The Effective Schools Conference Series is the cornerstone of CPSI's professional development program. For the 2008-2009 school year, four conferences have been scheduled targeting specific areas of school improvement. Sessions will be held in the K-State Student union on the Kansas State University campus. Each session is scheduled to be held from 9:00 a.m. to 2:00 p.m.
In this interactive workshop, Judy will present a variety of strategies for transforming schools into results-oriented professional learning communities. Participants will learn specific techniques for developing the components of PLC’s, which include: Collective Inquiry, Collaborative Teams, Action Orientation and Experimentation; Continuous Improvement; and, Results Orientation. Participants will leave with practical ideas for implementing a Professional Learning Community that will enhance teacher commitment and effectiveness and increase student success.
Judy Stoehr, M.Ed., is an author, composer, and educational consultant with over thirty years of teaching experience at the primary, secondary and university levels. She is founder and owner of Judy Stoehr Creative Insights. Judy co-authored Integrating the Curricula Through the Multiple Intelligences and The ABC’s of Communication, both published by IRI/Skylight. She is the primary author of Getting Started: Projects for the Integrated Curriculum, published by Zephyr Press, and author of Leader to Leader, published by T.H.E., Inc. Judy is the lead author of the elementary general music series, Music Expressions (2003), and the Project Manager and Editor of the Expressions Music Curriculum published by Warner Bros. Publications. In addition, she is the creator and author of several elementary theme-based musicals, also published by Warner Bros. Publications.
In this interactive session, participants learn about the tools of Cultural Proficiency as a means to educating all students to high levels through knowing, valuing and using their cultural backgrounds, languages, and learning styles within the context of teaching. A central tenet of Cultural Proficiency holds that change is an inside-out process in which a person is, first and foremost, a student of his own assumptions. Educators apply this inside-out process to examine school policies and practices that either impede or facilitate Cultural Proficiency. It is this ability to examine one’s self and organization that is fundamental to addressing achievement gap issues.
Randall B. Lindsey, PhD, has a practice centered on educational consulting and issues related to diversity. Currently, he is coordinator of an Ed.D. cohort in Los Angeles for the School of Education, California Lutheran University where he served as Interim Dean for academic year 2004-5. Randy serves as a consultant and facilitator on issues related to diversity and equity, as well as on topics of leadership, problem solving, planning, and conflict resolution. Additionally, he publishes regularly and makes presentations to professional organizations.
Raymond D. Terrell, Ed.D. is the Assistant Dean of Research and Diversity and a member of the Department of Educational Leadership at Miami University in Oxford, Ohio. He has 35 years of professional experience with diversity and equity issues. He has served school districts in California, Arizona, Nevada, Michigan, Ohio, Pennsylvania, and Indiana. Ray writes about issues of diversity, inclusion and equity.
Charles A. Beaman, Ed. D., has served as a teacher, assistant principal and principal for 30 years and now is a consultant to schools and school district throughout the United States and abroad on a variety of topics, specifically classroom management and working with difficult-to-reach and difficult-to-teach students. This workshop will focus on practical strategies for getting all students involved in the learning experience. Student engagement is imperative for teaching diverse and difficult-to-teach students. It is, perhaps, the best way to close the achievement gap. Expect to leave this session with ideas and strategies that you can implement immediately.
Also an adjunct professor, Charles has presented at numerous state and national conferences on motivating the marginal learner, effective classroom management and discipline strategies, stress and time management, and innovative instructional practices. Charles’ doctoral dissertation focused on the nature of adolescents and a developmentally responsive curriculum for middle school students. His expertise is tailoring each workshop to meet the local needs of both teachers and students. Dr. Beaman has consulted with schools in Bermuda, Mexico, and Haiti. He draws heavily upon his background as a language arts teacher, university professor, assistant principal and principal, and his work with educators abroad, particularly in Germany. A dynamic and energetic speaker, Charles is known for his practical and humorous presentations.
This session will provide an overview of Cognitive CoachingSM, a supervisory/peer coaching/student model that, capitalizes upon, and enhances self-directedness. In Cognitive CoachingSM, the coachee (teacher, student, administrator, parent), not the coach, evaluates what is good or poor, appropriate or inappropriate, effective or ineffective about an event and makes their own suggestions for improvement. This powerful approach to change enhances practice and builds learning organizations focused on the intellectual skills, perceptions, and decisions that underlie effective teaching and communication.
Jane Ellison, Ed.D., is Co-Director of the Center for Cognitive CoachingSM and Kaleidoscope Associates, L.L.C., in Colorado. Kaleidoscope is a corporation that focuses on building capacity in learning organizations. Jane was a principal for 15 years in Colorado and Illinois. Her teaching experience is in the primary grades and at the graduate college level. She holds a B.A. in Elementary Education and Social Science, a M.Ed. in Elementary Supervision, and an Ed.D. in Administration. Jane's experiences include teaching graduate classes in South America, attending the Principals' Institutes at Columbia Teachers College and Harvard University, and chairing the Board of Directors of the Principals' Center at University of Colorado, Denver. She is also a certified Teacher and Principal Perceiver Specialist.
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or comments about this site may be directed to CPSI Office at cpsi@ksu.edu | Last update: 06/05/07