2012 Teacher Leader Institute & Leadership Academy 

Reading Recovery: Supporting Literacy Educators for Collaboration and Leadership     June 20-23, 2012 - North Bethesda, MD

Keynote Speakers

Richard Elmore, Gregory R. Anrig Professor of Educational Leadership and co-director of the Doctor of Education Leadership Program, Harvard University, Boston, MA.

Thursday, June 21, 2012 — 8:45 am

Establishing the Conditions to Successfully Implement Interventions: The Internal Coherence Project

How can educators summon the resources of their schools for the successful adoption of an instructional improvement strategy? Does the school have the level of readiness or “internal coherence” to implement and sustain an intervention? Learn about the Internal Coherence Assessment Protocol (ICAP) initiative, a project of the Strategic Education Research Partnership (SERP) being conducted in the Boston Public Schools. Internal coherence is assessed on three domains: leadership for instructional learning; organizational structures and processes; and efficacy beliefs among faculty. ICAP data provide a school profile, reflecting a specific school’s capacity to support deliberate improvements in instructional practice and student learning across classrooms. The profiles serve as a launch for a series of supports for building this capacity, tailored to the developmental needs of the school.

Dr. Elmore's research focuses on the effects of federal, state, and local education policy on schools and classrooms. He is currently exploring how schools of different types and in different policy contexts develop a sense of accountability and a capacity to deliver high-quality instruction. He has also researched educational choice, school restructuring, and how changes in teaching and learning affect school organization. He teaches regularly in programs for public sector executives. Dr. Elmore has held positions with the Department of Health, Education, and Welfare and in the U.S. Office of Education (1969-1971), as well as several government advisory positions at the city, state, and national levels. He is coauthor of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning and author of School Reform From the Inside Out: Policy, Practice, and Performance. More information.
 

Ronald Gallimore, Distinguished Professor Emeritus, UCLA, Los Angeles, CA

Friday, June 22, 2012 — 8:30 am

Why It’s So Hard to Sustain Teaching Improvements and What We Can Do About It

Even a cursory review of a century’s worth of research yields a depressing conclusion: many innovations and reforms have been tried, some worked, many didn’t, and even those that worked often did not endure. But much has been learned. There is reason for optimism that a science of performance improvement emerging in many fields is yielding lessons for educators.

Dr. Gallimore is the co-author, with Roland Tharp, of Rousing minds to life: Teaching, learning, & schooling in social context. Since 1983, he has conducted instructional improvement studies and is currently involved in researching the improvement of teaching at UCLA's LessonLab Research Institute. His most recent publications include: You Haven't Taught Until They Have Learned: John Wooden's Teaching Principles and Practices (with Nater, S); Five Keys to Effective Teacher Learning Teams (with B. Ermeling); Moving the Learning of Teaching Closer to Practice: Teacher Implications of School-based Inquiry Teams (with B. Ermeling, W. Saunders, and C. Goldenberg); and Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning (with W. Saunders and C. Goldenberg). Dr. Gallimore has received the Grawemeyer Award in Education, the IRA Albert J. Harris Award, and a University of California Presidential Award. More information.