Keynote Presentations

Rebecca DuFour

The Power of Professional Learning Communities at Work™: Bringing the Big Ideas to Life
Becky investigates the three big ideas that drive the PLC concept, offers practical strategies for bringing those ideas to life, and shares compelling success stories from schools throughout the United States that are using those ideas to have a profound impact on student and adult learning. Vivid examples and sound evidence show that the PLC concept is supported by research and endorsed by educational organizations as our best hope for sustained, substantive improvement.

Richard DuFour

Implementing the PLC Process: Will You Soar or Settle?
Recent studies have found that partial implementation of the PLC process in schools produced no gains in student achievement. However, when those same schools fully engaged in the process, dramatic gains occurred. The PLC journey is filled with dangerous detours and seductive shortcuts that circumvent the real work of the process.
Dr. DuFour will alert you to the inevitable implementation challenges and provide you with a process for overcoming them.

Michael Fullan

Whole System Reform in Action
Dr. Fullan will focus on how districts and states use “wrong” or “right” drivers to bring about reform. Gain insights into how large-scale reform fails or succeeds through case examples. The role of professional learning and leadership will be examined and the implications for action will be identified.

Wayne Hulley

Aligning for Success: Moving From Getting By to Getting Better
Most organizations are adequately aligned to achieve success; however, schools are more often aligned to a mindset of compliance and “getting by.” These schools plan to plan, not to improve. Wayne will discuss how improving the school culture, using data in the planning process, creating a PLC as the vehicle for change, setting goals, implementing high-yield strategies, and monitoring the process will lead to student success, teacher satisfaction, and community support.

Mike Mattos

On Solid Ground: How PLCs Build the Foundation for a Successful RTI
The underlining premise of RTI is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education. Schools should provide timely, targeted, and systematic interventions to all students that demonstrate need. Many school intervention programs fall short of this goal because they lack the proper foundation. Discover how a collaborative culture, curricular focus, and ongoing student learning data are needed to respond effectively when students don’t learn.

Anthony Muhammad

No More Drama: Getting Everyone on the Bus and Becoming a Real PLC
Dr. Muhammad confronts the issue of conflicting agendas within schools. PLCs are very clear on their purpose—learning for all students. Examine the barriers to aligning individual agendas with the school agenda. Learn what leaders and teachers must do to develop the synergy necessary to guarantee learning.