| Harvey Alvy | Instructional Leadership |
| Bill & Ochan Powell | Special Needs / Emotional Intelligence / Leadership |
| Bill Kentta & Josh Reckord | Organizational Development |
| Faye Brownlie | Assessment & Supervision for Learning |
| Sarah Daignault & Marc Levinson | Governance |
| Charlotte Danielson | Framework for Learning |
| Marc Frankel | Leadership Through Partnership for Heads & Board Chairs only |
| Bruce Hammond | Reimagining High School Without Standardized Test-Based Curriculum |
| John Joseph | Brain Compatible Education |
| Allan Odden | Strategies for Improving Student Performance & Teacher Compensation |
| Chris Roose | Emergency Operational Planning |
| Robyn Treyvaud | Digital Citizenship Policy |
| Dr. Yong Zhao | Global & Digital Competence |
Harvey Alvy
Biography: Harvey Alvy served in the principalship for more than a decade in both elementary and secondary schools. Harvey's international experiences have taken him from the American School in Kinshasa, Zaire, to the American International School in Israel, the American Embassy School in New Delhi, India and Singapore American School. He was selected as an NAESP National Distinguished Principal for American Overseas Schools in 1991 and is a founding member of the Principals' Training Center for International Schools. In 2004 Harvey received the Eastern Washington University (EWU) CenturyTel Faculty Achievement Award for Teaching Excellence. He has co-authored, with Pam Robbins, The Principal's Companion (3rd Edition, 2009, Corwin Press), The New Principal's Fieldbook: Strategies for Success (2004, ASCD), and If I Only Knew: Success Strategies for Navigating the Principalship (1998, Corwin Press). With Dr. Jane Liu, Harvey co-authored a Mandarin only book for Chinese school principals titled, The Principal Management Handbook: The American Principal's Approach to Successful Administration. During the summer of 2010 Harvey's latest book, Learning from Lincoln: Leadership Practices for School Success (ASCD) co-authored with Pam Robbins, will be published. He has conducted seminars, workshops, and presentations, both nationally and internationally on the newcomer to the principalship, educational trends that impact supervision, instructional leadership and supervision, moral leadership, characteristics of great teachers, shaping collaborative school cultures, and the leadership of Abraham Lincoln. Harvey holds the William C. Shreeve Endowed Professorship in Educational Leadership at EWU.
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Workshop 1
Title:The Heart of Our Work: Instructional LeadershipDescription: This interactive session will begin with a review of important trends that influence the worklives of today's instructional leaders. Effective supervisory strategies will then be presented related to teaching effectiveness, teacher leadership, the conferencing and observation process, and promoting lifelong growth in a professional learning community. Instructional leadership approaches noted in The Principal's Companion (Corwin, 2009) will be featured during this workshop.
Workshop 2
Title:Lincoln for Today: Leadership Lessons for School SuccessDescription: The life of Abraham Lincoln serves as a personal example for anyone in a school leadership position. As we study Lincoln's example, the goal is not to replicate his style-it is to find one's own maximum capacity to lead, by reflecting upon Lincoln's behavior at a time that tested his strength and the American democratic experiment. Sustaining the mission, communicating with clarity, facilitating change, acting with emotional intelligence, and building trust through personal example, will be highlighted based on the presenter's co-authored new book, Learning from Lincoln: Leadership Practices for School Success (ASCD, 2010).
Workshop 3
Title:The Life of New Principals: Challenges Faced, Tips to SucceedDescription: This interactive workshop, a shorter version of the preconference session, will provide an overview of challenges faced by new principals and offer practical tips to succeed-based on research and the experiences of successful school leaders. The practical advice will focus on strategies to impact teacher and student success. Several workshop concepts and recommendations will be based on The New Principal's Fieldbook, (ASCD, 2009) co-authored by the presenter.
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Bill & Ochan Powell
Biography: William Powell has served as an international school educator for the past 30 years in the United States, Saudi Arabia, Tanzania, Indonesia, and Malaysia. From 1991 to 1999, he served as the Chief Executive Officer of the International School of Tanganyika in Dar es Salaam, Tanzania; and from 2000-2006 as Headmaster of the International School of Kuala Lumpur. He is the co-author, with his wife Ochan, of <1>Count Me In! Developing Inclusive International Schools (2000) and co-author of a book on school board governance training (2001). Bill and Ochan also co-authored the book Making the Difference: Differentiation in International Schools (2007). They are currently working on a project that examines the relationship between teacher emotional intelligence and teacher effectiveness in the classroom and have a book entitled Becoming an Emotionally Intelligent Teacher coming out in early 2010 (Corwin Press). When Bill is not writing, he is presenting workshops on curriculum development, differentiation, school leadership and governance training. He serves as a consultant for Education Across Frontiers Sdn. Bhd.(Bpowell@eduxfrontiers.org).
Ochan Kusuma-Powell is co-founder and director of Education Across Frontiers, an organization that promotes teacher education towards the development of professional learning communities. A graduate of Columbia University with a doctorate in international education development, she has more than 25 years experience in international education and has been actively involved in teacher training for developing inclusive international schools. Ochan has developed and implemented inclusive special education programs in the United States, Indonesia, Malaysia and Tanzania. Together with her husband, Bill, she co-authored an OSAC publication entitled Count Me In! Developing Inclusive International Schools and, more recently, Making the Difference: Differentiation in International Schools (2007). Ochan's current interest is the application of brain research to classroom instruction. She is adjunct faculty at Lehigh University, Buffalo State and a trainer for the Teacher Training Center. (Okpowell@eduxfrontiers.org).
Workshop 1
Title:The Next Frontier: InclusionDescription: This interactive workshop will examine the mission of international schools in respect to the provision of education for special needs children. Over the last two decades many international schools have become more sensitive to the needs of children who learn differently. The presenters believe that this trend will and should continue. This vision of international education creates challenges for many school leaders. The workshop will address those theoretical and practical challenges.
Workshop 2
Title:Recruiting Teachers with High Emotional IntelligenceDescription: Why is emotional intelligence important in the classroom? What are some of the connections between student learning and teacher EQ? It is our contention that teachers with high degrees of EQ work actively to develop positive relationships with students in order to support their learning. It is also our premise that teacher EQ can be developed. This workshop will address how school administrator can identify prospective teachers with a high degree of emotional intelligence. The presenters will share a lens and interview strategies that allow a recruiter a window into the emotional intelligence of prospective teachers.
Workshop 3
Title:Leadership and the Stages of Adult DevelopmentDescription: Based on the work of Robert Kegan from Harvard University and Ellie Drago-Seversen from Columbia University, this interactive workshop will introduce Kegan's four Stages of Adult Development. These stages are based upon the how we make meaning out of external stimuli and have powerful implications for school leadership and adult learning. Kegan's framework can provide administrators with a lens into the kinds of supports and challenges that faculty need in order to grow and learn together. Participants will also have an opportunity to apply Kegan's stages of adult development to case studies in international schools.
Workshop 4
Title:What School Leaders Need to Know About Special Needs AuditsDescription: Increasingly school administrators are recognizing that there may not be the expertise in house to evaluate the effectiveness of the school's program of special needs and these schools are contracting with external consultants to conduct special needs audits. The presenters will address the questions that emerge from such a process, including: What might the process look like? What qualifications should the consultants possess? What should be included (learning disabilities, ESL/ESOL, gifted and talented)? What are some pitfalls? What should the desirable outcomes be?
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Bill Kentta & Josh Reckord
Biography: Dr. William Kentta has been a Curriculum and Staff Development Administrator in the Eugene, Oregon public school system for 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 and conferences 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 continues to consult on organizational development topics.
Josh Reckord is a retired educator with 38 years of school experience. After working in Eugene, Oregon as a teacher and Head Teacher/Team Leader he worked at the American School in Japan for 10 years. While there, he was involved with and facilitated a number of projects dealing with divisional staffs, board governance and leadership and school wide initiatives. He remains interested in working with a variety of non- profit organizations including schools, community groups, and churches helping them improve their abilities to work collaboratively. In retirement, he is a volunteer member of the Eugene Cadre, a group of school employees who support organizational development in the Eugene School District. He also enjoys travel, continued work with overseas schools, and working in his garden.
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Workshop 1
Title:Dealing with Difficult Others in Meetings- Part 1Description: People repeatedly identify dealing with difficult others and disruptive behavior in meetings as an area they need help with. This session will include a series of resources and techniques to use to prevent disruptive behaviors as well as how to address them should they occur. While we will focus on disruptive meeting behaviors, we will also discuss how to deal with difficult others in other venues.
Workshop 2
Title:Dealing with Difficult Others in Meetings- Part 2Description: People repeatedly identify dealing with difficult others and disruptive behavior in meetings as an area they need help with. This session will include a series of resources and techniques to use to prevent disruptive behaviors as well as how to address them should they occur. While we will focus on disruptive meeting behaviors, we will also discuss how to deal with difficult others in other venues.
Workshop 3
Title:Facilitation Tools for Self-studies, School ImprovementPlans and other School-wide Initiatives- Part 1Description: Most EARCOS school are involved with ongoing self-studies, school improvement plans, and organizational reviews that are tied to accreditation through WASC and other agencies and organizations. This workshop will provide answers to the following kinds of questions: How do we best create productive focus groups? What meeting tools are essential? How do we build shared commitment to the process? What are baseline OD skills all administrators must know? This workshop will focus on the tools and skills needed to support the facilitation of school improvement activities.
Workshop 4
Title:Facilitation Tools for Self-studies, School ImprovementPlans and other School-wide Initiatives- Part 2Description: Most EARCOS school are involved with ongoing self-studies, school improvement plans, and organizational reviews that are tied to accreditation through WASC and other agencies and organizations. This workshop will provide answers to the following kinds of questions: How do we best create productive focus groups? What meeting tools are essential? How do we build shared commitment to the process? What are baseline OD skills all administrators must know? This workshop will focus on the tools and skills needed to support the facilitation of school improvement activities.
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Faye Brownlie
Biography: Faye Brownlie is a staff development consultant from Vancouver, Canada. Her work focuses on improving learning for all students, K-12, in inclusive school settings. She works in on-going school and district projects. Two recent continuing projects incorporating assessment for learning practices and instructional leadership are "The Literacy Initiative: Reading, Writing, Thinking in Inclusive Classrooms and Schools", sponsored by the School Superintendents and Principals and Vice-Principals Association, and "Reading and Writing for Critical Thinking Project" (IRA and OSI sponsored). Faye believes that it requires the efforts of a whole school, over time, to improve student learning and that the role of the administrator is that of instructional leader. Co-authored many books.
Workshop 1
Title:Assessment for Learning: What Administrators Need to Know and DoDescription: Black and Wiliam (1998) and Hattie and Timperley (2007) say that when teachers shift their practice to using more assessment FOR learning (AFL) and less assessment OF learning, student achievement improves. In order to support teachers in their shift to incorporating more AFL strategies into their daily teaching, administrators need to know what the strategies are, when and where to use them and how to assist their teachers in increasing their competence and confidence with them. Interactive.
Workshop 2
Title:Supervision for Learning: The Research, The PracticeDescription: Why should administrators shift from evaluating and supervising teaching to supervising learning? We will examine the research and elementary and secondary school scenarios where the focus is on supervision for learning. Consideration will be given to what this looks like and how to get started. Leave the session with several concrete ideas of what to do next in your own school.
Workshop 3
Title:The Role of the Administrator in Promoting Literacy in All Subject AreasDescription: Research frameworks such as Reading Next, Writing Next and Balanced Literacy describe the critical elements of successful reading and writing programming for young children and for adolescents. Once equipped with the latest research in effective literacy programming, you as administrator will be more able to support and guide their teachers in making wise instructional decisions. Leave with an effective, demonstration lesson you can use in either an elementary or a secondary classroom.
Workshop 4
Title:We Are in the Business of Learning: Keeping the Vision Alive in Your SchoolDescription: If the business is learning, then our primary task as administrators is to keep that learning first and foremost on the school’s agenda. What does this look like on a day-to-day basis in the school? What does that look like in terms of designing and implementing effective professional development? What structures enhance teachers’ engagement with reflection in and on their practice? Hear about what is making a difference for students in inclusive Canadian schools and classrooms.
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Sarah Daignault & Marc Levinson
Biography: Sarah Daignault is the former Executive Director of the National Business Officers Association. Prior to NBOA, Sarah spent 5 years as the Business Officer at Friends School of Baltimore and 4 years as the Business Manager at Bryn Mawr School for Girls. For 19 years Sarah served on the Board of Directors of Madeira School in Virginia. She chaired the Board, the Capital Campaign and the Head Search. She serves on the board of the National Coalition of Girls' Schools. She has also served on the Board of the National Association of Independent Schools (NAIS).
Marc Levinson is the Senior Director, Professional Development for NBOA. He served as Business Manager at Alexander Dawson School in Lafayette, CO for 6 years. Prior to entering the independent school world, Marc spent 3 years as Director of Operations and Finance at Sounds True, a Spoken Word Audio Publishing company, and 3 years in a similar position at Community Food Share, Boulder County's food bank.
Workshop 1
Title:Exploring the role of the Finance Committee of the BoardDescription: The Finance Committee is tasked with the fiduciary responsibilities for the Board of Directors. What does this really mean? This session will explore the following questions: What tasks normally belong to the Finance Committee? How do the Business Manager and Superintendent support the work of the Committee? And how does the Committee communicate the financial issues to the rest of the Board.
Workshop 2
Title:How to read your school's financial statementsDescription: School finances often seem to be a partial mystery to administrators and aspiring leaders in independent schools. Yet understanding finances is crucial to effective leadership of the institution – particularly in these challenging times. This session will focus on taking the mystery out of the financial concepts and statements that are used in the management of a school: budgets, financial reports, and external audits. Participants will learn how to use these documents to understand what is happening at their school.
Workshop 3
Title:Governance 101 - What is the Board supposed to do?Description: This workshop will explore the concept of trusteeship for an international school. What are the major responsibilities of the Board and of its members? How are these best carried out? This session will be a great resource for new board members and a good refresher for those who have served on Boards before.
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Charlotte Danielson
Biography: Charlotte Danielson is a former economist and an educational consultant based in Princeton, New Jersey. She has taught at all levels, from kindergarten through college, and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work, Ms Danielson has specialized in aspects of teacher quality and evaluation, curriculum planning, performance assessment, and professional development. In addition to working as a teacher and administrator, Ms Danielson has served as a consultant to hundreds of districts, universities, intermediate agencies, and state departments of education in virtually every state and in many other countries. This work has ranged from the training of practitioners in aspects of instruction and assessment, the design of instruments and procedures for teacher evaluation, to keynote presentations at major conferences. Ms Danielson is the author of a number of books supporting teachers and administrators.
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Workshop 1
Title:Defining and Supporting Good Teaching: The Framework for TeachingDescription: Since the quality of teaching is the single most important school factor contributing to student learning, it is the responsibility of every teacher to engage in a career-long pursuit of improved practice, and a responsibility of school leaders to support that learning. However, in order to promote improved practice, one must define it. The framework for teaching, a research-based definition of teaching, is used for many purposes, but its full potential is realized as the structure for professional conversations among practitioners as they seek to enhance their skill in the complex work of teaching, in the contexts of mentoring, coaching, or teacher evaluation processes.
Workshop 2
Title:The Framework for Teacher LeadershipDescription: There are teachers in every school who are recognized as leaders among their colleagues, but who hold no formal leadership role. These are the true "teacher leaders." And in an era of ever-growing complexity of the school’s mission, the role of these individuals, and their expertise, is recognized to play a critical part in school improvement. So what is teacher leadership, and how can it be both developed and exhibited? In this session, participants will learn the key characteristics of teacher leadership, how it is differentiated from other concepts of leadership, and how administrators can promote the development of teacher leaders in their schools.
Workshop 3
Title:Talking About Teaching: Professional Conversations to Promote Teacher Learning and ReflectionDescription: Most school leaders understand that they should spend time in classrooms, keeping their "finger on the pulse" of instructional events in their buildings, even dropping in unannounced for a brief visit. But they are then faced with another question: how should they talk to teachers about what they have seen? How long is necessary to stay in a classroom to be able to have a good conversation? How can an observer promote meaningful reflection by teachers? What sort of conversation is best following an observation? How can teachers benefit most from these interactions? What is the appropriate role of feedback in engaging the teacher in thoughtful analysis?
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Marc Frankel
Biography: Dr. Marc Frankel is a senior consultant and partner in Triangle Associates, an international consultancy specializing in higher, independent and international education. A psychologist by training, Dr. Frankel facilitates governance workshops, leadership development programs, and strategic planning in the United States and around the world, and coaches numerous senior leaders in universities and independent schools. His clients include schools in Europe, Asia and North America, including large and small institutions and Tier 1 universities. Among his accomplishments are the development of evaluation methodologies for governing boards and senior academic and administrative leaders, co-founding the School Leadership Institute for the National Association of Independent Schools, and authoring or co-authoring numerous articles and white papers on issues in governance and leadership of schools and universities. Dr. Frankel is a member of the governing board at the Wildwood School (Los Angeles), and he lives in St. Louis with his wife, Jacqueline. Their son, Alex, is a student at Drexel University in Philadelphia. Dr. Frankel's undergraduate degree is from the University of Utah, and he completed his Masters and Ph.D. at Emory University in Atlanta, GA. Dr. Frankel has been part of Triangle Associates for over 16 years.
Workshop 1
Title:Strategic Thinking in a Short-Term WorldDescription: Models for strategic engagement of heads and boards in complex international schools. We will take into account the many temporal pressures on schools and the unique composition of international school boards to develop a new way for thinking and acting strategically.
Workshop 2
Title:Mission-Based Financial PlanningDescription: Models for strategic engagement of heads and boards in complex international schools. We will take into account the many temporal pressures on schools and the unique composition of international school boards to develop a new way for thinking and acting strategically.
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Bruce Hammond
Biography: Bruce G. Hammond is Executive Director of the Independent Curriculum Group, an organization of schools which emphasize site-based, teacher-designed curriculum in their upper grades. He is also Interim Vice Principal of Tsinghua International School, a Chinese government-run school in Beijing founded in 2008 under the auspices of High School Attached to Tsinghua University. He previously served as director of college counseling in the International Baccalaureate Program of High School Affiliated to Nanjing Normal University, and as a consultant to a number of other Chinese schools which are implementing Western curriculum for the portion of their students seeking to attend college in the English-speaking world. He has served as director of college counseling at Sandia Preparatory School (NM) and Lake Ridge Academy (OH). He is also former Managing Editor of the Fiske Guide to Colleges and co-author of five books in the Fiske series.
Workshop 1
Title:Lessons of China: The Advanced CourseDescription: The China experience raises fundamental questions about the relationship between test-based education and critical thinking. Chinese students excel on SAT, AP, and IB exams, yet they often lack fundamental intellectual abilities and life skills. In the real world, there is no prompt. Recent research confirms the need to re-think old assumptions. When schools devote themselves to sorting students on the basis of ability, stress and competition crowd out life-long learning.
Workshop 2
Title:Culture of Testing: It’s Worse Than You ThinkDescription: If nobody in the real world ever takes a test, why do we administer them in school? Tests make students dependent on adult prompting and de-value experiences in the world around them. Can schools devote their upper level curriculum to test preparation and still foster learning for its own sake?
Workshop 3
Title:After AP, Re-Imagining High SchoolDescription: The session will examine new directions at schools in the U.S. that have moved away from the College Board A.P. program. Topics will include longer class periods, learning outside the classroom, the trend toward trimesters, and ways in which schools are slicing the content of traditional surveys into thematic, in-depth courses.
Workshop 4
Title:If Life-Long Learning Is Your Mission, What Are You Doing About It?Description: Are those stressed out seniors in your classrooms really becoming life-long learners? This session will suggest a re-examination of every aspect of school program -- academic, athletic, and extracurricular -- from the perspective of life-long learning. More focus means better execution.
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John Joseph
Biography: John Joseph M Ed (Mathematics and Science Education) taught across all school year levels before working in teacher education at the University of South Australia. In 1999, he formed his own company, Focus Education Australia and has enjoyed phenomenal success as a presenter, writer and coach. In ten years John has worked with over 300,000 delegates and 140,000 students representing over 3,000 education sites across 22 countries. He has published 6 books, 4 DVDs and over 100 articles. His websites attracts over one million visitors annually. Today, John is affectionately known as the Brain Man. He speaks at national and international conferences for educators, parents, the health industry and the corporate world. John has featured in hundreds of newspaper articles for his work. He is a world leader in teaching students about learning, memory, brain care and emotions.
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Password: EARCOS
Workshop 1
Title:Mind Your Brain: how leaders can help teachers develop classrooms conducive to high performance learningDescription: Students' capacity to engage in learning, their moods and attitudes towards school, their day-to-day behaviour and ultimately their academic success can be significantly boosted by Cognitive Strategy Training, or put more succinctly, learning about learning. In this presentation, John Joseph will give you an insight into the strategies and resources he uses to inspire teachers to create learning to learn programs.
Workshop 2
Title:Learning and Career Profiling: leaders using data to create synergy between teaching and learning and to evaluate student and teacher performanceDescription: Using John Joseph's Information Processing Model, and recent research into learner engagement and career profiling, this session examines how the brain processes information and explains how to construct school-wide conditions that build independent learners. John will explain the new online he has developed and demonstrate how students, teachers and parents can utilise the Tool to build learner and career profiles. The Learning and Career Profiling Tool will assist a person from the age of 11 onwards to build a meaningful learning pathway plan. The Tool enables students to identify their learning preferences and strengths, providing guidance to future careers. School leaders will have a powerful on-line tool to engage staff in conversations about building independent learners.
Workshop 3
Title:Leadership and Emotion: how to create schools that are uplifting for the spiritDescription: The Emotional Rooms Model provides a school-wide conceptual framework and language to assist leaders, teachers and students in establishing common ground for productive working relationships. The presentation focuses on leadership dimensions that inspire creativity, originality, independence, flexibility and openness in staff and students-aspects of the educative process that are receiving increased attention from policy makers and employers. This inspiring workshop is based on John Joseph's book: Learning in the Emotional Rooms - How to create classrooms that are uplifting for the spirit.
Workshop 4
Title:Leaders and Parents: inspiring parents to inspire studentsDescription: Parents are crucial partners in the learning process because they are children's most important teachers. John Joseph will show how leaders can facilitate seminars for parents that can transform through collaboration the way that parents can support their children's education. The Program is designed to achieve 3 broad goals: (1)Provide parents with an understanding of what school is seeking to achieve with their children.(2) Practical strategies for supporting children's academic learning and emotional development at home. (3)conditions necessary to raise great families.
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Allan Odden
Biography: Allan Odden is Professor of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; Co-Director of the Consortium for Policy Research in Education (CPRE); and Co-Director of Strategic Management of Human Capital (SMHC) in public education, a CPRE project. CPRE is a consortium of the University of Wisconsin-Madison, Pennsylvania, Harvard, Michigan, Northwestern, Teachers College-Columbia, and Stanford Universities. He formerly was professor of education policy and administration at the University of Southern California (1984-1993). He is an international expert on the strategic management of human capital in education, teacher compensation, education finance, resource allocation and use, resource reallocation, school-based management, and educational policy implementation. His most recent book is Ten Strategies for Doubling Student Performance and he is finishing a book on strategic talent management in education.
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Workshop 1
Title:Strategies to Dramatically Improve Student PerformanceDescription: This workshop will describe processes schools and districts have used to dramatically boost student academic achievement and close the achievement gaps, drawing from cases studies from all over the U.S. The presentation will draw from Odden's two 2009 book by Corwin Press: Ten Strategies for Doubling Student Performance and Doubling Student Performance ... and Finding the Resources to Do It (the latter co authored with Sarah Archibald).
Workshop 2
Title:Aligning School Resources to Student AchievementDescription: This workshop will address the resource side of school improvement. It will first summarize the key strategies needed to improve student learning and the resource needs of those strategies. Then drawing from actual examples of resource reallocation, the session describe how resources -- time and staff -- can be reconfigured to provide the resources needed for all key school improvement strategies. Data for individual schools represented in the conference could be analyzed via a web-based reallocation program. To allow for this for your school, bring a list of all staff members, administrators, instructional aides, average salary and benefits for teachers and aides, and level of discretionary revenues for professional development, instructional materials and computer technologies.
Workshop 3
Title:Designing New Teacher Salary Structures and Bonus ProgramsDescription: This long workshop will constitute a follow through on the Keynote presentation on new approaches to teacher compensation. It will draw from Odden's book, How to Create World Class Teacher Compensation, authored with Marc Wallace. The book is available for free download at www.freeloadpress.com. The workshop will address: developing a compensation strategy, discussing pay levels, measuring teacher knowledge and skills, and designing bonus programs based on improvements in student performance. Participants are urged to download and read Odden's book available at Freeload Press. Sign in as a professor when downloading the book. There will be ample opportunity for questions and answers throughout the entire workshop.
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Chris Roose
Biography: Chris began his Army career as a paratrooper stationed at Fort Bragg, NC. Chris’ final active duty military assignment was as Police Chief and Force Protection Officer at NATO Headquarters (Madrid, Spain). After departing the military he accepted a civilian position as a security professional with the US military and was assigned to the US Embassy in Kuwait where he was the Force Protection Officer from 2005 to 2009. Chris is currently the Chief of Antiterrorism Operations for the new US Army Africa Command stationed in Italy. Chris has a BA in Criminal Justice and subsequently earned an MA in Security Management from Webster University. Chris has assisted schools in the MAIS, NESA, Tri-Association, and EARCOS organizations with security needs and presented seminars at conferences.
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Workshop 1
Title:Emergency Response PlanningDescription: This seminar is designed to review the concepts behind emergency operation planning and assist in the preparation for the unknown emergency. Discussion will center on the organization of the emergency response efforts. Areas to be discussed: Emergency planning development based on the concept of Mitigation Preparation, Response and Recovery.
Workshop 2
Title:The Building Blocks of School SecurityDescription: This workshop is designed to assist in the implementation or enhancement of an already-existing school security program. Discussion will center on understanding security principles using a building block instruction method. Areas to be discussed: Emergency management planning, threat assessment, vulnerability assessment, guard force considerations, access control, building security design, blast mitigation, mail handling procedures, and prospective security additions.
Workshop 3
Title:Individual Protective MeasuresDescription: Never more pertinent than now, it is important to be prepared for all emergencies in our continually changing world. This seminar is designed to help each individual establish levels of personal security and how to avoid being a “soft target.” Areas to be discussed: How terrorists operate, how criminals select targets, performing personal vehicle searches, home and work security measures, travel security, case studies, and general crime prevention.
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Robyn Treyvaud
Biography: Robyn is an specialist educational consultant and founder of CyberSafeKids. She has had teaching, curriculum and school leadership experience in both the government and independent education sectors in Australia and is considered a leading authority on ICT and education and more recently online safety. Robyn has presented keynotes and concurrent sessions at international conferences and published in Australia, UK & the USA and leads a range of projects across Australia and the Asia Pacific region.
Robyn is the project consultant for a 3 year Telstra Foundation funded project in the Loddon Mallee region of Victoria. The focus of the project is: Developing responsible ethical and resilient digital citizens in a community focused and sustainable way and is a first here in Australia and internationally. She is also working with 3 other Telstra Foundation Projects with the following organisations: the Alannah and Madeline Foundation, Child Health Prevention Research Centre at Edith Cowen University and Berry Street the leading agency for out of home care and alternative education. Robyn leads digital citizenship initiatives in schools, communities and organisations with a focus on youth participation, curriculum and professional learning. Robyn provides expert commentary on online safety issues for the print, radio and TV media in Australia. With her co author of the Cyber SafeKids CD ROM Lee Burton, Robyn has developed content for the 2 Australian Communications and Media Authority internet safety portals for schools, parents, children and young people. cybersmart.gov.au
Workshop 1
Title:responsible ethical & resilient digicitizens: Values+ 21st Century Environments = Digital CitizenshipDescription: In this workshop participants will explore the elements of digital citizenship: respect, responsibility, ethics and resilience. Robyn will present current research and resources that support the explicit teaching of digital citizenship and share current resources to support school communities and teaching & learning opportunities.
Workshop 2
Title:When private 'sexting' goes viral: consequences for young peopleDescription: This workshop will provide participants with:
- information about the dangers of sexting and the consequences for perpetrators, victims and the role of bystanders
- strategies to prevent sexting and cyberbullying and how to respond to incidents
- activities for students that empower them to understand the positives and dangers of the Internet, email and texting.
Workshop 3
Title:Listening to the Voices: Opportunities & outcomes of students as partners in responding to cyber issuesDescription: In developing a sustained awareness and education strategy that is current, authentic and empowering schools need to listen to and engage student voice. This approach has been the focus of action research, community based projects and programs with groups of young people standing up and speaking out. This workshop will provide an opportunity to hear those voices.
Workshop 4
Title:The Natives are Getting Restless : Growing Up and Learning in a Web 2.0 WorldDescription: Connecting education, learning & living in the 21st Century: How, why, and what we need to do differently. This workshop explores how schools can implement strategies and practices for their students to develop the necessary skills needed to learn, work and play in a digital world.
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Dr. Yong Zhao
Biography: Yong Zhao is University Distinguished Professor at the College of Education, Michigan State University, where he also serves as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is a fellow of the International Academy for Education. His research interests include computer gaming and education, diffusion of innovations, teacher adoption of technology, computer-assisted language learning, and globalization and education. Zhao has extensive international experiences. He has consulted with government and educational agencies and spoken on educational issues in many countries on six continents. His current work focuses on designing 21st Century Schools in the context of globalization and the digital revolution.
Workshop 1
Title:Global Competence: What, Why, and HowDescription: To successfully live in the 21st century, our students must be globally competent. In this session, Yong Zhao discusses the definition of global competence, its significance, and what schools can do to cultivate global competence.
Workshop 2
Title:Virtual Worlds and Digital CompetenceDescription: Modern information and communication technologies have significantly changed our world and will continue to do so. In this session, Yong Zhao discusses the impact of the digital revolution and the importance of digital competence. He will also presents ideas and strategies schools can use to develop students into digitally competent citizens.
Workshop 3
Title:Schools as Global EnterprisesDescription: Although schools are traditionally local entities, globalization has made it global in that they will prepare global citizens, are under the pressure of global forces, and can take advantage of resources globally. In this session, Yong Zhao suggests that schools can and should be viewed as global enterprises. He discusses why and how schools can function as global resources in order to prepare citizens for the globalized world.
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