Dr. Laurie Barron is in her 23rd year in education, serving as a high school English teacher, a middle school assistant principal, and nine years as a middle school principal. Since 2013, she has served as the superintendent of the Evergreen School District in Kalispell, Montana. Barron holds a BSEd in English Education from the University of Georgia, an MEd in Supervision and Administration from the University of West Georgia, and an EdS and EdD in Educational Leadership from the University of Sarasota. She also studied abroad at Oxford University. She holds national superintendent certification through AASA, is a National Board Certified Teacher, was honored as Teacher of the Year and STAR Teacher, and is the 2013 NASSP/MetLife National Middle School Principal of the Year. Barron co-authored Middle School: A Place to Belong and Become (2017) and What Parents Need to Know about Common Core and Other College- and Career-Ready Standards (2015) as well as numerous education articles. Barron is a national speaker who provides motivation and professional learning to teachers and administrators through promoting student engagement and voice, shared leadership, data-driven decision making, standards-based assessment, and inclusive teaching and learning environments. Most importantly, Barron believes that building relationships with staff and students while celebrating what staff and students do right is the key to success in any school.
Thursday - November 7, 2019
Middle School: A Place to Belong and Become
Strand - Creating a Culture that Makes a Difference
Co-presenter: Patti Kinney
Reduce down what's known about quality middle level education and two concepts rise to the top: belonging and becoming. Schools must be places where students feel they belong and are both respected and valued. They must also be places where students can become, where their academic and personal potential is recognized and nurtured. Two award-winning principals will share practical strategies they used to ensure their schools were a place where students could both belong and become.