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Common Core State Standards Networking Conference
2013 Proposal to Present Online Form
27th Annual
HSTW
Staff Development Conference — Proposal to Present
Graduating Students Who Are College and Career Ready
Charlotte Convention Center and the Westin Hotel
Charlotte, North Carolina
Wednesday, July 17 - Saturday, July 20, 2013
Session
All Fields are Required
Session Type
(Choose one):
Best Practices
Mini Sharing
Evidence Based
Scaling
Time
(length in minutes):
60 minutes
120 minutes
25 min. Mini-Sharing Session
120 minutes (Saturday Only)
Are you willing to repeat this session?
Yes
Audiovisual requirements:
Screen
Overhead projector
for transparencies
Flip chart and marker
None
Items must be requested by May 11, 2013. Any other
audio
visual equipment must be either provided by the presenter or rented from Tech Rentals at (800) 967-2419.
If you plan to show a PowerPoint presentation, you will need to bring your own data projector, laptop, cables, powerstrip and extension cord.
In the event you are unable to provide your own equipment and need AV equipment on-site, you may obtain equipment at your own expense.
Conference objective:
Choose One
1a. What are promising 21st-century careers, and what essential skills will they require?
1b. How can rigorous standards improve college readiness? What is the impact on middle grades, high schools and tech centers?
1c. What does college- and career-readiness mean, and how must middle grades, high schools and technology centers change?
1d. How can middle grades and high schools provide learning experiences that will prepare students for college and careers?
2a. What CT programs are being SREB field-tested, and how can they become pathway programs of study in PFT schools?
2b. What are signature features of rigorous CT programs of study that add value to both college- and career-readiness?
2c. How can you redesign CT programs into rigorous career pathway programs of study preparing students for college and careers?
2d. How can the middle grades introduce STEM and other career fields with rigorous problem- and project-based assignments?
3a. Do student assignments matter, and what do exemplary assignments look like in academic, CT and other elective classes?
3b. What do tech center and high school CT classes look like with reading, writing, speaking, math, science and technology?
3c. What proven strategies and tools engage students in literacy experiences and math assignments to advance their understanding?
3d. How can middle grades teachers use new tools and strategies that result in students meeting high school readiness standards?
4a. Does your school match pacesetter schools with 80 percent of eighth graders graduating high school college- and career-ready?
4b. Does your school match pacesetting high schools graduating 90 percent of students with 80 percent college- and career-ready?
4c. Does your technology center match pacesetting centers that graduate 80 percent of students college- or career-ready, or both?
4d. How must schools and classroom practices change to prepare students in the middle grades, high school and technology centers?
5a. How can technology give students learning ownership in rigorous and meaningful assignments for college- and career-readiness?
5b. How can you utilize, maintain and sustain instructional strategies and practices aligned to CCSS and other rigorous standards?
5c. How can you use advanced technology that promotes independent student learning for college and careers?
5d. How can you enhance STEM programs through electronic- and web-based content?
6a. What should counselors know to help students and parents plan career-readiness, advanced training or postsecondary studies?
6b. What strategies work in career and education planning for students who are first generation college attendees?
6c. How can schools use technology to improve understanding of career opportunities and educational requirements?
6d. How can schools assist at-risk students transition from the middle grades to high school and CTE and further studies/careers?
7a. How can you create structures that provide time for teacher teams to plan integrated assignments around authentic problems?
7b. What proven instructional strategies motivate at-risk students, English-language learners and special-needs students?
7c. How can you provide extra help to boost students’ confidence after graduating from high school or technology center?
7d. Why should you engage students through real-world and project-based learning to prepare for the 21st-century workplace?
8a. How can principals focus on teacher evaluations to support teachers’ growth in becoming exemplary teachers?
8b. What can principals do to encourage new teaching practices that engage students in deeper learning for college and careers?
8c. What can principals and teacher-leaders do to create a climate of continuous improvement for improved student achievement?
8d. How can principals engage students in real-world problem- and project-based learning for the 21st-century workplace?
Title
(5-10 words):
The session title and description will be reviewed, edited and printed in the conference program. Both should be written concisely and proofread thoroughly before submitting.
Session Abstract (no more than 50 words
):
In three to five sentences, describe your session in a manner that will sell it. Include how you used data to identify problems and find solutions, what you have done, changes you've made and how they affected achievement.
Further Description
:
Please provide any additional information that will help SREB understand your session. This information will
NOT
appear in the conference program.
Audience
(Choose the target audience types that apply to your session)
High Schools
Middle Schools
Urban Schools
Leadership
Technology Center
Counselors/Guidance
Rigorous Standards
Evidence
(no more than 50 words):
Please provide evidence for this session
Presider:
Each session must have a presider. It is the presenter's responsibility to name a presider. You may name yourself as your own presider.
Presiders at the Staff Development Conference open and close workshop sessions, introduce presenters, keep sessions on schedule, take notes and collect presenter information on each session for
HSTW
. Presider names will appear in the program.
NOTE:
If the presider is an SREB staff member, please enter 'Atlanta, GA' for city and state.
First Name:
Last Name:
City:
State:
E-mail:
To be considered for the conference program, presenters must do the following:
Register to attend the conference.
Submit an acceptable proposal aligned with at least one of the conference objectives.
Provide a current e-mail address where you may be reached at home through July. (Communication will be through e-mail.)
Agree to present at the time scheduled by
HSTW
. (Last minute changes will be kept to a minimum and will be printed in the conference update sheet.)
Agree to repeat the session if asked and to present at a mini-sharing session.
Make copies of handouts equal to the number of seats in your meeting room, plus 25 extra copies.
Provide a laptop, cables, extension cords, power strip and data projector for PowerPoint presentations. Upon request,
HSTW
will provide at no cost to the presenter: a screen, overhead projector and flip chart with markers. Podiums with microphones will be provided if room size justifies them. On-site requests for visualaudio equipment may be provided at your expense, depending on equipment availability.
Arrange and pay for personal travel and hotel accommodations.
Arrange a presider. Presiders at the Staff Development Conference open and close workshop sessions, introduce presenters, keep sessions on schedule, take notes and collect presenter information for
HSTW
on each session. Presider names will appear in the program.
I agree to the above terms
yes
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