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Thursday, July 09, 2009

8:15 AM -- 9:15 AM
click here for all sessions about pre-K to 12 issues
click here for all sessions about postsecondary issues
click here for all sessions about early learning issues

From Policy to Reality - What Will Prepare our Students for Success? (session #220)
Dr. Richard F. Elmore is the Gregory R. Anrig Professor of Educational Leadership at Harvard University, co-director of the Connecticut Superintendents' Network, a member of the faculty on the Executive Leadership Program for Educators, and the Director of the Consortium for Policy Research in Education (CPRE). Dr. Elmore's presentation will focus on the effects of federal, state, and local education policy on schools and classrooms and ultimately the workforce. His research has a direct impact and relationship on how the education system can and must be aligned to the global workforce.



PARTICIPANTS

John Medina, Developmental Molecular Biologist, University of Washington School of Medicine; Director, Brain Center for Applied Learning Research, Seattle Pacific University, Washington


12:15 PM -- 1:30 PM
click here for all sessions about pre-K to 12 issues
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click here for all sessions about early learning issues

How Disruptive Innovation Will Change the Way the World Learns (session #231)
While computers and technology pervade every part of life today, today's schools look pretty much the same as yesterday's schools. Looking inside of schools reveals many opportunities for disruptive solutions, like computer-based learning, to take root. What inhibits these opportunities? What enables them?



PARTICIPANTS

Lou Ann Evans, Member, National School Climate Network; Member, District Leaders Network,Pennsylvania

Derek Peterson, International Child/Youth Advocate, Institute for Community and Adolescent Resilience, North Dakota


3:00 PM -- 4:00 PM
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A New Model to Improve Math Instruction & Student Learning in the Early Years (session #238)
There are three critical areas of study that appear to make a difference in teacher practice, and ultimately, student learning: subject-specific content knowledge, pedagogical content knowledge, and the use of evidence of learning to meet immediate learning needs. Educational Testing Service and Tennessee State University have involved a consortium of Tennessee HBCUs in a professional development project in order to address and integrate the content from all three areas to form a powerful professional development experience. Funded by the State of Tennessee, the project involves a unique partnership between colleges and elementary schools who work together to identify, develop and implement best practices in mathematics. The process of establishing the project, necessary components and preliminary results of the effort will be presented along with a "view from within" by participating school principals.



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Friday, July 10, 2009

8:30 AM -- 9:15 AM
click here for all sessions about pre-K to 12 issues
click here for all sessions about early learning issues

On-Ramps to College: Building Paths to Success for All Students (session #320)
Mathematics has been a burial ground for the aspirations of myriad students seeking upward mobility through higher education. What are the strategies states and large urban districts are using to create mathematics pathways that work for students who only a decade ago would not have taken high school algebra and geometry? We'll examine new course offerings and how they are scaled as well as promising approaches to modernizing high school and freshman college mathematics.



PARTICIPANTS

Mark Nieker, President, The Pearson Foundation, New York


10:15 AM -- 12:15 PM
click here for all sessions about pre-K to 12 issues
click here for all sessions about early learning issues

Creating a Policy Agenda for Linking Early Learning and the Early Grades (session #335)
This session will introduce a recently developed ECS Early Learning tool - a Comprehensive Policy Framework for Building Continuity and Alignment across Early Learning and the Early Grades. This new framework provides an overview of extant state policies that can be used to increase continuity across learning systems. This interaction session will provide an overview of the Framework and facilitate participants' efforts to identify potential policy opportunities for their states.



PARTICIPANTS

Barbara Clark, Assemblywoman, New York Assembly; ECS Vice Chair; Member, ECS Executive and Steering Committees; Board Member, NCLC; New York

Linda Darling-Hammond, Charles E. Ducommon Professor of Education, Stanford University, California


 

 
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