Engaging facilitators, good food, unabashed fun, and refreshing learning that matters for you and for kids! Take a look at the line-up for OnebyOne 2018 and register now!
Jaime Casap – Jaime Casap is the Education Evangelist at Google. Jaime evangelizes the power and potential of technology and the web as enabling and supporting tools in pursuit of promoting inquiry-driven project-based learning models. Working with the Google for Education Team, Jaime collaborates with school systems, educational organizations, and leaders focused on building innovation and iteration into our education policies and practices. He speaks on education, technology, innovation, and generation z, at events around the world. https://www.linkedin.com/in/jaimecasap
Allison Zmuda – Co-author of Learning Personalized and Students at the Center: Personalized Learning with Habits of Mind, Allison is dedicated to helping teachers “imagine learning experiences that are worthy of the pursuit of both students and teachers”. Her mission is to “support transition from an outdated process to one that is relevant to the teacher and student.” Allison recognizes that the journey into personalized learning can initially be uncomfortable. She holds a deep respect for teachers in the work they do, and seeks to provide a living strategy to guide them and their students through this ever-changing world. http://allisonzmuda.com/about-allison-zmuda/
John Norlin – Co-founder of Character Strong, John teaches about the power of caring schools and communities, and ignites the fire of Servant Leadership for both adult and student learners. At a young age John began to learn first-hand that even a single person being intentional with their actions can create a tidal wave of positive change. In the past twenty years, John has worked with organizations, companies, teams, schools, and individuals on the topics of building influence, strengthening relationships, improving the climate and culture of organizations, and individual and group character development. http://www.johnnorlin.com/playvideo/
Kristin Ziemke – Kristin lives and breathes the work everyday in her third grade classroom in Chicago. She empowers teachers to combine best practice in teaching with technology to amplify student learning. Kristin is co-author of Amplify and Connecting Comprehension and Technology.
Cris Tovani – Cris teaches high school full-time while working tirelessly to ensure that secondary teachers have the tools to engage their students in reading, writing and talking. Cris is the author of I Read It, but I Don’t Get It and Do I Really Have to Teach Reading?
David Jakes – David uses design thinking to inspire educators as they re-imagine learning environments that are creative, comfortable, respectful and safe places for kids and teachers to stretch and take risks.
Page Keeley – Science Guru Page Keeley is an expert in the areas of leadership, standards-based curriculum and instruction, formative assessment, and instructional coaching. She is adept at helping teachers understand how to use probes and formative assessment to increase the quality of learning in science classroom
Steve Gill – creator of “The ELL Critical Data Process”, Steve is an expert at distinguishing between disability and language acquisition. He works with both EL and SpEd educators on the evaluation process to ensure that students are receiving what they need without being mis-identified.
Gisela Ernst-Slavit – Gisela spreads the message that academic language is an equity imperative; and it’s so much more than just vocabulary! Dr. Ernst-Slavit is professor of education and ELL at WSU. She has co-authored several books has a passion to help teachers understand how to effectively plan instruction that benefits all students, especially your language learners.
Angelina Kreger – Angelina was an instructional coach and social studies educator in Novi, Michigan. She believes that when engaging social studies content is paired with masterful instruction that students are truly provided the building blocks that they need to be successful. She will help teachers engage students in BIG History that weaves evidence and insights from many scientific and historical disciplines across 13.7 billion years into a single, accessible story.
Abbey Futrell – Abbey is a Digital Innovation Coach who is committed to redefining professional development to make it relevant and relatable to today’s educators. Her experience as a teacher, district tech facilitator, and instructional coach allow her to take a realistic and sometimes humorous look at the benefits and pitfalls of digital teaching and learning.
Lanny Ball – Lanny is an expert on the Lucy Calkins Writing curriculum. His mission is to support teachers as they seek to reach all students in the literacy workshop.
Amy Lucenta & Grace Kelemanik – co-authors of Routines for Reasoning: Fostering the Mathematical Practices in All Students, Amy and Grace help teachers implement the Standards for Mathematical Practice with a focus on all kids, including special populations.
Mark Ellis – Mark’s work is focused on strategies for mathematics instruction that make meaningful learning accessible to diverse groups of students. Throughout his teaching career, Mark has been driven by a desire to create opportunities for all students to learn important mathematics concepts and skills, particularly those who are from historically underserved groups.
Kris Lindeblad – Kristine has a passion for mathematics and kids that has led her to a lifelong career in mathematics education. She has taught middle school and high school, been a math instructional coach, and math coordinator for Spokane Public Schools. She works and learns with teachers as they strive to ensure best practices and instructional excellence in mathematics.
Michele Dufresne – Michele is a classroom teacher and literacy specialist who has spent most of her life teaching children to read. She is the co-developer of Literacy Footprints. Michele is an expert in supporting teachers as they develop the skills they need to facilitate high quality small group and differentiated instruction in reading.