BALSAM
Strand: Equity

The Educational and Social Mobility of Educators from the Poor and Working Class

Submitted by: Van Dempsey, Fairmont State University
Co-Presented by: Nick Michelli, Jaci Webb-Dempsey, Claudia Nickolson, Ann Foster, Jane Van Galen

This panel examines class issues in schooling through the biographies of education scholars whose origins are in poor and working class families. We examine unsettling encounters in our biographies with class privilege, economic precariousness, and class stratification in schools. The presentations will use biographical narrative coupled with photo-documentaries.

BIRCH
Strand: StewardPE

Engaging Community and Parents in the Purpose of School

Submitted by: Brian Boyd, Dayton Regional STEM School
Co-Presented by: Robin Fisher, Jennifer Helton, Kevin Lydy and Laurie McFarlin

The Dayton Regional STEM School opened this fall serving 90 9th grade students. Our team will share information about our start up process, including how we have included the voices of students, parents, school faculty, business partners, and other community members in the vision of the school: A vision that includes engaging students in democratic practices.

LARCH
Strand: StewardPE

my-Etalk: Educators Educating Educators

Submitted by: Robert Hoffert, Colorado Partnership for Educational Renewal
Co-Presented by: Alex Rodas

The Colorado Partnership for Educational Renewal has launched a website designed to provide educators an online education-based community with relevant support components framed by the "Agenda for Education in a Democracy." This program is designed to introduce this community, "my-Etalk"; to answer questions about it; and to solicit suggestions for its future development.

LAUREL
Strand: Nurture

The Arts in Teaching and Teacher Education Initiative: Looking Back and Into the Future

Submitted by: Mary Ellen Finch, Maryville University
Co-Presented by: Wilma Smith, John Baltrushunas, Dorothy Heard, Nancy Lauter, Diana Asay

Participants in the Arts in Teaching and Teacher Education Initiative will share their past experiences, their current work and propose ways that others can use to engage students and teachers in the arts and the Agenda for Education in a Democracy.

MAPLE
Strand: StewardPE

Leadership Associates Program: A Model that Expands Leadership Roles through Multipartite Approaches

Submitted by: Audry Kleinsasser

Simultaneous renewal takes many forms, one being professional development that stewards public education. The session highlights elements of the IEI's Leadership Associates program that renew faculty at elementary, secondary, and postsecondary levels in a tripartite or multipartite approach.

EB-D1
Strand: Democ

A Whole School Inquiry Into Democracy: Solving the Lunchroom Dilemma

Submitted by: Donnan Stoicovy, State College Area School District
Co-Presented by: Elizabeth Cullin

This presentation will share processes and procedures that empowered success in this school. Through the best practice of inquiry, all school community members came together to accomplish something with pride. Ultimately realizing that other school problems/issues may be resolved in a similar manner. Participants will walk away with the knowledge that inquiry mixed with a strong sense of community will accomplish anything in a democracy.

EB-D2
Strand: Equity

Performing Arts Partnerships K-16: Creating Relevant and Accessible Opportunities for All Learners

Submitted by: Jean Eagle, Talawanda City Schools
Co-Presented by: Thomas Poetter, Patti Hannon Liberatore

Though cooperative efforts between the Talawanda/Miami Partnership and the Miami University Performing Arts Series, K-16 students are realizing increased opportunities to engage in a variety of arts endeavors and performances. This presentation chronicles the successes and challenges that we face as we grow arts collaboratives.

EB-D3
Strand: Democ

Praising Participation: A Qualitative Research Study Examining K-8 Multiage Small Group Communities

Submitted by: Cammy Rowley, Casper College
Co-Presented by: Nicole Roden

Multiage circle groups, kindergarten through eighth grade, are detailed through examples, explanations and visuals. Participation in a typical circle group activity will build connections to skills and dispositions K-8 students gain in this democratic practice.

EB-D4
Strand: Democ

Art and Democracy: Fostering Collaboration and Creative Thinking With Visual Art

Submitted by: Allen Trent, University of Wyoming

This session's focus will be on using art to learn and explore democratic ideals and practices. I will present some previous collaborative art project examples including installation, collage and sculpture exemplars. Participants will engage in discussions and activities designed to further the conversation around the arts' role in schools.

EB-E1
Strand: StewardPE

Beginning principals explore democratic practices

Submitted by: Heather Duncan, University of Wyoming

This presentation explores the learning of beginning principals as they explored various aspects of democratic leadership in an online course designed to model as well as teach about democratic school leadership. Participants were challenged to explore their own beliefs about democratic practice how they might translate these into practice as educational leaders.

EB-E2
Strand: Equity

De-Constructing Anti-Inclusionism (The Co-Teacher Model)

Submitted by: Monroe Helfgott, Bloomfield
Co-Presented by: Keri Regina

This interactive session presents insights and strategies toward achieving Inclusion for classified students within the general education classroom through the Co-Teacher model. Detailed findings and experiences generated from the Bloomfield, NJ Dodge Grant research at the elementary school level. An immersion into the "Hidden Barriers" will be discussed as well as their resolution.

EB-E3
Strand: Nurture

Reflecting upon Pre-service Teaching using Elluminate Meetings: A Rural Partnership Tool?

Submitted by: Linda Hutchison, University of Wyoming
Co-Presented by: Carol Bryant, Marcia Patton, Leslie Rush

Elluminate Live!, an on-line meeting room, has increased our synchronous discussions with our distant partners–but how do we use it to increase the quality of reflecting upon practice? The benefits and costs of this tool to facilitate quality reflective discussions with partners at a distance will be examined.

EB-E4
Strand: Equity

Promoting equitable access to high quality educational outcomes through differentiated instruction

Submitted by: Bonnie Utley, University of Colorado Denver
Co-Presented by: Cindy Gutierrez

The presentation features the content and outcomes of partner school professional development designed to promote teachers'adoption of differentiated instruction. The degree to which teachers differentated content, used instructional arrangements other than whole class instruction, and accepted differentiated products from their students will be shared.

EB-E5
Strand: StewardPE

Developing Teacher Leaders as Stewards of Public Education

Submitted by: Terese Emry, Center for Strengthening the Teaching Profession
Co-Presented by: Jeanne Harmon

Increasingly teachers are tapped to assume new leadership roles, which require different skills than in the classroom. In this session learn about a new tool that details the skills of effective teacher leaders and discuss how the tool can be used to help teachers become powerful stewards of public education.

EB-E6
Strand: Nurture

New Skills for New Teachers: The UTEP-Canutillo Induction Partnership Model

Submitted by: Josefina Tinajero, University of Texas at El Paso
Co-Presented by: Judith Munter, Pauline Dow

This presentation will share information about an induction program for novice teachers on the US-Mexico border in four school districts; the UTEP-Canutillo model will share concrete examples of the program in action, including a history of the initiative and preliminary results from our research into the program's impacts.

EB-E7
Strand: StewardPE

Creating Highly Qualified Teachers: Adapting Professional Development for Teachers in Need

Submitted by: Dawn Mollenkopf, University of Nebraska at Kearney

No Child Left Behind requirements have pressured school districts to find highly qualified teachers. Teachers lacking specific certification in these districts; however, have difficulty completing certification due to time, distance, and geographic barriers. The University of Nebraska at Kearney has adapted its Early Childhood Unified endorsement to meet this demand.

EB-E8
Strand: StewardPE

Swimming in a Sea of Leaders in the Deep End of the Pool

Submitted by: Susan Taylor, Newark Public Schools/Montclair State University
Co-Presented by: Marisol Diaz

Preparing the next generation of leaders is not just a job for institutions of higher education. Schools that care embrace the responsibility and opportunity to develop the teacher as leader. Come hear about a school that has achieved outstanding growth partly due to it's commitment to preparing strong, contributing teacher leaders.

EB-E9
Strand: Democ

Enculturating Youth: Literacy Skills that Encourage Democratic Behaviors

Submitted by: Tiffany Hamilton Hall, Center for the Improvement of Teacher Education and Schooling (CITES) - BYU

This presentation will focus on classroom-centered professional development and instructional strategies that increase students' abilities to read, reflect, and respond critically. These skills are critical in developing an informed citizenry who respond to the challenges and responsibilities inherent in a democratic community.

EB-E10
Strand: Equity

A journey into the constructivist theory to improve Problem-Solving Skills in Mathematics

Submitted by: Natasha Parrilla, Maple Avenue School/Montclair State University Network for Educational Renewal
Co-Presented by: Alyssa Schuhalter, Shonna Days, Margaret Herencia, Genell Jackson, Ibyns Ramos

A discussion about an action research study which concentrated on "How Does the Concrete, Representational, and Symbolic Instructional Approach Improve Problem-solving Skills in Mathematics. This approach had a positive effect on teachers' and students' understanding of the constructivist theory. Students were able to construct their own knowledge of meaningful mathematics.

EB-E11
Strand: StewardPE

Leadership Associates Program: A Model that Expands Leadership Roles through Multipartite Approaches

Submitted by: Audrey Kleinsasser, Wyoming School-University Partnership
Co-Presented by: Dick Clark, Jane Nelson

Simultaneous renewal takes many forms, one being professional development that stewards public education. The session highlights elements of the IEI's Leadership Associates program that renew faculty at elementary, secondary, and postsecondary levels in a tripartite or multipartite approach.

EB-E12
Strand: Nurture

Reflecting: To Define Where We Are Today with the Agenda

Submitted by: JoNancy Warren, Illinois State University
Co-Presented by: Molly Munson-Dryer, Mary Lange, Fred Walk

As educators we are reflecting, asking questions and revisiting our history to see what we have learned. Illinois State University's partnerships have a rich and a substantial history. The question: "How does the work of the past make the work of today richer and more effective with our work of nurturing students?" This question will be addressed at this session.

EB-F1
Strand: Democ

NNER Journal Session: Education in a Democracy

Submitted by: John Skillings, Miami University Co-presented by: John Anderson, Thomas Poetter

Highlights will be provided from the first edition of the NNER's new journal, Education in a Democracy. The editors will give a brief presentation, which will be follwed by brief presentations by the authors of two papers included in the first edition.

EB-F2
Strand: Equity

Improving Cultural Proficiency for Ourselves and Others

Submitted by: Mindy Meyer, Center for Strengthening the Teaching Profession
Co-Presented by: Erin Jones

Teachers need resources they can easily access to improve their cultural proficiency. Learn how a group of Washington educators focused on expanding teachers' repertoire of classroom strategies and created resources that teachers can utilize to improve all of their students' opportunities for learning. Discuss how to implement in own setting.

EB-F3
Strand: Nurture

The Memory of This Moment: Preservice Urban Teachers Develop Knowledge-in-Practice

Submitted by: Cynthia Onore, Montclair State University

A pilot project to integrate a mentoring component into a graduate course on urban education will be described in this presentation. I will highlight the unique features of this initiative and share some of the insights and new perspectives about urban youth and communities that the participants developed.

EB-F4
Strand: Democ

Teacher case stories: Using first-person narratives of classroom dilemmas to inquire into the possibilities for democratic schooling

Submitted by: Ken Jones, University of Southern Maine
Co-Presented by: Ann Foster

NNER is developing a collection of teacher case stories on its website. Written by practicing K-12 teachers, these stories describe dilemmas that arise when teachers attempt to enact their ideals for equity and democracy in public school classrooms. In this session, participants will read and discuss a case story, and explore ideas for developing and using case stories in teacher and administrator preparation and professional development.

EB-F5
Strand: Equity

Learning from Somali Bantu Refugee Students: Recommendations for Teachers in the Field

Submitted by: Kevin Roxas, Ph.D., University of Wyoming

This presentation provides concrete suggestions for educators and teacher educators currently working with refugee children. Based on extensive work with recently arrived refugee students, the presenter will provide recommendations for community outreach to refugee families and their families, for instruction in the classroom, and for implementing school and district policy as it pertains to improving academic outcomes for refugee students.

EB-F6
Strand: Equity

Ninth Grade Teams: A vehicle for high school reform

Submitted by: Laura Satterfield, Dwight Morrow High School - Englewood Public School District
Co-Presented by: Melissa Conte

A ninth grade team is a data driven collaborative group that addresses the emotional, behavioral, and academic factors that impact ninth graders. This presentation will introduce the team model as a vehicle for high school reform and provide educators with the tools necessary to achieve success.

EB-F7
Roundtable

Compelling Instructional Work: The Pathway to Student Engagement and Achievement

Submitted by: Andrea Hayden, Albany County School District #1, Laramie WY
Co-Presented by: Kate Kniss

This presentation focuses on an enrichment project developed for underserved readers. The project provides enrichment for advanced readers through participation in technology-based book clubs that connect students at multiple sites. The project maximizes the students' experience through technology, while maximizing classroom teachers' ability to serve the needs of other students.

EB-G
Strand: Nurture

Creating a Tone of Decency and Trust – Working with students who find success elusive

Submitted by: Dan Condon, Eagle Rock School
Co-Presented by: Michael Soguero

Using the Nationally Recognized Eagle Rock School & Professional Development Center (a CES Mentor School & a CES Affiliate Center) as a case study in the CES EssentialVisions DVD & Toolkit, participants will learn how to take steps toward transforming challenging school and classroom settings into communities infused with a tone of decency and trust. Participants will receive the $40 DVD & toolkit for attending. To maximize the impact of this workshop participants are encouraged to attend with a colleague.

EB-H
Strand: Equity

Conditions for Learning: Opportunity to Learn Standards in Public School Districts

Submitted by: Pamela Hopkins, Snohomish School District

What are standards we must hold for ourselves as public educators and for our school districts that create conditions for ALL students to have access to knowledge and to achieve? How can we develop efficacy and purpose that views these conditions as being in our control as adults in the public education system?

EB-I
Strand: Democ

Re-thinking the Social and Civic Goal of Schooling in a Complex Democratic Society

Submitted by: Lydiah Nganga, University of Wyoming Casper Center
Co-Presented by: John Kambutu

The U.S. is becoming an increasingly complex society due to ongoing social changes. Consequently, educators must re-think the process of teaching and learning. In this presentation, we share data from a qualitative research study involving P-12 educators . Additionally, we discuss the value of simultaneous educational renewal to improve education.

AUDITORIUM
Strand: Nurture

The aesthetic in nurturing pedagogy: Reflective teaching as care of self and caring for others

Submitted by: Dorothy Heard, Montclair State University

This roundtable discussion will focus on how "˜self' is developed in the act of teaching students who have been traditionally under served and reflection through artistic processes. Social and cultural descriptions of self-development will frame how a pre-service urban teaching context contributes to fostering aesthetic practices as a nurturing pedagogy.

BALSAM
Strand: Democ

It's Wonderful When a Student Gets a "D" at our school!

Submitted by: Susan Taylor, Newark Public Schools/Montclair State
Co-Presented by: Marisol Diaz

Transforming and creating a school culture and climate that fosters and promotes democratic principles can be a daunting task. This presentation speaks to the transformation over the past decade of a large urban elementary school from a place where undemocratic practice flourished to a school reknown for the impressive and democratic climate/culture! Practical and strategic ideas and strategies will be presented.

BIRCH
Strand: Democ

Teacher case stories: Using first-person narratives of classroom dilemmas to inquire into the possibilities for democratic schooling

Submitted by: Ken Jones, University of Southern Maine
Co-Presented by: Ann Foster, NNER

NNER is developing a collection of teacher case stories on its website. Written by practicing K-12 teachers, these stories describe dilemmas that arise when teachers attempt to enact their ideals for equity and democracy in public school classrooms. In this session, participants will read and discuss a case story, and explore ideas for developing and using case stories in teacher and administrator preparation and professional development.

CEDAR B
Strand: Democ

Modeling Democratic Practices: Enculturating Teacher Candidates to Prepare Students for a Democracy

Submitted by: Lynnette Erickson, Brigham Young University
Co-Presented by: Amy Miner

Social studies methods courses provide a natural context for teaching the content, attitudes and practices of democratic classrooms. After studying ourselves, and our teacher candidates during and after our course we found that they have an increased commitment to, knowledge of, and inclination toward implementing democratic principles in classroom practice.

COTTONWOOD
Strand: Equity

Does using technology as a learning tool improve student achievement in terms of measurable results?

Submitted by: Barry Bachenheimer, Caldwell-West Caldwell Public Schools and Montclair State University

Our presentation will highlight the results of our action research study that has shown that the use of technology as a learning tool increased student performance, understanding, and achievement with measurable, quantifiable outcomes. It is hoped that this study will be a model for other educators to follow when designing structures and learning activities that embed technology to prepare their students for the future, as well as a model for a successful working partnership between the Caldwell-West Caldwell Schools and our Montclair State University partner in education renewal.

LARCH
Strand: Equity

Creating and Sustaining High Quality Professional Development

Submitted by: Mary Beth Crowder-Meier, Independent Consultant to DC Public Schools
Co-Presented by: Michelle Edwards, Elizabeth Whisnant

The DC Collaborative for Change is a collection of ten DC Public Schools united in improving education for all children. This session, Co-presented by two principals and their literacy consultant will focus on the implementation of the professional development component within the Collaborative: the structures utilized, the evidence of student achievement, and reflections on the first year that informs the next steps of the Collaborative work.

LAUREL
Strand: Equity

Pursuing Excellence and Equity using Professional Learning Communities to Strengthen Educators

Submitted by: Sarah Willis, Natrona County School District #1
Co-Presented by: Jonna Johnson

Pursuing Excellence and Equity for all Leaders is a high and worthy ideal. Our goal is to reach all students and teach them valuable skills to help them be productive citizens. To do this, we need to prepare and strengthen ourselves and new educators so we have the skills necessary to reach all students and provide them with an excellent education.

MADRONA
Strand: 2-Democ

Grant Planning for a Coordinated set of History Associates Programs in NNER Settings

Submitted by: Tom Bellamy, University of Washington Bothell
Co-Presented by: Leslie Wilson, Tiffany Hall

This session discusses a strategy for coordinated grant applications that would support "History Teacher Associates" programs with funding under the Department of Education's Teaching American History program. The outcome of the session will be identification of settings that would like to participate in this competition and a plan for developing applications.

MAPLE
Strand: StewardPE

Rethinking the Teacher Development Continuum: Retention and Renewal

Submitted by: Cheryl Hopper, Montclair State University
Co-Presented by: Charity Dacey

In this presentation we will provide participants with an opportunity to engage with and explore our virtual network. In addition, we will take a closer look at how this school/university partnership is rethinking the teacher development continuum through the utilization of social networking media.

EB-A
Strand: Nurture

Changing Processes Through Partnerships–A Democratic Approach to Efficacy and Integrity

Submitted by: Salli Price Welsh, Sutter County Superintendent of Schools;
Co-Presented by: Salli Price Welsh

This roundtable will look at the collaboration between Sutter County Superintendent of Schools and California State University Chico to make improvements in the county-operated Emotional Disturbance program. Discussion will include the process, progress, emerging issues, divergent and convergent understandings, and student equity, plus implications for Autism Spectrum Disorder (ASD) programs.

EB-B
Strand: Democ

The praxis of democratic leadership: Theoretical and empirical lenses on distributed leadership

Submitted by: Jim Lowham, Wyoming School University Partership;
Co-Presented by: Elizabeth Lowham

Enculturating youth into democracy faces an inherent conflict when students are both participants and products in the educational system. This session presents theoretical and empirical work investigating one district's attempt to resolve this conflict through a decision making structure which explicitly utilizes democratically distributed leadership to fully engage multiple stakeholders.

EB-C
Strand: Democ

The Power of the Agenda

Submitted by: Paul Wangemann, Brigham Young University
Co-Presented by: Steven Baugh

The Agenda for Education in a Democracy has guided the work and accomplishments of the BYU-Public School Partnership over its 25-year history. This presentation highlights our past and current efforts to infuse the purposes of the Agenda in the work we are doing. Reflecting on the Agenda is critical to strengthening our commitments and deepening our understanding of its purposes.

EB-D1
Strand: Nurture

More Swimming, Less Sinking: Helping Those New to the Profession

Submitted by: Mindy Meyer, Center for Strengthening the Teaching Profession
Co-Presented by: Jeanne Harmon

New teachers deserve a robust and supportive introduction to the profession. Washington State educators wrote the state's first set of induction program standards and are implementing these standards in varied districts across the state. These induction standards allow districts to create a program that meets their needs and resources.

EB-D2
Strand: Equity

Social justice teaching: A conversation with the Social Justice Reading Group

Submitted by: Kate Muir Welsh, University of Wyoming
Co-Presented by: Sonja Browe, Andrea Hayden, Kate Kniss, Stella Nowell

What is social justice teaching? In this interactive workshop, participants will engage in educational activities and self-reflect on various issues including racism, poverty, and white privilege. Participants will leave with resources to help them teach for social justice.

EB-D3
Strand: Equity

Strong swimmers in a swift current of bureaucracy: Rural superintendents in tiny, remote settings

Submitted by: Jeanne Surface, University of Nebraska @ Omaha

The presentation includes a dialogue about the challenges and promising practices of rural schools despite running upstream against educational policy, isolation, declining enrollment and poverty. Very little is known about how superintendents respond to and view the challenges brought about by increasing external performance demands on their schools. A multi-case study format was used to create profiles of five rural superintendents in Wyoming, highlighting the challenges they face as a result of the federal involvement in education and loss of local control. Hidden within these perceptions are some clues that might offer some meaningful guidance for policy makers, rural superintendents, and university preparation programs.

EB-E1
Strand: StewardPE

Turning Learning Inside Out: Professional Development in a PDS

Submitted by: Donnan Stoicovy, State College Area School District
Co-Presented by: Elizabeth Cullin, Rebecca West Burns, Bernard Badiali

Presenters will update participants about the professional development project to take current curriculum and integrate it to extend learning beyond the boundaries of classrooms to another alternative, inviting, and engaging environment and its impact on student learning and environmental literacy, preservice and teacher attitudes, school learning community and professional development.

EB-E2
Strand: Democ

Students as Citizen Scientists: Developing Democratic Values and Skills while Learning Science

Submitted by: Sylvia Parker, Science and Math Teaching Center, University of Wyoming

When nature and community are connected, an ecologically and culturally literate citizenry that values responsible stewardship is created. Place-based learning is based on the belief that when students become actively engaged in real-world, relevant issues, learning is enhanced and both schools and communities are strengthened. This session discusses teaching science to develop scientifically literate citizens.

EB-E4
Strand: Equity

Our Responsibility: Supporting Novice Teachers In Urban Districts

Submitted by: Genevieve Murray, Newark Public Schools/Montclair State University Network For Educational Renewal
Co-Presented by: Noreen Gelling

Excellence and equity for all learners will not be attained in any classroom unless all learners are consitently provided highly effective teachers. Built on this premise participants will analyze and discuss questions related to teh challenges and triumphs of offering urban educators quality induction services.

EB-E5
Strand: Democ

Place-Based Education, Environmental Stewardship and Civic Engagement in Urban Public Schools

Submitted by: Pieranna Pieroni, Brooklyn College
Co-Presented by: Deborah Shanley

Brooklyn College's School of Education and College Now Program, in collaboration with Liberal Arts and Sciences faculty, Brooklyn public schools, community organizations and the National Parks Department are exploring ways to engage high school students as agents of change in their communities and stewards of the environment.

EB-E6
Strand: StewardPE

Teaching Others

Submitted by: Anna Lyon, Wright State University;
Co-Presented by: Colleen Finegan

This presentation reports the insights gained by university students' through their participation in a teaching experience in Concepcion, Chile. The experience of being the "other" in someone else's culture gave these students a new perspective on lesson planning, and interacting with diverse children and families.

EB-E7
Strand: Equity

Struggle to Make Democracy Work in East New York

Submitted by: Haroon Kharem, Brooklyn College; Co-presented by: Maria Scharron del Rio, Noel Anderson, Deborah Shanley

A collaborative democratic approach between Brooklyn College and Performing Arts & Technolgy High School (PATHS) seeks to educate through principles of reflection, responsibility, and renewal in the pursuit of excellence and equity for all learners will also be anchored in the principles of multicultural counseling and education. An inquiry based history course that uses a biographical approach to the struggles of African and Latino American students as active agents in the construction of their own lives and communities. Similarly, multicultural and democratic approaches to counseling, advocacy, and advisement in the school. In addition the Empowering Recruiting Investing Supportive (ERIS) at Brooklyn College haa joined the BC/PATHS collaborative efforts to close the achievement gaps while also promoting qualities in our students that will help them thrive in diverse (racially, economically, culturally, linguistically) environments.

EB-E8
Strand: Equity

WSU's Collaborations in STEM Education: Advances in Understanding and Applying the NNER Mission

Submitted by: James Tomlin, Wright State University;
Co-Presented by: Beth Basista

Partnerships in mathematics and science education established by the Colleges of Education Human Services (CEHS) and Science and Mathematics (COSM) in the middle of the last decade on the basis of faculty with shared appointments has allowed Wright State to actualize and advance in the understanding and application of the NNER mission.

EB-E9
Strand: Democ

Direct Student Engagement in the Political Process – An Example and Discussion for the Future

Submitted by: Brandon Knox, University of Nevada, Reno;
Co-Presented by: Charlie Jose, Joel Bolling

This roundtable discussion will include the successes and failings of specific student-lead political action at the University of Nevada, Reno, and comparison to other instructions. This will lead into topics including faculty/administrative roles in supporting student political action, connections to learning and democracy and the evolving characteristics of civic engagement.

EB-E10
Strand: Equity

Macro to Micro to Macro: The Power of Backmapping to Create High Quality Outcomes for All Learners

Submitted by: Eric McDowell, Bellevue School District;
Co-Presented by: Doug Sovde

Bellevue School District began a renewal process in 1996 to increase the rigor its program. They backwards mapped standards down to the kindergarten level. This session will provide participants with a summary of their work and will ask each to reflect on whether a similar approach might work for them.

EB-F1
Strand: Equity

Compelling Instructional Work: The Pathway to Student Engagement and Achievement

Submitted by: Andrea Hayden, Albany County School District #1, Laramie WY
Co-Presented by: Kate Kniss, Andrea Hayden

This presentation focuses on an enrichment project developed for underserved readers. The project provides enrichment for advanced readers through participation in technology-based book clubs that connect students at multiple sites. The project maximizes the students' experience through technology, while maximizing classroom teachers' ability to serve the needs of other students.

EB-F2
Strand: StewardPE

Peer coaching supported by blogging as a means of professional development

Submitted by: Daniel Duca, Montclair State University
Co-Presented by: Peter Ficuciello

Educators will experience and simulate the peer coaching process, supported by blogging, as a means of professional development. Peer coaching is self reflective and professionally satisfying. It is non judgmental, supportive and constructive. Background information will be presented with handouts and other media, and an interactive session will follow.

EB-F4
Strand: Equity

Creating Equity in Access for Rural Special Educators: Partnering with Rural Education Schools

Submitted by: Patricia Renick-Wood, Wright State University

Rural schools often do not have access to teacher preparation programs. These districts experience shortages of licensed special educators. Developing partnerships with rural schools, using visiting professors, and IVDL links, Wright State University developed a program resulting in sixty new special educators in seven counties serving seventeen rural school districts.

EB-G
Strand: Democ

Environmental Stewardship and Active Democracy in Pre-service Teacher Education

Submitted by: Carie Green, University of Wyoming;
Co-Presented by: William Medina, Carol Bryant

Our conversation focuses on the growth of pre-service teachers who took active-citizenship roles to address energy usage within their University community. This discussion will highlight the importance of education promoting democratic decision-making processes and the complexity and challenges of developing public policy that preserves the integrity of the environment.

EB-H
Strand: Nurture

Virtual Nurturing: Using the Internet to Support and Model Teacher Excellence

Submitted by: Caroline Murray, Montclair State University;
Co-Presented by: Gregg Festa, Laura Nicosia, Donna Richter-Maschio

How can the Internet provide and model nurturing pedagogy for learners? We'll discuss MSU Network for Educational Renewal initiatives that address this question, including: our CoP Blackboard Community; Email Blasts; online assessment systems; online surveys for field experiences/events; professional development coordination/resources; and most recently, our social networking community (via Ning).

EB-I
Strand: StewardPE

Teacher Prep Studies at Bulkeley High School in Hartford, CT w/ UConn: Teachers Inspiring Teachers

Submitted by: Rene Roselle, University of Connecticut and Hartford Public Schools

Hartford, CT has restructured its public schools to be an "all choice" system. One of the exciting choices being launched in the Fall 2009 is Hartford's Teacher Preparatory Studies at Bulkeley High School. The course of study will encourage students to explore and pursue careers in the field of education. The presentation will share the design specifications as well as generate a lively discussion on deliberately focusing and nurturing future teachers at the high school level. The University of Connecticut is the lead partner on this initiative.

AUDITORIUM
Strand: Equity

"The Nebraska Experience" A Tripartite Collaboration

Submitted by: Laurie Friedman-Adler, Brooklyn College Academy
Co-Presented by: Nicholas Mazzarella, Deborah Shanley, John Anderson

The NNER Tripartite Model enabled six students from The Brooklyn College World Ensemble to experience and perform on the Omaha Reservation School, Kearney Public Schools, The Nebraska Museum of Art and the University of Nebraska at Kearney. This adventure to Nebraska could help all students come together and become a positive influence in our great society.

BALSAM
Strand: StewardPE

Activating the Tripartite to Steward Public Education

Submitted by: Dianne Bath, Georgia Southern University
Co-Presented by: Stephanie Kenney, Bob Lake, Barbara Mallory, Judi Repman, Caren Town, Deborah Thomas, Eileen Baynes, Dianne Bath

Presenters will describe the evolution of the GCER Tripartite Partnership into a network of groups working together to renew and revitalize democratic practices in school, university, and community. Typical functions and current initiatives of the group will be described, with attention to the challenges inherent in our work. Significant time will be spent exchanging ideas with participants regarding how the Tripartite works at their settings.

BIRCH
Strand: StewardPE

Program Assessment and the AED: Preparing Stewards for Public Education

Submitted by: Lynnette Erickson, Brigham Young University
Co-Presented by: Nancy Wentworth

Brigham Young University teacher education program uses the Agenda for Education in a Democracy and INTASC Principles to frame candidate assessment data. The AED aligned with the INTASC principles provided faculty, teacher candidates, and public school partners with common understandings and language to articulate what we value in our program.

CEDAR B
Strand: Nurture

Getting Beyond the Words: Helping Kids Think Critically

Submitted by: Susan Henderson, Trillium Publishing (Educational Publisher)

This presentation will first explore assumptions about critical thinking and the differences between surface-level and deep-level understanding. The presentation will follow-up this discussion with suggestions for materials and practical strategies that educators can use to enhance deep-level thinking.

COTTONWOOD
Strand: Nurture

Reducing Isolation for Novice Educators through Nurturing Pedagogy

Submitted by: Fran Greb, Montclair State University

Novice educators from two elementary schools participate in a voluntary mentoring program facilitated by the University Liaison. The program offers support to increase teacher retention and reduce isolation. This session will address mentoring through the voices of the novice educators including their reflective journal entries.

LARCH
Strand: StewardPE

The Professional Teacher in a Democratic Society: A Cohort-delivered Master's Degree Program & A Gem

Submitted by: Lee Goldsberry, University of Southern Maine
Co-Presented by: Diane Wood, Jan Goldsberry

PTDS is both the name and the focus of a cohort-based Master's Degree program. Reported briefly are the structure, content, and results from a three-year program relying heavily of the perceptions of its 24 graduates. Then, using a participatory format that characterized the program itself, hearty conversation.

LAUREL
Strand: StewardPE

Developing Knowledge About Community Engagement from Five Local P-16 Councils in Ohio

Submitted by: Hal Lawson, University at Albany, SUNY
Co-Presented by: Dawn Anderson-Butcher

P-16 education reform unites P-12 schools with postsecondary education. A centerpiece in a growing number of states, P-16 reform depends on complex partnerships, which facilitate simultaneous renewal and improve public engagement. Knowledge and lessons learned derived from five local P-16 partnership councils will be presented and implications will be discussed.

MADRONA
AED INTRO

Facilitated by: Nick Michelli

MAPLE
Strand: Equity

School-based Mentoring: A Nurturing Approach to Improve the Educational Outcomes of Students At-risk

Submitted by: Paul Caldarella, Brigham Young University CITES
Co-Presented by: Shauna Valentine, Drew Daniels, Barbara Quackenbush

Ensuring high quality educational outcomes for students with emotional and behavioral difficulties is a significant challenge. They are often under-served, reflected in poorer long-term outcomes. This study investigated school-based mentoring as an intervention for such at-risk elementary students. Results indicated significantly improved ratings of students' social competence, academics, and citizenship.

EB-A
Strand: Democ

Contemporary Issues Through Videoconferencing: Preparing Students for Democracy & Global Citizenship

Submitted by: Matthew Conforth, Passaic Valley Regional High School and Montclair State University Network for Educational Renewal
Co-Presented by: Gregg Festa, Kathy Menake

Contemporary Issues Through Videoconferencing (CITVC). Using 21st Century technology that include videoconferencing, interactive virtual field trips, and Web 2.0 tools, CITVC promotes dialogue between students, educators, and experts from around the world. Students gain valuable problem solving and decision-making skills that prepare them to become effective and responsible global citizens.

EB-B
Strand: Equity

Reflecting on Student Diversity in Select School Partnerships

Submitted by: Donna Cole, Wright State University
Co-Presented by: Ron McDermott, David Lawrence

Using Reflection as the analytic tool, the session leaders will discuss the Wright State settings partners and present an overview of how the various districts represent diverse student populations. Specific reflection will be given from a new large urban district high school partnership and a suburban partner with a significant minority population. The administrators representing these two partner districts will reflect on the impact of the NNER work on these select systems.

EB-C
Strand: Equity

The Fourth "R" - RIGHTFULNESS: A Multi-Dimensional Approach to Pursuing Excellence and Equity

Submitted by: Donna Michaels, Brandon School Division
Co-Presented by: Greg Malazdrewicz, Adrian Kuryliw

Reflection, responsibility, renewal ... and Rightfulness. In adding a fourth "R" – RIGHTFULNESS – we assert that an equitable, multi-dimensional approach is essential to pursuing educational excellence. Equitable practices should be inextricably bound with development of Policy. Equity goes beyond equality to form the foundation for fair, just democratic practices in education.

EB-G
Strand: Equity

Preparing Culturally-Competent Teachers for Language-Diverse Classrooms and Communities

Submitted by: Wendy McCarty, University of Nebraska at Kearney
Co-Presented by: Rosemary Cervantes

This session shows how teachers and students bridge language and cultural divides through collaborative efforts of campus, community, and P-12 schools via the Nebraska English Language Learner Leadership Initiative (NELLI), and embracing the work of Mary Pipher (The Middle of Everywhere) and Nel Noddings (Educating Citizens for Global Awareness).

EB-H
Strand: Democ

The Chicken and the Egg: Preparing Teachers While Simultaneously Renewing Urban School Sites

Submitted by: Lisa DeLorenzo, Montclair State University
Co-Presented by: Tina Jacobowitz

As our teacher education program has grown we find it increasingly difficult to place students in settings that meet the ideals of Postulate 15. In this session, we will use our partner school experiences to share the difficulties in developing urban partnerships that model democratic practice.

EB-I
Strand: Democ

Educating Responsible Citizens in Elementary Grades

Submitted by: Jean Davies, Laramie County School District #1
Co-Presented by: Joyce Chalstrom

The presenters will overview the We the People: the Citizen and the Constitution program demonstrating the growth and benefits of promoting responsible citizenship beginning in the elementary grades. We the People is based on valuable professional development of content and pedagogy for teachers consistent with NNER philosophies and values.

AUDITORIUM
Strand: Democ

Connecting Theory with Practice: Real Practices in Real Classrooms

Submitted by: Joanie James, Albany County School District #1; University of Wyoming Lab School
Co-Presented by: Barb Deshler, Stella Nowell, Theresa Williams

This session begins with an overview of NCLB's damaging influences on curriculum and instruction. Next, presenters interweave democratic education theory with poignant classroom examples of democratic teaching and learning. The last 30 minutes will engage participants in sharing ideas that connect democratic education theory with real classroom practices.

BALSAM
Strand: Democ

Teaching to Watch, not just Watching to Teach: Using documentary films to enhance understanding

Submitted by: Scott Macklin, College of Education, University of Washington

Documentary filmmaker, Scott Macklin, will present the film "Masizakhe: Building Each Other". The Eastern Cape city of Port Elizabeth is home to a group of dynamic young artists dedicated to the upliftment of their community through cultural activism. This film explores the collective identity of these activists through their ideologies and diverse initiatives. Rushay and Imhotep, big brothers of the scene, "emcee" a narrative that explores the principles and relevance of hiphop, black consciousness and history to the youth's continuing struggle for freedom. Animations combined with powerful spoken word poetry support a documentary that demonstrates the energy and urgency of a new South African youth culture. As Imhotep says in the film, "this energy flows to and from students in the United States, Europe, South America – in fact, from all over the world." Following the screening, there will be a discussion regarding implications of how to teach a film...not just watch a film in classroom settings.

CEDAR B
Strand: Democ

Service-Learning Sufficient for Citizen and Moral Education? An Argument for Participatory Democracy

Submitted by: Robert Howard, University of Washington, Tacoma
Co-Presented by: Robert A. Kenny, Mary E. Van Verst

This presentation will examine the positive, important, but limited, impact of service-learning programs in the U.S. and make a case for democratic decision making by students in classrooms and schools.

COTTONWOOD
Strand: Democ

The Re-emergence of the Research School: A Model To Meet the Challenges of Education for Democracy

Submitted by: Jeanne Gerlach, University of Texas Arlington
Co-Presented by: Marc Schwartz, Greg Wright, Gene Buinger Hurst

The panel explores the challenges and success in creating Research Schools based on education for a democracy and the belief that all students can learn. Participants describe their efforts with NNER (AUSNER) partner schools and discuss how much of their efforts are based on Mind, Brain, Education cutting edge research.

LARCH
Strand: Nurture

Teacher Study Groups: When Teachers Learn, Students Learn

Submitted by: Casey Shorter, Caldwell-West Caldwell
Co-Presented by: James Bigsby

Teacher study groups serve as school-based professional development structures that develop teacher learning communities through dialogue and reflection around topics based on school goals and teacher needs. This presentation will describe the characteristics of our teacher study group that make it successful.

LAUREL
Strand: Democ

And Justice For All: Using Artificial Environments to Create Community and Teach Diversity

Submitted by: Leslie Wilson, Montclair State University
Co-Presented by: A. J. Kelton, Laura Nicosia

How the use of electronic networks and artificial environments including Twitter, Facebook, Ming, and Second Life have promoted greater ideas of democracy for both students, future teachers and faculty. We will discuss how these tools foster democratic choices leading to the growth of future teachers in establishing societal rules in the classroom.

MADRONA
AED INEQUITIES

Facilitated by: Francisco Rios

MAPLE
Strand: Democ

The Wilderness Explorer Program and the Agenda for Education in a Democracy: A Look at Shared Paths

Submitted by: Gwendolyn Jones, Fairmont State University;
Co-Presented by: Matthew Schmuck, Carol Tannous

The Wilderness Explorer Freshman Seminar Program at Fairmont State combines a summer adventure experience with freshman seminar to provide supports for college freshmen. Come and explore with us the many ways our work shares the path with the Agenda for Education in a Democracy around issues of access and success.

EB-A

Award session

Richard W. Clark Award Session

EB-B

Award Session

Nicholas Michelli Award Session

EB-C
Strand: Equity

Together Again for the First Time: Sharing Responsibility Through a Complex Partnership

Submitted by: Cynthia Onore, Montclair State University;
Co-Presented by: Emily J. Klein, Nancy Lauter, Jennifer Robinson, Julianne Bello

This session describes the history of a vibrant partnership among a university, seven inner city K-12 schools, the school district's central administration, and the teacher's union. We identify major goals and accomplishments and explore the central challenges we confront. We share experiences of establishing and employing formal structures created to plan and carry out the work.

EB-G
Strand: Equity

Renewing University-School Partnerships with Changes in Leadership

Submitted by: Jennie Rakestraw, Winthrop University;
Co-Presented by: Jonatha Vare, Harriet Jaworowski, Tammy White

One of the challenges university-school partnerships face is change in leadership. The challenge is exacerbated when new leaders are unfamiliar with or unconvinced of the principles that have been guiding the work. This session will explore ways in which to recreate and rebuild university-school partnerships through a commitment to reflection, responsibility, and renewal.

EB-H
Strand: Equity

School/University/Community Partnering: Reflecting on What Works for Hispanic Students

Submitted by: Viola "Vi" Florez, University of New Mexico;
Co-Presented by: Kirian Katira, Deedee Stroud, Tim Gutierrez

Hispanics are the nation's largest and fastest growing minority group and by 2050, this group will constitute nearly 30% of the US population. The limited academic success of Hispanic students constitutes one of the nation's most critical educational policy issues. This session will focus on factors affecting low levels of educational attainment for Hispanic students in all segments of the P-20 educational system. Presenters will discuss collaborative School/University/Community partnerships that have engaged P-20 students in community and school efforts to help understand the factors that influence academic success, plus help them become social change agents in the creation of a democratic equitable society.

EB-I
Strand: Equity

Teaching Miners: A multidisciplinary approach to STEM Education on the U.S.-Mexican Border

Submitted by: Laura Serpa, University of Texas at El Paso;
Co-Presented by: Olga Kosheleva, Milijana Suskavceveic, Anny Morrobel-Sosa

Teaching Miners is an education program at UTEP which utilizes the unique culture and environment of a border community to increase the number of Hispanic STEM graduates nationally. A significant outcome of this program is that our graduates are well prepared in their content area and also as teachers.

AUDITORIUM
Strand: Nurture

Using the Positive Behavior Support Framework to Foster a Nurturing Pedagogy

Submitted by: Richard Young, Brigham Young University, McKay School of Education
Co-Presented by: Lynnette Christensen, Colleen Densley, Drew Daniels, Mike Larsen

This presentation will overview school-wide positive behavior support as a framework that supports nurturing pedagogy and an ethic of care. The SWPBS framework will be overviewed and examples from public schools of how it may be implemented effectively will be shared.

BALSAM
Strand: Equity

Measuring and Nurturing Dispositions to Achieve Equity

Submitted by: Jonatha Vare, Winthrop University;
Co-Presented by: Lisa Johnson

Partnership faculty developed a matrix of equity indicators that integrates ethical principles of justice and caring, used a related rubric to assess teacher candidates' dispositions to achieve equity, reflected on trends in teacher candidates' judgments and actions, and used the results to renew aspects of the teacher preparation program.

BIRCH
Strand: StewardPE

Stewarding urban teacher education: Reflection, responsibility and renewal in Newark, New Jersey

Submitted by: Vanessa Domine, Montclair State University;
Co-Presented by: Julianne Bello

This session illuminates the joint stewardship of Montclair State University and Newark Public Schools through the undergraduate course, Public Purposes of Education. The co-presenters detail specific learning outcomes, the shared responsibilities of students and teachers, and the uses of assessments and technology to address emergent challenges of educational renewal.

CEDAR B
Strand: Equity

Simultaneous Renewal: Students Teachers Learn AND Serve in a Progressive Model of Teacher Education

Submitted by: Jill Heiney-Smith, University of Washington;
Co-Presented by: Rich Gurr

Parkwood Elementary's climate of openness cultivates a growth-centered practice that is mutually beneficial for all participants in teacher education. Master teachers work with the UW to pay back the mentoring they have received, thus renewing their own practice and better serving their students.

COTTONWOOD
Strand: Nurture

Mindful Teaching: Reflection and Renewal as Responsibility

Submitted by: David Lee Keiser, Montclair State University

School structures necessitate the development of compassion and makes caring both a challenge and an imperative. As students are asked to show continuous improvement and teachers are being held more accountable for student learning, the need for caring and compassion intensifies. Mindful Teaching, a nurturing pedagogy inclusive of multiple intelligences, compassion, and contemplative practices, provides a starting point.

LARCH
Strand: StewardPE

Impact of a Field-Based Introductory Course on Teaching Candidates' Knowledge, Skills, Dispositions

Submitted by: Dennis Potthoff, University of Nebraska-Kearney
Co-Presented by: Dr. Jane Ziebarth-Bovill, Brandon Skocz

Data from a study involving undergraduate teaching candidates enrolled in a field-based introductory experience which included observations in P-12 schools and a service learning project will be reported. The focus for data collection was candidate growth in teacher knowledge, skills, and dispositions and also growth with regard to four program themes (classroom management/organization, democracy, diversity, and technology). This session will include time for discussing current understandings of the term "field-based" programs.

LAUREL
Strand: Nurture

Our Story: Nurturing Citizens and a Social Democracy

Submitted by: Wendy Winchel, Bend LaPine, League of Democratic Schools
Co-Presented by: Lisa Peterson, Patrick Bluhm, Jill Moore, Colleen Dempsey

Westside Village Magnet School is a K-8 mixed-age community that provides a highly stimulating, academic learning environment. Share in our story of constant renewal and reflection in the ongoing process of building responsible civic-minded students that will embrace practicing democracy in the world we aspire to live in.

MADRONA
AED INDIV DIFFERENCES

Facilitated by: Bonnie McDaniels

MAPLE
Strand: StewardPE

Effective Support for New Teachers: Standards for Induction

Submitted by: Jeanne Harmon, Center for Strengthening the Teaching Profession;
Co-Presented by: Mindy Meyer

Washington State educators created program standards for effective support for new teachers and performance standards for the mentors who help them improve their practice. Participants will examine the standards, consider how they might be helpful in their own setting, and share successful strategies of their own.

EB-A
Strand: Nurture

Reflections from First Year Teachers in a University/P12 Partnership

Submitted by: Gayla Holmgren, St. Cloud State University Partners (MN)

This session will share information regarding a university/multi-school district partnership for new teacher professional development and mentorship that is addressing the whole learner needs of novice teachers. Summary and analysis of three years of mentor and mentee narrative reflections will be shared, along with quantitative data.

EB-B
Strand: Equity

Social Justice and Information Poverty [CANCELLED]

Submitted by: Martha Corpus, Brooklyn College, City University of New York;
Co-Presented by: Dacota Stewart-Dick

A look at social justice and ethical norms that apply to students of varying socio-economic and cultural environments. The Internet on its own does not equate with relevant access to information. It is incumbent among to improve these conditions, and thereby open avenues to the creation of new knowledge.

EB-C
Strand: Equity

Responsibility and Renewal in American Indian Teacher Education: Three Programs and Effects

Submitted by: Timothy Rush, University of Wyoming
Co-Presented by: Angela Jaime, Christine Rogers, Marty Conrad, Burnett Whiteplume

Presents development and effects of three culturally responsive programs for teachers of American Indian children. Each program, developed in concert with people of the Wind River Indian Reservation, addresses simultaneous renewal of teacher education and school practice for the group historically least well served by public education in America.

EB-G
Strand: Equity

School-based inquiry: a process for developing high school classroom culture

Submitted by: Joanna Michelson, Highline Schools and University of Washington College of Education
Co-Presented by: Anneke Markholt, Jennifer McDermott, Branden Mitchell

What is meant by "culture," "equity," and "ownership"? How can groups of teachers engage in collective inquiry to study classroom cultures? This session proposes a process, employed by secondary literacy coaches in the Highline SD and the Center for Education Leadership, to explore this topic through collegial inquiry and discourse.

EB-H
Strand: Stewarding Public Education

National Board Certification and the 3 R's as they occur in Wyoming Public Schools

Submitted by: Stella Nowell, Albany County School District
Co-presenters: Joanie James, Theresa Williams, Margaret Hudson, Teddi Benson

This session will detail the changes that occur in Wyoming Schools when support for the National Board for Professional Teaching Standards certification process is utilized by practicing teachers. Conversations will model how the process aligns with the New 3 R's by providing stewardship through: reflection on teaching pedagogy; responsibility to impact student learning for all learners; and, renewing inward professional practices. This session will be held by two National Board Certified Teachers (NBCT's), two NBCT's in progress, a supporting administrator and a candidate support coordinator.

EB-I
Strand: StewardingPE

Using Professional Development to Drive Educational Reform: Implications of a 3-Year Federal Research Study

Submitted by: Roger Guevara, Southern Arkansas University

Educational reform through professional development is a growing opportunity for school and university educational leaders. Quality models for content-area training is key for increased teacher knowledge as well as student academic performance. Presenters will share research data on a three-year study of a $350,000 Math Science Partnership grant -- and content knowledge gains from a 12-district consortium of science teachers in South Arkansas.

AUDITORIUM
Strand: Equity

A Web of Readers: Enhancing Critical Reading through Creative Networking

Submitted by: Mary P. Sheridan-Rabideau, University of Wyoming;
Co-Presented by: Evie Hemphill, April Heaney

This session will discuss approaches to using Web 2.0 resources for building reading engagement and connective thinking among both prepared and under-prepared readers.

BALSAM
Strand: StewardPE

Constructing the Four-Legged Stool: Chico State NNER Partnerships

Submitted by: Phyllis Fernlund, California State University, Chico
Co-Presented by: Maggie Payne

This presentation will describe the efforts of the California State University, Chico member site participants to develop cross-cultural understanding and to overcome the challenges inherent in simultaneous renewal collaborations between the P-12 schools; arts and sciences; teacher education and the community. The presenters will focus on four different partnership examples representing different levels of collaboration, from two-legged to four-legged stools.

BIRCH
Strand: StewardPE

Finding Our Voices as Teacher Leaders through Action Research and Self-Study

Submitted by: Monica Taylor, Montclair State University
Co-Presented by: Laura Satterfield, Jennifer Goeke, Cynthia Onore, Melissa Mergott, Monroe Helfgott

We describe how we have gained our voices as teacher leaders, creating a space between our voice as teachers and our voice as teacher researchers. We share our research experiences and the ways in which we make sustainable change in our classrooms and schools through leading professional development and change.

CEDAR B
Strand: Nurture

Fostering Nurturing Pedagogies From a Distance (On the Road Again- How to Mentor From Afar)

Submitted by: Diana Wiig, University of Wyoming Co-presented by: Kathy Bruce

Interactive discussion on the distinctive challenges and advantages found in a rural site hundreds of miles from the university. This includes a redefining of the roles and responsibilities of the individuals responsible for mentoring and supervising preservice teachers and the unique role of the onsite facilitator.

COTTONWOOD
Strand: Democ

Addressing "Old & New 3 R's" Simultaneously: Integrating Democratic Principles into Urban Classrooms

Submitted by: Pam Campbell, University of Nevada, Las Vegas
Co-Presented by: Shannon Hennrich [S. Hennrich was a co-presenter with Pamela Campbell instead of the people previously listed online and in program booklet for this session.]

Issues of homelessness, economic hardship, and the need to care are common among increasing numbers of those living in our democracy. While many of our students are included among them, everyone could benefit from the opportunities that these conditions provide. Members of the UNLV/CCSD Partnership describe the ways in which the issues of homelessness and an approaching winter provided an opportunity to teach young learners the principles of democratic responsiblity in a very real pragmatic way.

LARCH
Strand: StewardPE

Empowering Youth to Empower Communities

Submitted by: John Anderson, University of Nebraska at Kearney
Co-Presented by: Peter Longo

The use of community improvement activities in five high schools is described and discussed by Arts and Science faculty members. Important findings related to engaging communities, public school educators and students along with A&S faculty are presented.

LAUREL
Strand: Nurture

Nurturing Pedagogy for English Language Learners and Students with Disabilities

Submitted by: Mary Anne Prater, Brigham Young University

The purposes of this presentation are to present the results of a literature review examining scientifically based practice for English language learners with disabilities and to discuss different instructional methodologies from the context of nurturing pedagogy.

MADRONA
AED POLICY

Facilitated by: Dennis Potthoff

MAPLE
Strand: StewardPE

It's About Relationships: A Practical Approach to Fostering Resilience and Academic Achievement

Submitted by: Mark Wilding, PassageWorks Institute
Co-Presented by: Patrick Sanchez

Fostering a deep sense of connectedness in students has been the practical and innovative contribution of the Passageworks Institute, based on Rachael Kessler and colleagues two decades of experience. Learn how the Passageworks approach to systemic teacher quality and school climate improvement successfully engages students in their ongoing personal and academic development.

EB-A
Strand: Equity

The Tipping Point: Teacher reflections on resilience as a way to reach and teach all students

Submitted by: Julie Canniff, University of Southern Maine

This is a study of teacher resilience which documents the efforts of a group of secondary teachers to persist in caring and setting high expectations for students "the school has given up on." The conference strand – Pursuing excellence and equity for all – provides the opportunity to discuss the topic of resilience as it applies to new educators and their reflections on teaching all students.

EB-B
Strand: Equity

The CommPACT Schools Model, A Novel Approach to Urban School Reform

Submitted by: Sandra Billings, University of Connecticut
Co-Presented by: Michael Alfano

This session addresses how a first-of-a-kind reform initiative at an urban-based PDS was facilitated by pre-service teachers. Master's degree teacher candidates worked with PDS teachers using an action research model. The goal was to address school-based problems in an effort to close the achievement gap via evidence-based best practices.

EB-C
Strand: Equity

Differentiating Learning-focused Leadership in Schools: Support for Instructional Leadership

Submitted by: Felice Atesoglu Russell, University of Washington
Co-Presented by: Cate Samuelson, Sue Feldman, Ling Yeh

Using findings from a large-scale, qualitative study of learning-focused leadership in urban schools, the session explores emerging roles for instructional leadership teams. Presentations examine how teacher leaders can support and shape equitable instructional practice, principals lead a school-wide learning improvement agenda, and districts create appropriate systems of support.

EB-G
Strand: Democ

Qualitative research: Engaging all students in learning

Submitted by: Tim Blum, Albany County School District, Laramie, Wyoming
Co-Presented by: D.J. Yocom, Carol Bryant

Qualitative research offers an opportunity to include all students in a research format, encouraging students to take responsibility for their education and participate in their learning experience. See how one school accomplishes this and watch a student demonstrate their learning.

EB-H
Strand: StewardPE

Enhancing a Culture of Civility via Schools, Homes, and Communities

Submitted by: Lynnette Christensen, Brigham Young University, CITES
Co-Presented by: K. Richard Young, John Wilkinson

Participants will engage in discussion and activities designed to facilitate learning a framework that focuses on the schools, families and communities investing together to ensure the academic success and the resiliency needed to successfully contribute to our democracy as a civil, responsible, skilled citizen.

EB-I
Strand: Democ

Democratic governance in practice: Multiple perspectives of messy work

Submitted by: Jim Lowham, Wyoming School University Partership;
Co-Presented by: Jennifer Grooms, Verba Echols, Anne LaPlante, Doreen McGlade

Can this approach enculturate youth and adults into democracy? The panel will discuss opportunities and challenges of translating philosophy into practice from multiple perspectives. Advance materials will be available through e-mail or the conference web site so those attending to better participate and less time spent in summarizing background information.

Compact 2009 edited (2)
Democratic Governance in Practice Cover page
Dissertation Board Presentation
Study Executive Summary
Essesntial Agreement WLC
Jims excerpt from A Tale of Two Districts
MLTF Board Recommend Summary
MLTF Board Report
Park School History

MADRONA
Strand: Equity

Straightlaced–How Gender's Got Us All Tied Up

Submitted by: Amy Scharf, Groundspark's Resepct for All project
Co-Presented by: Respect for All

Straightlaced is a powerful documentary from Academy Award winner director Debra Chasnoff which takes an intimate look at how pressures around gender and sexuality shape the lives of American teens. It showcases diverse and unscripted voices of more than 50 youth from a wide range of high schools, who speak with breathtaking honesty, insight, and humor about gender roles and the struggle to be who they really are.

AUDITORIUM, 3RD FLOOR, in Olympic Tower

The Cavern Story

Performed by:Brooklyn College Academy World Ensemble
Directed by: Laurie Friedman-Adler

The BCA World Ensemble is a musical group in which students learn to perform on non-traditional instruments collected from various cultures. The instruments were collected from the following cultures: African, Indian, Pakistani, Chinese, Vietnamese, Japanese, Hebrew, Egyptian, Afghani, Irish, English, Russian, Native American, and various Latin American nations. Every student has a responsibility to learn not only the technical aspects of their instrument, but also the cultural and historical significance.

Reunion of Leadership Associates Cohorts
Friday, October 16, 5:45-7:30 p.m.

CEDAR BALLROOM A (Cascade Tower)

Wilma Smith will convene a reunion of the Leadership Associates Cohorts (1992-2007). During this reunion leadership cohort participants will renew old acquaintances and have the opportunity to chat with the faculty from their “old training days."

JUNIPER
Strand: Nurture

A Program to Improve Student Learning by Addressing Mental Health Needs

Submitted by: Ed Morris, PhD., Moberly Public Schools
Co-Presented by: Mark Penn, Tim Roling

This presentation will highlight a unique approach to school-based services for students with unmet mental health needs by discussing: how to form a collaborative interagency process; how to integrate mental health into professional development; and an innovative project to improve mental health literacy in teens using an interactive health website.

LARCH
Strand: StewardPE

Math By All Means: A close look at a ten year old math partnership

Submitted by: Marijke Kehrhahn, University of Connecticut
Co-Presented by: Tom DeFranco, Chuck Vinsonhaler

Partnerships between schools of education and colleges of arts and sciences are complex relationships that develop over time through reflective and active participation in joint activities and engagement in common questions. In this session, we will explore the paths traveled and the milestones of a long-standing partnership for mathematics teaching. Join us in an appreciative inquiry into the elements that have made this partnership successful in promoting and instituting change in math teaching K-16.

LAUREL
Strand: Nurture

Renewing the Agenda: Preparing Cooperating Teachers to Nurture Student Teachers

Submitted by: Robert Hoffert, Colorado Partnership for Educational Renewal
Co-Presented by: Louann Reid

This program shares current planning and invites responses and suggestions for teacher institutes designed to give special attention to the preparation and support for cooperating teachers working with pre-service teachers within the framework of the Agenda and its corollaries: simultaneous renewal, leadership development, equity, and the public purposes of education.

MADRONA
AED OTHER FORCES

Facilitated by: John Anderson, University of Nebraska, Kearney

MAPLE
Strand: Equity

Rethinking AP: Toward Deep Conceptual Learning

Submitted by: Walter Parker, University of Washington
Co-Presented by: Susan Mosborg, Natasha Merchant, John Brill, Don Myers, Amber Graeber, John Brill

The AP+ project is a mixed-methods study of a redesigned AP Government course now underway in 12 classes. It is a collaboration among the University of Washington, Bellevue School District, and the George Lucas Educational Foundation that seeks to blend the best of project-based learning with the best of AP.

EB-H
Strand: Democ

Developing Democratic Professionals:Integrating Democracy Across the WY Teacher Education Program

Submitted by: Judy Ellsworth, University of Wyoming
Co-Presented by: Allen Trent, Kevin Roxas, Edward Janak, John Kambutu, Kate Welsh, Diana Wiig, William Medina-Jerez, Carol Bryant, William Berube, Heather Duncan, Joanie James, Barbara Deshler

This session engages participants in discussions around the University of Wyoming's efforts to infuse concepts and skills related to teaching and participating in a democracy within and across the Wyoming Teacher Education Program. Short presentations connected to the phases in our teacher education program will be followed by breakout conversations.

EB-I
Strand: Democ

Teaching Leadership, Empowerment, and Democratic Participation in a University Band Program

Submitted by: Neal Schnoor

Unique aspects of the collegiate band experience create an environment rich in possibilities for teaching/experiencing democratic participation. Through leadership training, empowerment, and group decision-making, students develop personal effectiveness while collaborating to create a continuously renewing organization dedicated to enhancing the collective experience for all students and responding to emerging challenges.

AUDITORIUM
Strand: StewardPE

Lessons Learned from Preparing Teacher Leaders for Renewing Schools

Submitted by: Nathalie Gehrke, University of Washington;
Co-Presented by: Nathalie Gehrke, Carol Adams, Chrysan Gallucci

Little attention is given to education for the ill-defined "in between" role, teacher leader. Hear about successes and challenges of piloting a Masters program for Instructional Leadership. Co-directors tell how NNER guiding principles have served as touchstones, and describe the successes and challenges of creating and sustaining the program.

BALSAM
Strand: StewardPE

Preparing the Next Generation of Teacher Educators: Developing Ph.D. Programs to Support the Agenda

Submitted by: Nicholas Michelli, Graudate Center, The City University of New York
Co-Presented by: Kenneth Zeichner, Ada Beth Cutler, Laura Gellert, Lidia Gonzalez, Darla Linville, Gene Fellner, Liza Pappas

This presentation examines an overlooked and important piece of stewardship: preparing the next generation of teacher educators who understand and are committed to The Agenda for Education in a Democracy and to teaching for social justice. In this session deans, former deans and faculty members of programs representing three universities–The City University of New York Graduate Center, The University of Wisconsin, and Montclair State University– along with three recent graduates of such programs discuss their experiences developing Ph.D. programs, raise issues with the audience, and respond to questions about the need and process.

BIRCH
Strand: StewardPE

A Continuing Struggle for a Center of Pedagogy: The Evolution of CITES at Brigham Young University

Submitted by: Steven Baugh, Brigham Young University
Co-Presented by: K. Richard Young, John Rosenberg, Barry Graff

This interactive presentation will focus on the creation and evolution of the center of pedagogy at BYU, its current pattern, purpose, and function, along with strengths and weaknesses. We will share our efforts to move to a stronger emphasis in research, without minimizing our long standing work in professional development.

COTTONWOOD
Strand: Nurture

Fostering Moral Dispositions of Justice and Caring in Teacher Preparation Programs

Submitted by: Julie Canniff, University of Southern Maine
Co-Presented by: Catherine Fallona

This presentation seeks to further a discussion on the topic – fostering moral dispositions. Responding to the strand, Practicing Nurturing Pedagogies, the three presenters would like to facilitate a focused discussion on the topic of identifying pre-dispositions and fostering moral dispositions of caring and justice in our teacher candidates.

JUNIPER
Strand: Nurture

Democratic Dialogue: Teachers' Reflections on Learning Lead to New Practices and Nurturing Pedagogy

Submitted by: Heather Duncan, University of Wyoming

This session explores the personal stories of educators as they reflected on their own ways of learning, while learning online. Being placed in the situation of learners gave these educators greater empathy for student learning, which was reflected in a more nurturing and democratic approach to pedagogy.

LARCH
Strand: Nurture

Crafting 21st Century Connections: Nurturing Pedagogy Within Learning Communities

Submitted by: Barbara Lombardo, Livingston Public Schools, Livingston, NJ
Co-Presented by: Donna Richter-Maschio, Ronnie Konner

How can action research nurture pedagogy within learning communities? This presentation will address how network-sponsored projects can generate enormous enthusiasm and motivation in a variety of learning communities: teachers, students, and university staff.

LAUREL
Strand: Nurture

Sustaining Democratic, Multiage Classrooms in the Age of Accountability

Submitted by: Deyonne Jackson, Natrona County School District #1, Casper, Wyoming
Co-Presented by: Nicole Roden, Jennifer Grooms

Teachers at Woods Learning Center, a member of the League of Democratic Schools, Casper, Wyoming, have conducted action research over the past year on the impact of multiage learning on students socially and academically. This presentation will focus on sustaining and renewing democratic, multiage classrooms in the age of accountability.

MADRONA
Strand: Equity

Leadership for Instructional Improvement: Using the 5 Dimensions of Teaching and Learning

Submitted by: Dina Blum, UW Center for Educational Leadership
Co-Presented by: Michael Copland

What do experts notice and think about when observing instruction? To support teachers' growth, leaders must develop pedagogical content knowledge and a vision of excellence and equity for all students. UW CEL introduces a research-based tool to assess leaders' expertise in analyzing classroom practice and to guide their professional development.

MAPLE
Strand: StewardPE

Teacher Candidate Dispositions in the Context of the NNER

Submitted by: Bruce Field, University of South Carolina
Co-Presented by: Roy Blakeney, Linda Winter, Irma Van Scoy, Laura Thompson

Member institutions of the South Carolina Network for Educational Renewal are examining how their teacher candidate dispositions match their institutions' work with the NNER but also whether their dispositions differ in any significant way from the dispositions identified by other, non-NNER institutions in the state of South Carolina.

EB-A
Strand: Equity

Working toward Tolerance, Understanding, and Equity in Sex Education: One NNER Site's Journey

Submitted by: Thomas Poetter, Miami University
Co-Presented by: Jean Eagle, Dennis Carlson, Bonnie Nickles, Patti Liberatore

The presentation will examine the foundations supporting the movement in this setting in support of a public examination of issues surrounding tolerance, understanding, and equity in the curriculum, especially pertaining to issues of human sexuality education, and the attendant descriptions of life and curriculum changing action as a result of the work.

EB-B
Strand: Democ

Incorporating Civility into Public Education: An Empirical Survey of School Professionals

Submitted by: Keely Swanson, Brigham Young University;
Co-Presented by: Paul Caldarella, K. Richard Young

Teaching civility in schools may be one important strategy to help prepare students to become responsible citizens. The current research examines school professionals' perceptions of students' civil and uncivil behaviors as well as interventions that might increase civility in schools. Results are presented along with suggestions.

EB-C
Strand: Equity

Enhancing Freshman Students' Performance Through Academic Cohort Experiences

Submitted by: Malqueen Richardson, Benedict College in Columbia, South Carolina
Co-Presented by: Warren Robinson, Janeen Witty

Benedict College's cohort experiences provide academic rigor and challenges for all students. Academic cohort experiences serve a range of differences, from high achieving to less successful students. Components of cohort experiences will be presented. Outcomes for improving excellence and equity will be considered. Opportunity for attendees' interaction will be provided.

EB-G
Strand: Equity

NNER and the Open Education Movement: Working Together to Assure Excellence and Equity for All

Submitted by: David Wiley, Brigham Young University
Co-Presented by: Steve Baugh, Paul Wengemann

This presentation will describe the Open Education movement and connect it to the Agenda in order to increase our capabilities to assure high quality educational outcomes for all students. The Open Education movement specifically addresses equity of access to educational materials to those students who have been traditionally underserved.

EB-H
Strand: Equity

Rigor without Mortis: Enhancing Professional Learning through the Intrinsic Motivation of Faculty and Students

Submitted by: Margerie Ginsberg, University of Washington College of Education
Co-Presented by: Margery Ginsberg, Kathy Kimball, & L4L students

This session provides ways for educators to bridge the gap between research on intrinsic motivation and professional learning. Featuring doctoral research from across Washington State, participants will explore how to implement a cycle of professional learning that encourages adults to create learning environments that are relevant and engaging. The professional learning cycle includes collaborative development of culturally responsive "research lessons," visits with students and families in their homes, and classroom learning walks that include students, families and community members.

EB-I
Strand: Democ

Democratic Classrooms: Looking at First-Year Teacher Practices

Submitted by: M. Winston (Winn) Egan, Brigham Young University
Co-Presented by: Lynnette Erickson, Jeffery D. Nokes, Amy Miner, Jeff Pierce

This presentation is specifically designed for teacher educators who are interested in and committed to preparing teachers who understand the public purposes of schooling and who wish to establish democratic classrooms. The presentation highlights a research project in which the connections between university coursework and actual classroom practices are explored.