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Workshops & Presentations
ALVY, HARVEY
ARPIN, TERESA
BARASH, PHOEBE
BEYER, WAYNE/PETER ANTHONY/FR. WIRACH AMONPATTANA
BLURTON, JADIS
BOWERS, JUDY
CASE - Peter Mahoney / Frank Opray / Adele Hodgson
COUTTS, CRAIG / FENSOM, CHRISTINE
DAVIS, DORIS
DICKMANN, MICHAEL
ECK, JAMES
FRANKEL, MARC
GEORGE, MARILYN, MARGARET ALVAREZ, EVA KAMPITS
GUY, JUDITH & LAWLESS, ED
JAFERIAN, WARREN
JOHNSON, DOUG
JUKES, IAN
KILLION, JOELLEN
LESSER, MARIA
LEWIS, CLAYTON
LYSO, HARLAN & SEARSON, ISABEL
MENDELOVITS, JULIETTE , RICHARDSON, CARMEL & JENKINS, MARK
MIRON, DON
MITCHELL, MARK
MONEY, STEVE
NELSON, JORGE
NEWSOME, EMMANUEL
NORDMEYER, JON
PAYNTER, KENNETH
POWELL, BILL AND OCHAN
PRICE, BARRIE JO & MCFADDEN, ANNA
PROFFIT, DONALD
RAZIK, TAREK
RECKORD, JOSH & BILL KENTA
RITTER, JOHN
ROY, PAT & MCMULLEN, PARKER
SCHOPPERT, GAIL & POWELL, BILL
STRAUB, ANN & BAKER TOM
STROUP, PHIL
SUITS, BETSY
UPDEGRAFF, NANCY
VAN DE LAGEMAAT, RICHARD
WHITE, PAUL
Associate Members Presentations
Felicia, Sam - Rand McNally
Field, Barbara - Scott Foresman & Prentice Hall
Goodrich, Robert - Passport Executive Travel
Kelly-Pollet, Patt - People to People
Keiser, Melissa - Houghton Mifflin
Kerr, Andrew - Univ. of Guam
Larsson, Jane - VIFP
Northover, Ann- Cogition Consulting Limited/Multi Serve Education Trust
Pathela, Vinit - Rediker Software
Rediker, Richard - Rediker Software
Schubert, Mike - Island Connections
Thomas, Diane - Harcourt International
Whitehead, Luke - AQIA
Sam Felicia
Workshop Title - Using Online Maps and activities to enhance social studies classes.
Description:
Participants will learn strategies for effectively integrating web-based geography content, including online maps, lesson plans and interactive games and activities into their curriculum. Participants will also learn how to tie lesson plans on core map and globe skills to this online content. Rand McNally’s new online service will be used as sample material for this session.
Barbara Field
Workshop Title: Problem-Centered and Inquiry Based Math
Description:
Our US product consultant and International Marketing Manager will share with teachers and administrators the new and revised Investigations Math program which will be launched some time in early 2007. You will be able to see a completely revised format with a very user-friendly approach to teach Math using a problem-centered and inquiry based approach that will ensure sound concept development in learning math.
In addition to the Math presentation, she will also share with the administrators 2 new programs from Scott Foresman & Prentice Hall. They are the Reading Street 2007 K-6 Reading and Language Arts program, the Prentice Hall Literature (Penguin Edition) 2007 program and the brand new Scott Foresman K- 6 Science 2006 program. Many new features and content added to excite you and your pupils.
Robert Goodrich
Workshop Title - Travel Budgets and Problems
Description:
The airlines aren‚t your friends ˆ they‚re out to take as much of your money as possible while reducing the service and comfort they give you. This workshop shows how the system works so you can master your own and your staff‚s fate out there. Valuable, useful information.
Biography:
Robert Goodrich is the Director of Sales for Passport Executive Travel in Washington, DC. An attorney with a background in transportation, Bob brings clarity to a complex industry with client-centered creativity, efficiency, and cost savings in the area of international school travel. He and his company work with individuals, corporations, associations, and schools around the world to ensure the best arrangements for their budgets and requirements.
Patt Kelly-Pollet
Workshop Title - People to People Student Leader Programs: Making the Difference
Description:
People to People Ambassador Programs provides the opportunity to expand educational journeys throughout the international community. Learn how you as an educator can help your students gain an edge in the college admissions race. Join us for a brief presentation and video about the People to People Student Leader Programs, and how both you and your students can become involved in this life shaping opportunity. We look forward to seeing you there.
Biography:
Patt Kelly-Pollet is Program Director for People to People Ambassador Student Leader Program. She has the pleasure of meeting educators internationally to discuss and recognize their motivated students with academic promise, leadership potential and a desire to serve their communities.
Melissa Keiser
Workshop Title - The Total Solution for Language Arts
Description:
During this lunch/workshop you will be exposed to an exciting range of research-based K-12 language arts programs designed by outstanding educational authors. Houghton Mifflin Reading boasts proven results with second-language learners in states like California and Texas. Complement this award-winning literature based reading program with leveled readers developed in consultation with Irene C. Fountas to effectively differentiate your elementary reading instruction. Within HMR, discover theme-based learning centers to support your small group instruction. Author of Words Their Way and Words Their Way with English Learners, author Shane Templeton contributes to both the Houghton Mifflin Reading and the developmentally appropriate Spelling and Vocabulary programs. Check out Houghton Mifflin English, designed to offer the extra grammar and writing support your students need. Master teacher and author Vicki Spandel, contributes to the powerful Write Traits program that can be used to support your current writing program or enjoyed as a stand alone. It offers proven assessment and instructional strategies using 6-traits-the key characteristics of good writing: Idea Development, Organization, Voice, Word Choice, Sentence Fluency, Conventions. If you're hungry for language arts solutions, this is one lunch you won't want to miss!
Biography:
Melissa Keiser began her career at an early age teaching her brother and sisters how to read. Originally from New York State, she did her undergraduate work in elementary education at Liberty University in Virginia, and her Masters of Education at the University of New England. Specializing in the acquisition of literacy skills, Melissa's deep interest in cultural learning patterns led her to become the Curriculum Coordinator at the International Christian School in Seoul. Currently serving as a consultant for Houghton Mifflin, she's excited to be helping teachers find the best path for their students.
Andrew Kerr
Workshop Title - School Technology Plans: Where are you going and Why?
Description:
School technology plans allow schools to take an account of the technology resources available, and for more strategic use of funds in acquiring new hardware, software, and services. Even more important, it shows how technology is linked to curriculum and the impact it has on student learning and achievement.
Biography:
Andrew (Andy) Kerr, is an instructional technology consultant whose clients include, St. John's International School, University of Guam, World Health Organization, and Mabuhay Philippine Satellite Corporation. His background includes 12 years of education and education related activities at the K-12, higher education and adult education levels through out the US mainland, Pacific and Asia. Some of the work has included distance education (Internet, satellite, video conferencing and hybrid models), instructional design, technology training and integration. Andy is the former Associate Director of the U.S. Department of Education program, the Pacific Regional Technology Education Consortium (PRTEC), and a university instructional designer, instructor, and educational technology coordinator. He specializes in helping find technology solutions for underserved areas, especially in rural and remote areas in the Asia/Pacific region. He currently resides in the tropical paradise of Guam.
Jane Larsson
Workshop Title - VIF Transforms Lives through Cultural Exchange
Description:
Educators from around the world are sought to teach U.S. students through the Visiting International Faculty Program, the United States' largest cultural-exchange program for teachers and K-12 schools. Recognized by the U.S. Department of State as an official Exchange Visitor Program Sponsor, VIF hosts 1,800 teachers in 11 states with exchange visas valid for up to three years. Through VIF, teachers have access to valuable professional development including instructional workshops, educational certification in their host state, and Master's degree programs at reduced tuition rates. VIF teachers serve as true cultural ambassadors, sharing the heritage of their home nations with U.S. students, educators and members of host communities, opening their eyes to the world beyond their borders. Upon their return home, VIF teachers share their experiences in the United States and in the U.S. education system, as they continue to provide students a world-class education, grooming them for success in a global community.
Biography:
Jane Larsson is Director of Recruitment and International Partnerships for the Visiting International Faculty Program (VIF) based in Chapel Hill, North Carolina. VIF is designated by the U.S. Department of State as an official Exchange Visitor Program Sponsor. Prior to joining VIF, Jane was the Director of Educational Staffing and Publications for International Schools Services (ISS) as the recruiting liaison for 200 international schools around the world. She has presented on the topics of international recruitment and selection at educational conferences in the states and abroad including NAESP, SACS, AAIE, NACAC, NCTM, NSTA, AASSA, EARCOS and NESA.
Ann Northover
Workshop Title - Cognition Consulting – igniting the spark!
Description:
For the last 10 years Multi Serve has supported educational change in the EARCOS region and, with the launch of Cognition Consulting Ltd, will be a key contributor to international education successes in the years ahead. This workshop highlights the work that CCL is currently engaged in and the opportunities and challenges for international education arising from this experience.
Vinit Pathela
Workshop Title - Technology for Schools
Description:
Technology has improved the ways our schools are run. But are we using technology in the right way, and as efficiently as we can? The challenge, for most, is understanding the technologies available, and applying them to each school's unique needs. In this workshop, we will be talking about Technology in general, and School Administrative software in particular. We'll engage in a small group chat in order to share ideas that work in schools.
Richard Rediker
Workshop Title - The Latest Developments in School Administrative Software – Embracing New Technology
Description:
Discover new technologies and features offering unprecedented data access. Achieve the right balance of speed, reliability, data security and privacy with remote hosting, or web-enabled/browser-based solutions. See how a school-to-home web portal can become the heart and soul of a vibrant school community. Enhance security and emergency preparedness with student data instantly accessible on PDAs. Other innovations include: digital portfolios, automatic off-site data backup, integrated e-mail, and a full-featured accounting program written just for schools!
Mike Schubert
Workshop Title - Cultural Immersion through Home-stays: An unforgettable learning experience
Description:
In today’s society cultural experiences abound, most of which are only skin deep. True cultural understanding comes by sharing life. Carefully facilitated home-stays provide such opportunities. Come and explore the principles and components that make home-stays a valuable and safe learning experience.
Diane Thomas
Workshop Title - THINK ALL TEXTBOOKS LOOK ALIKE? THINK AGAIN! - Harcourt and Holt think differently.
Descriptions:
This enhanced text improves reading performance of all students, even advanced readers. However, the Live Ink format is particularly effective in helping struggling readers, special-needs students, and English-language learners. There is an additional option that enhances the size of the text for sight-impaired students.
These are available only from Harcourt and Holt Online Editions with the Live Ink reading support feature. Selecting the Reading Help tab turns the traditional block text into the Live Ink reading format. Harcourt and Holt are opening a whole world of reading opportunity for your students.
Biography:
Diane Thomas is currently an educational consultant for Harcourt International. She works in Asia/Pacific, the Middle East and Africa with international and local schools.
Diane has worked as a teacher and principal in the United States and Thailand. She was a middle school principal of an award winning school in the states. She has been involved in the professional development of teachers in reading and with supervision training for principals at the regional and state level for state departments of Education, ASCD and IRA.
Her work in the past two years has involved working with teachers in Thailand to improve their knowledge of content areas, classroom management skills and use of technology in the classroom.
Luke Whitehead
Workshop Title - Manging Healthcare Expectations
Description
The workshop will look at a range of questions you should be asking, common issues and pitfalls to look for, how to make your own comparisons (rather than using a particular Summary of Cover as a template), what underwriters look for when covering a new group, the differences between a TPA and an insurance company, and an overview of some sales techniques you may come across.
Harvey Alvy
Workshop I: The Beginning Years of Leadership: Addressing Challenges Successfully (150 min.)
Description:
This interactive presentation for school administrators in their early years of leadership will provide a solid overview of the challenges faced by new leaders. Providing practical advice for newcomers will be a major institute objective. Thus, the session will address: nine critical themes for leadership success, the challenges and socialization process experienced by new school leaders, instructional priorities, time management strategies, and the value of reflection. Several concepts and practical suggestions will be based on The New Principal's Fieldbook, (ASCD, 2004) co-authored by the presenter.
Workshop II: Ethical Leadership in Schools (90 mins.)
Description:
School leaders address the ethical responsibilities of doing the right thing each day for students and teachers. This interactive workshop will examine ethical issues and dilemmas faced by school leaders and provide guidelines to implement effective decisions. Workshop participants will examine the views of leaders from the education and corporate world who have devoted their work to ethical and moral leadership.
Workshop III: Lincoln on Leadership: Lessons for School Administrators (90 mins.)
Description:
The life of Abraham Lincoln serves as a model for anyone in a leadership position. Lincoln's behavior and values have meaning for school leaders, in particular, because of what we can learn about the importance of vision, clarity of purpose, humility, humor, empathy, lifelong learning, building trust, and communicating effectively. Workshop participants will have the opportunity to assess Lincoln's effectiveness as a leader by examining historical examples from his life and applying these leadership lessons to their own administrative experiences.
Workshop VI: The Beginning Years of Leadership: Addressing Challenges Successfully (150 min.) - REPEAT Workshop I
Description:
This interactive presentation for school administrators in their early years of leadership will provide a solid overview of the challenges faced by new leaders. Providing practical advice for newcomers will be a major institute objective. Thus, the session will address: nine critical themes for leadership success, the challenges and socialization process experienced by new school leaders, instructional priorities, time management strategies, and the value of reflection. Several concepts and practical suggestions will be based on The New Principal's Fieldbook, (ASCD, 2004) co-authored by the presenter.
Teresa Arpin
Workshop I - Strategic Planning and Strategic Action: An overview for Business Officers
Description:
Strategic planning efforts have important implications for financial and business functions in a school. The focus of this session is to help Business Officers understand the context for planning and how to support their organization as it engages in system level change.
Workshop II - Designing and Facilitating Effective Meetings
Description:
Someone famous said, “It takes a really great meeting to beat no meeting at all.” We spend lots of time in meetings and they are the place where we get much of our work done. This session will provide an overview of the elements of effective meeting design and facilitation.
Biography:
Teresa Arpin has been employed for 27 years by the Grand Rapids Public Schools, an urban district in the West Michigan. She has assumed a number of instructional and administrative roles in the areas of assessment, program evaluation, accountability and system-wide planning. Since 1995, she has been an associate of Transformation Systems, Ltd. (TSL). TSL is committed to helping system leaders achieve those things about which they care deeply. Teresa has worked extensively in the U.S. and internationally, assisting schools and other organizations in their strategic planning efforts. Most recently, Teresa facilitated the EARCOS Board’s strategic planning process.
Phoebe Barash
Workshop I - Conflict Management for Educators
Description:
Educators face a variety of conflicts on a daily basis. These can sometimes be multiple conflicts in the course of one day. Conflicts can be parent to school, child to teacher, child to child, school to state and on and on. The purpose of this course is to build upon skills that each participant already possesses. Through building on skills already in the Œtoolbox‚, opening up communication and adding new tools to the Œtoolbox‚ each individual will be challenged to confront conflict creatively. Having a set of practical tools allows participants their own access to creative conflict resolution.
The course is designed to help participants develop a greater awareness of the ways each person responds to and engages others in conflict. The focus will be on building a common language around conflict resolution, building mediation skills and skills needed to facilitate difficult meetings. This will be accomplished through role plays, readings, collaborative problem solving of current issues facing participants and outside class work applying the principles learned in class. Beyond current issues, participants will design a detailed action plan for their school setting and how to integrate Social Emotional Learning and the skills of Conflict Management into their daily practice. The foundation of all work will be in practicing learning conversations. Specific tools to add to the toolbox in this course include:
-Positions and interests
-Conflict triggers
-Conflict analysis
-Reflective listening (reframing, summarizing, problem framing, reframing, questions)
-power imbalances
-How can your own bias affect your ability to facilitate?
-The ability to articulate why Social Emotional Learning is as critical as academic learning
-Specific skills aimed at focusing on Social Emotional Learning and integrating Conflict Management into each individual‚s school setting
Course sessions will also provide time for reflection and relating new skills in conflict resolution to work presently being done in classrooms using Responsive Classroom morning meetings, Teacher Advisories as well as looking at school Action Plans focusing on the social curriculum. Class sessions will be active, inviting all participants to share current challenges as learning opportunities to practice new skills.
Biography
For the last 30 years, Phoebe Barash has worked in education as teacher, administrator and trainer.
After leaving her position as a school administrator she began her own business in mediation and conflict management. Phoebe’s areas of focus include: family and divorce mediation, special education mediation, parent coordination, group facilitation and training in conflict management. Her experience in schools gives her a unique window into what is important in the world of school and the pressures faced by school staff, children and families.
Phoebe is a Vermont certified school administrator.. She is an adjunct faculty member at Woodbury College in Montpelier, Vermont , Middlebury College and at the University of Vermont. She has a certificate in mediation and conflict management through Woodbury College in Vermont. She received her Bachelor of Science in Education from Wheelock College in 1972 and her Masters of Arts in Education from Western Carolina University in 1980. She is a member of the Association for Conflict Resolution (ACR), Educator’s for Social Responsibility (ESR), Association for Supervision and Curriculum Development (ASCD) and the Vermont Mediator’s Association (VMA).
Wayne Beyer, Peter Anthony & Fr. Wirach Amonpattana
Workshop I- Will 1:1 Wireless Computing Work For You?
Description:
1:1 wireless computing is now a viable option for many schools. Representatives from Ruamrudee International School will present an historical perspective of their school's laptop program with practical information for schools considering such a transition. The workshop will include activities and resources to help you in analyzing your current situation and in formulating strategies for implementation of a 1:1 computing program.
Dr. Jadis Blurton
Workshop I - The Expatriate Special Needs Child: Compounding the Issues
Description:
The experience of being a Third Culture Kid holds particular challenges, and some additional opportunities, for children who have special needs. Kids with specific LD, attentional problems and/or high intelligence have a different set of issues and solutions if they are expatriates. Developmental/Clinical Psychologist Jadis Blurton will examine these interactions.
Biography:
Dr. Jadis Blurton received her Ph.D. in Developmental Psychology from the University of California, and is licensed as a Clinical Psychologist in the United States. She holds Masters degrees in both Special Education and Psychology. Prior to coming to Hong Kong ten years ago, Dr. Blurton worked in a variety of settings, teaching at California State University as well as practicing clinically and directing a children’s diagnostic clinic. When working with children and families, she is also able to call on her personal experiences as a parent in a blended family of six children, including one child with a severe learning disorder and one with ADHD. Having lived on four continents, she is well acquainted with the stresses and adjustments that accompany an expatriate lifestyle. She is the Clinical Director of Therapy Associates Limited, a practice in Hong Kong that works with many expatriate special needs kids, parents and educators.
Judy Bowers
Workshop I - School Counseling Programs in the International Schools
Description:
What do school counselors do, how do they provide a program to serve all students and their needs? Learn about the changing role of the school counselor and how school counselors are adapting programs to meet the needs of students as they deal with the many issues in today’s society.
Workshop II - Crisis Response Is Everyone’s Responsibility
Description:
Crisis involving students becomes the job of all staff members. Become familiar with organizing a school crisis team that will be prepared for a student centered crisis. This proactive approach is designed to support your students at a minutes notice. Discuss ways international schools can support one another with internet resources.
Workshop III - Are Your Students Being Bullied via the internet? or Is Cyber Bullying At Home Affecting the Work of Your Students In School?
Descriptions:
Discuss how bullying that happens via the internet carries over to the school classroom and atmosphere. Does your school have policies to handle this situation? Evaluate the results of anti-bullying programs presented by school counselors that include the challenges of cyber bullying?
Workshop IV - Creating Successful Transition Programs from the International School to a College/University Setting
Description:
How prepared are your students to transition from a private international school to a college or university? Discuss some of the proactive programs school counselors provide to help students make successful transitions and maintain student wellness. Become familiar with internet resources and other materials to support a successful transition program.
Biography:
Dr. Judy Bowers supervises the 170 school counselors K-12 who serve 61,000 students in the Tucson Unified School District (TUSD), in Tucson, Arizona. Judy was a teacher for six years, a high school counselor for 16 years and has been the counselor supervisor for eleven years. She has worked with the state of Arizona and TUSD since 1990 to restructure school counseling programs. This work led to the TUSD Governing Board adopting the developmental counseling program called Comprehensive Competency-Based Guidance (CCBG) in 1993. Under her leadership since 1994, the TUSD school-counseling department has been awarded four Federal Elementary Demonstration Grants and the number of school counselors has increased from 95 counselors in 1994 to 170 counselors in 2004.
Leadership activities include president of the Arizona School Counselor Association; Supervisor/Post Secondary and Western Region Vice-President for the American School Counselor Association (ASCA), and she is the 2004-2005 President for ASCA. She is a national and international consultant to school districts, state departments, and university counseling departments who are developing comprehensive school counseling programs. Judy is the co-author of the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003) and co-author of the ASCA National Model Workbook (ASCA, 2004). Judy received her doctorate degree in Educational Leadership from the University of Arizona in May, 2004.
Peter Mahoney / Frank Opray / Adele Hodgson
Peter Mahoney
Workshop I - The highest reaches of communicating with technology
Description:
What new methods of communication does technology offer us? How do we keep up with changing trends? And what direction is technology taking us as communicators?
This session looks at current best practice, providing examples of simple and more involved methods of electronic communication, and looks at ways we can be prepared for the road ahead.
Biography:
Peter Mahoney is the Website Coordinator at the American School in London. He has a bachelor's degree in communication studies, and is principally interested in using the Internet as an effective mass communication medium. In his home country of New Zealand he put this interest to use with SchoolWeb, the most popular website system for schools in that country. He also worked with schools, principals and Boards to facilitate the use of best practice throughout all their digital communications.
Frank Opray
Workshop II - What success has development had in international schools - a case study approach
Description:
Learn about some of the best practices in International School development. This practical session will examine some of the fundraising success stories at international schools, drawing on case studies from schools in Asia.
Biography:
Frank Opray has held fundraising and marketing positions as Director of Development at Wesley College, Melbourne, (3,500 students), for five years and subsequently, at Carey Baptist Grammar School, (2,300 students), for four years. Prior to these appointments he spent many years in market research and in management consulting, primarily in the services sector. During that time he was for three years a Board member and Treasurer of Wesley College, Australia’s largest school.
He has particular expertise in educational fundraising, marketing and finance, the development of alumni structures, school governance and in the use of school administration computer software. He also conducts Heads’ searches.
Frank now consults through Washington Services to international schools on fundraising, alumni relations, marketing, start up and governance issues in Australia and particularly in Asia. He regularly presents papers at Development and fundraising conferences in Australia, Europe and Asia.
He is a qualified accountant and volunteers his time as President of the Foundation at Queen’s College, University of Melbourne.
Adele Hodgson
Workshop III - Fundraising and Friend-raising through special events
Description:
Why are special events so important in the marketing and development mix of activities? Whether they are large events or small gatherings, special events are crucial to donor identification and cultivation, (both corporate and individuals), community building, and enhancing the school's profile and image. In this session we will review best practice in terms of creating and managing special events that fit into the school's mission, build relationships and raise money.
Biography:
Most of Adèle Hodgson's career has been spent abroad working in the fields of strategic planning, marketing and fundraising. She currently works at the Frankfurt International School as Director of Marketing & Development and is a regular advisor to other schools. Adèle is the author of two books on Strategic Planning and is in the midst of producing a book on Governance.
Workshop IV - The board's role in marketing and development
Description: TBA
Christine Fensom / Craig Coutts
Workshop I - Service: giving your school a heart.
Description:
An overview of service activities and events that are included in the programme for primary students at United World College of South East Asia, and the profound affect it has on the whole school community. This session will dispel the common idea that only secondary students can meaningfully engage in such activities.
Biography:
Craig has been involved in education for 15 years, 10 of these have been in international education, 9 of which have been in South East Asia. Halfway through his career, Craig left teaching to work in advertising and sports management and completed an MBA. Craig is currently the Principal of the Junior School at United World College of South East Asia and has been working in the College for 5 years in a number of roles within the Junior and Middle School. His work in the College has given him great insights to the value of service within a school programme and the affect it has on the whole school community and the benefits the school will gain from this.
Chris Fensom has been involved with UWCSEA for 15 years, as a parent of three students who all attended the school; as an Early Years and Grade 1 teacher and now as Principal of Infants. The Infant School at UWCSEA began eight years ago with 66 students and it has now grown to 264 students aged between four and seven years old. Chris has always been committed to service
projects and in the UK before moving to Singapore she worked with minority groups of gypsy and traveller children. Along with her colleagues at UWCSEA Chris has worked hard to develop meaningful and relevant service projects that enable young students to venture outside their "comfort zone" to discover that they have "more courage, more strength and more compassion".
Doris Davis
Workshop I - United States University Undergraduate Admissions for International Students
Description:
This session will review the undergraduate admissions and financial aid application process for international students applying to colleges and universities in the United States. We will discuss the Early Decision/Early Action processes, the admissions essay, standardized testing, teacher recommendations, and other topics of interest.
Biography:
Doris Davis, Associate Provost for Admissions and Enrollment at Cornell University, has over 25 years of experience as an admissions professional. In addition to her current position at Cornell University, Ms. Davis has worked at Barnard College, Yale University, Mills College and the University of Cincinnati.
Ms. Davis received her Bachelor of Arts degree from Wellesley College and a Master of Arts in American History from the University of North Carolina at Chapel Hill; she also pursued Ph.D. work in American History at the University of California at Berkeley.
Ms. Davis has served on numerous professional committees including the College Board Guidance and Admissions Assembly and the College Board SAT Committee. She currently serves as a consultant to the Department of State's Office of Overseas Schools and regularly travels to Africa. She also travels to Asia regularly and has visited secondary schools throughout the region.
Dr. Michael Dickmann
Workshop I - Growing a Brain With a Future: A Matter of Nature via Nurture
Description:
This highly interactive workshop bridges emerging knowledge about the nature of brain capacity for learning to compatible approaches that nurture learning. Participants will experience a practical framework for aligning current research about the physiological, social, emotional, constructive, reflective, and dispositional nature of learning to practices that exercise and grow that natural endowment. They will also assess the importance of such growth to survival and success in the 21st century.
Workshop II - No Brain Left Behind: Flexing the Analytic and Creative Powers of Mind (Part 1 & 2)
Description:
The human brain is distinguished by its capacity for manipulating information and rehearsing options prior to action. It is a defining ability by which individuals and groups can aspire to unravel any mystery, resolve any problem, and meet any challenge. This interactive workshop examines the analytic and creative processes that underlie the essence of human versatility and potential – and how such capacity can and should be cultivated in schools and classrooms within students and adults. Participants will experience specific approaches to exercising analytic and creative thinking, including practices that structure investigation, debate, problem solving, decision-making, planning, innovation, and invention.
Biography:
Michael Dickmann is Professor of Leadership Studies at Cardinal Stritch University in Milwaukee, Wisconsin. He is also an associate of the Leadership Center at Cardinal Stritch University. In his University roles, Michael teaches, advises and conducts research in the areas of leadership, learning and service. He is also an international consultant to education, business and service organizations on matters of leadership, learning, and organizational development. His recent publications include:
Dickmann, M. H. & Stanford-Blair, N. (2002). Connecting leadership to the brain.
Thousand Oaks, CA: Corwin Press
Dickmann, M. H., Stanford-Blair, N., & Rosati-Bojar, A. (2004). Leading with the brain
in mind: 101 brain-compatible practices for leaders. Thousand Oaks, CA:
Corwin Press
Stanford-Blair, N. & Dickmann, M. H. (2005). Leading coherently: Reflections from
leaders around the world. Thousand, Oaks, CA: Sage Publications.
Michael can be contacted at: mhdickmann@stritch.edu
James Eck
Workshop I - Balanced Leadership: An Overview
Description:
This presentation introduces participants to the six major research findings from McREL’s meta- and factor-analyses on principal leadership. It also includes an introduction to the concept of shared leadership, balanced leadership, and the Balanced Leadership Framework™. The session will help participants develop
• Increased understanding of McREL’s research on principal leadership, correlating leadership responsibilities with student achievement
• Increased knowledge and skills for improving leadership practices
• Awareness of the degree to which individual participants fulfill research-based leadership responsibilities
Workshop II - Developing a Purposeful Community
Description:
McREL defines a purposeful community as a community with the collective efficacy and capability to develop and use assets to accomplish purposes and produce outcomes that matter to all community members through agreed-upon processes. As a result of this session, participants develop
• Increased understanding of the four characteristics of a purposeful community and how they relate
• Increased understanding of how to develop and maintain a purposeful community
• Increased knowledge about research-based leadership responsibilities associated with purposeful community
Workshop III - Managing Change
Description:
Managing Change is based on McREL’s findings that identified specific leadership responsibilities associated with first- and second-order change. Participants learn how to initiate, monitor, and lead change effectively by applying McREL’s four phases of change: Create Demand, Implement Change, Monitor and Evaluate Change, and Manage Personal Transitions. As a result of this session, participants develop
• Increased understanding of McREL’s research identifying leadership responsibilities correlated with student achievement
• Increased awareness of change theory and McREL’s view of change
• Increased knowledge of research-based leadership responsibilities associated with leading change
Workshop IV - Improving 21st Century Schools: Balanced Leadership & Technology
Description:
This presentation will provide an overview of global trends as they relate to McREL’s research on the relationship between school leadership and student achievement. Participants will explore the 21 leadership responsibilities that have a statistically significant link to student achievement and consider how to apply them when engaged in major change initiatives such as technology integration. The sessions will also challenge participants’ thinking about today’s students and the instructional strategies that will engage them in learning and increase student achievement. Participants will gain increased awareness and understanding of:
• McREL’s research on school leadership as it relates to
• choosing the right focus, and
• managing a change initiative
• digital learners and motivation for learning
• leadership behaviors that can impact the success of technology change initiatives.
Potential additional session: McREL’s Superintendent Study
McREL is in the final stages of a new study on the effects of superintendent leadership on student achievement. Based on preliminary findings, McREL’s new study will be as useful to superintendents as their last study has been for principals.
In 1990 former Secretary of Education, William Bennett, labeled those in the education community who work outside of classrooms as part of the “blob.” The blob, he wrote, existed at the federal, state, and local levels. At the local level the blob included the superintendent. McREL’s study on the effect of superintendent leadership will dispel the myth of the “blob.” We will soon have an empirical basis to support what many have long believed, effective superintendents are not part of the blob; they are part of the answer to improving student achievement.
Biography:
Mr. James Eck is Senior Director for the Leadership Workgroup in Field Services at McREL. He supervises and coordinates the Balanced Leadership delivery of services to clients. Mr. Eck’s primary consulting responsibilities for McREL are for the Balanced Leadership: School Leadership that Works program. He also provides additional consultation and presentations on standards and assessment and facilitating change efforts with state and local education agencies. His primary areas of expertise are in educational leadership, curriculum and assessment, and the organizational change process. Prior to McREL, Mr. Eck was the assessment coordinator for Reading First with the Colorado Department of Education. Mr. Eck has been an interim superintendent, assistant superintendent, middle school principal and assistant principal, and teacher with more than 25 years of educational experience. He has also provided consulting services and presentations across the country on assessment and in the analysis of data to inform instruction. Mr. Eck is currently pursuing a Ph.D. in Educational Leadership and Innovation from the University of Colorado, Denver. His primary focus of study is in living systems theory applied to organizational change. Mr. Eck holds a dual M.A. in Educational Administration and Research/Evaluation from the University of Northern Colorado and a B.S in Zoology from Colorado State University.
Marc Frankel
Workshop I - Leadership of Change in Schools
Descriptions:
This workshop allows participants to explore the process of change, leadership challenges attendant to working in an environment of change, and the personal characteristics that build the capacity for successful adaptation for the future. There will be an opportunity to apply theory to individual cultures, communities, and personal challenges such that the participant will leave the workshop with goals and strategies designed for themselves and their schools.
Worshop II - Developing Personal Resilience
Descriptions:
Resilience is the core of successful long-term leadership in any role in the school. The stresses of conflict, change and world climate all lead to severe tests of personal coping. In this workshop we will focus on specific techniques for increasing resilience personally and institutionally. Participants will have an opportunity to practice skill-building and will leave with skills designed to work in their particular arenas of stress
Workshop III - Emotional Intelligence, School Leadership and Classroom Climate (PART !)
Descriptions:
The complex web of connections between school culture, climate and performance by faculty and students will be explored in terms of emotional intelligence and leadership style. Participants will assess their school's dominant leadership style as matched against its current operational context and challenges. From this analysis, we will move past the question of which comes first, culture or climate, to consider leadership as a lever for producing better school results.
Workshop IV - Emotional Intelligence, School Leadership and Classroom Climate (PART 2)
Description:
The complex web of connections between school culture, climate and performance by faculty and students will be explored in terms of emotional intelligence and leadership style. Participants will assess their school's dominant leadership style as matched against its current operational context and challenges. From this analysis, we will move past the question of which comes first, culture or climate, to consider leadership as a lever for producing better school results.
Biography:
Marc T. Frankel is a consulting psychologist in St. Louis, Missouri, and is a senior consultant and principal in Triangle Associates. Dr. Frankel trained at Emory University where he received a Ph.D., and at the University of Missouri -Columbia School of Medicine. He consults and coaches with senior administrators, administrative teams, and boards of trustees primarily in the independent and higher education and health care industries. His experience as a practicing manager and as an independent school trustee gives him first-hand familiarity with issues of leadership and governance in nonprofit institutions.
Dr. Frankel is lead consultant for Triangle Associates' management of the ESCOP/ACOP Leadership Development Program, and is a faculty member for the NAIS Institute for New Heads. Together with Judith Schechtman and John Feely, Dr. Frankel co-founded the School Leadership Institute now sponsored by NAIS, and the Missouri Physician Leadership Program for the University of Missouri - Columbia School of Medicine. His clients include major school associations and individual schools in North America and Europe. Dr. Frankel lives in St. Louis, along with his wife, Jacqueline, and their son, Alexander.
Marilyn George / Margaret Alvarez / Eva Kampits
Workshop I - Becoming Accredited: Essential Elements
Sunday, November 5
(Presenters: Ms. Margaret Alvarez, CIS; Dr. Eva Kampits, NEASC; Dr. Marilyn George, WASC)
Description:
The session will address the essential elements that must exist and be operating effectively in a school whose purpose is to move into the accreditation process that focuses on high student achievement and ongoing improvement. This includes the following areas: philosophy, governance, administration and organizational issues, staffing, instructional program, student support, culture, and resources.Workshop II - EARCOS Accreditation Committee
Monday, November 6
Description:
The EARCOS Accreditation Committee will meet to review the EARCOS Interim Reports. In addition, the newly expanded EARCOS Accreditation Committee will meet to discuss issues and ideas related to the accreditation of WASC schools in the EARCOS region as we examine ways to ensure that the process is relevant, efficient, and effective.Workshop III - WASC: Serving as a Visiting Committee Member
Tuesday, November 7
4:00 p.m. - 6:00 p.m.
Description:
The session will emphasize the preparation and, particularly, the role and responsibilities for a WASC visiting committee member during the visit. This will reinforce the visiting committee member information covered at the full day preconference session.
Workshop IV - WASC Accreditation-Plus Program: A Support Tool for School Accreditation
Tuesday, November 7
Description:
This session will explain Accreditation-Plus, an optional, fee-based program, that is specifically designed to support the WASC self-study and ongoing improvement process. The program includes collaboration tools and templates for oganizaing your school's self-study and engaging your schoolwide community in a relatively structured, yet flexible, collaborative process. This includes succinct self-study instructions, workspaces for leadership team planning and communicating, and an area entitled "Provide Your Input" that enables individuals or groups to respond to specific questions or prompts.
Workshop V - Serving on a CIS, CIS/WASC or CIS/NEASC Visiting Committee
Wednesday, November 8
(Presenters: Ms. Margaret Alvarez, CIS; Dr. Eva Kampits, NEASC; Dr. Marilyn George, WASC)
Description:
This full day session will provide the background that will prepare EARCOS educators to serve on joint process visiting committees for the Council of International Schools and the Western Association of Schools and Colleges.
Judith Guy & Ed Lawless
Workshop I - A continuum of international education: An overview of the philosophy and pedagogy of The IBO Programmes
Description:
This paper aims to give an overview of the three IBO programmes, focusing upon the underpinning philosophy, the implied pedagogy and future challenges. The discussion will include a perspective on the Learner Profile and the Programme Continuum being adopted across all three programmes and examine strategies adopted to enhance articulation between the primary years, middle years and diploma programme. The wider challenges for schools in expanding professional development resources and strategies will be explored. Information on authorization standards and procedures for schools adopting the programmes in Asia Pacific region will be available.
Biography:
Judith Guy is currently the Regional Director for the International Baccalaureate Organisation in the Asia Pacific Region. Judith has degrees in Biochemistry, Plant Physiology and in Education. Her first teaching position was with Volunteer Service Abroad (New Zealand’s equivalent to the Peace Corps or AVA), in Western Samoa. Within education, Judith has had a variety of roles including teaching middle and high school science, curriculum and IBO programme coordination, university and college counseling, working as a Community Health Education Officer, and lecturing at the Cook Islands Teachers College. She has taught and worked as an Administrator in national and International schools in New Zealand, the United Kingdom, the Netherlands, Western Samoa and the Cook Islands.
Biography:
Ed Lawless is currently Teacher Education Manager for the International Baccalaureate Organisation in the Asia Pacific Region. He has degrees in English and in Education. He taught Secondary English in the New York State school system until 1986, when he began his career in international education as an IB English Teacher on the French Riviera. Since then he has enjoyed a diverse career in international and national schools in Singapore, Western Australia and Queensland, where he has served in a variety of teaching and administrative roles.
Warren Jaferian
Workshop - Globalization and the Obesity Epidemic
Description:
Good nutrition is essential to learning and cognitive achievement. Given this fact and as we are confronted with the global obesity epidemic, it is important that we understand the epidemic’s root causes; the modifiable and non-modifiable causative factors. Schools are increasingly challenged by stakeholders; parents, community and other actors, to find solutions and help mitigate the effects. The expected outcomes of this workshop are an understanding of the issues, causes, a case study on the US, and recommendations for administrators to implement at their schools.
Biography:
Warren Jaferian is Vice President of Sodexho’s worldwide Education market. He is responsible for Innovation, Best Practice and Development for Sodexho’s higher education, secondary & elementary schools in 75 countries worldwide. Sodexho is the leading foodservice & facilities management organization worldwide.
He began his career with Sodexho in 1991 as Director of Operations & Development in Saudi Arabia, Nigeria, Cameroon and Gabon respectively. Following his service in the Peace Corps in Mali, he taught history, civics and geography at Malden High School (MA). Warren attended the College du Leman in Geneva, Switzerland and obtained his B.A. from Ohio Wesleyan University (French & International Relations), and an M.A. (Education) from Tufts University.
Warren lives in Pittsfield, MA with his wife Debbie and son, Charles.
Doug Johnson
Workshop I - Teaching Students Right from Wrong in the Digital Age
Description:
Studies show that misconceptions abound about the appropriate use of technologies. This presentation examines basic ethical issues, some ethical codes, actual case studies when students have had to make ethical decisions, and techniques teachers can use to promote ethical behaviors in the classroom.
Worshop II - The Fence or the Ambulance: Are You Punishing or Preventing Plagiarism in Your School?
Description:
Too much effort is expended in education trying to “catch” plagiarism in student work. This workshop gives teachers the tools that help them design LPP (Low Probability of Plagiarism) projects that require original, thoughtful research.
Workshop III - One Step Back, Two Steps Forward: What's Needed to Teach Teachers to Use Technology Effectively
Description:
Describes the Why, What, How and Who of effective staff technology training programs. The presentation argues that building level support is vital to the process if teachers are to integrate technology and use it to foster higher level thinking. A list of teacher technology competencies, teacher self-evaluation rubrics, and training assessment tools are included.
Workshop IV - The Technology? Skills Every Student Needs
Description:
The world in which our students will all be working and living will be different from our own. We will examine:
-What’s happening outside school in the workplace because of information technologies?
-What skills does every student need to be a productive citizen?
-What curricula and methodologies best teach those skills?
-How will schools, classrooms and libraries change as a result?
The presentation looks at pragmatic change strategies that will help assure that all students become "technology and information literate" and looks at real ways schools can implement those changes.
Biography:
Doug Johnson has been the Director of Media and Technology for the Mankato Public Schools since 1991 and an adjunct faculty member of Minnesota State University since 1990.His teaching experience includes work in grades K-12 both here and in Saudi Arabia. He is the author of four books: The Indispensable Librarian, The Indispensable Teacher's Guide to Computer Skills, Teaching Right from Wrong in the Digital Age and Machines are the Easy Part; People are the Hard Part His regular columns appear in Library Media Connection, Leading & Learning and Education World website. His articles have appeared in over forty books and periodicals. Doug has conducted workshops and presentations for over 130 organizations throughout the United States as well as in Malaysia, Kenya, Thailand, Germany, Qatar, Canada, the UAE and Australia. He has held a variety of leadership positions in state and national organizations, including ISTE and AASL.
Ian Jukes
Workshop I - Understanding Digital Kids: Teaching and Learning in the New Digital Landscape
Description:
Any educator worth their salt knows that today's kids are fundamentally different from the way we were when we were kids. These differences have little to do with their clothing, hairstyles, body parts they pierce, tattoo and/or expose, or even the music they listen to. These differences have everything to do with the fact that many of today's kids, part and parcel of the Instant Messenger (IM) Generation, are growing up in a global digitally networked landscape filled with innovative, interactive, and powerful communication technologies. For most of this generation, there's never been a time when such technologies haven't existed. They are "digital natives" operating at "twitch speed." In fact, the younger they are, the more digitally fluent they are.
Digital natives process information, interact, and communicate in fundamentally different ways than any previous generation before them. Meanwhile, many of us, having grown up in a relatively low-tech, stable, and predictable world, are at best, the "digital immigrants," struggling with the unprecedented speed of change, technological innovation, overwhelming amounts of information, and the unpredictability of today's world.
This presentation examines the new digital landscape and the profound implications this holds for the future of education. What does the latest neuroscientific and psychological research tell us about the role of intense and frequent experiences on the brain, particularly the young and impressionable brain? Based on the research, what inferences can we make about kids' digital experiences and how these experiences are wiring and shaping their cognitive processes? More important, what are the implications of the new digital landscape, for teaching and learning? How can we reconcile these new developments with current instructional practices particularly in a climate of standards and accountability driven by high stakes testing for all? What strategies can we use to appeal to the learning preferences and communication needs of digital learners? Prepare to have your assumptions about children and how they learn severely challenged.
Workshop II - Windows on the Future
Description:
By now, most people have realized that the world is no longer the stable and predictable place that it once was. But why is our world moving so fast? There are many who say that the changes in the next 5 to 10 years will absolutely dwarf those of the last 50 years. What impact will this changing world have on education? What will learning look like? What skills in learners and educators will be most highly valued? And how can educators plan for effective learning environments in a world of accelerating change?
By taking a time machine 13 years into the future, this presentation explores the shift in curriculum and thinking that will be necessary to equip learners for success in the 21st century, and identifies what this signifies for education and educators. In a time when the primary focus seems to be on accountability, standards and high stakes testing, how can schools prepare students for a fundamentally different world than the one we grew up in? Perhaps by focusing less on content and technology, and more on critical thinking, problem solving, decision making, teamwork, useful failure and the new mindset needed for this new world. Participants should come prepared to have many of their present assumptions about education challenged. Counseling will be provided. This presentation is based on the award-winning new book, Windows on the Future, written by Ted McCain & Ian Jukes and published by Corwin Press.
Workshop III - Beyond TTWWADI (That's the Way We've Always Done It)
Description:
It's amazing how we can embrace doing things the way they have always been done without examining where the original decisions came from. We just accept a pre-existing mind-set because it's the path of least resistance. For example, the mind-set for the structure of our schools is based on decisions that were made in the days of the horse, buggy, kerosene lamp, factory floor, and production line. It's a system in which most students are still released for 3 months each summer so that they can harvest the crops based on some European agricultural cycle. This is classic TTWWADI (That's The Way We've Always Done It). Accepting this preexisting mind-set of what schools look like is easy because they haven't changed that much in a long time. Most educators embrace the entrenched ideas about schools and learning without thinking. However, the world is no longer the stable and predictable place it once was. Technology is fueling an engine of change that is making the world a moving target. What is startling is that the rate of change is picking up speed with each passing day. Radical new developments in technology are having increasingly profound implications for life as we know it. In this environment of change, it is critical that we begin to question the rationale behind TTWWADI in our schools.
This presentation looks at the development of our current mind-set for what schools look like. We trace the source of many of the foundational assumptions we take for granted in public education. We then look at some of the key areas of technological development that are putting pressure on schools to change and explore the implications these developments have for what new skills and habits-of-mind we should be emphasizing in our schools to prepare students for life in the 21st century. We will examine the power of TTWWADI and discuss the difficulties we face in shifting people's ideas to a new vision for schools and learning. Finally, we will suggest a number of ways educators must change in order to keep up with a world on the move, a world that is forcing us to face a fundamental question about the nature of education: Do we prepare them for the world of tomorrow, or the farms and factories of yesterday?
Workshop IV - New Visions for Teaching & Learning in the 21st Century
Description:
In an education system that emphasizes standards and high-stakes tests, is it realistic to encourage students to think, explore and develop their own understandings? Learn how schools can use a constructivist approach to encourage students to search for understandings - and still pass excel at the test. This presentation focuses on a fundamental shift in the basic paradigm of teaching that is required to prepare students for the Communication and Information Age. It provides a pragmatic look at current teacher practices and explains why they are becoming increasingly out of synch with our rapidly changing world. It then asks how we can teach effectively in an age when new technologies cascade onto the scene at an astonishing rate and identifies the principles and processes that transcend these new technologies. Participants will come away from the presentation with a clear understanding of how to improve test scores, while at the same time, meeting both their curricular goals and preparing students with the skills, knowledge and understandings above and beyond content recall that are necessary to meet the new realities of the 21st Century.
If you want me to present them out of sequence, it would be helpful if you could let me know what day the keynote will be on and what days and times the sessions will be on (and the time frames I will have) and I can then make a suggestions as to what will work as a sequence.
Maria Lesser
Workshop I - Advanced Placement (AP) and International Schools: Connecting Your Students to College Success and Opportunity
Description:
This interactive session will provide a forum for educators to advise the AP Program on how to better support the work of international schools. We will also update you on AP’s World Language Initiative, includingAP Chinese & Japanese; on the AP Course Audit; on AP international university recognition efforts; on thenewly-revised AP International Diploma; and on expanded AP professional development opportunities.
Biography:
Maria Lesser is an Associate Director in the International Services unit at the College Board in New York City. She provides schools outside of the United States services related to the Advanced Placement Program and the PSAT/NMSQT. Her primary responsibility is coordinating professional development programs for teachers at international schools. She previously worked for the College-Level Examination Program (CLEP) and the International Education Office in Washington, D.C.
Prior to joining the College Board in 2001, Maria was an international student adviser and the regional coordinator for overseas educational advising centers located in Mexico, Central America and the Caribbean for the Institute of International Education and the U.S. Department of State. She has also taught ESL in Germany and the US.
Maria was born and raised in Mexico City. She received her BA from Wellesley College is currently a part-time graduate student at the Wagner School of Public Service of New York University.
Clayton Lewis
Workshop I, II, III
J.F. Rischard’s High Noon and the Implications for Education
Biography:
Clayton Lewis has administered international schools for 26 years, currently as director of the International School of Luxembourg, and formerly as high school principal at the American School in London and the American School of The Hague. He is a member of the ECIS Board of Trustees. Through published articles and conference presentations, Mr. Lewis has challenged international schools to live up to their stated mission to promote global citizenship. His school and others in Europe and Asia are linked by a Global Issues Network based upon the ideas of JF Rischard, designed to promote communication and cooperation among students around the world.
Joellen Killion
Workshop 1- Maximizing the Potential of Professional Development
Description:
When professional development shifts from an episodic to a program design, its potential to transform thinking and practice increases exponentially. Participants will explore how a theory of change for professional learning that incorporates expected changes for all key stakeholders increases the likelihood that professional development can improve teaching and student learning.
This session will be highly interactive. Participants will experience a demonstration, small group work, discussion, and presentation to develop an understanding about program-based professional development. The outcomes are: Understand the difference between event-based and program-based professional development; develop a theory of change for a professional development program at their schools; acquire strategies for enacting various aspects of a theory of change.
Workshop 2- Evaluating Professional Development
Description:
Evaluating whether a professional development program has impacted teacher practice and student learning is not as hard as it seems. In this session, participants will explore a process for evaluating professional development to assess its impact on participants' knowledge, attitude, skills, aspiration, and behaviors as well as on student learning.
Participants will work with a case study to explore an evaluation process and to design an evaluation for the simulated case. The session outcomes are: Examine an 8-step process for evaluating the impact of staff development on student achievement; engage in learning the planning phase of an evaluation; use a case study to develop KASAB, theory of change, and logic model; and develop an evaluation framework.
Workshop 3 - Facilitation Skills for School Leaders
Description:
Much of the work school leaders do each day is with teams of people. This presentation addresses some of the essential skills to initiate teamwork, structure the work of the team, and to facilitate without directing the team's work. Participants will apply several skills in simulated practices.
This interactive session provides an opportunity to learn about and to apply skills related to facilitating teams to ensure their success. Participants will learn about, then apply the skills in simulated practice sessions in small groups. The session includes substantial small group work, discussion, and mini-lectures. The outcomes include: Developing an understanding of and skills for initiating teamwork; acquiring strategies for different types of teamwork such as gathering input teams, making decision making, and developing products and processes.
Workshop 4- Creating Collaborative Professional Learning Teams
Description:
Schools are replacing or complementing traditional professional development with collaborative professional learning teams. This new form of professional development is more effective if school leaders have a significant role in structuring productive collaborative professional learning teams so they are focused and productive.
Participants will engage in discussion, analysis of their own practices, mini-lectures, and small group work. The outcomes are: Identify a process for establishing collaborative professional learning teams and the essential decisions school leaders make; understand the role of the school leader in structuring collaborative professional learning teams to enhance their productivity and focus; acquire strategies for supporting the work of, monitoring progress, and evaluating the effectiveness of collaborative professional learning teams.
Biography:
Joellen is the Director of Special Projects for the National Staff Development Council. In her work with NSDC, Joellen focuses on improving teacher quality and student learning. She is currently working on several projects involving results-driven staff development and the evaluation of staff development. Joellen has written numerous articles and several books about professional development. As a former school district staff developer, curriculum coordinator, teacher, and consultant, Joellen has supported schools and districts in the areas of staff development, facilitation, shared leadership, training skills, school improvement, data-analysis, team building, and instruction.
Harlan Lyso & Isabel Searson
Workshop I: Developing A Collaborative School: Practical Tools For Improving Learning And Teaching.
Description:
Using the framework, part 1 of 3 focuses on developing curriculum.
Workshop II: Developing A Collaborative School: Practical Tools For Improving Learning And Teaching.
Description:
Using the framework, part 2 of 3 focuses on building teachers' background knowledge and refining course, unit and lesson design by various strategies.
Workshop III: Developing A Collaborative School: Practical Tools For Improving Learning And Teaching.
Description:
Using the framework, part 3 of 3 focuses on building common expectations, improving through observation and professional conversations and aligning organizational systems.
Juliette Mendelovits / Mark Jenkins / Carmel Richardson /
Prue Anderson
Workshop I: Assessment and Reporting
Partners: Mark Jerkins/Carmel Richardson
Description:
This full-day workshop will focus on the analysis and interpretation of data from the International Schools’ Assessment (ISA) showing how to derive maximum benefit for classroom teaching and learning and for program improvement. This will be a hands-on session drawing on exemplary practice in one international school and on other participants’ own reports or de-identified report data from the ISA.
Workshop II: A Profile of International Schools: Research Findings from the International Schools’ Assessment 2002 to 2006.
Partner: Prue Anderson
Description:
As well as providing information about the performance of individual students, classes and schools, the International Schools’ Assessment has been collecting background information about participant schools and students for the last five years. In this session some of the analysis and findings from this data set will be presented.
Don Miron
Workshop I - Preparing your school for a one-to-one laptop program
Description:
This presentation deals with the many issues faced by a school and technology department when choosing to implement a one-to-one wireless laptop program. Some of the issues introduced will include the necessary in-servicing required, selling the idea to your school board, administration and teaching staff, essential components besides the hardware, support staff requirements and recommended time frame.
Biography:
Don Miron has 23 years of international experience throughout Asia, Pacific and the Middle East. He is currently the Director of Information Technology at Surabaya International School. He specializes in networking, programming and web site design. Don has lectured and presented throughout the world on topics such as "School Web Sites as an Educational Medium", "Security Protocols in K-12 Schools", and "Streaming Video Classroom Content." He has an extensive background in web site development for schools, companies and private organizations in five countries. His current responsibilities include the setting up and administration of a one-to-one wireless laptop program, wired and wireless network administration and security, technology curriculum development, technology in-service teacher training and Webmaster.
Mark Jenkins
Biography:
Mark Jenkins is Curriculum and Professional Development Coordinator at Jakarta International School, Indonesia. Mark taught science and geography in a number of Australian secondary institutions before working internationally. In recent years, Mark has been involved in school improvement programs through development of frameworks for curriculum management and promotion of professional communities of practice. Collaborative measures for curriculum design and action research for improved learning are key aspects of his recent work. The International Schools’ Assessment is an integral aspect of this research at Jakarta International School.
Carmel Richardson
Biography:
Carmel Richardson is Senior Research Fellow and Project Director of ACER’s Data Interpretation Service at the Australian Council for Educational Research. She taught for twenty years, mainly Secondary Mathematics, English, ESL and Special Education. Her doctoral research involved large-scale, multi-level analyses of end-of-secondary assessments for all Victorian schools (1994-2000). She analysed the data for the Hong Kong Quality Education Fund (1997-2000) as part of the team that developed Performance Indicators for Measuring Value-added Improvement of Primary and Secondary Students’ Academic Performance. Carmel currently provides detailed ‘within-school’ analyses of student, class, teacher and subject data for over 100 Victorian schools. Recently, she has designed reports that better display student achievement to support teachers’ interpretation and positive use of school data (ISA Interactive CD), and assisted with development of an academic database to enable monitoring of each student’s progress throughout their time in a school.
Steve Money
Distributing Leadership in a Cross Cultural Context
Description:
This workshop provides a cross-cultural perspective on the relevance and appropriateness of Distributive Leadership in an international-school setting in Indonesia. Reference is made to the presenter's experience with and observation of such traditional Distributive Leadership practices as and observation of such traditional Distributive Leadership practices as mufakat and "musyawarah." Their effectiveness, in especially building collegiality, managing conflicts and the cross-cultural adaptation of collegiality, managing conflicts and the cross-cultural adaptation of leadership styles is discussed.
Biography:
Steve is the Director of Admissions and Community Activities for the Jakarta International School. He has conducted workshops on cross-cultural adaptation in Australia and Indonesia, on IBAP/CAS in Bangkok and Fiji and for IB Language B teachers in the IBAP region - Melbourne, Guangzhou, Bangkok. He is currently a postgraduate student at the University of Wollongong earning a Masters in International School Leadership.
Jorge Nelson
Workshop I - Using affordable digital tools to further Continuous Quality Improvement initiatives school-wide
Description:
Educational leadership requires numerous sources of data for proper decision-making. The new abundance of robust digital tools streamlines the process, making it easy for heads and principals to get a good handle on where the school is regarding climate, student achievement, board effectiveness, etc. We will visit some tools and demonstrate the effectiveness of online data collection during the workshop.
Biography:
Jorge O. Nelson was born in Vancouver, WA, on September 28, 1957. He attended elementary, junior and senior high school in Fremont, Nebraska, graduating in 1975. He graduated from the Harry Lundberg School of Seamanship, Piney Point, MD, in 1978 as an ordinary seaman. Following a short tour of duty in the U.S. Merchant Marine, he entered Tacoma Community College, Tacoma, WA, in 1980 and graduated with an Associate in Arts and Sciences in 1983. He entered The Evergreen State College, Olympia, WA, in 1983 and graduated with a Bachelor's of Arts, major in Elementary Education, minor in Drama in 1985. He received his teaching credential from the University of Puget Sound, Tacoma, WA, in 1985.
In 1985 he started his teaching career in a self-contained sixth grade class at the International School Bangkok, Thailand. He was hired by the International School Islamabad, Pakistan, in 1987 to teach middle and high school technology education. He enrolled in a degree program through Michigan State University, MI, in 1985 and graduated with a Masters of Arts in Curriculum and Teaching in 1988. In 1990, he began his administrative work at the American School of Asunción, Paraguay, as Assistant Director. In 1992, after receiving a doctoral fellowship sponsored by the Office of Overseas Schools, U.S. Department of State and The University of Memphis, he moved to Memphis, TN, and enrolled as a doctoral student in the College of Education, Department of Leadership. He was awarded the Outstanding Student Award for Scholarship, Professional Accomplishment, and Commitment in Educational Leadership in 1994 and graduated with an Ed.D. in Administration and Supervision in 1995.
He was employed as the Director of the American School of Durango, México from 1994 through 1998. After completing his contract in Mexico, Jorge took his family to Anaco, Venezuela where he was the Superintendent for three years at Anzoategui International School. >From Venezuela, the Nelson family moved to Bali, Indonesia where Jorge became the Director/Secondary School Principal at Bali International School. He completed his contract in June 2003, moved to Guam and is currently working as the Headmaster at St. John's School.
Emmanuel Newsome
Workshop I - Value and Ethics in Higher Education
Description:
This program will address the formulation of a values statement for the campus and how it becomes a reality for students through staff development, student services, admissions policies and academic support services. It is important for values and ethics to be included in publications and especially the Student Affairs mission statement. Reinforcing good values and moral judgements for students must be a shared responsibility within the divisions of universities and colleges. Effective methods, implications and recommendations will be presented from a pro-active approach.
Biography:
Dr. Emanuel Newsome is currently Vice President for Student Affairs since 1988. In 1990 he also served as an Adjunct Professor at Palm Beach Atlantic College. Prior to this, he held the position of Dean of Student Affairs at the University of Toledo, as well as an Adjunct Assistant Professor of Guidance and Counselor Education. He has over 30 years of experience in Student Affairs, including Student Activities. He was featured on teh "Wall of Distinction" at Western Michigan University in 1980 and was selected to the "Athletic Hall of Fame" in 1974 also at Western Michigan University. He has a BS and a MA from Western Michigan University, and a Ph.D. from Indiana State University.
Jon Nordmeyer
Workshop I - Got CALP? Unpacking key Concepts in Second Language Acquisition
Description:
As international schools grow in cultural and linguistic diversity, it is important for programs to support the development of additive bilingualism. This interactive workshop will introduce key concepts in second language acquisition, explore some commonly held myths about language learning and consider implications for international schools.
Workshop II - Two Birds, One Stone? Integrating Language Learning and Content Learning
Description:
English language learners (ELLs) in international schools face the dual challenge of learning English and learning IN English. Integrating language and content instruction has dual benefits: it provides access to the mainstream curriculum while promoting English language acquisition. What does this look like in the classroom? This session presents specific tools for evaluating effective instruction for ELLs.
Workshop III - Writing to Learn: Scaffolding Academic Literacy for ELLs
Description:
English language learners (ELLs) in international schools need to develop academic literacy in English to succeed in content classes. All teachers can support student learning by making content more comprehensible while at the same time scaffolding students’ writing skills in English. This workshop will examine how teachers can help ELLs develop writing skills in content area classes.
Workshop IV - Who Are Our Students? English Language Learners in International Schools
Description:
Who are English language learners? What strengths do they bring to the international school community? What challenges do they face in mainstream classes? This session will explore what we can learn when we listen carefully to student voices, and consider the role of culture in the teaching and learning process.
Biography:
Jon Nordmeyer is Director of the ACCESS Graduate Certificate at the School for International Training. Jon has over fifteen years experience as a teacher and administrator in Seattle, Ecuador, The Netherlands, Taiwan and Turkey. He currently teaches graduate courses and designs professional development to integrate language and content instruction to serve English language learners. He has presented at AAIE, AISA, EARCOS, ECIS, NESA, TESOL, and Tri-Association conferences and has taught seminars at Harvard Graduate School of Education and Tibet University. He is the co-editor of Content-Based Instruction in the upcoming TESOL Classroom Practice series. He has a BA in classical archaeology from Dartmouth College and an MA in TESOL from the School for International Training. He has BICS in French, Greek, Turkish and Chinese and lives in Vermont with his wife Cynthia and two sons.
Kenneth Paynter
Workshop I - The EARCOS Multi-Moodle Portal Project
Description:
This innovative project is geared towards the end of enabling schools currently using Moodle as their LMS (Learning Management System) to collaborate and interoperate via the use of uPortal as a framework for integration. This project is itself a collaboration of EARCOS, Georgetown University, and Remote-Learner.net, a moodle.com partner.
Workshop II - Virtually There - Evolution of the NESA Virtual School Project, and Genesis of a World Virtual School
Description:
An introduction to the NESA Virtual School Project, briefly describing the emergence and development of a ground-breaking consortium of schools sharing an online course management system for purposes ranging from everyday schooling to emergency schooling to professional development. Also, a "sneak peek" into what might comprise a "World Virtual School" project. Proof once again that "necessity is the mother of invention".
Workshop III - EARCOS Technology Workalike
Description:
This session is intended as an open forum for EARCOS technology administrators to share perspectives on emerging or enduring tech issues, such as wireless networking, laptops, printing, web-based resources, etc.
Biography:
Ken Paynter is the Director of Information Technology at the Severn School, a 6-12 college preparatory school in Maryland, USA, and he is the Project Manager of the NESA Virtual School. His previous school position was as Technology Coordinator at AIS-Tel Aviv, Israel. Before his career in education began in 1981, he worked as a factory and farm laborer, and as a musician and piano technician/tuner (still playing the string bass). Mr Paynter received his BS in Elementary Education and taught fourth grade for fifteen years, all the while becoming increasingly interested and experienced in the many ways in which computer technology could be employed as an educational tool. Bitten with the "tech bug," he became a middle school computer teacher, and then Network Manager before he moved to AIS-Tel Aviv. His classroom tenure, combined with specialized technical training and experience, has proven to be invaluable in the planning and development of educational technology initiatives. admin@nvsproject.org
Bill & Ochan Powell
Workshop I - Assessment in the Differentiated Classroom
Description:
How should student work be assessed and graded in a differentiated classroom? How do we vary and create meaningful assessments for student learning? These and other considerations for best practice in assessing, grading and reporting will be explored in this interactive workshop.
Workshop II - "Filters of Perception: How Board Members and Administrations perceive the purpose of schools and what this means in our work together"
Description:
"The premise behind this workshop is that each of us (school administrations and school board members) bring to our work together deeply held values, beliefs and assumptions about education, learning and children. In many cases, a large number of these values, beliefs and assumptions have not been examined or consciously explored, but nevertheless influence and control our behavior. Participants in this workshop will examine their own educational beliefs systems and reflect on how these belief systems may influence their behavior, attitudes and decision making.
Workshop III - "Cognitive Coachingsm and School Leadership"
Description:
"The ways in which we talk together can have a profound effect upon our professional relationships and our productivity. Cognitive Coachingsm is an approach to professional interaction that focuses on supporting the thinking of a valued colleague. Whether school leaders are planning, reflecting or problem solving, school leaders can use the strategies and skills of Cognitive Coachingsm to improve their effectiveness.
Workshop IV - "Understanding by Design and Differentiation: Making the Link Explicit"
Description:
How can you differentiate instruction AND be expected to meet curricular standards and benchmarks? Isn't this a contradiction? These are questions often asked by teachers embarking on differentiation at the same tie as schools are implementing a standards and benchmarks framework for curriculum. In this presentation, participants will explore how UbD and differentiated instruction complement each other and provide a vital link in meeting both goals.
Biography:
Ochan Kusuma-Powell has taught in regular and special education classes from Grades 1 – 12. She co-authored with William Powell the book Count Me In! Developing Inclusive International Schools. She serves as an adjunct faculty member for the State University of New York at Buffalo and teaches for the Teacher Training Center during the summer. Ochan is working on a project funded by the Overseas Schools Advisory Council on differentiatedinstruction in international schools and serves as a consultant for Education Across Frontiers.
William Powell has served as an international school educator for the past twenty-five years. Bill is the author of numerous journal articles on inclusion and empowering children and co-authored the book Count Me In! Developing Inclusive International Schools with Ochan Kusuma-Powell. Bill is a trainer for the Principal’s Training Center (PTC) and serves on the board of directors for the Academy of International School Heads. He is a consultant for Education Across Frontiers.
Barrie Jo Price & Anna McFadden
Workshop I - Engaged Learning for Students: So What Do We Educators Do?
Barrie Jo price
Jones, Larry (on site)
McFadden, Anna (on site)
Daly, Fred (Israel - by Moodle)
Fleischer, Stuart (Israel - by Moodle)
Mirion, Don (Surabaya - by Moodle)
Druggan, Steve (Germany - by Moodle)
Chater, Chris (France- by Moodle)
Farley, Chad (France - by Moodle)
Whiting, Laura (USA - Alabama)
Description:
This session will include panelists’ brief individual presentations about their own experiences, schools and issues, all centering around various school and individual experiences related to the integration of technology into the mainstream of teaching and learning, particularly as related to laptop programs, Internet-accessible classrooms (even wireless) and various mobile tools (such as PDAs and Ipods). The focus will be on the teaching-learning process, not the hardware. Some panelists will participate via Moodle from their home schools. Both practical information and research-based data will be shared. Significant time will be devoted to allowing audience participants to ask questions and to extend the information to individual applications.
Workshop II - MP3s and Pod Casts Go to School!
(Anna McFadden)
Description:
Pod casting will be demonstrated and issues considered such as copyright, equipment needed and instructional applications. The outcomes from this session will be knowledge of what these tools are and how they work, exposure to how these are being used by teachers and students for instruction and knowledge of the basic equipment needed. There will also be some time devoted to policies related to pod casting in school.
Workshop III - The Blogs Are Coming !
(Barrie Jo Price/Anna McFadden)
Description:
This workshop will begin with a basic introduction to the idea of blogs, including a showcasing of a wide range of types of blogs. Then instructional blogs and blogs from teachers will be shared. The issues associated with blogging as an instructional tool will be discussed and examples shared from classes and schools. Participants will review blogs and consider the issues associated with setting up their own blog and using blogs in classes. Outcomes will include knowledge of how a blog works, a listing of the characteristics of an instructional blog, and experience in setting up a blog. The content can be generalized to how to help students set up blogs and use them in instruction. Administrators attending will also leave some ideas concerning how to develop and apply policies related to blogs in the classroom.
Workshop IV - Wiki As An Instructional Tool: Examples and Issues
(Barrie Jo Price/Anna McFadden)
Description:
Collaboration is a central feature is today’s classroom, facilitated sometimes by the use of technology. That, coupled with increased connectivity of all kinds, makes it possible for teachers to consider using a whole new tool set for helping students reach consensus, produce collaborative products and, in general, share information. A wiki is one example of the tool set that might enhance a classroom. This presentation will show examples of how teachers are using wikis, consider any relevant policy issues this might produce, and illustrate the ease with which this tool can be incorporated into the curriculum. Also addressed will be the use of a wiki as a means of collaboration among faculty members.
Workshop V - E-Learning: Research and Resources
(Barrie Jo Price)
Description:
E learning is becoming a major feature of education and training, including K-12 education, higher education, training, and inservice education. While the term is widely used, the understanding of the specific nature of what is meant by ‘e learning’ varies significantly among educators; a clarification of the use of the term will serve as a beginning for the session. Included in the presentation will be a review of research being conducted as to approaches, best practices, issues emerging and effectiveness. Qualitative data from web site reviews will also be shared.
Biography:
Barrie Jo Price, Ed.D, Partner, emTech Consulting (http://www.emTech.net) and Professor, The University of Alabama, College of Human Environmental Sciences, Institute for Interactive Technology.
Dr. Price has worked as a consultant for the U.S. Department of State, Office of Overseas Schools and individual schools, private corporations and non-governmental agencies since 1979. Her work focuses on professional development and technology applications, including classes and training online.
She was a Director for The Association for the Advancement of International Education (AAIE) and serves AAIE as Chairman, Communications Committee. She is a board member for the George Lucas Education Foundation, the National Board of Professional Teaching Standards (NBPTS), IRIS Foundation and other organizations. She works with The Clinton School for Public Service, Little Rock, Arkansas.
The emTech Consulting group provides technical assistance to organizations, including writing content for publications, conducting technology audits, and assisting boards and administrators with technology planning. Barrie Jo has co-authored numerous textbooks and articles.
Biography:
Anna C. McFadden, Ph.D. Professor, Institute for Interactive Technology, The University of Alabama, Tuscaloosa, Alabama. http://iit.ches.ua.edu
Dr. McFadden teaches network management and development of online media classes. She is leading a team initiating Real Audio/Real Video development as part of the web-assisted classes, focusing on asynchronous learning activities. Anna and her team have secured in excess of $10 million in external funding for research and development. She has co-authored traditional textbooks as well as online publications. She has author an extensive listing of professional articles, most focusing on the use of technology in teaching and learning.
As a senior partner in emTech Consulting <http://www.emTech.net> Anna is involved in professional development activities in organizations in the USA and internationally. Anna has served as a consultant to The U.S. Department of State, Office of Overseas Schools; she has consulted in American-curriculum schools in Africa, Europe, Canada, Asia, Central America and South America. Anna currently serves as a consultant to The Clinton School of Public Service, Little Rock, Arkansas.
Donald Proffit
Workshop I - Ethical Fitness - Warm Up (part 1)
Description:
During this Ethical Fitness® Seminar - Warm Up session, participants will gain an awareness of why ethics matter, engage in the Ethical Barometer exercise, and collectively identify a set of shared global values. We will explore identified shared values for a school setting and its impact on developing and sustaining Ethical Literacy? in our schools.
Workshop II - Ethical Fitness - Warm Up (part 2)
Workshop III - Moral Courage – Our Values in Action
Description:
Moral courage is the willing endurance of significant danger for the sake of principle. True stories of Viktor Pestov, imprisoned in the Soviet Union’s Perm-36, and high school student Kurtis Brown, victim of Hurricane Katrina, form centerpieces for this examination of moral courage’s role in sustaining ethically literate schools.
Workshop IV - Ehthical Fitness Dilemmas
Description:
School leaders face tough ethical choices everyday. Learn the Five Ways to Tell Right from Wrong, Right vs. Right Decision Paradigms, and the Right vs. Right Decision Principles using proven Institute for Global Ethics’ protocols for resolving those tough ethical dilemmas we all struggle with daily.
Biography:
Donald Proffit was first introduced to the work of the Institute for Global Ethics (IGE) a number of years ago. Applying what he learned to his work with behaviorally challenged students in a large New Jersey high school, Don immediately began to see positive change in his students’ behaviors. His work in defining ethically literate communities through the IGE model was visible at Highland Park Middle/High School, Highland Park, NJ, and Lawrence High School, Lawrenceville, NJ, where Don served as principal.
An Ethical Fitness® Seminar Trainer and Ethical Literacy? Coach, Don continues to promote caring, inclusive and safe school communities based on IGE principles for solving right vs. right ethical dilemmas.
Don received the D. Bennett Mazur Award from the New Jersey Lesbian & Gay Coalition and the Personal Liberty Fund for his efforts in promoting ethical, inclusive and safe school communities. His work with IGE includes independent and public schools; the United States Air Force Top 75 Youth Program; and national and international organizations.
Tarek Razik
Workshop I- Accountability Pressures on International School Leaders: How we make decisions.
Description:
This workshop will look at six years of research on the accountability of international school leaders. While accountability is a hot topic, especially from the position of those who hold schools accountable, this workshop will look at accountability from the inside looking out.
Biography:
Tarek has been a teacher and administrator, both in the United States and abroad for the past 17 years. His teaching experiences have been in Vermont, Puerto Rico, and Jamaica. As an administrator he has been the high school principal at Shanghai American School from 2000-2006, a head of school in the United States Virgin Islands, and most recently the Director at Concordian International School in Bangkok. He has a BA in Political Science from the University of Vermont, a Master’s degree in Education from St. Michael’s College, and holds a doctorate from Teacher’s College, Columbia University.
Josh Reckord & Bill Kentta
Workshop I - Convening and Facilitating Skills for School Leaders (Bill Kentta)
Description:
Today, more than ever, teams and groups play a vital role in the lives of effective school organizations--empowering staff, generating change, and creating innovative solutions to complex problems. Effective group facilitation is an important asset every organization must have. Attend this session and Bill and Josh will share their insights gleaned from over 30 years or working with groups. We will discuss the ground rules for governing group behavior, share techniques for starting and ending meetings positively, provide practical advice for handling emotions and difficult situations, and, share diagnostic approaches for helping both facilitators and group members to identify and solve problems that undermine group effectiveness.
Workshop II - Dealing With Naysayers, Whiners, and Difficult Others (Bill Kentta)
Description:
Do you churn with frustration each time you have to work closely with someone who drives you nuts? Do you have to deal with difficult people at work on a regular basis? Is your blood pressure at an all-time high because of roiling encounters with difficult others? Are you a difficult person yourself--the reason other people may be attending this session? If you answered "yes" to any of these questions, attend Bill and Josh's session to determine why people are difficult, to identify those who are toxins in your life, and to learn techniques for improving communication with those who are energy vampires.
Workshop III - Making Meetings Matter (Josh Reckord)
Description:
Build an all purpose meeting toolkit. This includes assessments and meeting evaluation tools, productive structure tips and tools and activities for productive meetings. We will focus on role clarification and meeting ownership, and discuss a wide range of meeting formats in school settings.
Workshop IV - The Heart of School Improvement: Collaboration and Trust (Josh Reckord-Bill Kentta)
Description:
The heart of school improvement is found in the development of respectful collaboration practices built on trust. Explore what collaboration and trust do and do not mean. Develop tools for assessment and evaluation of collaborative work and strategies for measuring, developing and supporting trust. There will be a special focus on the challenges of developing Collaboration and trust in the international school setting.
Biography:
Josh Reckord is a retired teacher with 37 years of school experience. From 1995-2005 he worked at the American School in Japan in Tokyo where he was involved in and facilitated a number of projects and school initiatives. He is interested in working with groups in various settings and in strategies to improve their ability to work collaboratively. In retirement, he is a volunteer member of the Eugene (Oregon) Cadre, a group of school employees who support organizational development in the Eugene Public Schools. He also continues to work with community and school groups in the areas of facilitation and organizational development.
Biography:
Dr. Bill Kentta has been a Curriculum and Staff Development Administrator in the Eugene, Oregon public school system for more than twenty years. Before that, he taught high school English, speech, and journalism. He has a Ph.D in English and has taught at Oregon State University, the University of Oregon, and the University of Maryland--Far East Division, Vietnam. Bill has been an Organizational Development consultant in public schools since 1977 and has consulted nationally and internationally. He has made presentations at National Staff Development Conferences, presented at workshops for EARCOS, and has published several articles in the Journal of Staff Development. Formerly the Director of the Eugene Cadre--the oldest volunteer group of organizational specialists in the United States--he is currently semi-retired and enjoys motorcycling, reading, and playing pool.
John Ritter
Workshop I - “Wait a minute . . .”
Description:
Some of the wisest words we will hear from Board members are: “Wait a minute . . . in our Board retreat we agreed that this area is the responsibility of the school director. The Board’s responsibility was to approve and fund this program, and we’ve done that. Now it’s up to the director and staff to administer it and report progress to us.” When you start to hear Board members themselves (in addition to administrators) refer to guidelines agreed in a Board retreat, then you know that the retreat has made a difference within the minds of the participants. A good Board retreat can help both Board members and administrators form themselves into a team with mutually understood principles and agreed procedures for addressing problems. A series of good annual Board Retreats can help the Board and administrators institutionalize these positive practices. How can Boards and administrators make that happen? Participants will experience methods used to make such retreats as effective as possible – as well as ways to implement and institutionalize retreat results throughout the year.
Biography:
John has served as head of school at Lincoln School in Kathmandu, the International School of Beijing, the International School of Amsterdam, the American International School of Lusaka, and Vientiane International School. He has served as a Visiting Practitioner at the Principals Center at Harvard Graduate School of Education, and he has been honored as a National Distinguished Principal by the US Department of Education and the US Department of State. Since 1990 he has facilitated over 25 Board retreats for international schools in Asia and Africa, ranging in size from 16 students to over 1,300. John is now a Senior Associate with Search Associates.
Pat Roy & Parker McMullen
Workshop I: NSDC Standards for Staff Development: Process for Improving Student Learning
Description:
Is your staff development program powerful? When staff development is designed and implemented effectively, it has the capacity to improve student learning. This session will overview the NSDC Standards for Staff Development and provide opportunities for principals to compare their current staff development practices to highly effective ones.
Workshop II: What is Your Professional Development IQ?
Description:
How long does it take an educator to implement a new instructional strategy with high fidelity? Is collaborative time for teachers a powerful form of staff development? In this session, these questions and others will be addressed. We will overview the current knowledge about effective professional development and change.
Workshop III: Six Strategies Needed for Implementation of Anything (Part 1 & 2)
Description:
Many school improvement efforts and staff development programs amount to nothing because the organization does not plan for continuous improvement. This session will review the six strategies necessary for implementation of new programs. It will also examine the reasons why people resist new ideas and ways to respond to that resistance.
Biography:
Dr. Patricia Roy is an independent educational consultant working out of Arizona. From 1998-2002, she served as the Founding Director of the Delaware Professional Development Center in Dover, DE. The Delaware PDC focused on school improvement for student achievement and effective professional development.
Pat has also served as the Director of the Center for School Change at Delaware State University through an SSI grant from the National Science Foundation. She has also been a cooperative learning trainer, a district coordinator of staff development in Arizona, and an administrator in a regional educational consortium in Minneapolis. She has been a member of the Board of Trustees of the National Staff Development Council and also served as Board President in 1993. Most recently, she worked with Shirley Hord to develop Innovation Configuration maps for the NSDC Standards for Staff Development. She can be contacted at
2723 S. Rincon Drive, Chandler, AZ 85249
480.699.0755 phone and fax
cooppat@cox.net
Dr. Parker McMullen is a former teacher, dean, supervisor, principal, and adjunct professor. He has taught in elementary, middle, and high school. He worked in the Delaware Department of Education and taught in the graduate program of Wilmington College. He was lead teacher and co-founder of the Phoenix Academy, a member school of the Coalition of Essential Schools. Since retirement in 2000 as principal of Louis L. Redding Intermediate School in Middletown, Delaware, he has relocated to Arizona with his wife, Pat Roy. He is currently working as a school coach for the Professional Development Leadership Academy in conjunction with the Arizona Department of Education.
Gail Schoppert
Workshop I - Effective Board Orientation
Description:
There will be a presentation on the importance of orientation of new school board members, topics which should be covered and sample agendas for such a workshop. Discussion will follow and a case study will be used. Participants are encouraged to bring orientation agendas and materials from their schools.
Workshop II - Effective Use of Board Committees
Description:
The workshop will deal with the appropriate role of board committees and touch on such topics as appropriate makeup and number of committees, use of non-board members, use of ad hoc committees, manner of reporting committee work to the full board, etc. Discussion and case studies will be used.
Workshop III - Setting and Achieving Goals for International Schools
Description:
This is a workshop for schools who find a full blown Strategic Plan too daunting, or who wish to incorporate its principles into a future Strategic Plan. The emphasis will be on setting and monitoring goals for the school and/or for the Board and Head. We will discuss the difference between goals and objectives (outcomes). Who should be involved in the process? How to write, and especially how to steward (monitor) progress to completion of goals. Participants should bring examples of recent goals set by their schools and problems encountered.
Ann Straub & Tom Baker
Workshop I : "Collaboration for Learning: Building a Learning Community through Shared Leadership"
Description:
Time, structure and an invitation to collaborate do not guarantee improved student learning. What is effective collaboration and how can teams be supported to focus on student learning? What are the attitudes, skills, and strategies necessary for the development of professional learning communities? Framed in these essential questions, the successes and challenges of the Collaboration for Learning program at International School Bangkok will be shared.
Biography:
Ann Straub has been the director of Curriculum and Staff Development at International School Bangkok for five years working closely with teachers and administrators to improve student learning. Prior to holding this position, she was a curriculum coordinator and a grade six humanities teachers at ISB. For twenty-four years, Ann worked with learners in Vermont from age six to adult graduate students. She will be presenting at that 2006 National Staff Development Conference in Nashville, and has presented at ECIS in Nice and Hamburg, the AAIE Literacy Conference in Seattle, and at EARCOS and ETC conferences. Ann lives with her husband Peter and their child substitute dog, Lucy, as their four children are all residing in the US.
Tom Baker has been an administrator at International School Bangkok for the past ten years, nine years as Elementary School Co-Principal and one year as Deputy Head of School for Learning. Prior to moving to Thailand he was an elementary school principal in Washington State for twelve years. Tom holds a Masters Degree in Educational Administration, Policy, and Governance from the University of Washington and a Bachelors Degree in Social Science Elementary Education from Whitworth College. Other overseas experience includes teaching posts in Helsinki, Finland and at International Moshi in Tanzania.
Phil Stroup
Workshop I - Evaluating Your Strategic Marketing/Admissions Plan
Description:
Investing school resources to achieve full enrollment requires a well thought-out strategic marketing plan. Scanning the environment, setting goals and metrics, and utilizing effective marketing strategies are now the name of the game. We will review marketing goals from different schools and evaluate which ones have the best potential to achieve results. Participants will leave with an understanding of what changes to make in their school’s plan.
Workshop II - Helping Shopping Parents with Integrity and Conducting a “ Solution Close”
Description:
In this highly interactive session, we will discuss the ethical responsibility of admission personnel to help parents select the best school for their child. How do admission personnel establish the professional relationship and trust needed to work with parents who are trying to make the right decision and finally, if the match is right, “close” by enrolling the student? Participants will leave this session with practice conducting a “solution close,” and with a greater understanding of the integrity, ethics and process required to assist parents in making the right school selection for their child.
Workshop III - Proven Strategies for Achieving Full Enrollment in Highly Competitive Markets (part 1)
Description:
This session is designed for business managers, admissions/marketing personnel, heads and others who need to dramatically increase and maintain enrollment in a highly competitive environment. Participants will learn a simple, logical and proven process that can be and should be the cornerstone for achieving your school’s strategic marketing plan. Topics will include: conducting research on market forces, establishing your competitive advantage, how parents research and select schools, relationship marketing, promoting word-of-mouth campaigns, website strategies, conducting a “message audit” and the essential skills required for staff.
Workshop IV - Proven Strategies for Achieving Full Enrollment in Highly Competitive Markets (part 2)
Workshop V - Proven Strategies for Achieving Full Enrollment in Highly Competitive Markets (part 3)
Workshop VI - Proven Strategies for Achieving Full Enrollment in Highly Competitive Markets (part 4)
Biography:
Phillip Stroup, Ph.D., is currently Director of Admissions and Advancement at Boulder Country Day School, a leading independent school in Boulder, Colorado. Phil and his wife, Debbie Welch, live in Boulder and a have a daughter attending university. He was Director of Marketing for the International School Bangkok (ISB) from 2001–2006. Today, ISB enjoys full enrollment due in part to their Strategic Marketing Plan. He has served on the Board for the National Association of Partners in Education (NAPE) in Washington D.C., has authored books, training manuals and numerous articles published in professional journals. He is an experienced fund-raiser and specializes in helping schools brand, position and market their services. He has 9 years experience working in international education, and has conducted training through out the USA. Phil can be reached at pstroup@bouldercountryday.org
Betsy Suits
Workshop I: Collaboration in Literacy Assessments School-wide
Description:
Working collaboratively represents best practice. Administrators and teachers need to work together to support assessment school-wide. The focus must always be on student learning. Practical applications of school improvement in literacy will be shared at this session. The implementation of common assessments, teaching strategies and data collection will be explored.
Biography:
Betsy Suits is currently the Elementary Curriculum Coordinator at the International School Bangkok. Her background has been primarily in elementary schools as a Language Arts Coordinator, Reading Specialist and Classroom Teacher Grades 1-5. She has taught in U.S. public schools as well as overseas at the American School of The Hague, The Netherlands and in Beijing, China. Betsy has presented at many conferences including the International Reading Association (National, European and World), ECIS, AAIE, and CIERA. She has published articles in numerous educational journals and created an award winning science game for children. Betsy has practical experience and insights into school change and improvement.
Nancy Updegraff
Workshop I - Developing Critical Thinking Through Collaborative Strategies
Description:
This presentation will focus on using collaborative and other strategies to develop critical thinking in all subject areas. This presentation will develop research based strategies into classroom applications. Each participant will receive a handout of classroom and research tested strategies to develop problem solving and thinking skills.
Workshop II - Title: Developing Vocabulary with Second Language Learners-
Description:
This presentation will look and the research surrounding the 3 Tiers of Vocabulary Development as it relates to developing proficiency in vocabulary. The stages of language development will be explored and applications for school and home vocabulary development will be presented.
Biography:
Dr. Nancy Updegraff is a specialist in teacher training and grant writing. She has worked with districts in 47 states in assisting them with their Reading First Grant applications. As a part of the Triple “T” program of the University of Chicago-Trainers of Teacher Trainers, Nancy developed training modules for urban school districts. “Factors Which Effect Vocabulary Acquisition in the Cognitive
Development of Children”, Nancy’s original research dissertation, was a comparison of techniques for increasing vocabulary development of children in urban schools.
Dr. Updegraff holds degrees in Urban Education, English, Learning Disabilities, Reading, Psychology, Professional Development, B.A. Wayne State University, M.S. Wayne State University: K-12 Teaching Certificate, M.A. Wayne State University: British Literature, M.S. University of Michigan: Reading Specialist, MST University of Chicago: Reading Consultant, Ph.D. University of Chicago: Psychology, M.E.D. University of Illinois Circle Campus: Administration, M.S. Ed. Northwestern University: Special
Education, Ed.D. Northwestern University: Special Education/Multiple Handicaps, M.S. University of Illinois: Reading Recovery, M.A. University of Chicago: Philosophy, Ph.D. University of Chicago: Philosophy, and M.S. University of Michigan: Staff Development.
As a district reading specialist and supervisor, Nancy became one of the first Reading Recovery Teachers in the nation. The author of 12 articles and recipient of over 100 research grants, she is currently the National Consultant for State and Federal Funds for Harcourt Publishers. Working with trainers in Cleveland, Lorain, Akron, Philadelphia, Seminole, Kalamazoo, Birmingham, Joliet and other Reading First districts has enabled her to develop new techniques for assisting teachers in
meeting the challenges of the new federal legislation. Nancy maintains her affiliation with Governors State University as a “Web Professor” and researcher. A keynote speaker at Great Plains Regional IRA, Wisconsin, Illinois, Louisiana, Kansas, Iowa, Mississippi, Missouri, Florida, Maryland, South Carolina, Colorado and Michigan reading associations, Nancy counts her proudest moment as being a finalist for the Illinois Teacher of the Year. Dr. Updegraff has been an educational publishing consultant since 1995.
Richard van de Lagemaat
Workshop I - Do We Really Want Them To Think?
Description:
The philosopher Bertrand Russell once observed: "Men are born ignorant not stupid. They are made stupid by education." One of the main aims of education is to teach students how to be good thinkers; but the obsession with curriculum coverage, together with an anxiety to avoid controversial issues, can sometimes act as a barrier to the development of the necessary skills. The focus of this lunch time symposium is critical thinking - what it is and why it matters. The challenge for us is to nurture a spirit of inquiry that will engage the students, lead to genuine understanding, and ensure that Bertrand Russell is wrong!
Workshop II - Critical Thinking, War & Terrorism
Since wars begin in the minds of men, it is in the minds of men that the defences of peace
must be constructed." [Constitution of UNESCO, 1946]
Description:
One of the most effective ways of interesting students in critical thinking is to show how it can be used to analyse real world issues. We should not shy away from engaging with controversial issues, but our focus should not be on telling students what to believe about such issues, but rather on giving them the tools to come to their own conclusions.
Taking a broad concept of critical thinking, this workshop will focus on the importance of thinking critically about language, reasoning, and evidence in trying to make sense of what is going on in the world. Particular emphasis will be put on the role played by judgment in helping students to steer between the extremes of dogmatism and relativism and to develop a coherent picture of reality.
Topics Covers
1. Introduction: How to Teach Controversial Issues
2. Conspiracy Theories: What Should I Believe?
3. Language & Propaganda
4. Means, Ends & Torture
5. Conclusion: Intellectual Self-Defence
Workshop III - Promoting International Mindedness
"Our education cannot be complete until we have had conversations with every continent and every civilization." [Theodore Zeldin]
Description:
According to its mission statement, the International Baccalaureate Organization "aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect." The aim of this workshop is to explore a concept of international mindedness that goes beyond the "food, festivals and flags" approach, and to look at some concrete strategies for developing a genuinely international ethos in schools.
Topics Covers
1. Introduction: At Home Abroad: Profiling Global Nomads
2. International Mindedness & Critical Thinking
3. Teaching with an International Perspective
4. The Meaning of Tolerance
5. Conclusion: Towards Cross-Cultural Literacy
Workshop IV - Educating the Whole Person
"The end of education is not only to make a living, but also to make a life."
Description:
We hear much in education about the importance of "educating the whole person". The aim of this workshop is to explore what this means in both theory and practice. A five point characterisation of "educating the whole person" will be developed and illustrated with practical examples and hands-on exercises.
Topics Covered
1. Criticism: Educating the Intellect
2. Creativity: Educating the Imagination
3. Challenge: Educating the Will
4. Compassion: Educating the Conscience
5. Contemplation: Educating the Spirit
Biography:
Richard van de Lagemaat is the founder and director of an educational consultancy service called InThinking. A graduate of Oxford University with a PhD in Philosophy, he has more than twenty years experience in international education and he has been actively involved in teacher training and curriculum development since 1988. Richard has given lectures and workshops in more than forty countries and is a regularly speaker at educational conferences. He has written extensively on critical thinking and international education and his book Theory of Knowledge for the IB Diploma is published by Cambridge University Press.
Paul White
Workshop I: Tablet Technology and its Application in Schools.
Description:
Practical applications of tablet technology in the classroom. A comparison will be made between Tablets and Laptops and Tablets and Interactive Whiteboards. and why NIST has chosen to implement a one to one tablet program. A number of Tablets will be provided by a vendor for a “hands on” experience.
Workshop II- Why every school needs a Technology Director
Description:
Most schools have a Head of Technology Curriculum and a Systems Manager, who does not have an education background. As a result, the school does not have a clear vision of how technology can enhance teaching and learning. This workshop will look at the role of Technology Director; what the job entails and what skills a Tech Director should have.
Biography:
Paul White is currently Director of Technology at the New International School of Thailand (NIST). Paul joined NIST 2 years ago, when his first job was to write a fully costed 5 year Technology Plan. NIST now has a one to one tablet program in secondary and mobile carts of tablets in elementary. As NIST is the only tablet school in Thailand, it has been featured in a number of publications such as PC World Magazine, E-World Magazine and Winm@g and Paul has been asked to present at a number of educational conferences.
Prior to joining NIST, Paul was Systems Manager and IT Coordinator at Marymount International School in London, having previously been IT Coordinator at Saint Dominic’s International School Portugal.
Paul’s first Degree was in Business, majoring in marketing and he went on to train as an accountant with KPMG.
