|
Overview | Agenda | Hotel Accommodations | Registration
During this intense, two-day institute, district and school leaders will join leading educational researchers and practitioners to learn how to recognize, evaluate, and implement the best research-proven programs and practices for their schools. They will see how existing schools have successfully used these same interventions to achieve unprecedented student achievement...and how they can duplicate those same results in their own schools.
In today’s climate of accountability, the task of educating all students is a major challenge for school leaders. Equally challenging is finding, selecting, and implementing research-proven interventions.
To address this issue, the Center for Data-Driven Reform in Education (CDDRE) at Johns Hopkins University invites you and a team of your most influential school leaders to the spring K-12 Leadership Institute.
School leaders will determine how to select, adopt, and implement evidence-based interventions that are appropriate for their schools and learn how existing schools have successfully used these strategies to achieve unprecedented results.
 Robert E. Slavin, Ph.D. is the director of the Center for Research and Reform in Education (CDDRE) at Johns Hopkins University and director of the Institute for Effective Education at the University of York. Dr. Slavin has extensively published research evaluating educational innovations, methodology for systematic reviews, and many other topics and is the author of popular textbooks in educational psychology and research methods. He has published systematic reviews of research on such topics as cooperative learning, ability grouping, programs for English language learners, elementary and secondary mathematics, and secondary reading.
 Mark T. Rolewski is the director of dissemination for leadership research and the national consultant for the Center for Data-Driven Reform in Education (CDDRE) at Johns Hopkins University. For more than ten years he has consulted with numerous school districts across the country and with various research-based organizations to bridge the gap between research and practice. His areas of expertise include data-driven decision making, organizational development, change theory, and educational leadership. He has also served for more than thirteen years as a school principal and district administrator.
 Laura M. Alexander is a consultant for the Center for Data-Driven Reform in Education (CDDRE) at Johns Hopkins University. For the past eight years, she has consulted for elementary and middle schools on implementing research-based curriculums and instructional strategies to increase student achievement. As a school-improvement consultant, she has coached educators in the goal-focused-implementation process, the cycle of effective instruction, and the use of data to drive instruction. She has also served as an elementary educator for eleven years.
 Jane Ann Harbert is a consultant for the Center for Data-Driven Reform in Education (CDDRE) at Johns Hopkins University with seventeen years of experience coaching administrators and teachers on the best practices to improve student achievement. Currently, her major responsibility is to provide technical assistance to schools in meeting the requirements set forth in NCLB. She has worked in more than forty states, assisting districts and schools to align their curriculum with state standards and to analyze and respond to the state’s high-stakes data to increase student achievement. She has assisted in the development of research-proven programs for students reading at beginning levels to students reading on or above grade level.
 DeeDee Hendricks is a consultant for the Center for Data-Driven Reform in Education (CDDRE) at Johns Hopkins University. For the past thirty-one years she has held several positions in the educational sector, as a teacher, an assistant principal, a principal, a mentor, and a reading manager. Ms. Hendricks works with school districts in Mississippi, Tennessee, North and South Carolina, and Arkansas. She teaches superintendents, principals, and school leadership teams to analyze school and district data effectively, thus helping them to make instructional decisions that will positively impact student achievement.
 Theresa C. Norton, MBA is on staff at Johns Hopkins University as the communications and marketing manager for the Best Evidence Encyclopedia (BEE) (www.bestevidence.org). The BEE was developed by the Center for Data-Driven Reform in Education at Johns Hopkins University School of Education. In her fourteen years at Johns Hopkins, Ms. Norton has worked in knowledge management of evidence-based practices in public health and has managed, developed, and promoted websites and publications for public-health and education professionals. Before coming to Johns Hopkins, Ms. Norton worked as a publications manager and technical writer for software and engineering companies.
|
