Dr. Douglas Brooks is a professor at Miami University in Oxford, Ohio and Director of Partners In Learning. Dr. Brooks received his Ph.D. from Northwestern University in Educational Psychology. He is best known at the national level for his ground-breaking research on the first days of school. Dr. Brooks is credited with making the first ever videotapes of entry year teachers on the first days of school and comparing those tapes with tapes of experienced, effective classroom managers. He championed the early research in what became known as the "Ecological Model of Teacher Effectiveness." This research continues to be referenced by Dr. Harry Wong in his popular "First Days of School" book and in Dr. Wong's speeches and presentations throughout the country. Dr. Brooks is credited with providing national leadership in the development of entry year induction programs and researching effective strategies for establishing and maintaining teacher influence from the critical first days of school. Dr. Brooks was recently introduced by Dr. Wong to attendees of the Ohio Secondary School Administrators Association as the "most innovative researcher on classroom management in America." Dr. Brooks' creative models organize the proven research in the areas of teaching and learning, classroom management, attitude formation and change, continuous improvement and professional development. He is an award winning classroom teacher. Dr. Brooks currently teaches classroom management, senior capstone students and supervises student teachers at Miami University. Dr. Brooks also currently teaches public school teachers and administrators how to write successful grant applications.

• The TOTAL QUALITY LEARNING MANAGEMENT MODEL expresses the relationship between the three major sources of teacher influence (classroom management strategies, instructional design and interpersonal behavior) and learner performance. Classroom teachers gain influence with learners and caregivers through their selection of strategies for classroom management, instructional design and their interpersonal behavior inside and outside the classroom. The perceptions that learners and caregivers form gives the classroom teacher their influence which in turn effects the level of cooperation, engagement and learning that takes place in the classroom.

• The COLLABORATIVE STRATEGIC PLAN expresses a district-wide model for improving teaching and learning. This plan emphasizes the importance of: 1) making the curriculum objectives available to all stakeholders including parents; 2) assessing preferred learning styles to increase learner engagement in instructional design and; 3) attending to adult learning styles and encouraging peer coaching to support lifelong professional development. When these three tracks are integrated, improved learner performance on proficiency tests is assured.

• The INTEGRATED SYSTEMS MODEL FOR KNOWING expresses a conception of the important relationship between the preferred learning styles of students and the tools used to support instruction and learning. Students are most motivated to learn at the "Point of Wonder." If the learner and teacher have full awareness of the learner's preferred learning styles and cognitive styles then the matching instructional system can be integrated into the lesson or activity. When there is an appropriate match between the preferred learning style of the learner (learner systems) and the instructional tool (learning system) then the learning path is most efficient, motivating and learning occurs with speed and clarity creating the "Point of Knowing." The more frequently Points of Knowing occur, the more frequently Points of Wonder are created.

• The LEARNER SYSTEMS-BASED LEARNING SYSTEMS DESIGN expresses a simple instructional session design that emphasizes the importance of: 1) effective opening components; 2) attention to preferred learning styles during instruction and 3) effective closing components. Experienced, effective classroom teachers develop and commit to effective opening and closing routines to attend to unique preferred learning styles. Novice classroom teachers tend to "start" and "stop" instructional sessions with no attention to the important components of effective openings and closings.

• CLASSROOM MANAGEMENT CRITICAL CONTEXTS - This shows teacher techniques to use before, during, and after the lesson to optimize student learning/engagement.

• The TEN PRINCIPLES OF ADULT LEARNING will help educators consider how to design professional development experiences with their colleagues and peers. Emerging, web-based models for professional development tend to address a significant number of adult learning principles.