Greetings!
Happy New Year! This is an excellent time to reflect on the best of 2012 and make plans for 2013.
Advocacy for education has never been more important than this year. Please consider joining us to learn with and from ASCD Policy Director David Griffith on February 6. Details are included in this issue. Register now!
We are also highlighting in this issue book/article reviews that are key to education. And watch for all the workshops and events shared in our next issue on January 18.
Time to learn, to take action, to get results for Iowa kids!
Lou
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One-Day Workshop with ASCD's David Griffith: Learn to Advocate with Impact - Register Now for Feb 6!
With the election behind us, it might seem to be a very good time to relax and enjoy a time free of political ads. In fact, the opposite is true. It is time to become involved in the legislation that will impact public education. Please join us in Des Moines with ASCD's Public Policy Director David Griffith and learn how to advocate politically and impact student learning in Iowa. We look forward to your participation!
Workshop: February 6 (8:00 A.M. - 4:00 P.M.)
Networking Social: February 5 (5:30 - 7:30 P.M.)
Register today for a special workshop just for you - Advocating on the Hill with Your Stories! The Iowa ASCD Board and the first 50 registrants for this professional opportunity on February 6 will learn how to leverage change with legislators. ASCD Director of Public Policy, David Griffith, will be leading our preparation for quality conversations with legislators!
 Registration is $50 for members of Iowa ASCD and $90 for non-members. Upon registration you will receive access to tools for advocacy and influence, including talking points for major issues (e.g., competency- based instruction, readers by third grade, kindergarten readiness, instructional time, teacher and principal evaluation), sample letter and telephone script for contacting your legislators, and a rubric to evaluate your skills in advocacy. Iowa ASCD will also provide you with contact information about your legislators so that you may schedule visits "on the hill" as part of this opportunity. You will also receive a $50 coupon for future event of your choice at Iowa ASCD.
A block of rooms has been reserved for February 5th at the Renaissance Des Moines Savery Hotel [(515) 244-2151]. Be sure to ask for the Iowa ASCD block of rooms.
Agenda
February 5, 2013 - 5:30 - 7:30 P.M. (optional)
Informal reception at the Renaissance Des Moines Savery Hotel, 401 Locust Street, Des Moines, Iowa. Talk with ASCD Director of Public Policy David Griffith and network with your colleagues around advocacy and influence. Hors d'oeuvres and cash bar.
February 6, 2013 8:00 A.M. - 12:30 P.M.
Iowa Historical Building, 600 East Locust
Continental breakfast and Working Lunch
Professional Learning with David Griffith
February 6, 2013, 1:00 - 3:00 P.M.
Visits "on the hill" (Capitol - East 12th and Grand)
February 6, 2013, 3:00 - 4:00 P.M.
Informal (and optional) meeting at the Capitol for interested participants to debrief their visits with legislators and share possible next steps for Iowa ASCD and our members around advocacy and influence.
To register - Contact Bridget Arrasmith with name(s) of registrant(s), district and mailing address, e-mail address(es), phone number as well as check or purchase order. She can be reached at the following address:
- Iowa ASCD, Drake University, School of Education, Room 123, 3206 University Avenue, Des Moines, IA 50311
- Phone: 515.271.1872
- FAX: 515.271.2233
- E-mail: Bridget.Arrasmith@drake.edu
You may register online as well with a credit card at the following URL on the Iowa ASCD website: https://iowaascd.org/index.php/events/event-registration/
Register Now! Limited Space!
The participants will receive $50 coupon toward attendance at an upcoming conference in 2013! |
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Must Read! Professional Capital - Transforming Teaching in Every School by Hargreaves and Fullan
Andy Hargreaves and Michael Fullan have just introduced us to Professional Capital - Transforming Teaching in Every School. This book focuses on professional capital - made up of three kinds of capital: human, social, and decisional. Hargreaves and Fullan share with us the wrong strategies and remind us that "if you concentrate your efforts on increasing individual talent [human capital], you will have a devil of a job producing greater social capital." They go on to say that "People can only teach like pros when they want and know how to do so - when they have the right knowledge and background, the colleagues around them who will keep them performing at their peak, and the time and experience that underpin the ability to make wise judgments and decisions that are at the heart of all professionals' actions."
The right answers, according to Hargreaves and Fullan, involve people pursuing action with others; people who are spurred on by learning from their mistakes; people who are propelled by actions that make a difference. Teaching like a pro means . . . - Continuously inquiring into and improving one's own teaching. It means constantly developing and reinvesting in professional capital as we go from good to excellent at teaching.
- Planning teaching, improving teaching, and often doing teaching not as an isolated individual but as part of a high-performing team. It means developing shared professional capital within an organization and community.
- Being part and parcel of the wider teaching profession and contributing to its development. To grow, professional capital must circulate freely, energetically, and openly. This means rethinking how teachers work with, support, and also challenge their colleagues.
This is a must read for all of us as we move forward with collaborative time, professional learning communities, and communities of practice.
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Book Review: Focus: Elevating the Essentials to Radically Improve Student Learning by Michael Schmoker (2011)
Iowa ASCD Director Kevin Vidergar shares the following summary of Focus by Michael Schmoker. Focus on t hree things: - Reasonable Coherent Curriculum
- Effective Lessons
- Purposeful reading and Writing in Every Discipline (p 2)
Reasonably Coherent Curriculum - Guaranteed and viable curriculum (Marzano, 2003) means that it's actually taught.
- It includes "literacy, problem-solving, and deep knowledge of the human condition" (Schlechty, 1997).
- Content and thinking skills are in equal parts; the ability to analyze and think critically requires extensive factual knowledge (Willingham, 2008).
- Acquisition and use of knowledge to develop and communicate creative combinations of ideas, applications, and strategies to solve problems are a must (Friedman, 2005.)
- Students should be able to identify concepts and skills, and then for each to identify the level of cognitive complexity using Revised Bloom's Taxonomy.
- Four skills should be achieved by students: (1) read to infer/interpret/draw conclusions; (2) support arguments with evidence; (3) resolve conflicting views within original documents; and (4) solve complex problems with no obvious answer (Conley, 2005).
Effective Lessons - Teachers must begin with clear, precise learning objectives in kid-friendly language.
- Anticipatory sets to build background knowledge and connect with prior learning should be included in introduction to the new learning.
- Teachers must model and demonstrate and then provided guided practice for students.
- Formative assessments are used often to check for understanding and adjust teaching to achieve the intended learning.
- One strategy is the interactive lecture:
- At least every 5 minutes, students have an opportunity to process their learning through some type of discussion activity such as "think, pair, share" or "think, write, share." Teachers use short writing prompts and ask students to draw conclusions or make inferences about what they are hearing/seeing/thinking/connecting.
- Another strategy is whole class discussion and debate:
- Teachers insist that students cite the sources in the text when making an argument; students must also be concise and focused in their argument.
- Students begin by writing notes to clarify their thinking.
 Purposeful Reading and Writing in Every Discipline - Please refer to chapters 4 through 7 for content-specific ideas in English language arts, social studies, science, and mathematics.
- Literacy lesson: (1) teach unknown or potentially new vocabulary; (2) establish purpose for reading (includes background and prompt for reading); (3) model higher order reading; (4) provide guided practice and formative assessment; (5) assure independent practice and assessment.
Professional Development Goals - Direct teams of teachers to create and help each other to implement a quality common curriculum for every course
- Direct teams of teachers to ensure sound, ever-improving instruction and lessons. Teachers should ensure implementation and test hypotheses on lesson design and use common formative assessments.
Access the study guide for Focus!
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Article Review: Every Child, Every Day! by Allington and Gabriel
In this important Educational Leadership article, Richard Allington (University of Tennessee/Knoxville) and Rachael Gabriel (University of Connecticut/Storrs) present six high-quality experiences they believe all children should have every day if they are to become successful, engaged readers. These experiences are especially important for struggling readers - but tragically, they're least likely to have these experiences.
 * Every child reads something he or she chooses. "The research base on student-selected reading is robust and conclusive," say Allington and Gabriel. "Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read."
* Every child reads accurately. This means reading material at the "just right" level of difficulty. Spending more time reading doesn't help unless students are reading at 98 percent or higher accuracy. "When students read accurately, they solidify their word-recognition, decoding, and word-analysis skills," say Allington and Gabriel. "Perhaps more important, they are likely to understand what they read - and, as a result, to enjoy reading."
* Every child reads something he or she understands. Comprehension is the goal of reading instruction, say the authors. "But too often, struggling readers get interventions that focus on basic skills in isolation, rather than on reading connected text for meaning. This common misuse of intervention time often arises from a grave misinterpretation of what we know about reading difficulties." Struggling readers aren't "wired differently", as some brain research implies. Their brains benefit from high-quality reading instruction with engaging and comprehensible content. The bottom line: more authentic reading develops better readers.
* Every child writes about something personally meaningful. "The opportunity to compose continuous text about something meaningful is not just something nice to have when there's free time after a test or at the end of the school year," say Allington and Gabriel. "Writing provides a different modality within which to practice the skills and strategies of reading for an authentic purpose."
* Every child talks with peers about reading and writing. Research shows that conversations with classmates improve comprehension and engagement with texts - students analyze, comment, and compare, thinking about what they read. "Time for students to talk about their reading and writing is perhaps one of the most underused, yet easy-to-implement, elements of instruction," say the authors.
* Every child listens to a fluent adult read aloud. Listening to a competent adult modeling good reading helps students with vocabulary, background knowledge, sense of the story, awareness of genre and text structure, and comprehension - and yet few teachers above first grade regularly read aloud to their students.
"Most of the classroom instruction we have observed lacks these six research-based elements," conclude Allington and Gabriel. Here are their two suggestions:
- Eliminate virtually all worksheets and workbooks and use the money to expand classroom libraries.
- Ban test-prep activities and materials from the school day. There's no evidence that they improve reading or test scores.
"Every Child Every Day" by Richard Allington and Rachael Gabriel in Educational Leadership, March 2012 (Vol. 69, #6, p. 10-15), http://www.ascd.org; the authors can be reached at richardallington@aol.com and Rachael.gabriel@uconn.edu.
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The Speed of Trust by Stephen Covey
Overall Reflection of the Book:
 There is much truth to what Steven M. R. Covey says in this book, both about how trust changes everything and how to increase your "trust" quotient in life and in the office. It is also interesting how the principles in this book apply to virtually everything in life: marriage, church, family, relationships between nations, etc. "This book is well worth your time!" shares Iowa ASCD Director and AEA 267 school improvement consultant Kym Stein shares. Below is her outline of the key elements in The Speed of Trust.
The one thing that changes everything . . .
There is one thing that is common to every individual, relationship, team, family, organization, nation, economy, and civilization - one thing which if removed will destroy the most powerful government, the most influential leader, the greatest friendship, the strongest character, the deepest love. That one thing is trust. Trust impacts us 24/7/365. Trust is a pragmatic, tangible, actionable asset that you can create must faster than you probably think possible.
Nothing is as fast as the speed of trust . . .
We can increase trust much faster than we might think, and doing so will have a huge impact, both in the quality of our lives and in the results we're able to achieve. Learning how to establish, grow, extend, and restore trust, we can positively and significantly alter the trajectory of this and every future moment of our lives.
So what is trust? Simply put, trust means confidence. When you trust someone you have confidence in them - in their integrity and in their abilities. As we look at trust in education, a study shows that schools with high trust had more than three times greater the chance of improving test scores than schools with low trust. We need to realize trust is hard. It's real. It's quantifiable. It's measurable.
When looking at trust, we need to examine "5 Waves of Trust."
Wave 1: Self-Trust deals with the confidence we have in ourselves, in our ability to set and achieve goals, to keep commitments, to walk our talk, and also with our ability to inspire trust in others.
The key principle is credibility, meaning "to believe in this first wave, which includes the 4 Cores of Credibility."
- Core 1 - Integrity: To most people this means "honesty." While integrity includes honesty, it's much more. It's interestedness. It's walking our talk. It's being congruent, inside and out. It's having the courage to act in accordance with our values and beliefs. Interestingly, most massive violations of trust are violations of integrity.
- Core 2 - Intent: This has to do with our motives, our agendas, and our resulting behavior. Trust grows when our motives are straightforward and based on mutual benefit. In other words, when we genuinely care not only for ourselves, but also for the people with whom we interact, lead or serve. When we suspect a hidden agenda from someone or we don't believe they are acting in our best interests, we are suspicious about everything they say and do.
Both integrity and intent are matters of character.
- Core 3 - Capabilities: These are the abilities we have that inspire confidence - our talents, attitudes, skills, knowledge, and style. They are the means we use to produce results. Capabilities also deal with our ability to establish, grow, extend, and restore trust.
- Core 4 - Results: This refers to our track record, our performance, our getting the right things done. If we don't accomplish what we are expected to do, it diminishes our credibility. On the other hand, when we achieve the results we promised, we establish a positive reputation of performing, of being a producer.... And our reputation precedes us.
Both capabilities and results are matters of competence.
Wave 2: Relationship is about how to establish and increase the "trust accounts" we have with others. The key principle underlying this wave is consistent behavior.
There are 13 key behaviors common to high trust leaders around the world. These behaviors are based on the principles that govern trust in relationships.
- Straight Talk: Be honest. Tell the truth. Let people know where you stand. Use simple language. Call things what they are. Demonstrate integrity. Don't manipulate people or distort facts. Don't spin the truth. Don't leave false impressions.
- Demonstrate Respect: Genuinely care for others. Show you care. Respect the dignity of every person, especially those who can't do anything for you. Show kindness in the little things. Don't fake caring. Don't attempt to be "efficient" with people.
- Create Transparency: Tell the truth in a way people can verify. Get real and genuine. Be open and authentic. Err on the side of disclosure. Operate on the premise of "What you see is what you get." Don't have hidden agendas. Don't hide information.
- Right Wrongs: Make things right when you're wrong. Apologize quickly. Make restitution where possible. Practice "service recoveries." Demonstrate personal humility. Don't cover things up. Don't let pride get in the way of doing the right thing.
- Show Loyalty: Give credit freely. Acknowledge the contributions of others. Speak about people as if they were present. Represent others who aren't there to speak for themselves. Don't bad-month others behind their backs. Don't disclose others' private information.
- Deliver Results: Establish a track record of results. Get the right things done. Make things happen. Accomplish what you're hired to do. Be on time and within budget. Don't over promise and under deliver. Don't make excuses for not delivering.
- Get Better: Continuously improve. Increase your capabilities. Be a constant learner. Develop feedback systems - both formal and informal. Act on the feedback you receive. Thank people for feedback. Don't assume today's knowledge and skills will be sufficient for tomorrow's challenges.
- Confront Reality: Take issues head on, even the "undiscussables." Address the tough stuff. Acknowledge the unsaid. Lead courageously in conversation. Remove the "sword from their hands." Don't bury your head in the sand.
- Clarify Expectations: Disclose and reveal expectations. Discuss them. Validate them. Renegotiate them if needed and possible. Don't violate expectations. Don't assume that expectations are clear or shared.
- Practice Accountability: Hold yourself accountable. Hold others accountable. Take responsibility for results. Be clear on how you'll communicate how you're doing - and how others are doing. Don't avoid or shirk responsibility. Don't blame others or point fingers when things go wrong.
- Listen First: Listen before you speak. Understand. Diagnose. Listen with your ears - and your eyes and heart. Find out what the most important behaviors are to the people with whom you're working. Don't assume you know what matters most to others. Don't presume you have all the answers - or all the questions.
- Keep Commitments: Say what you're going to do, then do what you say you're going to do. Make commitments carefully and keep them. Make keeping commitments the symbol of your honor. Don't break confidences. Don't attempt to "PR" your way out of a commitment you've broken.
- Extend Trust: Demonstrate a propensity to trust. Extend trust abundantly to those who have earned your trust. Extend trust conditionally to those who are earning your trust. Learn how to appropriately extend trust to others based on the situation, risk and credibility. Don't withhold trust because there is risk involved.
Wave 3: Organized Trust deals with how leaders can generate trust in all kinds of organizations. The key principle underlying this wave, alignment, helps leaders create structures, systems, and symbols of organizational trust.
Wave 4: Market Trust is a level at which almost everyone clearly understands the impact of trust. The underlying principle behind this wave is reputation. It's about your company, which reflects the trust customers, investors, and others have in you. Everyone knows that brands powerfully affect customer's behaviors and loyalty.
Wave 5: Societal Trust is about creating value for others and for society at large. The principle underlying this wave is contribution. By contributing or "giving back" we counteract the suspicion, cynicism, and low-trust within our society. We also inspire others to create value and contribute, as well.
In Speed of Trust financial terms are used as a concrete way to convey the cost of low trust and the benefit of high trust, describing the former as a trust tax and the latter as a trust dividend. The quickest way to make a withdrawal, Covey insists, is to violate a behavior of character, and the quickest way to make a deposit is to demonstrate a behavior of competence. He goes on to detail seven low-trust taxes (i.e., redundancy, bureaucracy, politics, disengagement, turnover, churn, fraud) and seven high-trust dividends (i.e., increased value, accelerated growth, enhanced motivation, improved collaboration, stronger partnering, better execution, heightened loyalty).
Check out this book to develop trust in your life and with the lives of others.
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Book Review: DRiVE by Daniel Pink
Did you ever wonder what really motivates us? Check out Daniel Pink's book, Drive: The Surprising Truth about What Motivates Us (2009, Riverhead Books: New York)
Motivation 1.0 - Satisfying basic biological drive - (e.g., thirst, hunger, reproduction, survivial - avoiding predators)
As humans evolved, they had to retrain this drive to foster cooperation so that they could function as viable groups and communities.
Motivation 2.0: Discovering the second drive Beginning with the 1930's, human behavior was thought to have two primary drives: the primitive biological one and one that involved seeking rewards and avoiding punishments (Skinner's behaviorism). - To ensure productivity, it was thought that we need to reward behaviors/activities we want (carrots) and punish those that we wish to discourage (sticks).
- Pink points out that carrots and sticks don't work well any more.
- As early as the 1940's, scientists identified a third drive in people: intrinsic motivation, which is based on autonomy, mastery, and purpose. This drive does not respond to "carrots and sticks."
- "If-then" rewards (if you do this, then I'll give you a reward) require one to forfeit some autonomy.
- Offering "if-then" rewards for working on creative problems significantly limits creative, "out-of-the-box" thinking because the person is fixed on the reward and feels under pressure/stress (not the good kind!).
- "If-then" rewards limit focus to short-term goals and thinking because the reward is only good for the immediate action. Therefore, why do more?
- Rewards are addictive because once they are offered, they will be expected for all future acts of a similar nature. However, over time, the reward must be increased if it is to continue to motivate.
- When carrots and sticks do work: If the task is routine, meaning it follows a set of prescribed rules to a specified end, rewards can be effective.
- What to keep in mind regarding rewards
- Keep them unexpected and offered only after the task is complete.
- They should be infrequent.
- Consider non-tangible rewards such as praise and positive feedback (timely, specific).
Motivation 3.0 - Preserving and fostering intrinsic motivation is the key to success -
Compliance results from others imposing control over the work (i.e., the "carrots and sticks"). Motivation 3.0, instead, focuses on autonomy, mastery, and purpose. If these three attributes are present, they will lead to engagement, which in turn leads to mastery, creativity, more productivity, and greater joy at work.
- Autonomy - each person chooses the task, time, technique, and team to accomplish the needed work while being held accountable for doing the needed work. They work within a larger set of agreed upon parameters.
- Mastery begins with "flow" - optimal experiences when the challenges are matched to abilities (the Goldilocks task).
- Three Laws of Mastery
- Mastery is a mindset. Think of Carol Dweck's work on fixed and growth mindsets.
- Mastery takes serious time (sometimes up to 10 years or more), continuous effort with small improvements every day, and lots of setbacks! A great question to ask ourselves at the end of each day: Am I a little bit better today than I was yesterday. (We cannot say yes each day, but we should never be able to say no two days in a row.
- Mastery is an asymptote - one can approach it but never achieve it because as one approaches mastery, the definition expands to include that person's work.
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Purpose - a sense of doing something that is greater than you or working toward a cause that is larger than you.
Check out Pink's explanation of the book on YouTube! And as a bonus in the book, Vidergar shares these seven ideas for helping our students: Idea 1: Homework - Am I offering students any autonomy over how and when to do this work?
- Does this assignment promote mastery by offering a novel, engaging task as opposed to rote reformulation of something already covered in class?
- Do my students understand the purpose of this assignment - how doing this assignment contributes to a larger enterprise?
Idea 2: Fed Ex Day - Have a "FedEx Day" in which students work on problems or projects of their own design, and the next day they have to report on what they've created and learned.
Idea 3: Do-It-Yourself Report Cards - Try "Do-It-Yourself" report cards. At the beginning of the semester have students identify their learning goals for the class and periodically during the semester provide time for them to reflect on their progress toward these goals, supported by evidence. At the end of the semester, students create their own report card supplemented by a one- or two-paragraph review of their progress.
Idea 4: Chores - Have students complete chores around the classroom such as keeping the room clean, organizing supplies, etc. This creates a sense of contributing to something larger than oneself.
Idea 5: Praise - The Right Way! - Offer praise the right way - praise effort and strategy, not intelligence; make feedback specific and private; and offer it only when there's good reason for it (sincerity).
Idea 6: Big Picture - Help students see the big picture. Students should be able to answer the questions, Why am I learning this? and How is it relevant to the world I live in now?
Idea 7: Student as Teacher - Turn students into teachers, working with the whole class.
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Must Read! "The Effective Principal: Five Pivotal Practices that Shape Instructional Leadership"
The Wallace Foundation released a report focused on effective principals - those who "know what good and effective instruction looks like so they can provide feedback to guide teachers." The five pivotal practices identified are the following:
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Shaping a vision of academic success for all students,
one based on high standards;
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Creating a climate hospitable to education in order
that safety, a cooperative spirit, and other foundations
of fruitful interaction prevail;
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Cultivating leadership in others so that teachers and
other adults assume their part in realizing the school
vision;
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Improving instruction to enable teachers to teach at
their best and students to learn at their utmost; and
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Managing people, data and processes to foster school
improvement.
"When principals put each of these elements in place - and in harmony - principals stand a fighting chance of m
aking a real difference for students."
Check it out!
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Iowa ASCD seeks to keep you informed abut webinars for your learning and the learning of those with whom you work. Check out the following as you prepare for a great start for learning in 2013. Many of these support the work in your collaborative time and definitely help with implementation of The Core!
- Title: The Core Six: Research-Based Strategies for Achieving Excellence with the Common Core State Standards
- Presenter: R.Thomas Dewing
- Provider: ASCD
- Date: January 8, 2013, 2:00 - 3:00 P.M.
- Register Free
- Title: Using Formative Assessment to Meet the Demands of the CCSS, Part Two: Linking Feedback to Action to Make Formative Assessment Informative
- Presenter: Doug Fisher
- Provider: ASCD
- Date: January 9, 2013, 2:00 - 3:00 P.M. CST
- Register Free
- Title: Improving Student Learning One Teacher at a Time: Updating a Lesson Plan
- Presenter: Jane E. Pollock
- Provider: ASCD
- Date: January 22, 2013, 2:00 - 3:00 P.M. CST
- Register Free
- Title: Improving Student Learning One Principal at a Time
- Presenter: Jane E. Pollock
- Provider: ASCD
- Date: February 14, 2013, 2:00 - 3:00 P.M. CST
- Register Free
Access ASCD's archived webinars here.
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Grapple Institute Offered by East Sac Community Schools
Mark your calendars for a 3-day workshop, February 28 - March 2, when teacher leaders will acquire the knowledge, skill set, and practice to effectively lead authentic PLCs by grappling with the issues, content, and processes that develop social capital in their schools. Participants will . . .
- gain understanding, insights, and practice in effectively leading PLCs.
- learn how to identify, address, and mitigate obstacles that are common, including dealing with challenging interpersonal dynamics.
- practice using and facilitating protocols for looking at teacher and student work, leading text-based discussions, problem-solving issues and dilemmas, setting useful group norms, giving and receiving warm and cool feedback, and unpacking standards.
- gain a clear sense of what they need to do next in their schools.
 The content for the three-day institute is based on The Practice of Authentic PLCs by Daniel R. Venables.
How to Register! Visit authenticPLCS.com or call 803.206.3578. The fee for the 3-day institute is $479 per person. |
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You Ought to Know That . . .
- Leading in a Culture of Change by Michael Fullan is a 15-page "must" for you and your learning team. This "must-read" article was released August 15, 2012, and is available on the Iowa ASCD website.
- EduCore™ is a free digital tool for educators implementing the Common Core State Standards (CCSS) in both mathematics and literacy. Funded by a grant from the Bill & Melinda Gates Foundation, the EduCore tool is a repository of evidence-based strategies, videos, and supporting documents that help educators transition to the CCSS.
- Success at the Core offers you and your leadership team these free as you implement the Core in your district:
- 7 Modules: Leadership Teams and Quality Instruction, Using Data Effectively, Common Formative Assessments, Professional Development, Instructional Expertise, Implementing New Programs, and Aligning Curriculum
- 24 Classroom Strategies (Addressing content, instruction, assessment, and supportive structures)
- 47 Documentary - Quality Videos
- Iowa ASCD really appreciates your membership. Let us know how we can best serve you!
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Iowa ASCD - Twitter!
Stay current with learning! Follow Iowa ASCD on Twitter! http://twitter.com/#!/IowaASCD |
 Iowa ASCD is the source for developing instructional leadership and translating research into daily practice. Serving more than 850 educators - teachers, principals, superintendents, directors of curriculum, technology specialists, college professors, AEA staff - Iowa ASCD strives to develop the collaborative capacity to impact the learning of each and every student in Iowa. |
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Iowa ASCD Contacts President Jason Ellingson Past-President Leslie Moore President-Elect Allan Eckelman Membership Information Bridget Arrasmith Secretary Marcia Tweeten Treasurer Lou Howell Members-at-Large Julie Grotewold Ottie Maxey Becky Martin Kevin Vidergar DE Liaison Tina Ross Higher Education Jan Beatty-Westerman Elaine Smith-Bright Advocacy and Influence Pam Armstrong-Vogel Susan Pecinovsky Curriculum Leadership Academy Sue Wood Fall Institute Kelly Adams Summer Institutes and Grade-Level Conferences Kym Stein Planning Chair Cindy Swanson Technology Chris Welch Membership Relations and E-Learning Amy Wichman Executive Director Lou Howell |
- February 5-6, 2013
- "Advocating for Students and Their Learning"
- Presenter: ASCD Director of Public Policy David Griffith
- February 5: 5:30 - 7:30 P.M., Savory Hotel
- February 6: 8:00 A.M. - 4:00 P.M., Historical Building and the Capitol
- Focus: training on advocacy "on the hill" as well as update on national and state agendas and tips for influencing your legislators
- April 10 - 11, 2013
- Iowa ASCD Leadership Academy
- 8:00 A.M. - 4:00 P.M. daily
- Hilton Garden Inn, Urbandale/Johnston
- $250 for members; $295 for non-members
- Focus: strategies and best practices around Iowa Core and RTI for curriculum leads
- Get The Source the first and third Friday of each month.
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