• Jennifer Ballen Riccards, Management and Program Analyst, Office of Planning, Evaluation, and Policy Development, U.S. Department of Education

Using Your Professional Development Resources to Build Local Capacity: A Look at the History and Future of Title II, A

• Seth Gerson, J.D., Legislative Assistant, Office of Senator Jack Reed (RI)

• M. René Islas, B & D Consulting

• Sabrina Laine, Ph.D., National Comprehensive Center for Teacher Quality and Learning Point Associates, Moderator

1. Targeting Support and Professional Development for Gen Y Teachers
   This session will build upon the presentation and discussion about what Gen Y teachers want at the second annual What Works Conference. Presenters for this session will share a systemic framework for improving human resources, specifically strategies for teacher support and professional development, particularly targeted to Gen Y teachers.

   • Ed Wilgus, Professional Development Manager for the Vancouver School District

   • Sabrina Laine, Ph.D., National Comprehensive Center for Teacher Quality and Learning Point Associates

   • Gretchen Weber, National Comprehensive Center for Teacher Quality and Learning Point Associates, Facilitator

2. Professional Development in Practice: Addressing the Needs of Special Student Populations
   Teachers consistently report feeling less prepared for the challenges of serving diverse learners, particularly English language learners and students with disabilities. This session will discuss the continuum of development for effective teachers of diverse learners—from preservice to professional development and nationally board certified teachers—with special attention to university-district partnerships and strategies for leveraging community resources to support improved teaching practices to better meet the needs of all children.

   • Heidi A. Ramírez, Ph.D., Temple University

   • Deborah L. Voltz, Ed.D., University of Alabama at Birmingham

   • Bradley Scott, Ph.D., The South Central Collaborative for Equity, Intercultural Development Research Association, Facilitator

3. Professional Development Partnerships and Standards
   This session will discuss the development, implementation, and assessment of professional development schools. The session also will focus on standards, including standards for professional development schools, and an example of one state's commitment to high-quality professional development standards as reflected in all of its teachers' professional development plans.

   • Marsha Levine, National Council for Accreditation of Teacher Education

   • Peggy Stewart, New Jersey Professional Standards Board

   • Stephanie Hirsh, Ph.D., National Staff Development Council

   • Katherine Bassett, National Comprehensive Center for Teacher Quality and ETS, Facilitator

4. Professional Development: Research and Policy Into Action
   This session will share examples of how to transition professional development research and policy into high-quality professional development practices. Presenters will focus on outlining the components of highly effective professional development, discuss one particular collaborative professional development approach, Lesson Study, in some depth, and then outline a policy framework for professional development that aligns to the needs of all stakeholders.

   • Gary Appel, Great Lakes East Regional Comprehensive Center and Learning Point Associates

   • Joyce Lieberman, Ed.D., Learning Point Associates

   • M. René Islas, B & D Consulting

   • Ellen Behrstock, National Comprehensive Center for Teacher Quality and Learning Point Associates, Facilitator

• Leticia Mederos, Legislative Director, Office of Congresswoman Rosa DeLauro (CT)

• Rogers M. Smith, Ph.D., University of Pennsylvania

• Sara E. Thomas, New Haven School District, Discussant

• Paul L. Kimmelman, Ed.D., National Comprehensive Center for Teacher Quality and Learning Point Associates, Facilitator

• Regis Anne Shields, J.D., Education Resource Strategies

• Laura Goe, Ph.D., National Comprehensive Center for Teacher Quality and ETS, Facilitator

Concurrent sessions repeated.

• Robert Campbell, Ph.D., Hawaii Department of Education

• Alysan Slighter, New York Department of Education

• Rosemary B. Harrigan, Greater Capital Region Teacher Center

• Marietta Rives, Iowa Department of Education

• Tricia Coulter, Ph.D., National Comprehensive Center for Teacher Quality and Education Commission of the States, Moderator

Session I: Using Innovation Configurations to Improve Teacher Preparation Leading to Improved Teacher Qualifications and Enhanced Student Outcomes This workshop will provide participants with information about a new set of tools called Innovation Configurations that are designed to assist IHEs, state, and professional association personnel to conduct reviews of current teacher preparation syllabi. These tools help ensure that instructors provide research-based instruction and increase the likelihood for fidelity of instructional practice in preservice teacher preparation courses. Three tools will be discussed: the first focuses on classroom organization and behavior management, the second on reading instruction, and the third on inclusive practices. Participants will have the opportunity to interact with and try out the tools, talk with a professional who is implementing instructional change at the institution level focused on reading instruction practice, and exchange ideas on how the development of new policy can drive change in practice.

• Daniel J. Reschly, Ph.D., National Comprehensive Center for Teacher Quality and Vanderbilt University

• Amy Jackson, National Comprehensive Center for Teacher Quality and Learning Point Associates

• Marty Hougen, Ph.D., Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin

Session II: Using Interest-Based Bargaining to Support Teacher and Leadership Quality Reform Initiatives
This workshop will provide participants with an understanding of the interest-based bargaining process and help them develop plans for the following: identifying situations for which interest-based bargaining is appropriate, facilitating interest-based bargaining, applying the interest-based bargaining process in their respective areas, and providing interest-based bargaining tools and resources for improving teacher and leadership quality systems. Interest-based bargaining provides a collaborative process in which districts and teacher unions define shared goals and design strategies that meet both of their interests. States and regional comprehensive centers are in a unique position to facilitate this process, particularly in states where failed contract negotiations between districts and teacher unions are stalling larger-scale teacher quality efforts and/or a contentious relationship is preventing districts from engaging teachers in the design and implementation of teacher quality strategies.

• Cortney Rowland, National Comprehensive Center for Teacher Quality and Learning Point Associates

• George Ann Rice, Ph.D., Clark County Schools (Nevada) (retired)

• Jeffrey Max, National Comprehensive Center for Teacher Quality and Learning Point Associates

Session III: Unpacking the Factors That Contribute to the Distribution of Highly Qualified and Experienced Teachers
This interactive workshop will introduce participants to a set of tools designed to help states unearth the barriers—both real and perceived—that inhibit the equitable distribution of highly qualified and experienced teachers. These instruments, consisting of survey and interview protocols for teachers and school leaders, were developed by the National Comprehensive Center for Teacher Quality, in collaboration with the Mid-Atlantic Comprehensive Center, REL Mid-Atlantic, and the Delaware Department of Education. The research-based draft protocols flexibly cover such topics as teacher hiring and transfer rules, teacher assignment processes, and teaching conditions among other factors that may contribute to equitable distribution. Presenters will share drafts of these instruments, discuss how and why they were developed, and generate ideas for how they may be used in your state.

• Laura Goe, Ph.D., National Comprehensive Center for Teacher Quality and ETS

• Olivia Little, National Comprehensive Center for Teacher Quality and ETS

• Jane Coggshall, Ph.D., National Comprehensive Center for Teacher Quality and Learning Point Associates