STLinATL

This presentation describes ways to personalize and differentiate instruction for diverse students through the use of mastery learning instructional strategies. The practical issues involved in implementing mastery learning are presented, along with ways to adapt these procedures to personal teaching styles, specific classroom situations, and the needs of individual students. Participants will gain a clear understanding of the theory and practice of mastery learning and explore ways to effectively implement these strategies to help more students learn excellently.


Guskey, T. R. (2023). Implementing Mastery Learning (3nd ed.). Corwin.
Guskey, T. R. (Ed.) (2006). Benjamin S. Bloom: Portraits of an Educator. Rowman & Littlefield Education.

Learning is absolutely incredible, but sometimes, like students we teach, we need a little break to process all of this new information or to just chill. In this session we will share a few engaging art brain break activities that are perfect for students of all ages to help them refresh and refocus. A brain break is a short period of time dedicated to engaging in activities that differ from the primary task at hand, often used to help refocus and improve the learning experience. These art brain breaks are quick, creative activities that require minimal materials and setup. Come to this creative session and explore your inner artist! We will offer various art centers where you can explore your creative side. Whether you are seeking to do some creating yourself or use these ideas in your classroom, this session is the place for you. Materials will be provided.   

Using assessments to improve student learning involves more than simply administering “formative” assessments. It requires teachers to make well-designed classroom assessments an integral part of the instructional process. This presentation will offer summaries of different assessment formats and their appropriateness in measuring different learning goals. We will describe how teachers can develop clear learning targets, gather useful information on students’ performance, offer effective feedback to guide improvements in teaching and learning, and then accurately document students’ learning progress. Participants will learn how to use classroom assessments as effective learning tools, how to align assessment procedures with important learning goals, and how these procedures will allow them to better meet the needs of diverse learners.


Guskey, T. R. (2023). Implementing Mastery Learning (3nd ed.). Corwin.
Guskey, T. R., & Jung, L. A. (2013). Answers to Essential Questions about Standards, Assessments, Grading, and Reporting. Corwin.
Guskey, T. R. (Ed.) (2009). The Principal as Assessment Leader. Solution Tree.
Guskey, T. R. (Ed.) (2009). The Teacher as Assessment Leader. Solution Tree.

This presentation describes what we know about effective grading and reporting policies and practices. Keeping in mind the many practical challenges teachers face, we review the importance of fairness, honesty, and equity in grading and describe ways to ensure meaningful communication between teachers, students, and families. Procedures for implementing new reporting structures, including standards-based and competency-based grading models, are highlighted, together with policies and practices that should be avoided due to their negative consequences for students, teachers, and schools.


Guskey, T. R. (2024). Engaging Parents’ and Families in Grading Reforms. Corwin.
Guskey, T. R. (2020). Get Set, Go! Creating Successful Grading and Reporting Systems. Solution Tree.
Guskey, T. R., & Brookhart, S. M. (Eds.) (2019). What We Know About Grading: What Works, What Doesn’t, and What’s Next? ASCD.
Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting. Solution Tree.
Guskey, T. R., & Bailey, J. M. (2010). Developing Standards-Based Report Cards. Corwin.
Guskey, T. R. (2009). Practical Solutions to Serious Problems in Standards-Based Grading. Corwin.

A team of teachers and Instructional Technology Specialists will share how to implement literacy skills while implementing Design Thinking. Participants will engage in hands-on activities, explore real-world classroom examples, and leave with practical strategies for implementing Design Thinking in reading and writing lessons. Whether designing solutions to a character’s problem, creating storyboards for digital storytelling, or using empathy maps to develop strong narrative voices, educators will discover powerful ways to enhance literacy through innovation and design.

School leaders often encounter predictable challenges when attempting to reform grading and reporting—challenges that could have been anticipated and avoided. This presentation highlights three crucial prerequisites, backed by research, that eliminate those problems and help bring honesty and integrity to the grading process. These steps provide the necessary foundation for implementing grading policies and practices that prioritize students’ best interests, facilitate communication between school and home, and make grades honest, accurate, meaningful, and equitable. 


Guskey, T. R. (2024). Engaging Parents’ and Families in Grading Reforms. Corwin.
Guskey, T. R., Frey, N., & Fisher, D. (2024). Grading with Integrity. Corwin Press.
Guskey, T. R. (2020). Get Set, Go! Creating Successful Grading and Reporting Systems. Solution Tree.
Guskey, T. R., & Brookhart, S. M. (Eds.) (2019). What We Know About Grading: What Works, What Doesn’t, and What’s Next? ASCD.