Michael D. Toth is founder and CEO of Learning Sciences International and leads LSI’s Applied Research Center. He is also the author of the multi-award-winning book The Power of Student Teams with David Sousa; author of Who Moved My Standards; and co-author with Robert Marzano of The Essentials of a Standards-Driven Classroom, School Leadership for Results, and Teacher Evaluation that Makes a Difference.

Michael gives public presentations and advises leaders on the most critical issues in K–12 education today, including equity and access, academic rigor, and student agency. As a thought leader, Michael has moderated high-level events such as roundtable discussions between some of the nation’s top superintendents on topics like reimagining schools of the future.

• How Florida’s Lowest Performing School Improved from an “F” to an “A” After Partnering with LSI
• External operator.
• Overcorrection is not helpful
• ensure student agency
• after a year, nothing but love.
• Building
• All students are capable of student agency
• If we just control them, we can’t go to rigor.
• Developing persistence
• Academic teaming - structures and responsibilities.
• “My kids can’t do that” means “I don’t know how to do that”
• The promise of public schools is that it will break generational poverty.
• Photos going back to the beginning of photography.
• Core instruction has to move kids from compliant, dependent thinkers to independent thinkers.
• Give students strategies on how to have structures, norms, and codes of conduct.
• culturally responsive learning environment helps significantly.
• Granting grace to schools
• Kindergartners self-regulating in groups.
• Parents, especially college-educated parents, are constantly teaching
• If we are attempting to teach SEL but on it’s own we’re missing the point.
• Teaching and learning are two distinctive processes.
• The highest level is application.
• “I didn’t know my kids could that!”
• “My kids are learning without me, what do I do?”
• Kids are built for rigor.
• Teacher-led groups and then student-led groups
• student directed classrooms.
• Perverse effects
• If you get your kids to deeper learning, they do better on tests.
• National Demonstration School.
• Productive struggle - it’s actually fun.
• How to be a transformative principal? Who’s talking more? teacher

Lead a school everyone can be proud of.

Being a principal is tough work. You’re pulled in all kinds of directions. You never have the time to do the work that really matters. Join me as I help school leaders find the time to do the work they became principals to do.

I help you stop putting out fires and start leading.

Learn more at https://transformativeprincipal.com

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