Jonathan Borden
Topic: Understanding Korean Students
and Parents
Title: Confucius Meets Piaget: Understanding Korean Students
and Parents
Description:
This presentation examines the historical, cultural, and educational
background of our Korean students and parents. Common educational
issues of this group will be examined from the framework of
Korean cultural identity, parental expectations, social relationships
among students, learning styles, and individual differences.
Suggestions on how to effectively work with Korean parents and
students will be made, as well as links to Japanese and Chinese
students.
Biography:
Dr. Jonathan Borden is currently the high school principal at
Shanghai American School - Pudong. From 1976 to 2005, Dr. Borden
was a teacher and administrator at Seoul Foreign School. He
earned his M.A. from the University of Southern California,
a Sixth Year Certificate in Administration from the University
of Connecticut, and a Ph.D. from Walden University, focusing
on Early Adolescent and Intercultural Education. His book, Confucius
Meets Piaget: An Educational Perspective on Ethnic Korean Students
and Their Parents is well known throughout the international
school community.
Dr. and Mrs. Borden have conducted workshops related to Korean
children in Western schools at a number of international schools
in Asia, working with faculties and Korean parent groups to
help them understand each other's perspective on education.
Their two sons were born and grew up in Korea, graduating from
Seoul Foreign School.
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Arthur L. Costa, Ed.D.
Topic: Habits of Mind
Title: Building a More Thought-full Learning Community with
Habits of Mind
Description:
Shared vision, one attribute of effective schools, is achieved
when all members of the school community focus on a common set
of outcomes. The Habits of Mind--those characteristics of effective
problem solvers—can become the norms of the entire community.
Working together, school staffs can create a learning environment
designed to cultivate these life-long learnings.
Biography:
He is an Emeritus Professor of Education at California
State University, Sacramento and Co-founder of the Institute
for Intelligent Behavior in El Dorado Hills, California. He
has served as a classroom teacher, a curriculum consultant,
an assistant superintendent for instruction and as the Director
of Educational Programs for the National Aeronautics and Space
Administration. He has made presentations and conducted workshops
in all fifty states as well as Mexico, Central and South America,
Canada, Australia, New Zealand, Africa, Europe, Asia and the
Islands of the South Pacific.
Author of numerous journal articles, he edited the book, "Developing
Minds": A Resource Book for Teaching Thinking; is the author
of "The Enabling Behaviors", "Teaching for Intelligent
Behaviors", and "The School as a Home for the Mind."
He is co-author (with Larry Lowery) of "Techniques for
Teaching Thinking","Cognitive Coaching: A Foundation
for Renaissance Schools", (with Bob Garmston) and co-editor
of "Assessment in the Learning Organization", "The
Habits of Mind Series" (with Bena Kallick) and the trilogy,
"Process as Content" (with Rosemarie Liebmann,).
Active in many professional organizations, Dr. Costa served
as President of the California Association for Supervision and
Curriculum Development and was the National President of A.S.C.D.
from 1988 to 1989.
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CASE
Joanna Motion / Frank Opray /
Krista Slade
Download
CASE schedule
Topic: Educational Advancement
Title: Leading School Advancement
Description:
Advancing your educational institution takes leadership, savvy
and powerful partnerships. Participation in the CASE/EARCOS
“Leading School Advancement” pre-conference on Sat.
November 3rd 2007 will give you the skills and confidence to
change your outlook forever. Our expert speakers lead by example
and will be uniquely positioned to offer inspiration and best
practice to heads, trustees, senior administrators and advancement
staff.
Biography:
Joanna Motion
Vice President International Operations, CASE
Joanna Motion was appointed the inaugural vice president of
CASE international operations in 2003 after
serving as executive director of CASE Europe since 2000. In
her current role, she has overseen the growth of
CASE’s activities outside North America, including the
creation of CASE Asia-Pacific. She has played a key
role in encouraging government support for educational advancement
in the United Kingdom and on the
continent and in securing grant support for programming in East
and West Africa. She serves as liaison to the
CASE Europe board and to the CASE board’s International
Committee.
Prior to joining CASE, Joanna held a full range of advancement
positions at four universities and served as a
CASE volunteer. She was director of development and alumni relations
and director of communications and
development for the University of Kent at Canterbury in the
U.K. and headed the alumni and development unit
at the University of Melbourne in Australia.
She also worked in admissions, public relations, and communications
for the University of East Anglia and the
University of Hull in the UK.
Joanna is a frequent conference speaker and workshop leader
around the world. She holds a degree in
English language and literature from Oxford University.
Frank Opray
Principal
Washington Services, Management Consultants
Melbourne, Australia
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 and school
governance. He also conducts searches for Heads, Business Managers
and Directors of
Development.
Frank now consults through Washington Services to international
schools on fundraising, alumni relations, marketing, start up
and governance issues in Australia and internationally, 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.
Krista Slade
Executive Director, Asia-Pacific – CASE
Krista Slade was appointed to the newly created position of
executive director of CASE Asia-Pacific in May 2007.
In this position, Krista is responsible for professional development
programs, conferences and other services to meet the evolving
needs of the growing advancement profession throughout Asia,
Australia and New Zealand.
Krista has spent more than a decade working in the Asia-Pacific
region as an alumni relations and fundraising
professional. A Canadian citizen, she moved to Hong Kong in
1994 to establish the University of Toronto (Canada)
Foundation and to serve as its executive director. In this position,
she facilitated the university’s alumni, fundraising and
student recruitment activities in Japan, South Korea, China,
Thailand, Singapore, Malaysia and elsewhere.
In 2003, she returned to Canada to serve as the University of
Toronto’s associate director of international
advancement. Most recently, she served as senior strategic adviser
for advancement to the Vice-Chancellor at the
University of Melbourne, Prof. Glyn Davis.
Before joining CASE, Krista was a member of CASE and a speaker
at various conferences. She holds bachelor’s and master’s
degrees from the University of Toronto and completed the International
Asian Studies graduate program at The Chinese University of
Hong Kong as a Rotary Foundation Scholar.
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Bill Gerritz / Kevin Barlett
/ Tom Baker / Pam Harper
Topic: Systematic School Improvement
Title: The Learning Lens: Transforming Schools by Focusing on
Learning
Description:
Participants in the workshop will develop understanding around
these questions:
1. How can learning focused practices lead to improved schools
for all stakeholders?
2. How are learning focused schools different from conventional
schools?
3. What have been some successful examples of learning focused
practices in international schools?
4. How can international schools transform their leadership
and decision making structures to reflect a sharper focus on
student learning?
5. How can I use learning focused thinking to transform my own
school?
Biography:
Bill Gerritz is currently Head of School at
International School Bangkok. He has been a grade 1 teacher,
a faculty member at the University of California, Berkeley and
a researcher at the Far West Labs for Educational Research.
Since becoming international, he has held leadership positions
at Escuela Campo Alegre in Caracas, The International School
of Curacao, and The American School of The Hague.
He has served as a board member of the Academy of International
School Heads, the European Council of International School,
the Council of International Schools, and the International
School Association of Thailand.
Aside from his family and the outdoors, his abiding passion
has been finding and implementing processes and systems that
will systematically improve learning, teaching, and schools.
Kevin Bartlett is the director of the International
School of Brussels, and has held prior leadership positions
in Tanzania, Austria and Namibia. Kevin has been actively involved
in developing international education for 20 years. He chaired
the ECIS Accreditation Committee, is a trainer for the International
Principals' Training Centre and the International Leadership
and Management Programme. Kevin has a particular interest in
developing learning-focused schools and, hence, an interest
in curriculum. He initiated the IB Primary Years Programme and
led it through its first years of development. Kevin is currently
Chairman of the Board of the Council of International Schools.
Tom Baker has been an administrator at International
School Bangkok for the past eleven years, nine years as Elementary
School Co-Principal and two years as Deputy Head of School for
Learning. Prior to moving to Thailand he was an elementary school
principal for twelve years in Washington State. Tom holds a
Masters Degree in Educational Policy, Governance, and Administration
from the University of Washington and Bachelors Degree in Social
Science Elementary Education form Whitworth College. Other overseas
experience includes posts in Helsinki, Finland and at International
School Moshi in Tanzania.
Pam Harper is the Director of Fieldwork Education
Services. She is an experienced teacher and trainer having previously
held a senior position in a UK local education authority and
carried out Ofsted Inspections. She has written several books
and articles focusing on practical aspects of curriculum development.
During this past school year, she has worked with schools in
Thailand, the Netherlands, U.K, Sweden and the U.S.A. She led
one of the writing teams for the International Primary Curriculum
and continues to provide IPC training at summer schools, conferences
and international schools throughout the world. She is project
director for the International Leadership and Management Program
– a new learning focused leadership program developed
by Fieldwork along with our partner organisations of ECIS and
NAHT.
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Marilyn George Ed.D.
Friday, November 2
Title: WASC Accreditation Session
Description:
This one day interactive WASC session will examine the
essentials of the Focus on Learning self-study process and the
many ways it can be adapted to a school's situation.
The session will provide an opportunity for EARCOS educators
to examine strategies inherent in Focus on Learning that support
the school's assessment of student learning in relation to schoolwide
learning results and curricular objectives/standards. During
the latter part of the session, there will be a panel of EARCOS
educators who will share how they adapted the Focus on Learning
process for respective schools, including its integration with
strategic planning. This session enables participants to become
eligible for serving on WASC visiting committees.
Friday, November 3
Title: WASC Visiting Committee Chair Training
Description:
The workshop will prepare EARCOS educators to chair a WASC visiting
committee. The roles of "keeper of the vision regarding
ongoing school improvement" and "manager of the visiting
committee" will be examined. There will be insight
and advice shared by EARCOS educators who have already chaired
full and mid-term visits.
Biography:
Dr. George has been the associate executive director of WASC
since 1987. In addition to her knowledge of accreditation and
school improvement, her areas of expertise are curriculum/instruction
and staff development. She has been a classroom teacher, staff
development specialist, trainer, consultant, and a high school
district administrator of staff development and state/federal
programs. She has worked extensively with the California State
Department of Education in the areas of program quality reviews,
the mentor teacher program, and staff development programs.
She has given presentations and written and other publications
in the areas of staff development, mentoring, and accreditation.
Her degrees are from Westminster College (B.S.), University
of Wisconsin, Madison (M.S.), and UCLA (Ed.D).
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John Littleford
Topic: Board Governance
Title: Strategic Governance and School Climate: The Key to Leadership
Survival
Description:
The unfortunate combination of poor board governance and inappropriate
trustee response when disruptions among faculty and/or parent
constituencies occur is all too evident in our school world.
A healthy board turns a crisis into an opportunity. An unhealthy
board can turn any incident into a crisis, and often does. Deeply
rooted and disgruntled faculty cultures, when not addressed
and improved by a long serving and strong leader can lead to
constant instability in the school's culture and key leadership
turnover, ultimately damaging the education for children.
This session will address how to create and maintain healthy
and stable boards, the retention of capable leaders, and the
improvement in school climate. Case studies drawn from recent
actual school crises will engage the participants in analyses
of appropriate responses to such challenges.
Biography:
John C. Littleford, Senior Partner of Littleford
& Associates, has over 1250 clients worldwide on these topics:
executive compensation; faculty and head compensation; board
governance; faculty evaluation; financial management; mentoring
new heads; team building; school climate issues; strategic planning;
fundraising and marketing. He has over 120 international clients
representing over 60 countries. His book, “Faculty Salary
Systems in Independent Schools” was published by NAIS
in 1983 and was a popular seller for NAIS for 14 years.
Mr. Littleford consults with schools and non profits of all
kinds worldwide, including cultural and community organizations
and foundations, as well as with corporations.
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Josh Reckord/Bill Kentta
Topic: School Leadership
Title: Building Communication Skills for International School
Leaders
Description:
Build a toolkit for communication strategies for school leaders.
This session will begin by understanding individual communication
styles, then focus on case studies and specific examples generated
by our work with EARCOS as well as stateside schools. Specific
areas of exploration include understanding challenging conversations,
information gathering, processing in small and large groups,
and concrete take aways for productive communication.
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.
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.
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Chris Roose
Topic: School Security
Title: The Building Blocks of School Security
Description:
Areas to be discussed:
Emergency management planning, threat assessment, vulnerability
assessment, guard force considerations, access control, building
security design, blast mitigation, and prospective security
additions.
(This is a discussion based workshop and has really evolved
over the last 4 years. We focus on teaching security concepts
discuss 8-12 real school security situations and how they were
solved.)
Biography:
Chris began his Army career as a paratrooper from Fort Bragg,
NC. After departing the military he accepted a civilian position
with the US Air Force and is currently the Anti-Terrorism Officer
assigned to the US Embassy in Kuwait. Chris has a BA in Criminal
Justice and subsequently obtained an MA in Security Management
from Webster University. Chris has assisted the international
school community with security needs since 2002. Over the last
five years he had opportunities to present security seminars
at the MAIS 2002 Rome, NESA 2003 New Delhi, AAIE 2004 San Francisco,
OSAC (Overseas Security Advisory Council) Casablanca 2004, EARCOS
2004 Ho Chi Minh City, Tri-Association 2005 San Jose, NESA 2006
Muscat, and MAIS 2006 Cairo, conferences.
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Gail Schoppert / Alan Conkey
Topic: The School Head/Board
Chair Partnership
Title: Partnership Governance: The Head and the Chair
Description:
The workshop focuses on teamwork activities to develop
a positive and effective working relationship between Chair
and Head from each school represented. Both must attend and
other board members are not invited to this session.
Biography:
Gail Schoppert was born in Oregon, in the U.
S. and was educated at Oregon State, Ohio State and UNC-Greensboro,
from which he holds a doctorate in education. He worked outside
the U. S. for 35 years, including 19 years as a Director in
the international schools; IS Kuala Lumpur (1978-83), AS The
Hague (1983-92), AS Warsaw (1992-96) and as Interim Director
at AIS Rotterdam (2002-03). He was a member of the board at
Pinewood School in Thessaloniki, Greece and now serves as a
member of the board of The American Farm School in the same
city.
Dr. Schoppert has been involved in full school construction
projects, installation of the IB Diploma program, and developing
competitive speech & debate programs in three parts of the
world. He has Chaired a number of Accreditation Visiting Teams
around the world. He worked for six years for The European Council
of International Schools as facilitator for school board development.
Alan Conkey, taught in Eugene, Oregon for twelve
years before starting his overseas school career in 1980 at
the John F. Kennedy Schule in West Berlin. After Berlin he spent
the next nineteen years as head of four different international
schools in: Croatia, The Czech Republic, Ecuador and The Netherlands.
When he left his position in Rotterdam he spent a year at Boston
University teaching and working on his dissertation before becoming
Senior Governance Consultant for the Council of International
Schools.
As a full time consultant with the Council of International
schools, he travels worldwide presenting On-Site Governance
Development and Partnership Development Workshops. He also works
with schools that have specific requests outside of the governance
areas.
He was a founding member and served as president of the Central
and Eastern European Schools Association. He served on the Board
of Directors of the European Council of International School
for five years with three of those as treasurer. He also served
on the board of the Academy for International School Heads.
He is presently serving as an advisor on two school boards in
the Middle East. When not working, he enjoys time at home in
Florida playing golf.
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Roland Yoshida
Topic: Action Research
Title: Becoming Empowered by Doing Action Research
Description:
Have you started a new program and wondered after all of the
effort whether you chose the right program and whether it was
worth it? We will discuss issues like this one that you want
to investigate in your school. EARCOS is interested too by starting
a Research Institute to support studies and report findings.
Be a contributor, not just a consumer. Come prepared with questions
and we will work through how to conduct research on them. Ian
Sutherland from the Brent International School Manila and Lehigh’s
International Doctoral program will assist me. I will be available
throughout the conference to talk with you further about how
to do research in your schools.
Biography:
Ron is currently Professor of Education and Provost Emeritus
at Lehigh University. He teaches the doctoral research, ethics,
and the policy and politics courses in the Educational Leadership
program. He has served the University as Provost and Vice President
for Academic Affairs from 2000 to 2004 and as Dean of its College
of Education from 1996 to 2000. Before Lehigh, he was Dean of
Queens College – CUNY’s School of Education, and
was Professor of Educational Psychology at Fordham University.
His vitae may be found at: www.lehigh.edu.
An advocate of using interdisciplinary approaches to solving
education problems, he has written more than 60 scholarly articles
-- mostly concerning the education of students with disabilities.
He also serves as a member of the Board of Trustees of the Middle
States Association of Colleges and Schools. He formerly chaired
the Visiting Panel for Research of the Educational Testing Service
and was Vice Chair of the Middle States Commission on Elementary
Schools. He is a fellow of the American Psychological Association
and member of Phi Beta Kappa.
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