Bill Daggett, Ed.D.
Bill Daggett, Ed.D., Founder and Chairman of the International Center for Leadership in Education, is recognized worldwide for his proven ability to move preK-12 education systems towards more rigorous and relevant skills and knowledge for all students. He has assisted a number of states and hundreds of school districts with their school improvement initiatives. Dr. Daggett has also collaborated with education ministries in several countries and with the Council of Chief State School Officers, the Bill & Melinda Gates Foundation, the National Governors Association, and many other national organizations. He serves on several advisory boards, including:
- NASA Education Advisory Board – 2008 to present
- USA Today (national newspaper) Education Advisory Board
Before founding the International Center for Leadership in Education in 1991, Dr. Daggett was a teacher and administrator at the secondary and postsecondary levels and a director with the New York State Education Department, where he spearheaded restructuring initiatives to focus the state's education system on the skills and knowledge students need in a technological, information-based society.
Dr. Daggett is the creator of the Application Model and Rigor/Relevance Framework™, a practical planning and instructional tool for determining the relevance of curriculum and assessment to real-world situations. Dr. Daggett's Rigor/Relevance Framework has become a cornerstone of many school reform efforts throughout the United States.
Dr. Daggett is the author of numerous books about learning and education, textbooks and research studies, reports, and journal articles.
Dr. Daggett has spoken to hundreds of thousands of educators and education stakeholders in all 50 states. His enlightening, entertaining, and motivating messages have helped his listeners to look at education differently by challenging their assumptions about the purposes, benefits, and effectiveness of American schools. Dr. Daggett inspires his audiences both to embrace what is best about our education system and to make the changes necessary to meet the needs of all students in the 21st century.
Dr. Daggett has been recognized as a distinguished alumnus by both Temple University and the State University of New York at Albany.
Dr. Daggett has a special commitment to individuals with disabilities. He and his wife, Bonnie, volunteer their time and lend their support to Wildwood Programs in upstate New York. Wildwood serves the needs of people of all ages who, like their daughter Audrey, have neurological impairments/learning disabilities or autism, by enabling them to become the best that they can be.
For more information on the International Center and Bill Daggett please visit
www.LeaderEd.com or contact Karen Wilkins at 518.723.2057.
Designing 21st Century Learning Environments for Rigor, Relevance, and Relationships
The skills, knowledge, and attitudes today's learners need to be successful in the technological, globally driven world in which they will live and work have changed dramatically. Unfortunately, most schools have not changed the curriculum or learning environments to facilitate 21st century learning. Dr. Daggett will describe how the design of education facilities plays a part in adequately preparing students for the ever-changing world.
Lorraine Maxwell
Student Engagement and School Building Quality
This session will review social science research related to school building design, building quality and student outcomes. The session is directly related to the conference theme, "Designing schools that inspire teachers, engage students, and embrace communities". The session specifically deals with the ways in which school building design and quality support student engagement. Student engagement includes both behavioral and emotional engagement. Behavioral engagement includes paying attention in class, not participating in disruptive behaviors, doing one's work, and exhibiting effort and persistence. Emotional engagement is the affective response to school and the learning process. Research on this type of engagement is concerned with students' responses to school, the teacher, or classroom activities. Emotional engagement can also be described as identification with the school or a sense of belonging. School building design and the overall quality of the school facilities can play a significant role in supporting both types of engagement. This session will provide participants with specific findings from current research that demonstrate how the physical environment and student engagement are interrelated.
Learning Objectives:
- Students will learn about specific school design attributes that encourage student engagement.
- Students will learn ways in which school building quality relates to school attendance
- Students will learn about ways in which school building quality supports academic competence
- Students will learn how building design can support independent learning