{"success":true,"data":[{"ID":816,"Class":"Conversation","Created":1514132544,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Build it Up! Connecting Assignments to Projects in World Languages","Handle":"build_it_up-connecting_assignments_to_projects_in_world_languages","ShortDescription":"Session aimed at providing World Language educators with various tools for increasing whole class engagement and student responsibilities through role-play, multi-layered activities, and purposeful assignments leading to larger projects. Through language immersion, clear roles and engaging assignments - students will be able to produce higher levels of interpersonal communication, presentational speaking and presentational writing.","Description":"This session is aimed at providing World Language educators with various tools for increasing whole class engagement and student responsibilities through role-play, multi-layered activities, and purposeful assignments leading to larger projects. Through language immersion, clear roles and engaging assignments - students will be able to produce higher levels of interpersonal communication, presentational speaking and presentational writing.","Link":[],"Audience":["High School"],"Practice":"This session will include; sharing best practices, research-based information and data, and a walkthrough of a benchmark\/project that represents the core values of SLA and the integration of the ACTFL standards.","Presenter":["Melissa Moran"],"PresenterAffiliation":["SLA Beeber","Educational Issues Department - PFT"],"PresenterEmail":["mmoran@slabeeber.org"],"ScheduleSlotID":94,"ScheduleLocationID":4,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":819,"Class":"Conversation","Created":1514916918,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Creating Human Systems in Schools","Handle":"creating_human_systems_in_schools","ShortDescription":"How do we design systems that support progressive pedagogies? How do we create schools where the systems in place support make it easier for teachers and students to do authentic, powerful work together?","Description":"Too often, the systems in place in our institutions end up becoming so restrictive that people feel like they serve the system as opposed to the systems serving the people.\r\n\r\nHowever, progressive education has too often dealt with that problem by rejecting systems and letting 1000 flowers bloom around ideas, but with little that systemizes it. That can result in a high barrier to entry for students and teachers attempting to move from a traditional educational mindset to a progressive one. \r\n\r\nWhat our schools need are dynamic, human systems that serve people and allow all of us in our schools - students, staff and parents alike - to ramp up to the most powerful ideas that can power our schools.\r\n\r\nThis session will examine the notion of the \"human system\" and participants will look at the systems and structures in their classrooms and schools to create a pathway to change to more human, progressive spaces.","Link":["http:\/\/www.practicaltheory.org","http:\/\/www.scienceleadership.org"],"Audience":["All School Levels"],"Practice":"Case study\r\n\r\nStructured group work\r\n\r\nSmall and large group discussion","Presenter":["Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academies"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":94,"ScheduleLocationID":10,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":759,"Class":"Conversation","Created":1509556592,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Future Visioning as a Tool for Creative Thinking","Handle":"future_visioning_as_a_tool_for_creative_thinking","ShortDescription":"Future visioning can help you forge a path for your own future, the future of your school or organization, or the future of society at large. Participants will learn and practice several future visioning activities and discuss the implications of exploring different futures with students and colleagues.","Description":"Conversations about the \u201cfuture of education\u201d (and nearly every other sector) are prolific. How can we make sure that we aren\u2019t just pontificating, but using future visioning to help ask better questions, unlock creativity, and create better solutions? In this conversation, we\u2019ll explore a few methods to look beyond the constraints of the present to not only imagine, but design for the future. \r\n\r\nFilmmakers, CEOs, environmentalists, and designers all use future visioning as a tool for innovation. Why? To understand the potential the future holds, imagine the possibilities, surface what is preferable, and explore how to make a desired future real. With implications far beyond new products or the latest sci-fi flick, future visioning can help you see and forge a path for your own future, the future of your school or organization, or the future of society at large.\r\n\r\nParticipants in this conversation will learn some simple future visioning activities that can be used with students and colleagues back home, and explore some big questions about the implications of seeing, interpreting, and building the future.","Link":[],"Audience":["All School Levels"],"Practice":"Framing (10 minutes): Presenters will provide an introduction to the subject of future visioning including relevant examples in order to provide a shared vocabulary and framework for the rest of the conversation.\r\n\r\nGame Circuit (30 minutes): Participants will divide themselves among three stations, at which they will learn about a different future visioning activity. Groups will rotate every ten minutes until everyone has visited every station.\r\n\r\nGroup Discussion and Documentation (15 minutes): Presenters will facilitate a group discussion by posing guiding questions and keeping a written log on a shared Google Doc (which will also contain descriptions of and resources for each activity from the Game Circuit).\r\n\r\nIndependent Reflection and Planning (5 minutes): Participants will have a few minutes to copy the shared Google Doc containing descriptions of the activities and notes from the discussion in order to reflect on - and perhaps set an intention to - implement some of what they learned in this conversation when they get home.","Presenter":["Becky Lee","Adam Rosenzweig"],"PresenterAffiliation":["IDEO (Becky); Beyond 12 (Adam)"],"PresenterEmail":["rebecca.lilian@gmail.com","adam.lev.rosenzweig@gmail.com"],"ScheduleSlotID":94,"ScheduleLocationID":13,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":781,"Class":"Conversation","Created":1509572989,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"How do we DO science in our schools?","Handle":"how_do_we_do_science_in_our_schools","ShortDescription":"What is science?.... observing the natural world, questioning, making hypotheses, designing and performing experiments, and drawing conclusions from evidence. Many, if not most, of the \"labs\" done in grades 9-12 focus on demonstration of properties and building lab and analytic skills. \r\nLet's talk about ways to make science in our schools better reflect the true nature of the discipline. We face limitations including class size, content requirements, resources, safety concerns and time constraints. How can we make this work at our schools?","Description":"Science is a process of observing the natural world, questioning, making hypotheses, designing and performing experiments, and drawing conclusions from evidence. Many, if not most, of the \"labs\" done in grades 6-12 focus on demonstration of properties and building lab and skills. \r\nLet's talk about ways to make science better reflect the true nature of the discipline. We face limitations including class size, resources, safety concerns and time constraints. How can we make this work at our schools?\r\nThe presenter will share an approach that is underway in her classes, its successes and challenges. Participants are encouraged to share how they have made research more authentic in their classrooms and ideas they might have about making this even more approachable. We will reference NGSS science practices as we discuss our work and dreams for future work.","Link":[],"Audience":["High School","Middle School"],"Practice":"We will briefly present (10-15min) the nature of our students' work, including the format of the assignments and associated rubrics. Sample student work will be shared. Participants will then share their own ideas, work, and strategies.\r\nWe anticipate using a version of the Consultancy Protocol and\/or the Tuning Protocol to focus the conversation.","Presenter":["Eileen Glassmire"],"PresenterAffiliation":["Worcester Academy"],"PresenterEmail":["eileen.glassmire@worcesteracademy.org"],"ScheduleSlotID":94,"ScheduleLocationID":9,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":763,"Class":"Conversation","Created":1509561283,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Making Work Matter - The Power of Student Showcases","Handle":"making_work_matter_-_the_power_of_student_showcases","ShortDescription":"Want to find a way to give students authentic audiences while simultaneously engaging with the community and showing them all the awesome work that happens at your school? Well then this workshop is for you. Come join us and learn how to make public showcases of student work happen at your school.","Description":"At Attleboro High School we have started holding public showcases of student work in order to accomplish several goals:\r\n\r\n1. All too often the only people who see student work are the student and the teacher.  This helps change that dynamic by providing an authentic audience for student work by inviting the community to see what we've been up to.\r\n2. All too often the only things the community knows about its schools are what is in the newspaper.  Having public showcases helps to change the conversation around what is happening in school and provides a much richer picture of student achievement to the community.\r\n\r\nThis workshop will focus on getting participants to design public showcases of student work to be held at their schools.  The conversation will focus on three main areas:\r\n\r\n1. What is a public showcase of student work? \r\n2. Why publicly showcase student work?\r\n3. How do I organize a public showcase of student work?\r\n\r\nParticipants will then work to collaboratively conceive and design one to be held at their school this year.","Link":["http:\/\/ahsilt.weebly.com\/"],"Audience":["All School Levels"],"Practice":"Participants will work in groups to conceive of and design a showcase to be held at their school.  Resources will be created and shared via Google tools for every step of the process that each person can then utilize.  The \"what? So what? Now what?\" protocol will be utilized to examine the issues surrounding student and community engagement and then to move to devising solutions to these problems through showcases.","Presenter":["Brian Hodges","Tobey Reed"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["bhodges@attleboroschools.com","treed@attleboroschools.com"],"ScheduleSlotID":94,"ScheduleLocationID":2,"SubmitterID":4735,"AdditionalComments":"You can find us on Twitter as well:\r\n\r\nBrian: @bhodge2727\r\nTobey: @reedahs","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":733,"Class":"Conversation","Created":1509061564,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Rethinking the Socratic Seminar: Opportunities and Challenges in a Paideia Classroom","Handle":"rethinking_the_socratic_seminar--opportunities_and_challenges_in_a_paideia_classroom","ShortDescription":"Our understanding of the traditional Socratic Seminar often involves forced contributions from unwilling students and awkward, inorganic conversations that might not teach authentic thinking and discussion skills. How do we build an environment that allows K-12 students to engage in genuine, insightful conversations that require listening and higher order thinking?","Description":"I first learned about the Paideia classroom when I taught at a magnet school outside Nashville. Paideia, an ancient Greek word that refers to the educational process that prepares one for citizenship, was infused into our school charter and practiced from kindergarten to 12th grade. A central application of this philosophy is the Paideia Socratic Seminar: 15-20 students in a circle having an intellectual dialogue. Free from hand raising and having to focus on the teacher, students are trained from the earliest grades to engage in respectful, civil dialogue. The process ultimately allows the students to focus on their thoughts, as well as on one other, as they come to a deeper understanding of a chosen text.\r\n\r\nWhen I began teaching 8th grade in a Philadelphia neighborhood school, I decided to bring Paideia with me. The challenges were obvious- this was not an academic magnet school and students have not been trained in the format since age five. Nonetheless, I have found ways to create a similar culture with students I meet eight years into their education. Moreover, students respond positively and show evidence of higher order thinking skills in their follow up assessments.\r\n\r\nThe goal of this conversation is to discuss ways in which students can be given the opportunity to develop civil discussion skills as well as collaborative thinking activities in a variety of school environments. Participants will leave with examples of Seminar texts and question formats.\r\n\r\nA short overview of the Paideia seminar can be viewed at this link:\r\nhttps:\/\/www.youtube.com\/watch?v=_9GJYauGecw","Link":[],"Audience":["All School Levels"],"Practice":"Group members will participate in or observe an abbreviated version of a seminar around which we will base our discussion.\r\nDuring the discussion, group members will share their experiences and best practices on conducting seminars.\r\nIn the latter part of our session, we will develop open-ended critical thinking questions based on texts of our choosing. \r\nCollaborators will conclude the discussion by exploring some ways they can utilize the Paideia Seminar format in their own classrooms.","Presenter":["Kevin Kelly"],"PresenterAffiliation":["John Hancock Demonstration School: Labrum Campus","8th grade literacy teacher; Temple University School of Education","Instructor of Early Childhood Education"],"PresenterEmail":["kmkelly@philasd.org"],"ScheduleSlotID":94,"ScheduleLocationID":7,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":764,"Class":"Conversation","Created":1509562639,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"So, how was your trip?\": The Impact of Student-Led Interdisciplinary Field Studies","Handle":"student-led_interdisciplinary_field_studies","ShortDescription":"\"So, how was your trip?\" Is a question that our students prepare to answer as they close out their field experience. We anticipate the one minute window that students have to capture the attention of their family and friends when they first see them after such a life-changing experience to convey the impact of their trip. This session will explore those experiences.  \r\n\r\nStudents in SLA's International Cultures elective have been working on a student-led, inquiry-driven interdisciplinary project culminating in a field study in Costa Rica. Students will be telling their stories and the inquiry process they went through to compile and complete their projects. Last year, students created their own projects culminating in a field study in Cuba. Last year's students will discuss and reflect on the impact of an international experience on how they understand the world.","Description":"\"So, how was your trip?\" Is a question that our students prepare to answer as they close out their field experience. We anticipate the one minute window that students have to capture the attention of their family and friends when they first see them after such a life-changing experience to convey the impact of their trip. This session will explore those experiences.  \r\n\r\nStudents in SLA's International Cultures elective have been working on a student-led, inquiry-driven interdisciplinary project culminating in a field study in Costa Rica. Students will be telling their stories and the inquiry process they went through to compile and complete their projects. Last year, students created their own projects culminating in a field study in Cuba. Last year's students will discuss and reflect on the impact of an international experience on how they understand the world.","Link":["https:\/\/sites.google.com\/scienceleadership.org\/cuba2017\/home-page"],"Audience":["High School"],"Practice":"There will a panel discussion.","Presenter":["Pearl Jonas","Steph Sessa"],"PresenterAffiliation":["SLA"],"PresenterEmail":["pjonas@scienceleadership.org","ssessa@scienceleadership.org"],"ScheduleSlotID":94,"ScheduleLocationID":16,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":750,"Class":"Conversation","Created":1509504626,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Teaching in the \"Age of Trump\"","Handle":"teaching_in_the-age_of_trump","ShortDescription":"Donald Trump\u2019s presidency means my US History students pay far more attention than usual. Opportunities abound for teaching about checks and balances, human rights, and the role of America in today\u2019s world.  Our conversation will consider what it means to \u201cteach Trump\u201d in a fair and balanced way.","Description":"I will share some of what I have done in my classroom as my students and I make our way through discussions of modern US history.  I look forward to having all participants share our experiences as we teach in the \"Age of Trump.\"  One topic of discussion will include the concept of teacher bias and teacher responsibility.  I teach in a reasonably liberal area of North Carolina, and I worry about some of my more conservative students who may feel off-put by some of their classmates' comments and the general feeling when politics comes up. Also, I am sure some of my biases about current policy come out in my teaching in both subtle and not so subtle ways. Is it appropriate for teachers to let students know their position on issues, such as admitting Syrian refugees and on whether transgender soldiers should be allowed to serve in the military? Does that answer change if students ask for your opinion? We'll talk about these sorts of questions and consider our own teaching practices and challenges as we navigate these uncharted waters.","Link":[],"Audience":["High School","Middle School"],"Practice":"I'll share some of what I've done in my classroom, and then we will give each participant about 15 minutes to reflect in writing about a variety of questions. We'll share first in small groups (via Google Docs) and then have each group report back to the larger group. We'll then merge our Google Docs and have a large-group discussion where I'll take notes and facilitate conversation. At the end of the 90 minutes, we will have created a collaborative document that shares best practices and our thoughts\/questions\/concerns as we approach civic education in the challenging times we live in today.","Presenter":["Steve Goldberg"],"PresenterAffiliation":["Research Triangle High School"],"PresenterEmail":["mrgoldberg@gmail.com"],"ScheduleSlotID":94,"ScheduleLocationID":5,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":726,"Class":"Conversation","Created":1508644701,"CreatorID":4255,"RevisionID":null,"Status":"Accepted","Title":"Tending the Fire, Not Burning Out: Building Teacher Social Emotional Competence","Handle":"tending_the_fire-not_burning_out--building_teacher_social_emotional_competence","ShortDescription":"Get some tools for your self-care toolkit and try them out on the spot in this session. Be ready to move, breathe, think, laugh, play, and be gentle with yourself. Bonus: head back to your classroom with strategies for your students.","Description":"My candle burns at both ends;\r\n   It will not last the night;\r\nBut ah, my foes, and oh, my friends\u2014\r\n   It gives a lovely light!\r\n(Edna St. Vincent Millay, 1918)\r\n\r\nTeaching is hard work. You plan, you professionally develop, you reflect, you coach, you dish out love and support to tiny (or not so tiny) humans every day. Do you find yourself short on time for the whole self care thing? Come hang out to grab some new and some familiar tools for your own self care and take the time to really practice them. We'll work together to figure out plans for you to take home for your life as well as for your classrooms and educational settings.","Link":["http:\/\/justhumaning.com\/"],"Audience":["All School Levels"],"Practice":"Folks will share ideas verbally (shoulder share, group discussions) and nonverbally (Boom!, positivity chain, thumb check). Oh lord would I hate standing in front of a room for an hour and babbling. We should have lots of interaction and play in this session.","Presenter":["Erin Franzinger Barrett"],"PresenterAffiliation":["Chicago Public Schools"],"PresenterEmail":["efranzinger@gmail.com"],"ScheduleSlotID":94,"ScheduleLocationID":12,"SubmitterID":4255,"AdditionalComments":"This should be fun.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":777,"Class":"Conversation","Created":1509569176,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Tools and Hacks for Creating an Interest-Driven Internship Program","Handle":"tools_and_hacks_for_creating_an_interest-driven_internship_program","ShortDescription":"This workshop will share out ideas about how to create a vibrant interest-driven internship program as a key component of increasing engagement and relevancy for high school students.","Description":"The idea that high school students should be given the opportunity to build relationships with mentors in the real world through interest-driven internships is gaining traction in communities around the United States. Big Picture Learning is a network of schools that have made internships a key component of their learning model for over 20 years.\r\nThis workshop will discuss some of the academic and social-emotional values of internships. We will also address how schools can utilize internship programs to increase the networking power of students and reduce the opportunity gap.\r\nWe will discuss some of the \u201chacks\u201d that schools have employed to manage the complexities of an internship program as well as highlight our work on ImBlaze - an initiative by BPL to support school internship programs. We will also discuss approaches to challenges around compliance, attendance and documentation of academic progress.\r\nStudents from El Centro de Estudiantes - a Big Picture School in Philadelphia that works primarily with over-age and undercredited youth - will contribute to this workshop and provide some important context regarding the value of an academic and interest-driven internship program.","Link":["http:\/\/www.bigpicture.org\/apps\/pages\/index.jsp?uREC_ID=584288&type=u&pREC_ID=915310","https:\/\/www.imblaze.org\/"],"Audience":["High School"],"Practice":"We will conduct an asset-based conversation, developing a list of common obstacles to a vibrant internship program and then breaking these down to distill solutions. We will document this process using Dropmark, an online web collaboration tool.","Presenter":["David Berg"],"PresenterAffiliation":["Big Picture Learning"],"PresenterEmail":["david@bigpicturelearning.org"],"ScheduleSlotID":94,"ScheduleLocationID":8,"SubmitterID":4735,"AdditionalComments":"We are identifying the students who will participate and are also talking with some El Centro staff who may also attend.\r\n\r\nThank you,\r\nDavid","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":775,"Class":"Conversation","Created":1509567730,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Troubleshooting barriers to learning: Perspectives from Philadelphia Students","Handle":"troubleshooting_barriers_to_learning--perspectives_from_philadelphia_students","ShortDescription":"In this session, students from the U school will share our story: being young black and Latinx men and women from Philadelphia, overcoming adversity, hoping it will change lives and mindsets. Often students like us feel misunderstood by adults in school. Participants will brainstorm solutions to be enacted in classrooms.","Description":"The goal is to move teachers to compassion and understanding. Weare looking for solutions that will potentially work in the present and future. Students from the U School, a non-selective Philadelphia public school, will share some background about themselves and talk about barriers that have affected their learning. Next, multiple teachers will openly share barriers that they face that may pertain to students. We will discuss as a group how the barriers that both students and teachers identified impact learning and student well-being. \r\n\r\nThen, a student facilitator will lead groups of teachers and administrators to come up with clear and actionable solutions. Each student will record a one minute video of their group discussing solutions. They will post it on social media sites and hashtag the solution. \r\n\r\nThen everyone will come together as a group and we will discuss one clear solution that all can agree to implement in their individual contexts. Once we come up with one concrete solution, it will become a hashtag. After the session is over every person will post something about the session that they will take away from the session, ending it with the hashtag. \r\n\r\nTeachers who attend this session will learn how they can provide incentives to learning, keep students engaged, and establish a relationship of care, mutual respect, and moral support.","Link":["http:\/\/www.uschool.org\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"In the first half of the session, students will share their experiences with the educators present. There will be four students and they will sit at different spaces at the table. Then each student will share the barriers that they face that affect their learning. Next, teachers will acknowledge what the students say and share whether they understand those barriers or if they have their own barriers that hinder them. \r\n\r\nFor the last part of the session, everyone will be split into four groups. Each student will lead the conversation of coming up with solutions, to overcoming barriers that students and teachers face to learning. One minute video of the process of coming up with a solution will be recorded and posted on social media by the student in each group, followed by a hashtag. \r\n\r\nThen everyone will come together in one group and decide what's the best solution. Once everyone has agreed to one solution every person who attends the solution is required to share something about the session followed by the hashtag. Lastly, participants will leave their contact information so the U School students can follow up after six weeks to see how they have implemented solutions discussed at the session.","Presenter":["Shawn Flythe","Argelis Minaya","and other U School students"],"PresenterAffiliation":["The U School"],"PresenterEmail":["sflythe@uschool.org","Ambravo@uschool.org"],"ScheduleSlotID":94,"ScheduleLocationID":3,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":737,"Class":"Conversation","Created":1509376190,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Vive la \"Diff\u00e9rance\u201d","Handle":"vive_la-diffrance","ShortDescription":"Join in deconstructing sex and gender using Jacques Derrida's \"diff\u00e9rance\u201d thinking for truly comprehensive sexual education. Deconstructing gender defies the confines of health class. Challenge your assumptions and join the braintrust exploring limitless cross curricular opportunities in teaching and learning to infuse your practice from pre-K to adult with \"diff\u00e9rance\".","Description":"The perpetuation of binary definitions of sex, gender identity and sexual orientation in education presents a moral dilemma. Social expectations for gender conforming must be challenged and that challenging is essential to youth psychosocial development. Deconstructing these concepts also presents an opportunity to teach critical thinking and tolerance in a universal and relevant context.","Link":[],"Audience":["All School Levels"],"Practice":"Modified Making Meaning Protocol","Presenter":["Maggie Osman","Patty Rich"],"PresenterAffiliation":["School District of Philadelphia"],"PresenterEmail":["mosman@philasd.org"],"ScheduleSlotID":94,"ScheduleLocationID":11,"SubmitterID":4735,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7},{"ID":821,"Class":"Conversation","Created":1516238493,"CreatorID":4735,"RevisionID":null,"Status":"Accepted","Title":"Will You Still Love Us When We are No Longer Young and Beautiful? ( I Know that You Will)","Handle":"will_you_still_love_us_when_we_are_no_longer_young_and_beautiful--i_know_that_you_will","ShortDescription":"As new schools mature they bridge the gap from a curiosity to an institution. Whether whittled away slowly or swept up in the next thing, many schools lose their raison d'\u00eatre in this transition. What can we do to ensure our schools are understood, supported, and sequacious  5, 10, or 50 years from now?","Description":"This conversation is about 1) Taking inventory of actions we are currently doing to build stakeholder buy-in and understanding 2) Illuminating ways we explicitly and implicitly transmit culture internally and externally 3) Listening to others about what they are doing .\r\n\r\nThis conversation is rooted in the history of the Parkway Schools in Philadelphia, which went from being labeled the \"most interesting high school in America in the 60s, to becoming radically more traditional schools 50 years later.","Link":["http:\/\/slamiddle.org"],"Audience":["All School Levels"],"Practice":"Ask questions, have attendees self select into groups that answer questions that are relevant to them, share. I'd like to think there is a digital connection point, be it a hashtag or Gdoc that folks can reference back to if schools are interested in keeping in contact on the issue","Presenter":["Timothy M. Boyle"],"PresenterAffiliation":["SLA family of schools","SLA-MS"],"PresenterEmail":["tboyle@scienceleadership.org"],"ScheduleSlotID":94,"ScheduleLocationID":14,"SubmitterID":4735,"AdditionalComments":"I need a jam box to blast Lana Del Rey before this conversation, some chart paper, markers, and sticky notes would also help","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":7}],"conditions":{"Status":"Accepted","ConferenceID":7,"ScheduleSlotID":94},"total":13,"limit":false,"offset":false}