{"success":true,"data":[{"ID":1441,"Class":"Conversation","Created":1758535129,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Abundance in education","Handle":"abundance_in_education","ShortDescription":"Unpacking the implications of the \"abundance\" agenda for education.","Description":"The \"abundance\" agenda, popularized by Ezra Klein and Derek Thompson's book of the same name, advances the argument that progressives have lost both momentum and credibility by focusing more on inputs (money spent) than tangible accomplishments. In Pennsylvania, Governor Josh Shapiro has made \"getting [stuff] done\" a rallying cry, while publications like the Philadelphia Citizen excoriate the democratic establishment for failing to turn more spending into better results.\r\n\r\nIt's not hard to translate the Klein and Thompson\u2019s critique to public education. From special education to Title I, an enormous amount of time, money and energy are directed toward regulatory compliance. More often than not, accountability follows policy adherence more than results. At its worst, this produces institutional cultures where following policy trumps solving actual problems or, as Klein and Thompson detail, building stuff. \r\n\r\nRegulation is the means through which we structure work toward goals or outcomes. And yet far too often it seems to serve divergent, or even contradictory, ends. How can we design policies, systems and practices that keep the main thing the main thing, while making better use of our resources and empowering people and systems to solve problems? \r\n\r\nThis is not a debate about the intention behind IDEA, Title I or a host of other policies. It\u2019s not even really a debate about the abundance agenda. It really comes down to a simple question: can we do better, and what might it look like if we did?","Link":["http:\/\/www.workshopschool.org","http:\/\/www.workshopu.org"],"Audience":["All School Levels"],"Practice":"The conversational practice here is literally a conversation. I'll kick us off with a lean framing of the argument behind Abundance, and some examples of how it translates to education. Mostly, however, I'll pose questions. My hope is that we can have a stimulating, open discussion that concludes with a debrief and synthesis.","Presenter":["Matthew Riggan"],"PresenterAffiliation":["Workshop Learning"],"PresenterEmail":["matthew.riggan@workshopschool.org"],"ScheduleSlotID":188,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1414,"Class":"Conversation","Created":1757443446,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Beyond Burnout: Moving from survival to sustainability","Handle":"beyond_burnout--moving_from_survival_to_sustainability","ShortDescription":"Educator burnout is real\u2014but it can also be a turning point. In this session, we\u2019ll share stories, explore systemic causes, and co-create strategies for renewal. Together we\u2019ll build a collective toolkit for sustaining joy, purpose, and impact in teaching and learning.","Description":"Burnout among educators is reaching critical levels, and while many of us know the signs, the bigger question is: what comes next? How do we, as individuals and communities, move beyond survival toward sustainability, joy, and meaningful impact in our work? This session will explore the realities of educator burnout, not only as a personal experience but also as a systemic issue. Together, we\u2019ll consider what it means to reimagine our professional lives\u2014whether through boundary-setting, shifting practices within our schools, or envisioning new paths entirely. The main idea is that burnout can be a turning point: a moment that calls us to change how we work, how we support each other, and how we sustain our passion for teaching and learning.","Link":["https:\/\/www.linkedin.com\/in\/lizbdavis\/"],"Audience":["All School Levels"],"Practice":"This will not be a presentation of \u201canswers\u201d but a co-created dialogue. We\u2019ll begin with a brief framing to surface common experiences and questions, then use conversational protocols (like paired storytelling and small-group discussions) to ensure all voices are heard. Participants will contribute to a shared digital space (Padlet or collaborative doc) to capture insights, strategies, and resources, creating a collective toolkit that extends beyond the session. By leaning on participants\u2019 lived experiences and wisdom, the conversation will move from personal reflection to community building to imagining systemic shifts. The goal is for every participant to leave with both a sense of solidarity and a few concrete next steps for themselves or their schools.","Presenter":["Liz B. Davis"],"PresenterAffiliation":["Board Member Girls Middle School","Palo Alto","Previously Head of Middle School","Alta Vista School","San Francisco"],"PresenterEmail":["davislizb@gmail.com"],"ScheduleSlotID":188,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"I have worked in education since 1993, beginning as a 6th-grade teacher and later serving as a Technology Integrator, Director of Academic Technology, Director of Curriculum, Assistant Head of School, and most recently, Head of Middle School. After more than three decades in education, I am taking a year away from school leadership to reflect on the challenges facing educators today and to explore sustainable paths forward for both individuals and schools.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1401,"Class":"Conversation","Created":1756588895,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Bullying Solutions Lab: Co-Creating Safer Classrooms","Handle":"bullying_solutions_lab--co-creating_safer_classrooms","ShortDescription":"This interactive session brings the attendees together to address bullying in schools. Through dialogue, scenarios, and collaborative problem-solving, participants will co-create practical strategies to recognize, prevent, and respond to bullying\u2014leaving with immediate action steps to foster safer, more inclusive classrooms and communities.","Description":"Bullying remains one of the most pressing challenges in schools, impacting the safety, confidence, and success of both students and educators. The Bullying Solutions Lab invites all attendees to come together in an interactive, solution-focused conversation designed to build safer, more inclusive classrooms and school communities.\r\n\r\nThrough guided dialogue, real-world scenarios, and role-play activities, participants will work side by side to identify the early warning signs of bullying and explore proactive strategies to prevent it. Together, the group will co-create one to two shared goals for addressing bullying and outline clear, actionable steps. These will include immediate strategies that can be applied by students and educators right away, as well as broader steps requiring school-wide or administrative support.\r\n\r\nThis session is not about theory alone\u2014it\u2019s about practice, collaboration, and empowerment. By the end, participants will leave with concrete tools, a deeper understanding of how to recognize and respond to bullying, and the confidence to take meaningful action. Most importantly, they will have contributed to a shared vision for schools where every student feels safe, valued, and supported.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This will be a highly interactive session rather than a traditional presentation. The conversation will open with defining the core problem of bullying, then move into guided, thought-provoking questions designed to spark dialogue. Participants will brainstorm, share experiences, and build upon each other\u2019s ideas. Role-play activities and group discussions will deepen understanding and inspire practical strategies. Midway through, participants will collaboratively establish one or two shared goals and design both immediate and long-term action steps. This approach ensures the session is truly participant-driven, empowering educators to generate meaningful, sustainable solutions together.","Presenter":["Latrelle Nicholson"],"PresenterAffiliation":[],"PresenterEmail":["lacnick88@yahoo.com"],"ScheduleSlotID":188,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"I am a former classroom teacher, of about 25 years from Pre-K through fifth grade, with most of my years as a fourth-grade teacher. For the past 6+ years I have coached and trained educators. In May 2024, I earned my doctorate degree in education, successfully defending my dissertation, entitled \"K-12 Teachers' Attitudes and Beliefs of Anti-Bullying Training Programs: A Phenomenological Study\".\r\nCombating bullying is my passion.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1398,"Class":"Conversation","Created":1754912555,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Change History: Thematic Instruction","Handle":"change_history--thematic_instruction","ShortDescription":"This workshop explores the use of thematic instruction to intentionally make history classrooms more thoughtful places.","Description":"History is most often taught in a strictly chronological and linear manner. History is also an area of weakness for Americans.  Thematic instruction of history may offer a key pedagogical approach to intentionally shift a social studies classroom to emphasize critical thinking skills and engage a new generation of students. Based on research of Clark County Nevada, the fifth largest district in the country with over 300,000 students, this session explores how schools can intentionally support a thematic transformation of history classrooms to make them more thoughtful.","Link":[],"Audience":["High School","Middle School"],"Practice":"Participants will build a thematic unit for their own schools based on a topic of interest, leaving the workshop with a clear idea of how to adapt to using thematic instruction.","Presenter":["Adam Gold"],"PresenterAffiliation":[],"PresenterEmail":["Adamgold@rutgers.edu"],"ScheduleSlotID":188,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"I completed my doctoral research on this topic and I was initially inspire by the work being done at SLA. I\u2019d like to credit SLA, share my research, and then offer an interactive and productive workshop building a thematic classroom unit. Thanks!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1425,"Class":"Conversation","Created":1757963507,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Every Conversation Counts: Restorative Practices at Building 21","Handle":"every_conversation_counts--restorative_practices_at_building_21","ShortDescription":"Building 21's Community Council empowers students to resolve conflicts through restorative conversations. This Tier 1 intervention trains 11th and 12th graders to guide peers, fostering a school culture of accountability, empathy, and intentional restoration.","Description":"In a traditional school setting, conflict often leads to punitive measures and missed opportunities for growth. What if students were empowered to lead the resolution of conflict? Building 21\u2019s Community Council is a powerful Tier 1 behavior intervention where 11th and 12th graders are trained to facilitate daily restorative conversations. Instead of simply punishing behaviors, this student-led model teaches peers to engage in a process of intentional restoration.\r\n\r\nCommunity Council members guide their peers through a structured conversation to process an incident, identify who was impacted, and create a plan to repair the harm. This practice transforms conflict from a disciplinary issue into a learning opportunity, developing essential skills like empathy, accountability, and communication. This session will explore how to replicate this intentional, student-centered approach to behavior intervention. Participants will leave with a clear understanding of how to implement a similar program, equipping them to foster a more connected and compassionate school community.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Just like how Community Council operates at Building 21, the student leaders would facilitate the conversation as well.  They could model what a Community Council session looks like and then discuss with the audience how it's different from other more punitive measures.  Once students have modeled an incident, the student leaders could work with audience members to engage in role playing activities to help the participants process the impact that these conversations could have.","Presenter":["Jared McElroy","3-4 student leaders"],"PresenterAffiliation":["Building 21"],"PresenterEmail":["jmcelroy@philasd.org"],"ScheduleSlotID":188,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1438,"Class":"Conversation","Created":1758128908,"CreatorID":6810,"RevisionID":null,"Status":"Accepted","Title":"Intentional Inquiry","Handle":"intentional_inquiry","ShortDescription":"Planning in an inquiry driven classroom can be challenging! What tools, workflows, and techniques do SLA teachers use to ensure that planning is student-centered and meaningful? How do you plan? Join in on an open and honest conversation led by an SLA teacher about planning effective units and day-to-day lessons.","Description":"Planning in an inquiry driven classroom can be challenging! What tools, workflows, and techniques do SLA teachers use to ensure that planning is student-centered and meaningful? How do you plan? Join in on an open and honest conversation led by an SLA teacher about planning effective units and day-to-day lessons.","Link":[],"Audience":["High School","Middle School","Elementary School"],"Practice":"Series of guiding questions. Collaborative document shared at the end for resources.","Presenter":["John Henkel"],"PresenterAffiliation":["SLA Center City"],"PresenterEmail":["jhenkel@scienceleadership.org"],"ScheduleSlotID":188,"ScheduleLocationID":34,"SubmitterID":6810,"AdditionalComments":"This is the same idea I did last year that will be updated based on feedback.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13},{"ID":1395,"Class":"Conversation","Created":1753882272,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"We should all learn to think like an artist","Handle":"we_should_all_learn_to_think_like_an_artist","ShortDescription":"In a world defined by uncertainty, rapid change, and constant upheaval, it is the artist\u2019s mindset\u2014creative, adaptable, and boldly curious\u2014that becomes not just valuable, but vital. It empowers us all to navigate complexity with confidence and to shape the future rather than fear it.","Description":"When we pause to truly see the world around us, we\u2019re struck not just by the complexity of its challenges\u2014but by what\u2019s missing. We see a crisis of empathy. A deficit of imagination. A world fraying from disconnection, blind to its own interconnectedness. What we\u2019re lacking isn\u2019t just solutions\u2014it\u2019s a mindset. The artist\u2019s mindset.\r\n\r\nToday, more than ever, we need people who are bold enough, human enough, to think like artists: to explore with curiosity, to lead with empathy, to stay grounded in uncertainty and still create something meaningful. But instead, our education system trains compliance over courage. It sorts, siloes, and standardizes. It rewards answers and punishes questions. It teaches students to conform\u2014when what the world desperately needs are learners who can transform.\r\n\r\nSo what if we flipped the lens? What if we approached teaching not as content delivery, but as an invitation to create? What if our classrooms became studios of possibility\u2014places that prize connection over isolation, curiosity over judgment, ambiguity over certainty, and empathy over stoicism?\r\n\r\nThis isn\u2019t just an educational shift\u2014it\u2019s a human one. The artist\u2019s mindset isn\u2019t reserved for a few. It\u2019s a way of being we must all learn to embody if we hope to thrive in an ever-shifting world. The purpose of this conversation is to imagine what it means to cultivate those artistic dispositions\u2014playfulness, courage, openness, wonder\u2014and to ask, with urgency and hope:\r\n\r\nHow might we build learning spaces that free the creative spirit, instead of confining it?","Link":["https:\/\/www.growcreativethinkers.com\/"],"Audience":["All School Levels"],"Practice":"-Creativity challenges that promote active dialogue\r\n-Reflective questions throughout\r\n-Artwork to prompt reflection and action","Presenter":["Jason Blair"],"PresenterAffiliation":["Dublin City Schools- Dublin","Ohio"],"PresenterEmail":["schoolteachers@mac.com"],"ScheduleSlotID":188,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"I am excited about the possibility of sharing at this event! I have admired this institution for a long time.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":13}],"conditions":{"Status":"Accepted","ConferenceID":13,"ScheduleSlotID":188},"total":7,"limit":false,"offset":false}