School District 2
1077 St. George Blvd.
Moncton, NB, E1E 4C9
Creating and Sustaining Professional Learning Communities - Registration
School District 2 is pleased to invite you to join us for presentations by Anthony Muhammad and Marcella Emberger. This two-day workshop is designed to support your efforts in creating and sustaining professional learning communities.
Presentation and Presenter Information
May 17: Creating a Professional Learning Community - Presented by Anthony Muhammad
Anthony Muhammad knows first hand what it's like to transform a troubled school in an underprivileged community into a high-performing educational environment where all students learn, and he is passionate about helping others do the same. His commitment to providing professional development that empowers educators is evident in each presentation he delivers. Anthony presented in Halifax last spring with Rick Dufour and is a featured presenter with Solution Tree.
Anthony engages participants with his lively sense of humor, thought-provoking insights, and straightforward strategies. He effectively illustrates how professional learning communities can improve schools, sharing his personal experiences. From his keen understanding of the middle-school mind to his intimate knowledge of education's most pressing challenges, Anthony offers compelling expertise that will motivate your staff.
On Thursday Anthony Muhammad presentation will be focused on the implementation process of transforming a school from a traditional school culture into a Professional Learning Community. We will investigate a linear process/plan that helps school leaders carefully transition their school cultures in a skillful manner. Levey Middle School in Southfield, Michigan will be the prototype for this session. Levey is an urban middle school on the border of Detroit, Michigan. Over a five year period, Levey transitioned from a failing. low-performing school into a U.S. Department of Education Exemplary School using the PLC philosophy.
About Anthony Muhammad
Anthony Muhammad is the founder and president of New Frontier 21, an organization dedicated to providing educators in urban and rural schools with the kind of professional development necessary to become high performing schools. He is a graduate of Michigan State University where he pursued his bachelor's, master's, and doctorate degrees.
He is the former principal of Levey Middle School and Southfield High School in Southfield, Michigan. Anthony has been a classroom teacher, assistant principal, and principal. He also co-founded a nationally recognized charter school, the Sankofa Shule Public School Academy in 1995. The progress realized at Sankofa Shule was documented in articles written in the U.S. News and World Report and the Wall Street Journal. In 1999, Sankofa Shule's students scored higher than all students in the county in the areas of math (94.5%) and writing (92.9%).
At the time of his arrival at Levey Middle School, the school had a history of poor scores on state academic assessments, combined with over 3000 disciplinary referrals and suspensions the previous year. He used the Professional Learning Communities at Work school improvement model as the structure for his school's transformation. Anthony's innovative approach to leadership resulted in measurable gains in student achievement, both in academic performance and in decreased disciplinary referrals. Levey Middle School is now recognized as a National Exemplary School by the U.S. Department of Education and Mr. Muhammad was honored with the state's top award for middle school principals.
In addition to his educational experience, Anthony has done extensive research on the subject of effective urban education, and is a sought-after speaker and consultant both in North America and the United Kingdom. In July of 2004, he presented at the Oxford Round Table educational conference at Oxford University. He has also authored and co-authored several articles published in national educational magazines.
For booking information, email email@example.com.
May 18: Assessment for Learning, The Heart of a Professional Learning Community - Presented by Marcella Emberger
Marcella Emberger's focus as an educator has been on the improvement of classroom teaching using research-based strategies, and the companion task of designing effective classroom assessments. With 35 years of varied experience, she works successfully with all the members of the education community.
As recent Director of the Maryland Assessment Consortium, an organization designed to support Maryland schools as they work to meet new state and national assessment requirements, Marcy created and implemented "Assessment for Learning Professional Development" modules for leadership teams at the school and district levels.
On Friday Marcella Emberger will focus on how administrators can use assessment for learning as a way to focus on the development of professional learning communities. She will provide you with the tools you need to support teachers as they move along a continuum of growth in their transition from assessment of learning to assessment for learning. Marcy will give an overview of assessment techniques that get to the heart of true learning. She will provide you with research based strategies to help your teachers determine what students have learned and how best to respond when students do not learn.
About Marcella Emberger
While Study Group Coordinator for Maryland ASCD, she designed and implemented a statewide action research project based on the text, "Classroom Instruction that Works" [An ASCD publication by Robert Marzano], which received an Outstanding Professional Development Affiliate Award from ASCD. And, as director of the Writing Across the Curriculum Project, a staff development program for the Baltimore County public school system, she received the Center of Excellence Award from the National Council of Teachers of English.
Marcy's career began with 15 years as an English teacher in the Baltimore County school system, five of which were as a Department Chairman. From there she moved to the County level, where she served as a Writing Resource Teacher, Lead Facilitator for the Office of Instructional Development and Grants, Innovative Program Manager, and as a Principal for an Alternative Middle School. Emberger's final position with the County was as Staff Development Facilitator for the Southwest Area, where she provided workshops for 30 schools (K-12), teachers and administrators.
At Maryland State Department of Education Marcella was a Specialist for the High School Improvement Project, chaired the High School Improvement Staff Development Committee, and wrote its report, "A Professional Developed Framework for Maryland's High School Improvement Program."
Marcy Emberger left the public sector to become Director of the Maryland Assessment Consortium, a non-profit organization with strong ties to the local school districts. Jay McTighe, co-author of Understanding by Design, and a former director of the Maryland Assessment Consortium, encouraged Marcy to become a Faculty Member with ASCD in the UBD cadre. The two have co-authored two publications: "Step-by-Step Strategies You Can Use" (Journal of Staff Development, Winter, 2006), and "Assessment as Professional Development - Powerful Designs for Professional Learning" (National Staff Development Council, 2005). Marcy's most recent solo publication is "Helping Teachers Think Like Assessors," (Principal, March/April 2006).
As an ASCD faulty member Emberger has made many presentations at national conventions, and has co-taught with the Differentiated Instruction cadre.
Marcy Emberger has been a President of Maryland ASCD and served as its Study Group Coordinator. She remains a Board Member of the group, and also of the Atlantic Canada Connected Community. Previously she served on the Boards of the Mid-Atlantic Association of Cooperation in Education, the Council of Education Administrators and Supervisors of Maryland, and BioTrek Naturalists, Inc. At Johns Hopkins University, she served on the Advisory Board of the Masters in the Art of Teaching where she also taught "Action Research for School Improvement" and a "Teacher Leadership Seminar." Her own Masters in Writing degree comes from Towson University in Maryland, as does her Bachelors of Science degree.