Putting the Pieces Together:
Revealing Student Growth and Instructional Excellence
June 23-25, 2014
Tony Frontier, Ph.D.
Tony Frontier PhD., is an assistant professor of Doctoral Leadership Studies and director of Teacher Education at Cardinal Stritch University in Milwaukee. He is past president of Wisconsin ASCD, and a member of the state Superintendent's Advisory Council. He is a recipient Wisconsin's Outstanding Young Educator Award, and a recipient of the Marquette University Outstanding Young Alumnus Award for his work as a teacher in Milwaukee Public Schools.
He presents research and facilitates workshops internationally on topics including student engagement, effective instruction, and reflective practice. Tony is co-author of "Effective Supervision: Supporting the Art and Science of Teaching" with Bob Marzano and David Livingston. His new book, "Five Levers to Improve Student Learning" will be published in 2013 by ASCD.
Ray Jones, Ph.D.
Raymond C. Jones, PhD, is an educational consultant who specializes in coaching-oriented school leadership and effective instructional practice. For the last decade, much of his time has been spent working with administrators, supervisors, and coaches on observing, conferencing, and evaluation practices that lead to improved teaching and better learning. After a decade of providing staff development to teachers, and finding that observatiTroanoke coon and post-conferencing techniques by observers and evaluators consistently failed to support teachers in adopting new practices, Dr. Jones shifted his interests to developing instructional leadership skills and dispositions with administrators and supervisors.
A native of North Carolina, Dr. Jones is a Phi Beta Kappa graduate of the University of North Carolina at Chapel Hill. He was a Master Teacher Fellow at Wake Forest University, where he earned a Master of Arts in social studies education. His teaching career was spent in rural, suburban, and inner-city schools in North Carolina and included both middle and high school teaching. In 1995, he and his teammate Stephanie Toney were recognized by the North Carolina Middle School Association as Team of the Year for their region.
Dr. Jones earned his PhD in social studies education from the University of Virginia and has been teaching courses in reading comprehension for the Curry School of Education since 1999. After completing his UVa program, he joined the faculty of Wake Forest University, where he directed the secondary social studies teacher education program. He became a full-time educational consultant in 2007 and has provided professional development for public, private, and charter schools from New York to Florida to California. His publishing has focused on strategic instruction and the role of technology integration in good teaching. He has conducted over 70 keynotes and presentations at national, regional, and state conferences. Dr. Jones is a Master Trainer for Project CRISS; (CReating Independence through Student-owned Strategies) and is the developer and webmaster for ReadingQuest.org, a teaching resource website with strategies that support comprehension-based teaching.
Comments from Participants
"After 30 years of conferences, conventions, workshops and post-graduate studies, I finally found a 3-day that met my need, kept me focused and wanting to attend again."
"Highly trained, motivated, impassioned keynote speakers/educators that "shepherd" others through the ongoing growth process of becoming exceptional educators with each child's success in mind."
"Where else could we be treated so well but at Roanoke?!"
"I had a wonderful time meeting and interacting with teachers from all over the state. It gave me the opportunity to network and share joys/concerns with my fellow teachers."
"It's a wonderful professional development opportunity that provides restoration, revitalization and renewal. Thank you!"
"Loved it! I reconnected with people I'd met in other places and I made new friends."
"I really appreciate the space the keynote speakers created in my thinking about teaching and learning. I have been frustrated of late with students and their interest in learning - and now I have a new approach (well, several, actually!). The Institute is invaluable."
"Providing teachers with opportunities to feel important and encourage each other and giving time to relax and enjoy...."
"Teachers are valued. Fellowship of other teachers was nice because we generally don't have time to spend with each other due to work environment."
"Wiggins has me rethinking my goals and priorities and how I can look at my curriculum. I used to think that way and then I "fell" into the march to death of SOLs. I needed the wake-up call!"
"Wow! Awesome! Thanks!"