NAESP’s 2012 Conference, BEST PRACTICES FOR BETTER SCHOOLS™ — The National Conference & Expo of the Year provides the strongest and most comprehensive learning and networking opportunity for principals and other school leaders from around the world. Outstanding researchers, thought leaders and practitioners will provide a powerful forum for participants to address topics critical to a principals’ growth during a time when roles are ever-changing.
NAESP’s 2012 Conference, BEST PRACTICES FOR BETTER SCHOOLS™ — The National Conference & Expo of the Year program will focus on six content areas. The plenary and selected concurrent sessions will spotlight these areas to scaffold discussions, interactions, and information to strengthen the goals of NAESP and provide a comprehensive learning opportunity for principals. A strong component of our programming this year is to engage school-based professional learning teams and teacher leaders.
Accountability and Assessment Public education has never been under more scrutiny as policy and decision makers rely heavily on standardized assessment for determining success. Certainly, education at all levels should utilize comprehensive and coherent accountability systems that include state and local assessments for students, teachers, and principals as well as individual school and local districts, most educators know that success cannot solely be measured by test scores. In addition, meaningful assessments must inform instruction, align to instructional practices, and support improved student achievement. These conference sessions will provide practitioners and other thought leaders the opportunity to share meaningful, common sense approaches to assessment and accountability that really make a difference in student achievement.
Evaluation of Classroom Instruction Developing effective leadership practices to ensure student learning through skilled evaluation of classroom instruction is a continuing area of growth for all administrators. The most critical responsibility of a principal is a focus on the evaluation of curriculum implementation and rigorous assessment of student and teacher evaluation interactions within the classroom setting. A thorough understanding of effective teacher practices and the components of connecting pedagogy to student learning are imperative for all levels of student achievement on a school campus.
Leading for Change Leading a school community to institutionalize necessary changes for improvement is a difficult task that takes experience, knowledge, support from colleagues and mentors, and an unflinching commitment to improvement. Knowing ‘what’ needs changing and knowing ‘how’ to implement change are difficult ‘to say the least’ and ‘can be impossible’ in many situations when the school administrator feels powerless and vulnerable. Developing a staff and school community that embrace change requires a principal with expertise and competence in adult learning and the confidence to take necessary actions that lead to school improvement.
Professional Learning Communities Collaboration strategies to assist teacher teams in the implementation of professional learning communities and best practices will be the focus of these sessions. Teacher leaders in collaboration with principals must continually develop skills to contribute to a culture of accountability and shared responsibility throughout the school. They must demonstrate expertise and knowledge to enhance the school learning environment as evidenced in the latest research supporting collective leadership practices.
School Culture Transforming school culture and embracing challenges to create an atmosphere contributing to the belief that all children can learn can only be accomplished by an effective leader who understands the impact of a positive school culture. Putting this into action requires a set of administrative skills that model, support and enhance the outstanding accomplishments of the school and that address the barriers leading to resistance. An effective school culture that leads to improved student achievement can only be accomplished with intentional drive, competent action, and deliberate follow-through by the principal.
Technology for Leadership Creating a new culture of empowered teaching and learning through communication and the proper use of technology tools will result in a concentrated focus on the learning needs of each student. These tools can also facilitate staff collegiality and collaboration, build stronger community relations and cause students to be more self-directed. The school principal must be able to identify the resources available and establish the structures to align technology to curriculum goals in the school.