Director, Melbourne Education Research Institute
University of Melbourne Graduate School of Education
Research and a keynote presentation from John Hattie will start our conversation about support for teachers and leaders and specifically how we can make learning visible to educators and students.
John Hattie is a professor at the University of Melbourne. His influential 2008 book, Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement, is believed to be the world's largest evidence-based study into the factors which improve student learning.
Involving more than 80 million students from around the world and bringing together 50,000 smaller studies, the study found positive teacher-student interaction is the most important factor in effective teaching. Prepare for an enriching conversation on how we can deepen learning possibilities! Click the covers to learn more about Hattie's research.
Connect with the Visible Learning conversation on Twitter @VisibleLearning.
SARAH BROWN WESSLING
Teacher Laureate at Teaching Channel, English Teacher at Johnston High School, Teacher of the Year
Sarah Brown Wessling is a National Board Certified Teacher (ELA/AYA) and a high school English teacher in Johnston, Iowa. In 2010, Sarah was recognized by President Obama as the CCSSO National Teacher of the Year.
Sarah is a Teacher Laureate for Teaching Channel and is a regular contributor to the "Teaching Channel Presents" on public television stations around the country. Through the year, the Teaching Channel takes cameras inside Sarah's classroom to document how she is improving her practice.
To watch a video of Sarah sharing her reflections on becoming a teacher and clips of her working with students in her classroom go HERE. She also is featured in the interactive series, Let's Chat Core, and writes blogs for the Teaching Channel. This is her latest post.
She is the co-author of the book Supporting Students in a Time of Core Standards and has written numerous articles and has blogged for various organizations and publications such as Phi Delta Kappan.
Ms. Wessling also serves on the Board
of Directors of the National Board for Proffessional Teaching Standards. Sarah describes herself as the mother of three children, an avid reader
and aspiring writer, and a passionate educator.
"A few years ago, I was prompted to reflect on and articulate my dream for my students. My dream for my students is that each of them recognizes their potential and recognizes the challenge in realizing that goal. I want each student to be able to ask a better question than she did the day before. I want each student to be able to discover his passion and be proud of his journey towards self-actualization. I hope each student will generate confidence, practice empathy, and cultivate an intrinsic love of learning." - Sarah Brown Wessling
SCEE members are invited to connect with Sarah on Twitter @sarahwessling.
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101 Bowie St
San Antonio, TX, 78205
Phone: (210) 233-1000
If you were a participant and would like to view the pictures taken at the Summit, please email Alecia Brooks for directions how to access the albums. Send us any pics we don't have so we can upload them!
1. Gain a better understanding of the State's role in educator effectiveness systems for making student learning visible to teachers so they can know whether they are having an impact on this learning as well as making teaching visible to the student so that students learn to become their own teachers, an important component of becoming lifelong learners.
2. Increase the focus on instructional improvement to ensure that all teachers are continuously growing in their practice and students are benefiting from effective teaching.
3. Develop awareness of the changes to the ISLLC standards for practicing education leaders, the ELCC standards for preparing education leaders, and the creation of standards for principal supervisors.
4. Gain information about practices being used in States that increase the productivity and effectiveness of State team members.
5. Further develop and enhance coherent and comprehensive educator effectiveness systems by focusing on the following components of those systems: recruitment to the profession, preparation, recruitment to specific positions, equitable distribution of teachers, technical aspects of evaluation systems, leadership, and using data to inform these components of the educator effectiveness system.