving student outccomes. 

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  • Evidence-Centered Leadership Conference

    Evidence-Centered Leadership returned to the Morris Union Jointure Commission.

    What's the difference between leaders who improve their schools and those who don't? Leaders of change do things that others can't or won't. This conference will develop the ability of leaders to engage in the tasks that produce evidence to support the claims of true instructional leaders.

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  • Evidence-Centered Leadership Conference

    School leaders learned how to engage in the work that actually (and empirically) improves outcomes for students.  Thanks to Gloucester County Institute of Technology for hosting the ECL Conference for the south!

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  • Making Thinking Visible

    Mt. Olive teachers learned how to use various instructional practices to make their students' thinking "visible" to themselves and each other.

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  • Using Data, Assessment and High-Leverage Literacy Strategies to Improve Learning.

    Teachers and administrators at LEAP Academy dug deep into their data to reveal facotrs that may be shaping their students' progress and performance.  Then, faculty participated in activities that demonstrated the power and potential of various literacy strategies to engage students in reading and writing.

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  • Improving the Instructional Core

    How are you using the CCSS to set goals, design instruction and assess learning?  During this highly interaction session, teachers will hone their ability to use standards-aligned curricula and instruction to improve learning in meaningful and measurable ways.

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  • Using UDL to Reach and Teach Every Student

    Guttenberg teachers and leaders are learning how to use UDL principles to provide all students equal opportunities to learn.

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  • The Answer is the Questions

    NJASCD North hosted this evening of learning, dinner and discussion.  Proceeds were donated to schools in South Carolina that were impacted by recent floods.

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  • Asbury Park Middle School

    Learned alongside teachers in PLCs as they worked to incorporate instructional activities that raise the level of interest, engagement and achievement. 

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  • Guttenberg takes on UDL

    Teacher examined lesson plans downloaded from lessonbuilder.cast.org to identify how UDL principles were woven into the lesson.  We used The Lifecycle of a Butterfly with Pre K – 2, the Rock Cycle with grades 3-6, and Fractals with grades 7 and 8.  Teachers were then asked to think of a specific goal they plan to address with their students in the near future, share the goal with their partner and then indicate how they will include an option that would incorporate an element of UDL into the lesson designed to address that goal. 

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  • Kearny Keynote

    What an amazing opportunity to welcome Kearny's outstanding educators to the 2015-2016 school year! 

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  • Evidence-Centered Leadership Conference

    What's the difference between leaders who improve their schools and those who don't?  Leaders of change do things that others can't or won't.  This conference sought to develop the ability of leaders to engage in the tasks that produce evidence to support the claims of true instructional leaders.

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  • Developing SGOs that Serve Students, Staff and Schools Well

    Effective goals are created by teams, not for teams.  During this guided work session, faculty members had the opportunity to work together to begin the process of creating SGOs that are meaningful, manageable and measurable.

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  • SIG Summer Leadership Conference

    Using PLCs and Data to Improve Teaching and Learning

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  • Asbury Park Middle School

    Completed work on the new middle school schedule.

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  • LEAP Academy

    Worked with principals and coaches to create a coherent plan for school-wide improvement.

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  • LEAP Academy

    Returned to LEAP to facilitate their Professional Development Institutes on May 28th and 29th.  Presented How to Use the CCSS, PARCC and Quality Instruction to Improve Student Achievement to the faculty in two, half-day sessions (May 28th and 29th).

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  • LEAP Academy

    Returing to LEAP to do more instructional engagement walk throughs! 

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  • Guttenberg

    Guttenberg

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  • Asbury Park Middle School

    Engaging faculty in the redesign of the middle school master schedule.

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  • Fab Five

    Leaders of Learning Academy

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  • Leading the Way: How to Integrate Initiatives and Improve Student Achievement

    Passaic County Educational Partnership

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  • LEAP Academy University Charter Schools

    Beginning the work of providing professional development and coaching for teachers and school leaders.

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  • Courageous Leadership

    Leaders of Learning Academy, Mt. Olive Township Schools

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  • Guttenberg

    PLCs by day.  Parents by night!

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  • TEDx Youth Comes to Mt. Olive

    Mt. Olive Township will host a TEDx Youth conference in the PAC!

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  • Asbury Park

    Meeting to discuss ideas for an exciting middle school redesign.

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  • August Institute Follow Up with Dr. Tracey Severns

    A special event for RAC 3 school teams to showcase innovative strategies that promote digital literacy and engage in the work of PLCs that actually improve student achievement.

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  • Making Our Own Way

    James Caldwell High School's Self Advocacy Club

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  • Partnering with Paraprofessionals

    Leaders of Learning Academy, Mt. Olive Township Learning Center

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  • NJ Association of Middle Level Educators Conference

    Presented "Improving Outcomes for Students with Special Needs" and facilitated an Administrator's Roundtable that focused on school change.

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  • Asbury Park

    Facilitated a mid-year review and root cause analysis with Asbury Park Middle School teachers.

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  • Anna L. Klein Elementary School, Guttenberg

    Presented two sessions of Using Data in PLCs to Improve Student Achievement for an awesome group of educators.

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