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DR. CHIP BARDER
Co-presenter:
Dr. Brent Mutsch

Biography: Dr. Chip considers himself a student of best practice in governance and has been working at it for many years both as a Head of School and Board Trainer. He has served as an administrator in 7 different international school locations and is currently the head of UNIS-Hanoi in Vietnam.

Dr. Brent Mutsch is currently in his 20th year as a Central Office administrator having served as a superintendent in Colorado prior to beginning his overseas career in Saudi Arabia in 1994. He served as Superintendent of the International Schools Group (1998-2002) in Dhahran, Saudi Arabia, and Superintendent of the Saudi Aramco Schools (2002-2007) prior to relocating to Singapore in 2007. Today he serves as the Superintendent of Singapore American School.

WORKSHOP 1
Title: The Role of the Head of School in Board Governance Best Practice

Description:
When examining board governance best practice, the role of the head of school is often overlooked. When we come together as heads and the conversation begins about boards, there is no shortage of stories and tales of woe about dysfunctional boards and members who are problematic. Rarely is there discussion about what we as heads are doing (or not doing) that might be contributing to the problems we face. This workshop will examine what the Head can do to support and facilitate best practice.

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RICHARD BOERNER

Co-presenter: Robin Schneider

Biography: Richard Boerner is in his 5th year at Korea International School and is currently serving as Director. Prior to his experience in Korea he was a secondary principal in Washington State and has been a school administrator for 11 years. Rich has been instrumental in the launching of the 1:1 laptop immersion program at KIS, the first of its kind in South Korea. His passion for authentic driven education and teacher facilitated learning was the impetus behind his desire to transform KIS into a 1:1 school. Rich holds a Masters Degree in Educational Administration from Central Washington University and shares his overseas experience with his wife and two children in South Korea.

Robin L. Schneider has served as the Middle School Principal at Korea International School since 2008 and has lived overseas since 1996. Robin has played a lead role in Korea International School’s One to One Laptop initiative. Robin has successfully led the middle school through KIS’s One to One Laptop program with a focus on infusing technology into the curriculum not adding. Robin holds a Masters of Education in Educational Leadership from Lehigh University.

WORKSHOP 1
Title: Practical Applications into the Curriculum of a 1:1 Laptop Immersion Program
Description: This workshop will demonstrate actual classroom assessments of real technology immersion into the learning environment at Korea International School and provide examples of a 1:1 laptop learning experience can be applied to your school. Attendees will gain practical ideas on how teachers in their own schools can use technology to enhance learning and turn the classroom from a teacher-directed environment to one of student engagement and collaboration.

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RICK BRANSON

Biography: Rick Branson is headmaster at Hokkaido International School in Sapporo, Japan.

WORKSHOP 1
Title: Using Story Telling to Improve Collaboration

Description: “Let me tell you a story….” School leaders can use storytelling to communicate critical ideas, share knowledge, and transmit values in an organization. Stories can also be a means to facilitate teams and collaboration. Leaders of organizations often use narratives techniques intuitively, but they can also be developed and practiced to be more effective. This is a practical session on how school leaders can use story telling to help people work together through the power of the narrative.

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WINNA DIANE CARGILE

Biography:
Diane Cargile, a 24-year veteran principal, is the elected president of the National Association of Elementary School Principals (NAESP), which represents 28,000 pre- K-8 educators and more than 6 million children. NAESP is led by presidents who are practicing principals, key instructional leaders who are shaping the long-term impact of school improvement efforts. Cargile earned a B.S. and M.S. from Indiana State University, and an Ed.S. and Ed.D. from Indiana University. Cargile has been the president and has served on the executive committee of the Indiana State University Alumni Board.

WORKSHOP 1
Title: Building An Effective Team

Description: Participants will be provided with team building techniques and strategies that will strengthen positive attitudes (2) provide for a healthy work environment (3) create dialogue between staff that fosters strong student relations (4) produces an environment that promotes students' success.

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TIM CARR

Co-presenter: Patty Butz

Biography: Tim Carr has been Head of School at the American School in Japan for 6 years.
Patty Butz
has been Director of Curriculum, Instruction and Assessment at ASIJ for 9 years.

WORKSHOP 1
Title: Teacher Appraisal in a Professional Learning Community

Description: Many of us are finding that traditional systems of supervision and evaluation do not align well with the Professional Learning Community model. We are trialing innovative strategies to support the growth of our master teachers while focusing the dialogue on student learning results. Let’s share our successes and challenges as we make this cultural shift. Participate in an interactive session in which we use a number of engaging protocols to share alternative appraisal systems that are emerging at our schools, examine the changing role of administrators in a PLC, and explore effective strategies our schools are using to gather data about teacher practice and its impact on student learning. The facilitators will structure the dialogue, but the content will come from the participants.

---> Download Handouts

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LYNNE COLEMAN / FRANCES HENSLEY

Biography: Lynne Coleman, who most recently, served as curriculum and professional development coordinator at Shanghai American School, has been a teacher and administrator for 33 years, 20 of them in international schools. Before accepting the position at SAS, Coleman taught IB English at the International School of Beijing, where she also worked as professional development coordinator and strategic planning facilitator for six years. Coleman moved to Beijing from Kuala Lumpur, Malaysia, where she taught IB and AP English and publication classes at the International School of Kuala Lumpur for four years. Prior to that assignment she taught AP English and the Abitur track at the John F. Kennedy Schule in Berlin, Germany. After nine years teaching in Lewiston Idaho, she began her work in international settings at Zweibrucken, Germany in a DoDDS school.

Frances Hensley is a national facilitator for the National School Reform Faculty (NSRF). She serves as the chair of the NSRF governing council; and during 2005-2006, served as the Interim Director of NSRF. Dr. Hensley is a faculty member (Emerita) in the Department of Elementary and Social Studies Education at UGA. At the University of Georgia, she headed a statewide initiative devoted to the redesign of teacher education. She previously served as director of the Program for School Improvement and its League of Professional Schools, a long-standing and highly regarded school-university partnership engaging schools in collaborative and democratic reform efforts. Dr. Hensley facilitates two Critical Friends Groups, professional learning communities committed to the improvement of teaching and learning. One community engages teachers from metro Atlanta elementary schools and the other is made up of University of Georgia faculty members. Dr. Hensley’s interests include professional learning of teachers and other educators, the development of collaborative learning communities, teacher-led research, and school-university partnerships. She has been an elementary school, middle school, and university teacher.

WORKSHOP 1
Title: Develop School Norms to Improve Culture and Increase Buy-in

Description: If you don’t set norms explicitly, teams develop them implicitly – whether teachers, administrators, or support staff. It’s the way people are. Educational leaders can help teams positively shape the ways in which they work together and, in the process, enrich the nature of the team-effort required to make that vision come alive. All teams have norms but often the norms have not been discussed. When norms are the product of explicit group collaboration, owned by the group and revisited often, they provide common, agreed-upon expectations among team members. All of which leads to increased efficiency and effectiveness of teams’ work across the organization. Participants in this session will examine the content and context that make team norms successful and experience sample processes that build those norms and maintain them over time.

WORKSHOP 2
Title: Leading Teachers in Looking at Student and Adult Work

Description: Come learn how to use protocols that engage and invite all participants to look deeply at the work of a school: unit plans, assessments, student work, and proposals for change. Sharing these with your administrative teams, faculty or support staff as a means to do the work of the school, will increase the effectiveness and efficiency of meeting times and broaden the ownership of work toward desired outcomes. Protocols, which make space for all voices to be heard, require participants to trust in the ability of the group to find better answers than an individual can. These collaborative processes have proven their worth time and again in studies of effective organizations from both the business and the educational world. In this session, participants will look at the processes that shift the focus of meetings toward meaningful adult learning.

WORKSHOP 3
Title: Collecting and Analyzing Evidence of School-Wide Learning Results: Data in a Day

Description: Continuous school improvement requires keeping a careful eye, not only on academic data, but also on student dispositions that are harder to measure. In addition, measuring progress toward student acquisition of these dispositions is an integral part of the WASC accreditation process. In this session, participants will learn how to engage parents, teachers, and students in gathering and analyzing data about school-wide learning outcomes, a part of every school’s vision. While school-wide learning outcomes shape the day-to-day fabric of school life, too often, educational leaders are stymied by how to gauge progress toward achieving the outcomes that describe the non-academic qualities we want our students to acquire. Equally important is engaging a broad range of school constituents (parents, students, teachers, administration, board, community members) in ongoing discussions of school-wide outcomes. This session will show how school leaders can lead the way in beginning the discussions, collecting observable data, and analyzing the results – for parents, administrators, teachers, and support staff.

WORKSHOP 4
Title: Growing a Team: Operations in the Team Structure

Description: Knowing how individuals – and relationships – function effectively in a group setting helps leaders support and guide their organizations. When individuals themselves understand the nuances of group dynamics and how colleagues work within them, productivity increases and change becomes more manageable. In this active session, participants will experience a variety of team-building activities that give leaders insights about the individuals in their organization, as well as help each team member know more about how individuals add to – or detract from -- the group’s ability to succeed.

---> Download all Handouts

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DJ CONDON

Co-presenter: Karen Rohrs

Biography: D.J. Condon first came to Asia in 1982 to study Chinese philosophy and literature at the Chinese University of Hong Kong. After stints in Florida and the Netherlands, he returned to Asia in 1998 to work at Taipei American School, where he held a variety of positions over eight years time. He went on to become the secondary school principal at the International School Yangon (Myanmar) and is now the Associate Head of School for Education at Hong Kong International School. His last presentation at the EARCOS Admin conference was on "The Tao of Educational Leadership" (2007). Currently he is pursuing an Ed.D. in Educational Policy and Administration at the University of Minnesota.

Karen Rohrs came to Hong Kong International School in 2000, where she has held a variety of positions, including Associate Principal in the Middle School and currently, Director of Professional Development. Previously from Sydney, Australia she held various classroom and leadership positions in curriculum and pastoral care. She has presented many teacher-training sessions in the area of Mathematics instruction, special needs, coaching and instructional practice in Sydney, Hong Kong and the US.

WORKSHOP 1
Title: Career Structure: One School’s Initiative to Support and Reward Excellence in Teaching

Description: In 2005 Hong Kong International School (HKIS) decided to replace its traditional single salary schedule compensation system with a performance-based system. The intention behind this change was to reward teachers for increased knowledge and skills, differentiate salary on the basis of performance, provide teachers with increased incentives to remain in the classroom. The result has been Career Structure, a knowledge and skills-based system designed in-house at HKIS. The primary purpose of Career Structure is to enhance teacher effectiveness, thereby increasing student learning. This system, based on best practice and research, maintains a strong focus on teachers’ continued professional growth and increased demonstration of designated HKIS Knowledge and Skill areas. By targeting specific knowledge and skills and then aligning both professional development and compensation funds with those knowledge and skills, the school aims to allocate its resources to that which it values most: teacher effectiveness, with the ultimate goal of increased student learning.

This session will explore the design and transition processes associated with Career Structure.
Outcomes of this session: To share:
1. HKIS’ framework for Knowledge and Skills-based compensation system
2. The human resource challenges of moving to a K&S based pay structure
3. A transition timeline, including a pilot group
4. The methods of assessing teachers on the designated knowledge and skills
5. A comparison of traditional and the HKIS CS salary schedules
6. The alignment of our K&S areas, performance appraisal process and professional development plans to support faculty professional growth and effectiveness.

WORKSHOP 2
Title: Career Structure: One School’s Initiative to Support and Reward Excellence in Teaching
(Repeat of Workshop 1)
Description: In 2005 Hong Kong International School (HKIS) decided to replace its traditional single salary schedule compensation system with a performance-based system. The intention behind this change was to reward teachers for increased knowledge and skills, differentiate salary on the basis of performance, provide teachers with increased incentives to remain in the classroom. The result has been Career Structure, a knowledge and skills-based system designed in-house at HKIS. The primary purpose of Career Structure is to enhance teacher effectiveness, thereby increasing student learning. This system, based on best practice and research, maintains a strong focus on teachers’ continued professional growth and increased demonstration of designated HKIS Knowledge and Skill areas. By targeting specific knowledge and skills and then aligning both professional development and compensation funds with those knowledge and skills, the school aims to allocate its resources to that which it values most: teacher effectiveness, with the ultimate goal of increased student learning.

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SHIRLEY DROESE

Biography: Shirley Droese has contributed to education for many years as an Elementary, Middle, and High School teacher and administrator in US and international schools. She is currently the Assistant Head of School-Academics at Seoul Foreign School. Shirley did her doctoral work at the University of Wisconsin-Madison in Educational Leadership and Policy Analysis, specializing in Curriculum and Instruction. Her dissertation was a case study of several schools that utilized Lesson Study for school improvement.

WORKSHOP 1
Title: Lesson Study: A Mechanism for Assessment of Learning and Teacher-driven Instructional Improvement
Description: Lesson Study is a vehicle for individual and organizational change that is built around teachers planning lessons together, observing one another teach the lesson, and viewing the lesson "through the eyes of the student." The basics of Lesson Study, a mechanism that empowers teachers to plan and deliver effective lessons in all subject areas, will be presented, with examples from real classrooms. Learn the essentials of an effective strategy for strengthening collaboration, distributed leadership, and teaching skills that will impact student learning.

---> Download Handout

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JULIAN EDWARDS

Biography: Julian Edwards is the Secondary Principal at the New International School of Thailand (NIST), having also worked in the administration teams at the International School of Tanganyika and the Western Academy of Beijing. Julian has been lucky enough to have experience in teaching and administration in elementary, middle and high school and also spent six years working in special education. It is this broad experience which has led to his particular interest in articulating education across its phases. Julian has a close association with the IB, having worked with the IB programmes for 12 years and developed and led IB workshops in a range of areas over the past ten years.

WORKSHOP 1
Title: GPS Challenge at NIST: Planning our direction to Global Citizenship
Description: To what extent does your development planning support students' growth towards global citizenship? Statements of school philosophy, school mission and core values do a good job of stating the goals of international schools, but can be overcomplicated. How can we be sure that these statements are translating into genuine growth as international schools and also reach our students? Can we simplify them and still maintain their message?

In reviewing our strategic planning framework, administrators at NIST attempted to align both school development planning and efforts to develop students who are global citizens under three strands: Global, Personal and Social development. Further dimensions of these strands capture the mission and core values for planning purposes. The strands have proved to be an effective way to align development planning at the school level with student goal-setting.

This workshop explains the process (at times organic), its outcomes and a little of the research which informed it. Participants will also have the opportunity to consider the effective connection between their own missions, planning structures and students.

In developing the 'GPS Challenge' we have learned a lot and this is by no means a finished product. However our journey and our underlying aims should be of interest to any administrator interested in how to turn statements of mission into workable and useable structures for administrators, teachers, students and parents.

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TOM FARRELL


Biography: For the past 21 years Tom Farrell has been the Superintendent of Schools in Aspen, Colorado, and Kennebunk, Maine, and is now the current Director at the Kaohsiung American School in Taiwan. In addition, Tom has been a high school teacher, coach, assistant principal, and principal. Dr. Farrell has conducted motivational speeches and workshops on drug education, school climate, and leadership throughout the US and 14 other countries. He has consulted for the FBI, DEA, US Department of Education, NFL, NBA, Major League Baseball International, and served with Nancy Reagan on the National Federation of Parents for Drug Free Youth Board of Directors. Currently he serves on the Century Council Educational Advisory Board in Washington, D.C. Tom has been an adjunct professor in several US colleges and universities. He earned his BA from the U of Maine, MA from U of Southern Maine, and EdD from NOVA Southeastern. He is truly a life-long learner and educator. He has continued to teach a high.

WORKSHOP 1
Title: Ethics in America - What do we do?
Description:
No one has seen the erosion of American Ethics like today's youth. As educators we need to learn from our past mistakes and take action if we are to reverse this behavior. Our future success and happiness will be based on our ability to make ethical decisions. This workshop will talk about the obvious issues unethial behavior has caused, what we need to change, and how to do the right thing. Much of this presentation is based on the work of Russ Kidder from The Institute for Global Ethics.

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MARILYN GEORGE / MARGARET ALVAREZ / DAVID FLYNN

Biography: Marilyn George has been the associate executive director of the Accrediting Commission for Schools, the Western Association for Schools and Colleges, 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 review, the mentor teacher program, and staff development programs. She has given presentations and written articles 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.).

David L. Flynn is the Director of the Commission on Public Elementary and Secondary Schools for the New England Association of Schools and Colleges (dflynn@neasc.org). He assumed this position in 1995 after thirteen years as a superintendent of schools in Marlborough, Massachusetts, ten years as a high school administrator and six years teaching English/Language Arts. David’s work at NEASC includes the oversight of the accreditation process for elementary and middle schools including the establishment and implementation of the self study process, the assembling of chairpersons and team members and supervision of the follow-up process. He has also worked in the overseas area as a team member, team chair, visitor and presenter. He received his undergraduate degree at Salem State College in Massachusetts, earned two master’s degrees from the state college system in Massachusetts and a doctorate at Boston College.

WORKSHOP 1 - Sunday, November 1, 2010
Presenters: Ms. Margaret Alvarez, CIS; Dr. Eva Kampits, NEASC; Dr. Marilyn George, WASC
Title: Becoming Accredited: Essential Elements
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 2 - Tuesday, November 3, 4:00 p.m. - 6:00 p.m.
Title: WASC: Serving as a Visiting Committee Member
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 2 - Wedesday, November 4, 2010
Presenters: David L. Flynn
Title: Serving on a CIS, CIS/WASC or CIS/NEASC Visiting Committee
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.

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BILL GERRITZ / KEVIN BARTLETT

Biography: Bill Gerritz is currently Head 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.

WORKSHOP 1
Title: Vital Questions for International School Leaders
Vital Question #1 : How do we develop really productive teacher evaluation approaches -ones that focus on student learning in diverse communities and support continuous improvement of
teaching practices?

Description: This is the first of three independent sessions. As leaders. we regularly talk about new models, finding better ways, thinking outside the box. And then revert to the familiar. This session offers an innovative professional development format for international school administrators. Not a 'training session', not a series of lectures, rather a structured sharing of real solutions to some serious questions for all international school leaders. Two widely known international school heads, who have been rigorously seeking answers in their own schools, will lead participants through an exploration of the questions. Participants will hear solutions, dialog about their own experiences, really attempt to 'push the envelope' on these vital questions. Detailed notes of the dialogue will be emailed to all participants following the event.

WORKSHOP 2
Title: Vital Questions for International School Leaders
Vital Questions #2 : How can we systematically lead the transformation from teaching and inputs-centered schools to learning and outputs-centered schools?

Description: This is the second of three independent sessions. As leaders. we regularly talk about new models, finding better ways, thinking outside the box. And then revert to the familiar. This session offers an innovative professional development format for international school administrators. Not a 'training session', not a series of lectures, rather a structured sharing of real solutions to some serious questions for all international school leaders. Two widely known international school heads, who have been rigorously seeking answers in their own schools, will lead participants through an exploration of the questions. Participants will hear solutions, dialog about their own experiences, really attempt to 'push the envelope' on these vital questions. Detailed notes of the dialogue will be emailed to all participants following the event.

WORKSHOP 3
Title: Vital Questions for International School Leaders
Vital Question #3 : How must schools change now toward developing the skilled, adaptable young people we need in the societies and workplaces of tomorrow…or was it yesterday?

Description: This is the third of three independent sessions. As leaders. we regularly talk about new models, finding better ways, thinking outside the box. And then revert to the familiar. This session offers an innovative professional development format for international school administrators. Not a 'training session', not a series of lectures, rather a structured sharing of real solutions to some serious questions for all international school leaders. Two widely known international school heads, who have been rigorously seeking answers in their own schools, will lead participants through an exploration of the questions. Participants will hear solutions, dialog about their own experiences, really attempt to 'push the envelope' on these vital questions. Detailed notes of the dialogue will be emailed to all participants following the event.

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WALT GMELCH


Biography:
Dr. Walt Gmelch is the Dean of the School of Education at University of San Francisco. Formerly he served as Dean, Professor, and Department Chair of Educational Leadership at Washington State University and Iowa State University. As educator, management consultant, administrator, and former business executive, Gmelch has conducted research and written extensively on the topics of leadership, team development, conflict, and stress and time management. He has published over 200 articles, 20 books, and numerous scholarly papers. Gmelch is author of three books on team leadership and two on management and stress.

Walt Gmelch earned a Ph.D. in the Educational Executive Program from the University of California (Santa Barbara), a masters in Business Administration from the University of California (Berkeley), and a bachelors degree from Stanford University. He has received numerous honors including a Kellogg National Fellowship, the UCEA Distinguished Professor Award, the Faculty Excellence Award for Research, and the Education Press Award of America. In addition, he served in the Danforth Leadership Program; has been an advisor to the Salzburg Seminar on Global Citizenship; and has been an Australian Research Fellow.

WORKSHOP 1
Title: Managing Management Time

Description:
Managing Management Time: Balancing the Time Traps of School Leaders Many principals and superintendent/headmasters begin their careers without personal leadership training, without a clear understanding of the time demands, without knowing the conflict inherent in the position, and without an awareness of the stress and demands on their careers and personal lives. This workshop will focus on strategies schoolleaders can use to balance leadership-scholarship and personal-professional challenges. Specifically, participants will: 1. Explore “the call” to leadership and trade-offs in leadership positions; 2. Identify and manage common time traps; 3. Learn how to manage their management molecule; and 4. Balance their personal and professional lives.

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TOM HAWKINS
with ISB LEADERSHIP TEAM: Jill Raven, Greg Curtis, Theresa Chao, Dale Cox, Tamera Fillinger, and Peggy Shaw

Biography: Dr. Tom Hawkins has been at ISBeijing since 2002, assuming the role of Head of School in 2005. Tom has been in education for nearly 25 years, spending 15 of those in international schools in Turkey, Norway and China. Tom’s background in educational leadership and passion for “mission-driven schools that work” have led him to develop expertise in the area of school and organizational development. Along with the Board of Trustees at ISB, Tom has developed a highly successful model of Good to Great for schools. Tom is a board member of EARCOS and AISH.

Theresa Chao - Has served as the Chinese Program Principal at ISBeijing since 2002 in charge of the Chinese Language Program and the China Link Program.  A native Chinese with post-college education in the US, she was a middle school math teacher and a Chinese teacher of all levels for 16 years in the US before she joined ISBeing in 1998.  Her vision and passion of Chinese language and culture and teaching Chinese as a second language has enabled her to promote numerous programs in and outside of the school that benefit students and teachers as well as teachers from other international schools.    

Dale Cox - Has served as the Middle School Principal at ISBeijing since 2006.   Fluent in Mandarin and Cantonese, Dale has worked on several projects using innovative partnerships to connect ISB more closely with its host country, including an on-going professional training program for a local migrant school and support to a school being rebuilt in the Sichuan earthquake zone.  Dale served for several years on the board of directors of the Sister Cities Association in his home town in the U. S., directing and facilitating numerous educational exchanges between his school district and schools in Sichuan, China.  Dale has served as a middle level educator for 28 years, taught five years as an adjunct instructor for the University of Phoenix, and was president of the Mesa Association of School Administrators in Arizona in the United States.    

Jill Raven – Has worked as the Staff Development Director at ISBeijing since July 2008, implementing the new Office of Teaching and Learning.   Jill joined ISB in 2005 as the lower elementary school assistant principal and staff development facilitator, and before coming to Beijing, worked as a teacher and curriculum and staff development coordinator in Saudi Arabia and Canada and is a National Staff Development Council Academy graduate.   
 
Greg Curtis - Has worked as the Curriculum Director at ISBeijing since July 2008, implementing the new Office of Teaching and Learning along with Jill Raven.  Greg has served in various capacities as Director of Curriculum and Professional Development in his prior posting in Zurich, Switzerland and has been involved in areas of curriculum development, professional development, IT strategic development, curriculum mapping and strategic/future visioning.   Greg is currently leading implementation of 21st Century Learning skills at ISBeijing.   

WORKSHOP 1
Topic: Embedding 21st Century Learning into the Curriculum
Title: Walking the Talk: 21st Century Learning in Curriculum Design and Learning

Copresenters: Jill Raven and Greg Curtis
Description:
The words "21st Century learning" have become a cliche in the current landscape. They are often used in the asbract, as aspirations that are difficult to implement in a tangible way. This workshop will explore ways in which the International School of Beijing is attempting to operationalize the concepts of 21st Century Skills and Approaches. Our model, Learning21@ISB, strives to articulate important modes of learning and working in our rapidly changing world, and to explicitly address the crucial skills needed for successful and rewarding lives for our students and the global community. We will look at the ways in which these ideals are embedded in curriculum design, mapping, assessment and as guiding principles for the overall learning environment. This workshop is suitable for school heads, curriculum directors and school administration.

WORKSHOP 2
Topic: Creating links to enrich student learning of host country language and culture and enhance global citizenship
Title: Creating Connections: Host Country Opportunities to Enrich Language Study and Global Citizenship

Copresenters: Theresa Chao and Dale Cox
Description:
This presentation will focus on how to enrich student learning of host country language and culture and enhance global citizenship by creating innovative connections with the host country. Examples of possible connections will be presented, and how corporate and community partners can be engaged to facilitate the work.

WORKSHOP 3
Topic: School Board Engagement
Title: When Boards go from “Good to Great”…

Copresenters: Tamera Filinger and Peggy Shaw
Description:
School boards want to stay engaged, and their involvement benefits the school. This workshop will focus on what effective school boards can do to stay engaged and truly help make a good school great. Five Strategies for increasing Board effectiveness will be presented by Trustees and Head of School:

1. Creating a Trustee Development Committee to provide Board training and incorporate best practices.
2. Creating a Futures Committee to assess global/local trends that will affect the school
3. Planning for Trustee Sustainability in a parent-elected Board
4. Using Chait’s ‘Governance by Leadership’ as a framework for Board effectiveness
5. Focus on the Strategic Plan

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CLAY HENSLEY

Biography: Clay Hensley is the Associate Director for International Services at the College Board. His primary responsibility is to support schools outside the U.S. that use College Board programs, such as the Advanced Placement Program (AP), SpringBoard, PSAT/NMSQT, and SAT. He also actively promotes the recognition of College Board programs at universities worldwide. Prior to joining the College Board nine years ago, Clay taught English literature and studio art at Serramonte del Rey High School in Daly City, California. He has also taught at the university-level. He holds a bachelor's degree in English literature from Vanderbilt University in Nashville, Tennessee, and a Masters of Fine Art in painting from the University of Tennessee, Knoxville. In his spare time, Clay is an exhibiting artist based in New York City.

WORKSHOP 1
Title: International University Admissions in the 21st Century: Perspectives from the College Board

Description: International admissions processes and practices are changing, both for students and their families, as well as for the secondary and higher education communities. The College Board has been convening leaders of the admissions, financial aid, enrollment management and school counseling communities to examine the current state of the profession and to develop ideas on how to improve the secondary-to-university transition, especially in North America. In this session, we will explore changes in international university admissions; we will review trends in transnational student mobility, with special focus on East Asia. We will discuss the role of global credentials, such as the SAT and AP, in the admissions and enrollment process at U.S. and international campuses. Any questions you have about the College Board’s programs and services will be answered, including implications of the SAT’s new Score Choice policy. We will review enhancements to the College Board’s Web site, including College Search, the most trafficked university search engine in the world. And we will discuss the role of data in the international school environment. This interactive session will provide a forum for international educators to advise the College Board on how to better support the work of EARCOS and its member schools.

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ALAN KNOBLOCH

Biography: Alan is a high school principal at the Shanghai American School. In addition, he is a Gurian Trainer specializing in brain research, child development and gender learning differences. Alan has experience as a teacher and administrator at elementary, middle and high school levels.

WORKSHOP 1
Title: Boys and Girls Learn Differently
Description: Brain research has shown that boys and girls brains are wired differently. This has a direct impact on their preferred style of learning. Workshop participants will learn how to use this knowledge to improve their students’ academic performance. Common learning issues will be presented along with solution participants can use in their schools right away.

---> Download Handout

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JAMES KOERSCHEN

Co-presenter: Ron Vitale and David Harris

Biography: Dr. Koerschen is in his third year as head of school at Concordia. Prior administrative experience includes serving as President, Concordia University, Ann Arbor, MI, USA. His career in education spreads over 40 years and spans teaching and/or administrator from pre-school to graduate school. Ron is a senior architect with Perkins Eastman. David is Concordia's High School Principal.

WORKSHOP 1
Title: Going Green - the Concordia Experience

Description: Geo-thermal heat exchange systems, green roofs, and bamboo are part of Concordia's "Going Green" plan. Going green can mean higher initial costs but the savings over time mitigate the extra expense. The environment is a winner. Concordia is modeling the future to students and local government. This presentation, by Concordia Head of School, Dr. James Koerschen, and Perkins Eastman Architect, Ron Vitale, will be especially beneficial to those schools planning a construction project.

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ROBERT LANDAU

Biography: Robert Landau is celebrating his 34th year in international education. He is currently the Director of the Western Academy of Beijing where is begins his second year. Before that Robert was the Director of the International School of Prague for nine years. He was also the Founding Director of the United State’s first international charter school, the International School of Monterey (CA). It was there that he became interested in strategic governance. Robert has also lived and worked in Switzerland and Indonesia. Robert is currently the Board Chair of the European Council of International Schools and President of the Academy of International School Heads (AISH).

WORKSHOP 1
Title: Reduce your Board Policy Manual to 5-7 policies and less than 10 pages!

Description: This is not a TV informational promising a money back guarantee. This is not the Carver Model. This IS a tested and proven model that ensures a strategic, policy-driven approach to governance. Robert Landau, Director of the Western Academy of Beijing, will share the Strategic Policy Model developed at the International School of Prague (and other schools) and used successfully for over seven years. As Bogart said in Casablanca, “I think this is the beginning of a beautiful friendship.” This could be the start of a beautiful partnership between the Director and the Board!

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EDWARDS LAWLESS

Biography: Ed Lawless has been Regional Head of Professional Development at the IB Asia Pacific Regional Office in Singapore since January 2006. He was a secondary English teacher in New York until 1986, when he began teaching IB English at an international school Nice, France. Since then he has enjoyed a diverse career in international education as a teacher, department head and school head in Singapore, Western Australia and Queensland.

WORKSHOP 1
Title: Andragogy and Pedagogy in International Education: A Critical Discourse

Description: Schools are about three things – curriculum, pedagogy, assessment. Clearly, as Sir Ken Robinson observes, the heart and soul of a school is its pedagogy. “I don't know any school, anywhere, that's better than the teachers in it. You can have the most brilliantly conceived curriculum on the planet, the most sophisticated, sensitive and responsive systems of assessment, but if the teaching is bad in the middle of it, you're going to have a bad school. And equally, if you have brilliant teachers, you can get away with very little formal assessment yet still have brilliant results.” This session is designed to be an interactive discussion on the ongoing challenge: how to teach the teachers so that the students have the best learning environment? Issues to explore:
- What faulty assumptions do we make about pedagogy in international schools?
- What are international schools doing?
- What is the IB doing?
- Where are the gaps?
- Where are the opportunities?

 

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DAVE MCMASTER / JOHN DARCY

Biography:
As the Head of School at Canadian International School of Hong Kong since August 2004, Dave has introduced progressive initiatives that have positioned CDNIS as a leading international school in the region, including the introduction of the International Baccalaureate Program and a school-wide one-to-one laptop program. The school was recognized as “Leading International School” in Hong Kong Business Magazine’s High Flyers Award Campaign for three consecutive years (2006-08). The Fraser Institute Report Card accredited CDNIS with a ten out of ten rating in its 2008 and 2009 Editions. Dave has over 20 years experience in education. Prior to coming to Hong Kong in 2002, Dave was a teacher and Principal at elementary, middle and high schools in British Columbia. Dave has spoken at the 2009 Asian Apple Education Leadership Summit, previous EARCOS and IB conferences. Dave completed a M.A. in Leadership at San Diego St. and a B.P.H.E., a B.A. in Geography and a B.Ed. at Queen’s University.

John D’Arcy joined Canadian International School of Hong Kong (CDNIS) in August 2005 were he is the Learning and Teaching Technologies Coordinator. Prior to joining CDNIS John was Head of the Communications Technology & Arts Department at Marshall McLuhan Catholic Secondary School in Toronto. This academic year marks John’s twenty-first year of teaching. John holds a Bachelor of Fine Arts degree and a Bachelor of Education degree from York University, and a Master of Education degree from the University of Toronto. In 2004 he was awarded the Learning Partnership’s Technology Innovation Award. In 2005 was recognized as an Exemplary Teacher by the Ontario Colleges of Teachers. He is both an Apple Professional Developer and an Apple Distinguished Educator. John has spoken at previous EARCOS and the Asian Apple Education Leadership Summit.

WORKSHOP 1
Title: Global Citizenship and Digital Technologies in the 21st Century

Description:
School leaders are tasked with empowering teachers to create classrooms that educate children for global citizenship. That is easier said than done because it takes more than a paradigm shift to actually create 21st century classrooms. We will present examples of how CDNIS teachers are using digital technologies to develop responsible global citizens.

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STEVE MEADE / MARK JENKINS

Biography: Steve Meade has been working as an International School educator for over 15 years. He is currently the elementary school principal at the Pondok Indah campus; Jakarta International School (JIS). Prior to this position, Steve served as the vice-principal in the middle school at JIS. He has worked extensively on standards based reporting, curriculum development and teacher leadership. Steve is an Australian citizen with a Masters Degree in International Administration and Supervision.

Mark Jenkins has been working in International Education for 12 years. He is Director of Learning at Jakarta International School where he has been working closely with teachers and administrators in school improvement and professional learning. Mark has taught all levels K-12. He holds a Masters degree from Monash University and has recently commenced an EdD in Educational Leadership.

WORKSHOP 1
Title: Supervision for Learning: A Collaborative Process to Improve Student Learning

Description:
Traditional supervision and evaluation models have focused on teacher practice. However, good teaching does not always presuppose great learning. In this workshop explore a new model of supervision that places learning at its centre, is collaborative and draws on the 3 big ideas of Professional Learning Community. Explore the issues of implementation and capacities required to sustain this formative model for teacher professional growth.

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NANCY HARGRAVE MEISLAHN


Biography:
Nancy Hargrave Meislahn has been dean of admission and financial aid at Wesleyan for since January 2000. Prior to coming to Wesleyan, she was the director of undergraduate admissions at Cornell University for 15 years. She has also served on the Ivy League admission and policy committees and was president of the New York State Association of College Admissions Counselors, from which she received the President’s Award for Excellence in Counseling in 1989. Ms. Meislahn is a member of the US News and World Report admissions advisory committee, on the board of the Test of English as a Foreign Language (TOEFL) and consults for the State Department and College Board as a member of the advisory committee for the Overseas Schools Project.

WORKSHOP 1
Title: US University Admission and Financial Aid Update
Description:
This session will review the undergraduate admissions and financial aid application process for international students applying to colleges and universities in the US. We will discuss how to best prepare your students for the application process and represent your schools to US admission officers. Time will be reserved to cover current trends and other topics of interest. Sponsored by the Office of Overseas Schools.

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ANDY PAGE-SMITH
Co-presenter: Ajai Huja

Biography: Dr. Andy Page-Smith is currently in his second year as the Director/CEO of the Hong Kong Academy after previously spending four years as the Superintendent of the American School of Kuwait.. This is his 13th year overseas – having previously held principalships in Kuwait, Vietnam and Qatar. He completed his undergraduate and graduate degrees in Australia teaching all levels K-12. Before entering international education he worked as a consultant in literacy development and as an associate professor of education. Andy earned his doctorate degree from the University of Sarasota, Florida. He presently serves on the Board of AISH, is president of ACAMIS, and is an adjunct professor for Lehigh University.

Ajai Huja is a First-Generation American the son of Indian immigrants. He did his undergraduate work at the College of WIlliam and Mary and graduate work in education at the University of Oregon and Western Oregon University. He has a MS Ed in SPecial Education and is a Licensed Special Education and English as a Second Language Teacher. He has recently completed his tenth year in Special Education working with a diverse spectrum of learners across a variety of settings. For the past two years he has served as Learner Support Coordinator at Hong Kong Academy in his first international posting.

WORKSHOP 1
Title: The Five Essential Elements of Inclusive Programs

Description: This session will look at the inter-connectedness of five critical elements in the development of inclusive programs in school. The elements: vision, conditions, structure, financials, and leadership will be reviewed and analyzed from a practical and theoretical perspective with insights into the trials and celebrations of how this was implemented and is developing at one international school. The session is design for those individuals and schools who wish to reflect on the programs they offer and
how than go about changing them to be more inclusive.

----> Download Handout (Keynote for MAC format)

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BLAIR PETERSON
Co-presenter: David Sinclair

Biography: Blair Peterson is a school leader who is passionate about leadership for schools in today's exciting and rapidly changing world. He has served as the Secondary Principal at Mont'Kiara International School in Kuala Lumpur, Malaysia and Academia Cotopaxi in Quito, Ecuador. He writes for the blogs LeaderTalk and at Creative Tension (creativetension.wordpress.com)

David Sinclair joined Taipei American School in July 2007 and is the Director of Technology leading the final stages of a One to One program for 1400+ students. For the past 12 years David has led and taught Technology in both British, International and American schools.

WORKSHOP 1
Title: Unpacking the ISTE's NETS for Administrators
Description: The International Society for Education in Technology launched the new standards for administrators in June 2009. The five standards are: 1. Visionary Leadership 2. Digital Age Culture 3. Excellence in Professional Practice 4. Systemic Improvement 5. Digital Citizenship Learn what these standards actually mean for you as a practicing school leader. The discussion focus on how to transfer the written standards into action.

WORKSHOP 2
Title: We have to learn from schools who have planned for and implemented 1:1 laptop programs
Description: With so many schools moving toward providing students and teachers with laptops it's essential for leaders to understand what pioneer schools have learned while going through the planning and implementation processes. While there is no perfect blueprint, there is more and more information being made available to educators each year. This session will take an introductory look at this relevant and important topic.

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TAREK RAZIK / BILL PARKER


Biography:
Entering his 20th year overseas,Tarek has been a high school principal at Shanghai American School and a school Director in the US Virgin Islands and most recently in Bangkok, Thailand. He has a Master's Degree from St. Michael's College in Vermont and a Doctoral Degree from Columbia University. He lives in Bangkok with his wife Marisol and their two sons Shelton and Keaton.

Dr. Parker has been in international schools for the past ten years. He was a middle school prinicpal and assistant superintendent at Shanghai American School and then was the Head of School at Shanghai Community International School. Bill has a Ph. D in Curriculum from the University of Illinios and lives in Bangkok with his wife Melinda.

WORKSHOP 1
Title: Critical Thinking: Questioning Skills, Metacognition, and Preparation for 21st Century Citizenship

Description:
Most schools believe that students should think critically. In this workshop participants will be presented a set of skills that will enhance students’ ability to operate as effective citizens in the 21st century. A focus will be on the use of Moral Dilemma in stimulating student thought.

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DAVID SHEPHERD

CASE, United World College of South East Asia

Biography:
Dave Shepherd is the Director of College Advancement at the United World College of South East Asia (UWCSEA), a K1 – Grade 12 non-profit International school in Singapore. Dave oversees the College’s Advancement team, which includes communications, alumni relations and fundraising. With no formal Advancement department prior to 2006, the College has implemented a strong communications strategy, a dynamic and comprehensive alumni relations programme, and recently launched active fundraising via a College related Foundation. As a member of CASE since 2006 Dave has presented at several CASE and EARCOS conferences and workshops. Dave co-chaired the International Schools conference in Hong Kong (2008) and authored the inaugural “Postcode from Singapore” in the January 2008 edition of CASE Currents.

WORKSHOP 1
Title: Inspiring and Retaining Donors: Crafting your Case and Stewardship Strategy

Description:
This presentation will guide you through the process of attracting and retaining support for your school. A well crafted case for support inspires initial donors, whilst your stewardship programme secures life-long commitment. A framework for establishing these key aspects will be presented as well as an evaluation of traditional and modern methods of communication.

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TYLER SHERWOOD (Apple)

Biography: Tyler Sherwood is the Principal at Chatsworth International School in Singapore. He is a strong advocate of technology in the classroom and works closely with his community in building a strong 21st century school. He is is also an Apple Distinguished Educator.

WORKSHOP 1
Title: Education and Future World Citizens, What does it mean and are we ready?

Description: A look at students today and the global landscape that is available to them. Do our schools and teaching re?ect what students are learning at home? Do students have access to the same tools at school as they do at home? How have primary resources changed? Do you Tweet or Blog, run a Wiki or a Ning? Collaborate online with VoiceThread or MindMeister? Our students and education are evolving. Are we?

WORKSHOP 2
Title: "Communicating to your Community as a School Leader?”

Description: A hands-on workshop focused on Apple iLife applications designed to help teachers and administrators make full use of media and the tools that are available to them to communicate to their school community.

 

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BARRY SORAGHAN


Biography:
Barry Soraghan joined ACER’s Assessment Services Division as the Senior Project Director of the Evaluation Service for Effective Schools (ESEF) in December 2008. ESEF provides schools with the analysis of their performance data and school improvement processes to more effectively deliver quality student outcomes. During 2008, Barry worked with the consultancy firm, PhillipsKPA, on evaluation and development assignments for both the Victorian and Commonwealth Departments of Education. Prior to this Barry worked as a consultant, manager and teacher within the Catholic Education sector in New South Wales and Victoria. His roles included developing and delivering training and leadership programs, RTO Manager, project and policy development, providing high level, strategic advice and support to senior management and liaison with government and other key agencies. Barry has professional interests in educational leadership, whole school development and innovations in teaching and learning.

WORKSHOP 1
Title: Making Assessment Data Work for My School

Description:
This workshop will focus on the interpretation and use of assessment data to more effectively inform teachers about improvements to their teaching programs in order to maximise student learning outcomes. A practical example, using the International Schools' Assessment (ISA) reports, will be presented by the Principal of Nanjing International School, Richard Swart.

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JENIFFER SPARROW

Biography: Jennifer Sparrow is the Director of Assessment and Educational Data at Singapore American School. She is certified as a trainer for the Data-Driven Decision-Making Protocol and Data Team process (Douglas Reeves, Lead and Learn, Colorado). She is also certified as a trainer for Data Retreats (Judy Sargent, CESA 7, Wisconsin). She has done extensive training in Using Data to Improve Student Learning and developing School Portfolios (Victoria Bernhardt, Eye on Education, California).

WORKSHOP 1
Title: Data 101: Developing a Basic Understanding of Data Analysis in the Classroom
Description: Research shows that using data to inform decisions in the classroom positively impacts learning and helps teachers "work smarter, not harder." Yet this is still an area where many teachers struggle. This workshop will focus on structures, strategies, and tools that can help teachers make the link between assessment results and instruction. Specific content includes: Bedrock Principles of Data Analysis, an overview of the Data-Driven Decision Making Protocol, and and overview of Data Teams.

WORKSHOP 2
Title: Moving from Lucky to Leading: Data-Driven Decision-Making
Description: A leading school (as defined by Douglas Reeves) is one the understands the impact adult actions have on student learning. The Data-Driven Decision-Making Protocol provides a structure that guides teachers through analyzing assessment results, setting goals, selecting strategies, and determining results indicators (formative assessments) that will determine if the strategies are having a positive impact. Participants will engage in a simulation of the Data-Driven Decision-Making Protocol using data from real classrooms. This workshop expands on the concepts introduced in "Data 101: Developing a Basic Understanding of Data Analysis in the Classroom".

---> Download all Handouts

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IAN SUTHERLAND / DARREN PRICE / DAVID HARRIS

Biography: Ian Sutherland is the Director for Academic Affairs at Brent International School Manila, in the Philippines. For the past ten years Ian has also worked with indigenous peoples in the Philippines using literacy education as a tool for community development. He received a Bachelor’s of Arts from Penn State University, and a Master’s in Curriculum and Instruction at George Mason University. He is currently a doctoral student working on his dissertation for the Educational Leadership program at Lehigh University.

Darren Price is currently the Director of School Improvement and Technology at Taejon Christian International School (TCIS) and Gyeonggi Suwon International School (GSIS) in South Korea. Over the last 7 years, he has worked with both schools in data-driven decision-making and strategically planning and implementing technology. He has also actively participated in the implementation of the IB programs at all divisions of the schools. He received a Bachelor’s of Arts from the University of North Carolina-Chapel Hill and a Master’s in Educational Leadership from Michigan State University. He is currently a doctoral candidate in Educational Leadership at Lehigh University.

David Harris is currently the High School Principal at Concordia International School Shanghai (CISS). David has been in international education for the past 12 years beginning in Karachi, Pakistan then moving on to Shanghai, China. He received a Bachelor of Education from the University of British Columbia, a Master of Arts in Educational Leadership from San Diego State University and is currently in the Lehigh University, Educational Leadership doctoral program.

WORKSHOP 1
Title: Where is Global Citizenship in Your School?
Description: Global citizenship and internationalism are two terms that frequent the education community. However, when one looks beyond the surface, how much substance for these buzzwords is documented in the school? In a comparative case study, we looked for a clear definition of what these terms mean in specific contexts. Our research reports both survey perceptions and qualitative interviews to determine evidence in the actual written curriculum and the hidden curriculum. Our case study provides a sample of perception versus reality in international schools.

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BRIAN VAN TASSEL


Biography:
Currently in my 12th year at ICS Hong Kong (7th year in administration: 5 years as Academic Dean; now in 2nd year as 9-12 principal). I also teach Mathematics. Grew up in Hong Kong. University and graduate degrees in Mathematics, Education, and Christian Studies from the U.S., Canada, and U.K. M.Ed. dissertation on portfolio assessment of expected school-wide learning results. Married with two children. Avid "Go" player.

WORKSHOP 1
Title: Student Action Research Project: Make A Difference

Description:
How can we move beyond required community service hours? The fledgling M.A.D. project adopts an action research framework to emphasize student decision-making, criterion-setting, action, and self-evaluation. In doing so, school ESLRs related to being a global citizen, critical thinking, striving for excellence, and communication are addressed.

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MICK WALSH

Biography: Mick has been a prominent Australian educator for over 30 years and an innovator in many roles including Principal, Network Liaison Chairperson, Member of the Australian Council of Educational Leaders and Lecturer to Preservice Teachers at Universities. He assists schools across Australia to build developmental, non judgmental models for staff performance and development that enable their schools to thrive. Mick’s school leadership has seen him nominated for several Excellence in Education Awards and his contribution to extending education into the community by building cohesive learning partnerships was recognized by him receiving the prestigious Australia Day Award of Citizen of the Year. Mick has created a series of unique educational diaries and supporting website www.learningcurveplanner.com.au for students, parents and teachers, called the Learning Curve, which used extensively across Australia and South East Asia; they are designed to specifically assist IB students.

WORKSHOP 1
Title: “A New Way to Think About Staff Performance and Development”
Description:
A practical approach to assembling staff teams for peer appraisal and recognition, open questioning, giving and receiving developmental feedback, setting “Students will ..” goals, establishing SMART Targets, targeted PD and database delivering enhanced role clarity, genuine participative decision making, increased individual and school morale, engaged learning, growth and inspired empathy.
---> Download Handouts

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BRENDA WHATELY

Biography:
Brenda Whately Director of Alumni Relations United World College of South East Asia United World College of South East Asia is a K1-Grade 12 non-profit International School in Singapore. Brenda oversees the development and operations of the Alumni Relations Department, a part of the College’s Advancement Department. In 2006 the College established a dedicated Alumni Relations Department and Brenda took on the role of overseeing the development and implementation of a comprehensive alumni relations programme which has since seen the launch of numerous alumni services including a dedicated web portal, publications, reunion events and social networking strategies to reconnect with lost alumni. Prior to joining UWCSEA Brenda worked for several years in industry, in various roles including Product Management, Marketing and Partner Relations. Brenda holds a Bachelors degree and MBA. A Canadian citizen, she has lived in Singapore for 10 years.

WORKSHOP 1
Title: Running Your First Annual Reunion Programme

Description:
UWCSEA held its first annual 10, 20, 30 year anniversary alumni reunion in August 2008. This presentation will take a look at how we planned and implemented the reunion programme, what the challenges and benefits were found to be, and how we plan to move our event programme forward.



East Asia Regional Council of Overseas Schools (EARCOS)
Brentville Subdivision, Barangay Mamplasan, Biñan, Laguna, 4024 Philippines
Phone: +63 (49) 511-5993/5994 | Fax: +63 (49) 511-4694