Special Presenters

Presenters Topics
Bambi Betts Leadership and Learning
Simon Breakspear Agile Leadership
Jefferson Cann Extraordinary Leadership
Peter Dalglish Lessons Learned from the Front Lines
Peter and Heidi Eliot Successful Transitions
Marc Frankel Leadership
Maria Guajardo Leadership Development
Stephen Holmes Marketing, Strategy and Reputation
Jim Hulbert
Jane Hyun Leadership Strategy/Cross Cultural Management/Cultural Diversity
Chris Jansen Leadership of Learning
Deborah Janz-Kriger School Branding and Marketing
Rami Madani Curriculum Coordinators (101)
Bruce Mills Security Management for International Schools
Ochan Powell Cognitive Coaching
Ann Straub Intercultural Leadership in Schools
Janice Toben Social and Emotional Learning
Sarah Whyte Supporting Third Culture Kids (TCKs)
Kendall Zoller Communication Intelligence

 

Special Presenters


Bambi Betts

Biography: Bambi Betts is the director of the Principals’ Training Center for International School Leadership (PTC) and founder of 4 additional training centers for international educators, including teachers, teacher leaders, counselors school business leaders and governance members She has also recently completed ten years as the CEO for the Academy for International School Heads (AISH). Bambi has been a director, principal and teacher in international schools for over 30 years and a consultant in over 150 international schools, conducting professional development sessions on a wide range of topics related to the effective international school, including assessment, curriculum leadership, teacher leader strategies, instructional strategies, faculty evaluation, and governance. She has written many articles on practical ways to improve international schools and authors a regular column on the PTC pages of The International Educator (TIE), as well as a blog.



Workshop 1
Title: The 'To Don't List' for Leaders Revisited
Description: How well you know the scenario. Your ‘TO DO’ list grows daily. And with every conference, every new book, every blog post, the list grows…and you feel guiltier and guiltier and more and more worried that somehow the kids in your charge are going to miss out and it will be on your watch. Join us for a rapid journey through the TO DON’T list - 5-6 practices that never really worked, that have ceased to work given new contexts, or are so low impact on learning that they are just not worth doing. Things like...Protracted teacher evaluation schemes with 10 page rubrics; one size fits all homework; putting every faculty member on a team just because everyone else is on a team; analyzing data without targets, etc. And do bring one thing to contribute to the list as well as some thoughts on this – the ‘I will if you will’ syndrome. If we are pretty sure something doesn’t work, or is high energy, low impact, how can we collectively move the TO DONTs into their rightful place?

Workshop 2
Title: Brutal Facts About Learning - Are You Leading the Way?
Description: We are all in agreement that we at schools are in the learning business. We plan for it, evaluate it,judge it. It’s not a big leap to the premise that school leaders need to know all we can about how learning happens, and to make the connection to systems and strategies that will best ‘cause’ learning. It is also no big surprise that ‘school’ as we know it today reflects some stunning misunderstandings, even deliberate ignorance of what we know about learning. The increasing capacity of neuro-scientists, cognitive scientists and neuro-psychologists to study the science of learning has resulted in a growing number of ‘truisms’ about how learning happens which are of critical importance to our shared bottom line of learning. Join us in this session as we explore recent learning facts; challenge each other to reveal practices that are consistent (and inconsistent!) with these facts and share some ideas about to better align our school practices with these brutal facts. Its time...

Workshop 4
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Description: tba

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Simon Breakspear

Biography: Dr Simon Breakspear is known internationally for helping educational leaders navigate disruptive change, develop innovation capabilities and drive continuous improvement for better learning. Simon is a Research Fellow of the Asia Pacific Centre for Leadership and Change at The Education University of Hong Kong and the Founder of Agile Schools. He has advised and spoken to school and system leaders in over 10 countries. Simon holds Bachelors degrees in Psychology and Teaching, a Masters of International and Comparative Education from the University of Oxford and a PhD in education from the University of Cambridge. Simon began his work in education as a high school teacher in Sydney.



Workshop 1
Title: Agile Leadership in Action
Description: This session will follow-on from Simon’s keynote session. Apply the principles and practices of Agile leadership to your own leadership work. Build confidence in how to lead through the complexities and ambiguities of educational change. Learn repeatable processes and be equipped with simple tools that you can use in your school context.

Workshop 2
Title: Introduction to Improvement Sprints: How to build teacher collective efficacy.
Description: Learn how to use the Improvement Sprints process to improve learner outcomes in your school. This simple yet powerful approach will enable you to build teacher collective efficacy and support teacher-led innovation. Educator teams work collaboratively with colleagues to define a challenging learning area and design an evidence-informed approach to teaching for improvement. Hear about global case studies from around the world and consider how to apply this approach in your school.

Workshop 3
Title: Leading Deep Change
Description: Are you frustrated by the pace of real change in your school? Do you want to accelerate the shift towards high quality practices in every classroom and effective collaboration in every team? Leaders face ongoing passive and active resistance to change, which often derail our improvement efforts. Anchored in organisational change and behavioural science research, Leading Deep Change provides a clear framework to enable any leader to break through the inertia and accelerate their current improvement work. Leaders will learn practical strategies and repeatable processes that they can apply in their unique educational context.

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Jefferson Cann

Biography: Jefferson is a leadership performance coach, facilitator, speaker and consultant. He works at senior levels throughout the world, across all business sectors, at the individual, team and organisational levels. Clients include the United Nations, Glaxo SmithKline, Panasonic Avionics, Colt Technology Services, Jing Tea, E'OC Engineers, GW Pharmaceuticals, Cambridge Enterprise, Aqdot, Novartis, Arup, EARCOS. Jefferson enjoyed a successful career in industry during which he gained extensive cross cultural and cross functional experience in senior commercial positions. This provides his work with an experiential framework that ensures practical effectiveness backed up by extensive developmental theory and modeling.

Jefferson is co-founder of Extraordinary Leadership, LeadNow! (for young adults at school and university), and LeadDirect. He also co-founded the "Extraordinary Leadership Journey", which works in Africa and India, and "WellBoring", a charity for water solutions in Africa.



Workshop 1
Title: Efficient and empowering Delegation
Description: For those delegates attending Jefferson’s pre-conference workshop, this breakout session will build on these learnings and experiences; however, attendance at the pre-conference workshop is not required to engage in and benefit from this breakout session. Participants will be looking at the application of an essential leadership activity of Delegation and Interpersonal/Intergroup Contracting. Much time, energy and money is lost through ineffective delegation. In this lively, fun and interactive session you will learn how to ensure that day-to-day delegations and "contracting" with your people will be positive, empowering, adult-to-adult as well as efficient and effective for all involved, through the application of a clear and unforgettable tool.

Workshop 2
Title: Feedback and Performance Management
Description: For those delegates attending Jefferson’s pre-conference workshop, this breakout session will build on these learnings and experiences; however, attendance at the pre-conference workshop is not required to engage in and benefit from this breakout session. Participants will be looking at the application of an essential leadership activity of Feedback and Performance Management. In this lively, fun and interactive session you will learn how to ensure that Feedback and Performance Management issues can be handled positively and in a way that motivates and empowers. We will use tools from sports psychology and performance coaching to ensure an adult-to-adult, professional basis for individual and group performance development. You may never have to say "Can I give you some feedback?!" again!

Workshop 3
Title: Enable People to lose their Fears and Embrace Change
Description: For those delegates attending Jefferson’s pre-conference workshop, this breakout session will build on these learnings and experiences; however, attendance at the pre-conference workshop is not required to engage in and benefit from this breakout session. Participants will be looking at the application of an essential leadership activity of Managing Change. In this lively, fun and interactive session you will learn how to ensure that the elements that hold people back from embracing change can be dispersed to release their energy and motivation in moving forward. You will learn how to enable people to understand the fears that block them at the personal and professional levels; how to help them see "what's in it for them"; how to let go of their fear of loss and have the courage to seek their hopes and aspirations. After all, the only constant is change!

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Peter Dalglish

Biography: Peter Dalglish, a Stanford-educated lawyer, traded in a promising legal career to work with some of the world's poorest children in conflict zones that included Darfur, South Sudan, and Afghanistan. The founder of Street Kids International, he was appointed as the UN’s chief technical advisor on child labour in Nepal in 2002. From 2010 through 2015 Peter was based in Kabul where he led one of the largest UN agencies in Afghanistan, directing operations across 20 provinces in extraordinarily challenging circumstances. After the outbreak of Ebola in West Africa Peter joined the UN’s first-ever medical mission, assisting community groups in Liberia’s largest shantytowns. He currently is assisting as a volunteer with earthquake recovery in Nepal, focusing on those communities that he came to know over the years from trekking and mountain biking. He’s proud to serve on the international board of directors for the NGO Skateistan (www.skateistan.org) alongside Tony Hawk.



Workshop 1
Title: Following Another Path
Description: Peter Dalglish has inspired a number of teachers, coaches and heads at leading international schools to trade in their conventional classroom environment for work—whether as a volunteer during vacation periods or on a professional full-time basis—in profoundly disadvantaged communities in the developing world. This workshop will focus on some of the practical issues associated with making the shift, including websites to track for job openings, bringing along family members as part of the experience, and some of the best organizations that teachers might want to consider joining.

Workshop 2
Title: Why We Need to Put Girls and Young Women First
Description: Peter's many years of experience working in conflict-affected countries, including the Sudan and Afghanistan, has shown him that education for girls and young women is a right that cannot be comprised. Considering that the international community failed to achieve the Millennium Development Goal of universal primary education by 2015, what steps can we take to ensure that girls and young women around the world have access to classrooms, acquire fundamental academic and social skills, and are protected from violence and exploitation? What role can international and independent schools, their students and faculty play in providing new opportunities for learning for some of the world's most marginalized citizens?

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Peter and Heidi Eliot

Biography: Peter retired from Citigroup in 2015 after a 30 year international career in Asia and the Middle East with the bank. He was CEO for Citigroup in Japan from 2012, and prior to that in separate 4 year assignments was the bank's country head in Thailand and Indonesia. Prior postings were in the Philippines, Singapore, Saudi Arabia, Bahrain, Yugoslavia, Hungary and in New York. Born in Moscow Peter is a graduate of the former American International School of Kabul and lived in Afghanistan and Iran prior to attending and obtaining his BA in 1981 from Colorado College. Peter also has his MA in economics and Arabic from the Johns Hopkins School of International Studies. Peter now serves as a Community Foundation Trustee in his home city of Cadillac, Michigan, and is a member of the Foundation's Finance Committee as well as an advisor to the Area Land Conservancy.

Heidi is a graduate of the former American International School of Kabul and has her BBA in accounting from Michigan's Grand Valley State University, and obtained her CPA in 1982. Heidi then worked for accounting firms in Washington, D.C. and New York City before joining PriceWaterhouseCoopers in Saudi Arabia where she specialized in US expatriate tax. Heidi's career with PwC included multiple year assignments with the firm in Saudi Arabia, New York and Hungary. She has extensive experience in living abroad with success in managing transitions and change for positive outcomes.

Workshop 1
Title: America First: Implications for Asia
Description: U.S. business growth has the capacity to pull the rest of the world forward along with the American economy. Conversely, a downturn in U.S. business expansion has negative implications for business investment in Asia and worldwide. And regardless of economic cycles there is the relentless push for improved productivity, expense control and doing more with less. In this workshop Peter looks beyond the current headlines to forecast what lies ahead for U.S. business expansion and job creation in Asia and the implications for international school enrollment.

Workshop 2
Title: Cufflinks to Corduroys
Description: Forward looking retirement financial advice for baby boomers is a growth business. But much of the market's advice is not impartial, and often is misleading or worse. Peter makes the case that financial advisers are typically incentivized to pitch investment products and services, rather than to educate. There is a need to achieve a balance between practical expense management and making appropriate investments. Avoiding missteps by improving financial literacy at home and in the classroom is a path to financial independence. In fact, managing a family's expense "burn rate" over the course of an overseas posting can be most critical to achieving financial independence in retirement. Put simply, a family's capacity to prudently manage discretionary and fixed expenses could over time accrue to a retirement absent financial worries. In this workshop Peter shares some simple tools which can enable participants to accrue wealth by acting prudently in managing family budgets.

Workshop 3
Co-Presenter/s: Heidi W. Eliot
Title: Practical Transition Tips For the Family
Description: Peter and Heidi are 1976 graduates of the American International School of Kabul. They successfully "landed" back in the U.S. from Afghanistan, went to highly rated colleges and had successful international careers with large financial firms. Both retired from their desk jobs well before their 60s. As the family moved around Asia on a career track, their children attended BSM, SAS and JIS on their way to graduating in 2012 from ISB. Their children have now graduated from Vassar College and Carnegie Mellon's Institute of Technology. Peter and Heidi's children now live in NYC and San Francisco working in technology and education in the new economy. The couple will share their family's practical lessons learned from two generations of living and working overseas and transitioning back to the States. This workshop shares practical advice for both families and educators toward achieving successful transitions as families move from country to country.

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Marc Frankel

Biography: 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, along with many of the regional and national associations of schools. Dr. Frankel is a frequent presenter at EARCOS conferences, and consults to numerous schools in the region. In addition to being an experienced consultant, Dr. Frankel has more than 15 years of experience serving on private, independent school boards. He is in his 11th year as a trustee at Wildwood School in Los Angeles.



Workshop 1
Co-Presenter/s: Jim Hulbert
Title: Six Communication Mistakes Heads Make and How to Avoid Them
Description: Drawing on extensive case material, Marc and Jim will highlight the six most common communication mistakes heads make. The situations covered range from crisis to change management to routine interaction with the school community. Marc and Jim will help participants recognize their communication tendencies and find alternative approaches that better serve their needs. From dealing with the media to leading faculty to addressing the parent community, participants will leave better prepared for communication success.

Workshop 2
Co-Presenter/s: Abigail DeLessio
Title: The Self-Healing Board: Keys to Getting Yourself Out of Trouble
Description: Even the best boards go through rough patches from time to time. Some manage to get themselves back on track, while others fall into still greater stages of dysfunction. Drawing on our experience as a board chair, board member and governance consultant, we will explore case studies in factors bring a board back to health to identify what makes for a “self-healing board;” that is, one that can self-correct and get back on track.

Workshop 3
Title: In Your Stakeholder's Shoes: Understanding Todays Parents and Faculty
Description: Are today’s parents different? Of course they are! Generational change applies to families just as it does to teachers and staff. Across hundreds of focus groups with thousands of independent and international school parents, we are tracking a shift in attitudes, expectations, and sensibilities that often eludes school leaders of a different generational cohort. We will avoid the easy tendency to categorize such changes in a negative light, and will instead search for the opportunities that await schools that have a strategy for engaging with Millennial parents. Participants will learn what we have discovered in our focus groups and will personalize a list of things to do to better position their schools for a new wave of parents and teachers now breaking on our shores.

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Maria Guajardo

Biography: Maria Guajardo is Vice-President at Soka University, Tokyo, Japan. Her area of expertise includes leadership, with a focus on women, global competencies and leadership development. She is the founding director of the Women’s Leadership Initiative at Soka University. Prior to her arrival in Japan, Maria was sought out internationally as a speaker and trainer on Leadership, Inclusive Excellence, and Racial Healing. As a professor, researcher, author, and international trainer she follows the motto, discover your potential. She is the recipient of a U.S. Congressional Commendation for her advancement of Latino education. Currently she serves as a Trustee for Soka University of America and is the past board president of the Kellogg Fellows Leadership Alliance. A recent publication includes Education: A Transformative Potential published in 2015. Maria, a licensed clinical psychologist, received her A.B. from Harvard University, and her M.A. and Ph.D. from the University of Denver.



Workshop 1
Title: Women and the Labyrinth of Leadership
Description: As women continue to emerge on a global stage, how can women traverse the challenge of leadership development in a constantly changing, complex world? Women can and must lead, however the path is fraught with obstacles. Women’s leadership development has been associated with a glass ceiling, a bamboo roof, and a labyrinth. While these begin to define the hurdles, a strength-based approach to leadership will provide a new energy for advancing past the hurdles. Participants will engage in a series of experiential exercises that will reframe and refine one’s leadership identity. Come and explore strategies for strengthening one’s leadership identity, make new discoveries, and learn navigational tools for the labyrinth of leadership. The intersection of gender and leadership will guide participants past the twists and turns. Come share, discover, and reflect.

Workshop 2
Title: Moving from Good to Great: Leadership Matters
Description: Level 5 Leadership emerged as the signature of organizations that had made the leap from good to great. Deepening one’s understanding of leadership practices that are distinct and distinguishing, frames the leadership development perspective of this workshop. What Level 5 leadership characteristics do you possess? Do you have the right people on the bus? Based on Jim Collin’s international research, strategies for moving from good to great will be explored with a hands-on approach. Whether you are the top leader, an emerging leader, or a reluctant leader, come engage in a rich experience, learning to work with an innovative leadership perspective to move your organization from good to great.

Workshop 3
Title: Making the Invisible, Visible: Discovering your leadership potential
Description: Connecting head and heart is the best approach for discovering your leadership potential. The narrative that emerges when this connection is made is the foundation for beginning to see, perhaps discover, the strengths we embody. Strengths that form the core of our identity. Strengths that include talents, attributes, and values. The leadership we are asked to provide, from the classroom to the board room, rests on this foundation. This workshop will structure experiential exercises, including reflection, so that the invisible becomes visible, so that your leadership potential is revealed. Discussion will include exploration of talents and non-talents, and the power of a personal vision. The focus will be on a personal approach to strengthening one’s leadership potential.

Workshop 4
Title: Finding your Voice: Leaders, Culture, and Communication
Description: Culture is inextricably linked to leadership development. In today’s globalization, trends emerge and vanish overnight. What remains stable is the strength that is tied to our cultural narrative, even as the narrative peaks and wanes. Through experiential exercises, participants will learn to heighten their level of comfort with the complexity of culture, their own and that of others. The process of acculturation, assimilation, and integration will be examined as possible tools leading towards cultural competence. How can ethnocentrism be a bridge to connect to others and oneself? How can the power of one’s voice be accessed? Leaders are both effective communicators and conveyors of the cultural narrative; a narrative needed to create links to others. Learn to find your voice and the power therein.

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Stephen Holmes

Biography: Dr Holmes is Founder and Principal of ‘The 5Rs Partnership’ (www.5rspartnership.com). Stephen lays a robust claim as the most experienced, credentialed school consultant in strategy, marketing, and reputation management. Stephen is the only full-time practising consultant with a PhD in school marketing and reputation. In the late 1990s, Stephen defined the role of strategy and marketing in schools via the 5Rs framework (recruitment, retention, referral, relationships, reputation) in his seminal PhD study. Now based in Asia, Stephen has consulted, researched, published and spoken globally with schools and universities with an unmatched client base, spanning three decades. In 201/17, Dr Holmes has been commissioned for major school projects in Asia, Australia, Africa, Middle East, Europe, US, and New Zealand. Stephen is currently developing an online course for international schools in marketing, strategic planning, and reputation management, in close consultation with Council of International Schools (CIS) to be released in late 2017.



Workshop 1
Title: ‘Strategic Planning to Build Differentiation and Measurability in International Schools’
Description: Many school Heads around the world that I work genuine difficulty in knowing how to build a Strategic Plan that provides differentiation, is authentic and can be measured. Strategic Planning is a one off opportunity to create a shared sense that a School is ‘on the move’ with purpose and an ambitious agenda. All too often we see in international schools that strategic planning lacks the analysis required for forward planning and is downgraded to a form of compliance. Bland strategic planning processes reverberate at many levels, and a direct source of a lack of differentiation in reputation between many international schools. Strategic planning in schools also tends to create noble objectives but is relatively poor at measuring progress and impact (KPIs). Developing robust and actionable performance indicators and metrics (both ‘hard’ and ‘soft’) will increasingly be scrutinised as schools expand their services and seek stronger stakeholder relationships.

Workshop 2
Title: ‘Building a Wold Class Reputation in an International School’
Description: The reputation of an international school constitutes its most valuable asset –nothing is more important than building, managing and evaluating reputation. Yet, there is a genuine lack of robust evidence and coordinated responsibility in schools to build, manage and evaluate reputation. A strategic approach to reputation is increasingly relevant to international schools and should now be a formal management and Board function, and shape future strategic priorities. How? Reputation requires a strategic approach that closely aligns what a schools says (its marketing) with what it does (reality in delivery). Key areas covered include: What is reputation and what is a good reputation to teachers, parents and students? The need for reputation management in international schools. A robust tool to develop, manage and evaluate reputation in an international school. Internal and external strategies international schools can use to build reputation including word of mouth referral. Key metrics to measure (monitor) reputation.

Workshop 3
Title: How to Measure, Audit, and Benchmark School Marketing
Description: The focus on marketing in international schools is growing. Yet, there is a genuine lack of robustness around evaluating and measuring marketing - what is working and what is not? There is also a modest approach to gathering and utilising market intelligence in internationals schools. Most formal analysis of marketing tends to be designed to inform only the development of marketing activities, not to provide the essential platform to inform strategic market priorities. We have now completed a substantial number of marketing audits and evaluations for international schools – it is a systemic weakness. What is the effectiveness of promotional publications? How is the performance and impacts between web and print and social media? The answers to such questions are somewhat arbitrary without evaluation and evidence against the marketing approach. Without proper evaluation of marketing and markets, the issue of the ‘right’ marketing budget also becomes something of a subjective discussion.

Workshop 4
Title: Effective Marketing of Curriculum, Teaching and Pedagogy in Schools
Description: What do parents most want to hear? School research consistently shows that teachers and teaching pedagogy quality rises to the top of the list for parents. Most international schools have genuine difficulty in knowing how to market and communicate strength around curriculum, teachers and teaching pedagogy. In the absence of this being incorporated, there is a striking sameness and lack of differentiation about their marketing messages and communications. It is a missed opportunity. The approach of many international Schools to curriculum, teaching and pedagogy is considered to be world-class. So how can they make more of this in their marketing messaging and positioning? How can they professionally and sensitively weave their curriculum, teaching and pedagogy quality to validate the meaning of heavily used claims as ‘teaching quality’, ‘academic’ and ‘learning excellence’? This session will offer an innovative perspective on how international schools can develop, communicate compelling and cogent marketing messages.

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Jim Hulbert

Biography: Jim Hulbert, J.D. is a partner at The Jane Group and a labor and employment lawyer by training. Jim helps schools manage existing crises, and is also the lead consultant on legal, governance and board matters. He assists school leadership and boards in developing and implementing crisis plans. He also trains school leadership in crisis management including sexual misconduct issues, and other highly sensitive matters. Jim oversees the firm’s international independent school business, and travels to international schools to help manage immediate crises, as well as to provide on-site training of faculty and staff and boards. He has presented at numerous international education conferences for independent schools, including NESA, EARCOS, CIS, ISS and AAIE as well as at The International Task Force on Child Protection in Dubai.

Jim graduated from Culver Academies (IN). He was a Morehead-Cain Scholar at the University of North Carolina, Chapel Hill, and graduated magna cum laude, Phi Beta Kappa, with a degree in American Studies. In 1982, he earned his law degree at Boston College, cum laude, and is licensed as an Illinois attorney, having practiced in Illinois for over three decades. Jim has participated in the Northwestern University, Kellogg School of Management Nonprofit Executive Certificate Program, including Critical Issues of Board Governance and Nonprofit Finance, Effective School Leadership and most recently, Leadership and Crisis Management (December 2016).



Workshop 1
Title: The Crisis Landscape
Description: In this presentation, we will review the issues that are trending now in independent schools around the world and what should be on every school's radar. Some of these issues can easily move into full-blown crises. We will review the three types of crisis, The Jane Group optics, "productive paranoia" and overall pain points schools face when crisis strikes.

Workshop 2
Title: Sexual Abuse Case Studies: Work Through Real Crisis Communications Challenges in Real Time
Description: In this session, employment lawyer and legal crisis communications advisor, Jim Hulbert, will divide participants into small groups where each group will work on different case studies based on actual situations. Depending on the size of the group there will be 4-5 scenarios based on some form of sexual abuse, past or present. Teams will be presented with an incident that requires an initial timely response to de-escalate the situation. Teams will have a specific objective and a time limit to respond appropriately. Each group will report out their responses and plan of action. This session can stand alone or work in conjunction with Workshop 1 – Crisis Landscape.

Workshop 3
Title: tba
Description: tba

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Jane Hyun

Biography: tba



Workshop 1
Title: Effective Conflict Strategies: Building Collaborative Relationships
Description: No matter your job function, title, or level, it is critical that you build cooperation with your colleagues and team members, and develop strategies for managing those who might be more difficult. In this workshop, you will learn powerful tools for skillfully managing difficult situations, and discover techniques to be culturally sensitive as you navigate across cultural boundaries, so that you can develop and strengthen meaningful relationships inside and outside of work.

Workshop 2
Title: Flex: The New Playbook for Leading Diverse Teams
Description: In today’s global workplace it is critical for leaders to understand the multicultural perspectives and thinking styles of their team members. “Flexing” is the art of switching between leadership styles to engage effectively with people who are different from you. Yet, because an individual’s cultural orientations can be difficult to identify, we may find it challenging to pick up on the subtle nuances that we encounter. Hear from global leadership strategist Hyun’s research with global leaders, as she puts a spotlight on the unique characteristics of the “Fluent Leader” and offers practical tips for building trust with others. Takeaways: • Understand the 3 Principles for Flexing • Creating shared understanding in your team

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Chris Jansen

Biography: Dr Chris Jansen is director and senior consultant at www.leadershiplab.co.nz and works alongside organisations in the education, health, business and community sectors in a range of leadership development projects. Chris is a Senior Fellow at the University of Canterbury where he works with leaders studying in the MBA and Diploma of Strategic Leadership. Leadership Lab specialises in the design and delivery of leadership development programmes, change management initiatives, organisational capability and strategic planning. Chris also implements leadership programmes at UWC Dover Singapore, Taipei European School and the Singapore International Schools Leadership Programme.

Dan Brown has been Assistant Principal (Staff Development) at SJI International School for 3 years. He also chairs the Singapore International Schools Professional Development Network and has implemented the Singapore International Schools Leadership Programme over the last 3 years. Prior to this Dan was Head of a Federation of Schools in the United Kingdom and worked as a consultant supporting challenged schools. Dan has 3 young kids and enjoys travel and outdoor life. 

Workshop 1
Co-Presenter/s: Dan Brown
Title: Co-design for innovation
Description: Co-design is an approach that is applied in many contexts to engage a wide range of multiple stakeholders in developing innovative new ideas and practices. This practical workshop will demonstrate the application of a 'double diamond' approach to co-design and be applied to exploring opportunities for our schools to more actively engage students in leading their own learning process with high levels of self-management, collaboration and student agency. Case studies from education transformation occurring across 150 schools in post-earthquake Christchurch, New Zealand will be discussed and critiqued from an international school's perspective. (For example, http://www.growwaitaha.co.nz/our-stories/ )

Workshop 2
Co-Presenter/s: Dan Brown
Title: Building relational culture
Description: Leaders have a key role in developing teams of colleagues to collaborate and utilise their collective strengths to benefit student learning. Leaders who can both build positive teams and also proactively address conflict to further grow professional relationships are extremely valuable in high performing organisations. This workshop will explore a range of approaches leaders can implement to ensure positive culture in their teams (Step 1 Build, Step 2 Maintain). Importantly it will also explore in detail the skills and processes required to address the inevitable interpersonal conflicts that occur in even the best teams and between highly skilled and passionate professionals at times (Step 3 Restore, Step 4 Sustain).

Workshop 3
Co-Presenter/s: Dan Brown
Title: Collaboration is no longer a nice to have….
Description: "Collaboration is no longer a nice to have...it's increasingly the best and only option because it achieves better outcomes for everyone". There is a significant opportunity within the education sectors of many countries to enhance collaboration between schools for the mutual benefit of learners. Likewise, there are huge untapped synergies between the education sector and others sectors who also have an interest in developing the potential of communities and individuals. This workshop gives a brief overview of the Leading Collaborative Partnerships Programme that has been designed in New Zealand with influential leaders from across the education, health and social service sectors to build capability in skills, knowledge and strategic relationships in order to achieve magnified collective impact in our communities. A range of models that enable collaboration between organisations will be discussed including collective impact, alliancing, collaborative governance and co-design. The application of these in a range of case studies in Asia and New Zealand will be explored.

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Deborah Janz-Kriger

Biography: Deborah has been marketing using technology since the late 80s - before Google was a "thing". Previously she was part of a team who generated more than a million monthly visitors to an educational children’s website. A Digital Marketing Strategist, Deborah speaks and impacts crowds of business owners through workshops on inbound marketing, Search Engine Optimization, social media, and list growth and management. In addition to leading inbound and advertising campaigns for international schools, Deborah’s previous projects include MyDestination.com international expansion project, a 2010 Olympics product launch for Coca-Cola, and the multi-million dollar national launch of Your Travel Business of Canada.

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Workshop 1
Co-Presenter/s: tba
Title: After the Tour - Nurturing Families From Awareness Through to Admission
Description: Discover how to build trust starting with the family's first interaction with the school brand. Learn proven methods that continue to build the relationship through every touch point. Explore ideas and strategies on engaging families in ongoing conversations beyond the school tour or open house. Our aim is for participants to leave with lead nurturing tools and practical solutions for brand continuity. This workshop is ideal for admissions, marketing, and communications team members to attend together.

Workshop 2
Co-Presenter/s: tba
Title: Telling the School Story through Social Media
Description: Traditionally, schools have used social media to communicate with their internal community and have not considered the power of Facebook, YouTube, LinkedIn, Twitter, Pinterest and others as a means to increase awareness of their school. Social media can be a powerful way to reach alumni (the best word-of-mouth referrers and often financial supporters of the school), drive attendance to events open to the public, gain the attention of international faculty members for recruitment purposes, and spark interest from families seeking suitable education for their children. Learn which social media channels are the most appropriate for your school and best practices to increase views and engagement with measurable results.

Workshop 3
Co-Presenter/s: tba
Title: Perception Matters - Identifying Your School's Unique Placement in a Changing Marketplace
Description: With the growing number of schools cropping up in every market, it is becoming more difficult to differentiate based on having the best facilities or highest academic scores. School brands are not created from catchy slogans on magazine ads and websites. They are built on perceptions derived from every brand interaction including social media posts, the admissions process, athletic events, the website, cocurricular programs, parent-teacher conferences and more. Your mission, vision, and core values can be interpreted in many different ways - and they will be - depending on the experience a student, parent, faculty member, administrator, relocation agent, board member, and the community at large has with your brand. Learn how to create alignment between you and every stakeholder.

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Rami Madani

Biography: Rami Madani is the Director of Learning at the International School of Kuala Lumpur, Malaysia. Prior to that he worked in international schools in Yemen, Zambia, and India, serving students and faculty at all school levels. He has taught subjects ranging from Mathematics to Music to Theory of Knowledge. He served as a secondary school principal, dean of students, and department head in various international schools. Rami has designed a variety of professional development and training programs for teachers. In addition, he is an IB Diploma consultant and is passionate about aligning a school's systems with its mission, and ensuring that teaching and learning is the focus of what schools do. Rami presents at conferences and works with schools on areas related to curriculum, assessment and instruction. His primary focus is on nurturing minds, empowering educators, refining systems and tools to support student growth.



Workshop 1
Title: A systematic approach to embedding life-worthy/21st century skills in teaching and learning
Description: We all believe in the value of embedding essential, life-worthy skills and dispositions in our students. Some schools refer to these as School-wide Learning Results, or Graduate Profile, or Learner Profile, etc. This session focuses on top ranking skills and dispositions, provides simple, research-based indicators for each of them, and shares resources that help teachers teach and assess each indicator. The desired outcomes of this session are to empower school leaders to concretize and demystify life-worthy learning in their schools and to provide them with tools, processes, and strategies to support their teachers to do the same. The session also demonstrates the power of how a common institutional understanding around these life-worthy skills and dispositions can help schools achieve their mission more effectively.

Workshop 2
Title: Curriculum review and renewal process that meets the needs of today’s students
Description: In order to create a meaningful and responsive curriculum renewal process, we need to: be able to navigate between simple and adaptive (complex) systems, understand what curriculum means and how it genuinely impacts learning, and be grounded in research. Key questions: What is important to the various stakeholders when it comes to curriculum? What tools and strategies are most meaningful for a responsive curriculum review? How should teachers best spend their time in this process? How do we review a curriculum area? The session will share a model of reviewing curriculum. If you are an administrator who wishes to deepen your understanding of curriculum, this workshop will provide the tools to help launch and sustain curriculum in your school.

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Bruce Mills

Biography: Bruce is the Managing Director for Clearpath EPM, a leading provider of advice, training and software solutions to enhance student protection worldwide. With an emphasis on risk mitigation and emergency preparedness strategies, Bruce tailors his consultative services to the unique needs of educational settings and has conducted security assessments and training at K-12 schools in every region of the world. Bruce came to EPM after enjoying a 24-year career with the U.S. Department of State as a Regional Security Officer (RSO) and Diplomatic Security Agent where he worked closely with schools within his region to enhance their emergency preparedness, to share threat information and to provide sound advice and guidance in areas of physical, technical and procedural security. Bruce has a B.S. in Criminal Justice and has been awarded the Certified Protection Professional (CPP) designation by ASIS International, a leading professional security organization.



Workshop 1
Title: Effective Guard Force Management Techniques
Description: This workshop will highlight effective methods for the operation, supervision and management of a local guard force program; contracted or proprietary staff. Participants will discuss proven strategies to increase the performance, morale and accountability of their respective guard programs and share industry “Best Practices” in place at schools and businesses around the world.

Workshop 2
Title: Critical Elements of an effective Emergency Preparedness Program
Description: In this workshop, participants will learn of the essential elements that are consistently in place within effective emergency preparedness programs at international schools around the world. Specific information concerning emergency equipment, supplies and protocols will be shared to include proven strategies for more effective training & drills as well as suggested crisis management team composition and leadership practices.

Workshop 3
Title: Crisis Management Team Exercise
Description: Participants will be presented with a table-top exercise while assuming the various roles and responsibilities within a typical Crisis Management Team at an International School. The scenarios may include a variety of threats and hazards, both natural and manmade. While not meant to "test" any individual response or ability, this exercise will leave participants with a better understanding of potential crisis and emergency situations that they could face and armed with effective strategies to implement within their own school’s crisis management team.

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Ochan Powell

Biography: Dr. Ochan Kusuma-Powell is the Director of Education Across Frontiers, an organization dedicated to the professional learning of international school educators. She also serves on the Design Team for The Next Frontier Inclusion – a non-profit organization devoted to supporting international schools in becoming more inclusive of students with special learning needs. Ochan has presented numerous workshops and courses in the areas of differentiation, assessment, teacher emotional intelligence, coaching and collaboration and is an Associate Trainer for Cognitive CoachingSM and Adaptive Schools.



Workshop 1
Title: Influences of Low Status on Learning
Description: Status in the classroom influences learning. This is well-researched: low-status children receive less teacher time, have less access to materials, and learn less. Parallels to low status programs weigh heavily: low status programs receive less leadership time and attention, have less access to financial and human resources, and figure less prominently in a school’s indicators of success. What are the influences on student learning when programs, such as learning support, suffer from low status? What are the impacts on teachers who provide these services? In this interactive workshop, we will explore three possible status enhancers.

Workshop 2
Title: How to Listen so Students Will Talk: Using Cognitive Coaching to Support Student Reflection & Learning
Description: As educators we know the value of reflection on learning: it supports meaning-making, insight, self-assessment, & future learning. Yet, particularly towards the end of semester as students are asked in multiple classes to reflect on their work, it’s not uncommon to hear groans of, “Again? We have to reflect again?” Clearly, for some, the repeated process of reflection holds little relevance and meaning. How might teachers listen to support students in reaching deeply into their learning experiences to get the most out of them? What might we do to develop environments in which students feel safe to explore the connections between their decision-making and learning? In this interactive workshop, participants will explore how we might listen actively to students so that conversations can be open, honest and meaningful. We’ll focus on how to frame reflective questions that will provoke deep critical and creative thinking. Appropriate for educators K – 12.

Workshop 3
Title: Why "EAL or Learning Support?" is the Wrong Question
Description: When international schools are faced with complex admissions cases – applications from students who might be new to the English language and/or whose reports suggest some difficulty with academic learning, the question often arises: “Is this a learning support issue, or is it a problem with English language learning?” Understanding the bi-directional influences of language on learning, the Next Frontier Inclusion, in collaboration with WIDA, has taken the position that this is the wrong question. We will explore the intervention of students experiencing challenges with language and learning through an asset-based approach, using the NFI/WIDA publication: “Why ‘EAL or Learning Support’ is the Wrong Question.

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Ann Straub

Biography: Ann Straub is an International Advisor for the Council of International Schools (CIS). In this role, she supports a variety of projects including CIS professional development projects and the newly launched International Certification: Educating for Global Citizenship. Ann was previously the Director of Curriculum and Staff Development at the International School of Bangkok for 11 years. Prior to working in Thailand, she was an educator in Vermont working with learners ranging from elementary school to graduate school.

For 12 years, Ann was a trainer for the Principals' Training Center course "Curriculum Leadership," and has facilitated the TTC "Leadership Tools" course. She trains teachers and administrators in the United States and internationally who are strategically focused on developing intercultural competency and global citizens, leadership of intercultural schools, and intercultural learning. She holds a Master’s degree and a Certificate of Education Leadership from the State University of New York (SUNY) Buffalo.

Ann currently lives Middlebury, Vermont, United States, but works for the Council of International Schools based in Leiden, The Netherlands.



Workshop 1
Title: Stereotyping: An Implicit Deterrent to Learning
Description: We all have biases and prejudices which spread through a culture like currency. How can we prevent our natural tendency to stereotype people from becoming prejudice and discrimination? As educational leaders, what is our role in schools, and how do we recognize and prevent the biases of ourselves and others from inhibiting learning? In this interactive workshop, we will look at the Stereotype Wheel, the research supporting our innate tendency to implicitly discriminate and its affect on student learning and teacher performance, and learn strategies to counteract this natural human tendency.

Workshop 2
Title: Leading Intercultural Schools
Description: What is meant by intercultural leadership, and do all cultures define and value leadership in the same way? What are the universal traits of successful leadership as defined by the Globe Study, and what specifically is required for a school focused on developing global citizens? There are a few questions which will be addressed in this interactive workshop. Most EARCOS schools have defined themselves as being "international" with the goal of developing global citizens. Participants will reflect on what this really means and will begin to develop an understanding of the leadership traits and strategies required to operationalize the vision of developing global citizens. This will be accomplished through looking at research,viewing enacted cultural scenarios and applying the traits of intercultural leadership and awareness of cultural frameworks, and reflecting on our own strengths as intercultural leaders.

Workshop 3
Title: Developing Global Citizens: What Does It Take?
Description: The words "global citizens" often appear in our school's guiding statements, but what this looks like and how to accomplish this is often frustratingly vague with a "hit or miss "approach prevailing. What does it look like to focus on developing global citizens as an institutional responsibility for doing so beyond the usual community service, social studies units, school garden and plastic bottle ban? By assessing where your school is by taking a 360 degree look at your whole school community, viewing examples of successful global citizenship frameworks and strategies used in other international schools, and learning about the place of intercultural competence within the development of global citizenship, you will leave this interactive workshop with an idea of where your school is and actions to take in realizing your school's mission/vision of developing global citizens.

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Janice Toben

Biography: Janice Toben is an education innovator whose work focuses on the design and teaching of SEL practices that promote positive school climate. Her work spans three decades, and has touched the lives of educators, students, administrators and parents at public and independent schools worldwide. Janice conducted seminars and delivered presentations at Teacher's College, Columbia University, Wheelock College, Learning and the Brain, Innovative Learning, National Association of Independent Schools, Northwest Association of Independent Schools, California Association for the Gifted, and the San Francisco Unified School District. Janice has previously spoken at TEDx on The Power of Collective Empathy and been interviewed by Daniel Goleman for his book, Emotional Intelligence. Janice taught at the elementary school level for 27 years. She is the former director of the Social and Emotional Learning program at The Nueva School in Hillsborough, California.

Daniel Sweeney is a champion of SEL work who focuses his practice on cultivating SEL in his classroom, his division, his school, and his community in Seattle. As the Intermediate and Middle School Head and Director of Professional Growth at Seattle Country Day School since 2010, Dan has facilitated the adoption of SEL through tight cross-curricular, pan-departmental integration, and through a purposeful center class for intermediate school students. As Middle School Head, Dan has attended trips with his students to Rwanda, Iceland, Spain and Viet Nam. Prior to moving to Seattle, Dan taught 1st, 2nd, 4th, and 5th grade at North Shore Country Day School in Winnetka, Illinois. He facilitated sessions at NWAIS and The People of Color Conference; attended the Klingenstein Summer Institute at Teachers College, Columbia University, and traveled to Japan as a Fulbright Memorial Scholar.

Workshop 1
Co-Presenter/s: Daniel Sweeney
Title: The Open Session Technique for Administrators
Description: Open Session is the cornerstone practice for effective Middle and High School programs. Check-in, a way to begin Open Session is noted in Daniel Goleman's book, Emotional Intelligence. This session will provide a format for administrators to skillfully facilitate powerful interactions during faculty meetings as well as for teachers or Advisors to use students. Open Session builds SEL and is based on the development of specific techniques for clarification, empathic listening, and group problem-solving of real-life student, or teacher-generated issues. The format uses the Socratic method and is infused with tenets of social and emotional intelligence. When used for faculty development, teachers move away from discussion and “collectively wonder”, raising self-awareness and greater understanding of each other. Trust and SEL skills increase as teachers or students engage in the process of The Open Session. Elements can be seen in The Power of Collective Empathy, a TEDx for High School.

Workshop 2
Co-Presenter/s: Elizabeth McLeod
Title: Mindful Leadership
Description: A typical day brings many opportunities for social and emotional learning for our students, parents, and colleagues: answering a concerned email, overseeing a teacher’s development, making committee decisions, supervising an extended school trip, to name a few. SEL thrives through the personal responses we make, and the connections we establish with each other, moment by moment. As we and our teachers meet daily dilemmas, we may sometimes feel ill-equipped or uneasy during times of critical learning, missing the chance to apply SEL skills. Using research-based wellness and mindfulness practices, real-life case studies and scenarios, metaphor, conflict resolution, and listening strategies, we will practice how to view situations wisely; send challenging messages with authority and empathy; and assess whether to let something go or not. We will uncover the values that motivate our responses and become clearer about our power to lean into and create community.

Workshop 3
Co-Presenter/s: Elizabeth McLeod
Title: Social and Emotional Learning is Fundamental
Description: A typical day brings many opportunities for social and emotional learning for our students, parents, and colleagues: answering a concerned email, overseeing a teacher’s development, making committee decisions, supervising an extended school trip, to name a few. SEL thrives through the personal responses we make, and the connections we establish with each other, moment by moment. As we and our teachers meet daily dilemmas, we may sometimes feel ill-equipped or uneasy during times of critical learning, missing the chance to apply SEL skills. Using research-based wellness and mindfulness practices, real-life case studies and scenarios, metaphor, conflict resolution, and listening strategies, we will practice how to view situations wisely; send challenging messages with authority and empathy; and assess whether to let something go or not. We will uncover the values that motivate our responses and become clearer about our power to lean into and create community.

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Sarah Whyte

Biography: Sarah is the leading expert on Third Culture Kids (TCKs) in Asia and one of only a handful of people to hold a doctorate in this field of study. Her doctoral thesis focused on the application of emotional intelligence to support expatriate children with the challenges of transition. She currently works as a consultant, trainer and ICF Associate Certified Coach. Her work builds seamlessly on her background as an international teacher. While teaching, she also led the comprehensive personal, social and health education curriculum at Tanglin Trust Junior School in Singapore. Sarah is an experienced and accomplished moderator of training courses and workshops for parents, teachers and students. Her goal is always to make learning meaningful and impactful. She’s a passionate advocate of equipping expatriate teachers and families with positive and practical strategies to ease the emotional friction of an international move.



Workshop 1
Title: Exploring the TCK definition and the associated positives and challenges
Description: The term "Third Culture Kid" was coined in the 1950s and is still used to describe expatriate students. Since then, a wider variety of terms has sprung up. As a school, how well do you understand and apply the range of terms with your students? Identifying with the most fitting label allows students to connect with others in a wider community to celebrate the positives and seek support for challenges they share with others who fall into the same category. In this workshop, you will explore the available terms and develop your understanding of the positives and challenges of an international upbringing.

Workshop 2
Title: Stages and elements of transition for Third Culture Kids
Description: For international schools, an ever-changing student population can be the norm. Many international students are likely to have experienced the stages of transition in an overseas move at least once, if not multiple times. School staff are uniquely positioned to make a move easier for their students. This workshop equips leaders with a sound understanding of each stage of transition and explores how students can be best supported during each stage. Workshop participants will be introduced to Dr Sarah Whyte’s unique elements of transition as a powerful model to support students with the inevitable losses of any transition.

Workshop 3
Title: Supporting TCKs’ grief and loss with emotional intelligence
Description: Any overseas move results in some degree of loss and grief. Unresolved grief is a well-documented issue experienced by many Third Culture Kids (TCKs), where previous losses have not been fully processed or accepted. It is vital for TCKs to learn constructive coping strategies to use in the face of loss and international teachers are perfectly placed to support TCKs in developing these strategies. In this workshop, participants will learn practical, helpful strategies to support their students in processing the grief which so often accompanies transition.

Workshop 4
Title: Cultural identity and belonging for TCKs
Description: For many people, belonging to their culture provides a significant part of their identity. As a Third Culture Kid, developing your own, stable identity becomes much more of a challenge when you grow up in a state of flux across multiple cultures. This can have a huge impact on many children into adulthood. In this workshop, you will explore visual representations of cultural identity in hands-on activities which translate directly to classroom practice. You will leave the workshop with a deeper understanding of culture and how to promote cultural belonging and identity for your students.

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Kendall Zoller

Biography: Kendall Zoller, EdD, is an author, speaker, researcher, and international presenter specializing in communicative intelligence and Hacking Leadership. He is co-author of The Choreography of Presenting: The 7 Essential Abilities of Effective Presenters (Corwin Press, 2010) and president of Sierra Training Associates. He has authored over 35 peer reviewed book chapters and journal articles spanning topics of communication, community, and leadership for educators and law enforcement. His work on leadership and presentation skills takes him across the United States, and Canada and into China, Thailand, Malaysia, the Philippines and other points east. His lectures, presentations, and paper presentations include the campuses of Harvard, UC Berkeley, St. Anselm College, Boston University, University of Chicago, and Loyola University Maryland. Kendall has a doctorate in Educational Leadership a Masters in Educational Management. Kendall can be reached at kvzollerci@gmail.com



Workshop 1
Title: The Flexible Presenter
Description: Imagine being able to speak with credibility on demand. Imagine what it would be like for you if you could, with purpose and intention, reframe resistance during a meeting or presentation while simultaneously improving rapport and group dynamics. What if you could communicate at the same level of skill and expertise as you perform within your professional technical expertise? Imagine the possibilities. This foundational course provides the skills and knowledge of communicative intelligence so you can reach higher levels of communicative excellence. In this session you will learn the verbal and nonverbal patterns of credibility, approachability, rapport, how to read group dynamics, as well as how to recover with grace when things don’t go as planned. This hands-on course is designed and taught by Kendall Zoller, global trainer, author and originator of communicative intelligence.

Workshop 2
Title: The first 5 minutes
Description: What should happen within the first five minutes of a presentation? Discover 9 things you can do within the first five minutes to produce a positive learning environment, a sense of community, and a willingness of participants to go on the journey with you. You will create an opening and discover how simple yet eloquent a deliberate choreography can be. What you create can be applied to meetings people look forward to, don’t look forward to, or may even be captive audience members to. Whatever your perspective, you may never look at openings the same again and may never do openings the same again.

Workshop 3
Title: The Flexible Presenter (Repeat)
Description: Imagine being able to speak with credibility on demand. Imagine what it would be like for you if you could, with purpose and intention, reframe resistance during a meeting or presentation while simultaneously improving rapport and group dynamics. What if you could communicate at the same level of skill and expertise as you perform within your professional technical expertise? Imagine the possibilities. This foundational course provides the skills and knowledge of communicative intelligence so you can reach higher levels of communicative excellence. In this session you will learn the verbal and nonverbal patterns of credibility, approachability, rapport, how to read group dynamics, as well as how to recover with grace when things don’t go as planned. This hands-on course is designed and taught by Kendall Zoller, global trainer, author and originator of communicative intelligence.

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