Special Presenters

Presenters Topics
Jennifer Abrams Communication
Harvey Alvy School Leadership
Belinda Chiu Mindfulness & Emotional Intelligence
Marc Frankel TBA
Tim Gerrish TBA
Mary Ann Haley-Speca TBA
Eeqbal Hassim Education in intercultural contexts
Stephen Holmes TBA
Sir John Jones TBA
Laura Lipton Data and Group Development
Chantelle Love TBA
Rami Madani
Scott McLeod Future-Ready Leadership
Mark Milliron TBA
Kim Phuc TBA
Jesse Roberts Admission
Pasi Sahlberg Educational change and school improvement
Martin Skelton TBA
Jennifer Sparrow Assessment
Jeff Utecht Technology
Deb Welch / Deidre Fischer / Amie Alley Pollack / Chip Barder / Tarek Razik TBA
Kendall Zoller Communication

 

Special Presenters


Jennifer Abrams

Biography: Formerly a high school English teacher and a new teacher coach, Jennifer Abrams is currently a communications consultant who works with educators and others on new teacher and employee support, being generationally savvy, effective collaboration skills, having hard conversations and creating identity safe workplaces.

Jennifer's publications include Having Hard Conversations, The Multigenerational Workplace: Communicate, Collaborate & Create Community and Hard Conversations Unpacked - the Whos, Whens and What Ifs. Her upcoming book is tentatively titled Swimming in the Deep End: Leadership Skills for Aspiring and Emerging Educational Leaders.

Jennifer was named one of the "18 Women All K-12 Educators Should Know," featured in the blog 'Finding Common Ground' from Education Week, and has also been awarded the International Educational Entrepreneur Award by the International Academy for Educational Entrepreneurs. More about Jennifer's work can be found at her website, www.jenniferabrams.com



Workshop 1
Title: Hard Conversations Unpacked: A Deeper Dive (Part 1)
Description: Continuing the learning from Jennifer's first book, Having Hard Conversations, Hard Conversations Unpacked is an extension and deepening of the work of becoming more comfortable with the energy of conflict. The workshop revisits the key elements of the book, Having Hard Conversations, such as the outcome mapping and scripting, and goes deeper to provide additional strategies for being more confident and compassionate when faced with situations involving conflict. This 150 minute workshop will not require role playing, will provide time to discuss your professional challenges and will include strategies on "What to Say If They Say..." and "How do I manage myself so I can stay healthy?"

Workshop 2
Title: Hard Conversations Unpacked: A Deeper Dive (Part 2)
Description: Continuing the learning from Jennifer's first book, Having Hard Conversations, Hard Conversations Unpacked is an extension and deepening of the work of becoming more comfortable with the energy of conflict. The workshop revisits the key elements of the book, Having Hard Conversations, such as the outcome mapping and scripting, and goes deeper to provide additional strategies for being more confident and compassionate when faced with situations involving conflict. This 150 minute workshop will not require role playing, will provide time to discuss your professional challenges and will include strategies on "What to Say If They Say..." and "How do I manage myself so I can stay healthy?"

Workshop 3
Title: Swimming in the Deep End: What Does It Take?
Description: Continuing the learning from Jennifer's first book, Having Hard Conversations, Hard Conversations Unpacked is an extension and deepening of the work of becoming more comfortable with the energy of conflict. The workshop revisits the key elements of the book, Having Hard Conversations, such as the outcome mapping and scripting, and goes deeper to provide additional strategies for being more confident and compassionate when faced with situations involving conflict. This 150 minute workshop will not require role playing, will provide time to discuss your professional challenges and will include strategies on "What to Say If They Say..." and "How do I manage myself so I can stay healthy?"

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Harvey Alvy

Biography: Harvey Alvy served as a school principal at the American International School in Israel, the American Embassy School in New Delhi, and Singapore American School. He was selected as a NAESP National Distinguished Principal for American Overseas Schools, and is a founding member of the Principals’ Training Center for International Schools. In 2004 Harvey received the Faculty Achievement Award for Teaching Excellence at Eastern Washington University, where he held the William C. Shreeve Endowed Professorship in Educational Leadership. Harvey’s most recent book is Fighting for Change in Your School: How to Avoid Fads and Focus on Substance (ASCD, 2017). He has co-authored, with Pam Robbins, Learning From Lincoln, The Principal’s Companion, The New Principal’s Fieldbook, and If I Only Knew; with Dr. Jane Liu, a Mandarin only book The Principal Management Handbook. He conducts presentations on the principalship, educational fads vs. ideas of substance, and Abraham Lincoln's leadership.



Workshop 1
Title: Promoting Change that Counts: How to Avoid Educational Fads
Description: This interactive session, a shorter version of the preconference workshop, will help international school leaders address fads that undermine both innovative and timeless educational practices. This is a high stakes and urgent challenge that affects student achievement, teacher success, leadership effectiveness, curriculum, fiscal and resource accountability, professional development, and the confidence of international parents in their schools. The session, by the author of the new book, Fighting for Change in Your School: How to Avoid Fads and Focus on Substance (ASCD, 2017), will review six “Red Flag” strategies to avoid harmful fads that educators confront, and six “Guidelines” to promote reforms of substance in schools. Workshop activities will provide leaders with practical professional development strategies to take home and share with their school colleagues, to positively impact student and teacher success.

Workshop 2
Title: The Life of New Principals: Challenges Faced and Tips to Succeed
Description: This workshop will examine the challenges (and surprises!) faced by new international school principals, and offer practical strategies and tips to succeed. The practical recommendations will focus on building relationships, positively impacting the school culture and, most importantly, teacher and student success. The workshop will also address how the principalship has changed in recent years, especially in relationship to leadership and management responsibilities. Critical workshop concepts are drawn from The Principal’s Companion (Corwin Press) and The New Principal’s Fieldbook (ASCD), both books co-authored by the presenter.

Workshop 3
Title: Lincoln's Gettysburg Address: A Template for 21st Century School Leaders
Description: This workshop will examine the challenges (and surprises!) faced by new international school principals, and offer practical strategies and tips to succeed. The practical recommendations will focus on building relationships, positively impacting the school culture and, most importantly, teacher and student success. The workshop will also address how the principalship has changed in recent years, especially in relationship to leadership and management responsibilities. Critical workshop concepts are drawn from The Principal’s Companion (Corwin Press) and The New Principal’s Fieldbook (ASCD), both books co-authored by the presenter.

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Belinda Chiu

Biography: Dr. Belinda Chiu is an educator, researcher, and coach who believes in the power of play and the authentic life as a path to a happier, healthier, more humane planet. She is a Senior Associate Director of Admissions at Dartmouth College, the founder of Hummingbird research coaching and consulting, and a leadership & resilience coach with Ignition Coaching LLC. She is also a Meta-Coach for the Daniel Goleman Emotional & Social Intelligence Coaching Program and a Certified Teacher with the Google-born Search Inside Yourself Leadership Institute. She has worked with organizations, such as the National Science Foundation, U.S. Department of Education, and U.S. Department of State.



Workshop 1
Title: The Case for Mindfulness & Emotional Intelligence
Description: An introduction to the current landscape of stress teenagers face, the neuroscience and benefits of mindfulness and emotional intelligence, and practices and techniques to support the wellbeing of faculty, staff, and students and build their capacities to thrive.

Workshop 2
Title: Building Personal Mindfulness & Resilience
Description: An introduction to the current landscape of stress educators face, the neuroscience behind mindfulness, the Ignition WAVE Model for Resilience, and practices and techniques to support the wellbeing of faculty and staff and build their resilience.

Workshop 3
Title: Building Mindfulness & Resilience in Admissions
Description: An introduction to the current landscape of stress educators face, the neuroscience behind mindfulness, the Ignition WAVE Model for Resilience, and practices and techniques to support the wellbeing of faculty and staff and build their resilience.

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Marc Frankel

Biography: Dr. Marc Frankel, Ph. D. 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, lives and works in Los Angeles.

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 18 years.

Dr. Frankel can be reached via e-mail at marc@ta-stl.com


Abigail DeLessio has led two school boards, including five years chairing the Board of Managers at Hong Kong International School (HKIS), one of the premier independent schools in Asia. Abbi has served with five heads of school and has expertise in governance, board development, leadership search, strategic planning and operations management. Abbi uses her successful experience in governing independent schools, working closely with school leadership to maximize strengths and identify opportunities for differentiation and growth to help schools advance their missions.

In addition to provide leadership and governance to independent schools, Ms. DeLessio also supports educational initiatives in Hong Kong through her work with the American Chamber of Commerce in Hong Kong (AmCham). Abbi is a charter member of AmCham's Education Affairs Group, focusing on advocacy efforts dedicated to ensuring Hong Kong achieves and maintains the highest quality education system offering the highest standards of instruction and she is also a co-chair of AmCham's Education Committee, providing operational and tactical support for the Educational Affairs Group's strategic initiatives. Ms. DeLessio also supports the expansion of provisions for Hong Kong's children with special educational needs through work with The Watchdog Early Learning Centre, a pre-school centre for children with special educational needs and other organizations that advocate for the educational rights of individuals with special educational needs. Abbi earned her undergraduate degree in Economics from Clark University in Worcester, Massachusetts. She and her husband, Tim, live in Hong Kong and have two daughters: Alli, a student at The George Washington University in Washington, DC, and Maggie, a student at Hong Kong International School.

Ms. DeLessio can be reached via e-mail at abbi@ta-stl.com

Workshop 1
Co-Presenter/s: Abigail DeLessio
Title: Rethinking old habits: advancing women's leadership through the development of new skills
Description: Developing women leaders has never been more important or relevant. Studies demonstrate over and over that organizations with gender diversity at all levels are more successful than their competitors. Schools are the most promising frontier for developing emergent women leaders: these future job-seekers and employers will spend 13 years in primary and secondary schools. A multi-year opportunity to mold and develop future leaders! Join us as we discuss best practices for developing women leaders and review how essential competencies can be developed through programs and initiatives supporting the transformation of today's students into tomorrow's leaders. We will discuss what women, and men, need to know about leadership and its development, focusing on best practices as well as necessary skills and attributes for future-ready women leaders. Ways in which schools can utilize curricular programming and other initiatives to grow these skills in diverse and multi-cultural environments will be reviewed. Attendees will be engaged through presentations, case-study review and large group discussion. Slides will be made available to attendees after the session. This workshop is a must for school leaders and others who are involved in cultivating leadership skills in girls and women.

Workshop 2
Co-Presenter/s: Marc Frankel
Title: Exceeding expectations through evaluation: best practices in supporting and evaluating the Head of School
Description: A well-designed, ongoing support and evaluation process for heads of school is best practice for boards and a key component of good governance in international and independent schools. However, many boards do not have a formal process in place, forgoing the opportunity to provide honest and supportive feedback that can improve a leader's effectiveness, and with it, a school's chances for advancement and growth. The head of school is a board's only employee and it is the responsibility of the board to conduct an evaluation of the head - a responsibility that many board's do not adequately fulfill. This session will review best practices in the support and evaluation in the heads of school including critical factors, conundrums, policies, and procedures. Boards expect heads of school to be God on a good day, miracle workers who meet every need, solve every problem, and satisfy every stakeholder group. Through case-studies and large-group discussions, this workshop will review the critical role the board has in supporting and evaluating the head of school as well as the assessment policies and procedures that will support a head of school in maximizing effectives and potential.

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Tim Gerrish

Biography: Tim Gerrish OBE, is a highly committed and commended International Child Protection expert with extensive experience in advising on child safeguarding risk management issues. He specialises in advising international school leaders, conducting audits and evaluations as well as developing and delivering top class training on child safeguarding for international schools and high profile organisations. Tim is an accredited consultant to the Council of International Schools (CIS), Council of British International Schools (COBIS) and Federation of British International Schools in SE Asia (FOBISIA).



Workshop 1
Title: Safer Recruitment
Description: • Explore the risks faced by International Schools • What settings will offenders target • Opportunities for testing attitudes during interview • A-Z considerations for the process of safe recruitment • Standards of International best practice • What will work for you

Workshop 2
Title: Disclosure from children - Managing the moment: Respond appropriately when a child makes a disclosure of suspected or known abuse.
Description: • Different types of disclosure from children • Practical scenarios • Barriers for children in reporting abuse • Barriers to listening for adults • How to manage the moment a child wants to tell you about their abuse. • Do’s and Don’ts in managing the moment

Workshop 3
Title: Safer Recruitment
Description: • Explore the risks faced by International Schools • What settings will offenders target • Opportunities for testing attitudes during interview • A-Z considerations for the process of safe recruitment • Standards of International best practice • What will work for you

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Mary Ann Haley-Speca

Biography: Mary Ann is an experienced educational consultant currently working with school systems throughout the United States. Her consulting work focuses on the design and implementation of supervision and teacher evaluation systems with district and school-based leadership teams, developing instructional expertise and teacher leadership with new and experienced teachers and instructional coaches, and understanding and steering systemic change. Currently working full time with Research for Better Teaching, Inc., she brings to her work more than 40 years of experience as an educational practitioner and consultant. She is the co-author of The Skillful Teacher: The Comprehensive Resource to Improving Teaching and Learning (7th ed.), 2018.



Workshop 1
Title: Making the Shift to Learning-Focused Supervision (Part 1)
Description: Supervisory practice has historically focused on capturing and analyzing what the teacher knows and does. What is often lost is the explicit connection between teacher actions and the impact they have on students and their learning. In these concurrent sessions we will explore supervisory practices that shift our focus from what the teacher is doing to the results produced for the learners by the teacher’s choices or actions. Making this shift has implications for: what we focus on during a classroom observation and the kind of data we gather before, during and after; the frequency and length of classroom visits; the focus and nature of our feedback; and, the use of additional sources of data that enable us to work collaboratively with teachers to assess cause-effect relationships between teacher actions and student learning. Using classroom video participants will analyze a teaching episode and use a three-part structure for communicating feedback that focuses on student learning.

Workshop 2
Co-Presenter/s: NA
Title: Making the Shift to Learning-Focused Supervision (Part 2)
Description: Supervisory practice has historically focused on capturing and analyzing what the teacher knows and does. What is often lost is the explicit connection between teacher actions and the impact they have on students and their learning. In these concurrent sessions we will explore supervisory practices that shift our focus from what the teacher is doing to the results produced for the learners by the teacher’s choices or actions. Making this shift has implications for: what we focus on during a classroom observation and the kind of data we gather before, during and after; the frequency and length of classroom visits; the focus and nature of our feedback; and, the use of additional sources of data that enable us to work collaboratively with teachers to assess cause-effect relationships between teacher actions and student learning. Using classroom video participants will analyze a teaching episode and use a three-part structure for communicating feedback that focuses on student learning.

Workshop 3
Title: Supervisory Tools for Supporting Effective Instructional Planning (Part 1)
Description: Planning coherent learning-focused lessons that aim for the success of all students is the foundation of effective instruction and is one of the most complex skills of teaching. In these concurrent sessions we will examine practical tools supervisors can use to support teachers in planning lessons that are driven by clear and rigorous objectives, have ongoing formative assessment embedded in the lesson, and incorporate student learning activities that are engaging and aligned with intended learning outcomes. Participants will practice analyzing and diagnosing the degree of alignment that exists between a stated objective and the lived objective in a lesson and explore thirteen critical questions that guide comprehensive lesson planning.

Workshop 4
Co-Presenter/s: TBA
Title: Supervisory Tools for Supporting Effective Instructional Planning (Part 2)
Description: Planning coherent learning-focused lessons that aim for the success of all students is the foundation of effective instruction and is one of the most complex skills of teaching. In these concurrent sessions we will examine practical tools supervisors can use to support teachers in planning lessons that are driven by clear and rigorous objectives, have ongoing formative assessment embedded in the lesson, and incorporate student learning activities that are engaging and aligned with intended learning outcomes. Participants will practice analyzing and diagnosing the degree of alignment that exists between a stated objective and the lived objective in a lesson and explore thirteen critical questions that guide comprehensive lesson planning.

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Eeqbal Hassim

Biography: Dr. Eeqbal Hassim is an independent education consultant and a Senior Fellow (Honorary) at the Melbourne Graduate School of Education, The University of Melbourne. His work focuses on education in transcultural and transnational contexts. Eeqbal has worked with many schools, institutions and/or education systems internationally and is Intercultural Advisor with the Council of International Schools. Previous roles include Associate Director (Partnerships and Development) at the Asia Education Foundation (Asialink), Associate Director (Research and Contracts) at the Centre for Program Evaluation, Executive Member of the International Teacher Education Effectiveness Research Hub, Senior Lecturer (Global Studies in Education) at the Melbourne Graduate School of Education, and Senior Manager (Research and Curriculum) at the Asia Education Foundation. All of these roles were based at The University of Melbourne.



Workshop 1
Title: Interculturalism, Internationalism, Cosmopolitanism? Which launching pad for international schools?
Description: Unpack related key concepts to reflect on what it means to be an international school, implications for school vision, curriculum, teaching and learning, and the concept most contextually suitable for leading change and improvement in this space.

Workshop 2
Title: Interculturality and its implications for school leadership
Description: Building on the acknowledgement and affirmation of interculturality as the norm, analyze the ways in which it might exist in various dimensions and elements of a school, and reflect on the implications for leadership of the school community and for leading learning.

Workshop 3
Title: Teaching and assessing capabilities for an interconnected world
Description: Using a range of capabilities commonly identified as being essential for living in an interconnected and interdependent world, reflect on the implications of these for curriculum, pedagogy, learning and assessment.

Workshop 4
Title: Cultural intersections in education
Description: What is intercultural learning? Based on the premise that all members of the school community are cultural beings with diverse cultural perspectives, experiences and backgrounds, analyse the manifold cultural intersections that exist within the school environment, and reflect on the implications of these for learners and learning.

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Stephen Holmes

Biography: Dr. Stephen Holmes is Founder of The 5Rs Partnership (www.5rsparthership.com)
Stephen is the only full-time practising consultant in the world with a PhD in the specific field of school marketing and strategy. In the late 1990s, Stephen defined the role of marketing in schools via the 5Rs framework (recruitment, retention, referral, relationships and reputation) in his seminal PhD. Stephen has since consulted, researched, published and spoken globally with schools, colleges and universities at the highest levels with an unmatched client base in breadth and depth spanning three decades. Research evidence has always informed his practice, something that helps to forge trust with education sector clients globally. In 2017/18, Dr Holmes has been commissioned for major international and independent school projects, in Asia, Australia, Africa, UK, Middle East, Europe, South America, US, UK, and New Zealand. Stephen was a founding member of the Council of International Schools (CIS) Consultant Network.

Alasdair is from New Zealand and has been teaching since 1996. Alasdair has a Bachelor in Education, a teaching diploma and a Masters in Educational Leadership and Management. Alasdair was a principal in a small school in New Zealand and other school small international schools around Asia. Alasdair has vast experience of multi-level teaching, assessment and accreditation. He also led his last school in three-party accreditation, with C.I.S, W.A.S.C and N.C.C.T. He is now the Director of a very small school in Indonesia.



Workshop 1
Title: Strategic Planning NOT for Compliance BUT to Build Market Success!’
Description: How can we build a Strategic Plan that provides a platform for a distinctive and differentiated School? Strategic Planning should be seen as THE opportunity to create a shared sense that a School is ‘on the move’ with a forward thinking and ambitious agenda. All too often we see that strategic planning in international schools lacks the analysis required for forward planning and is downgraded to a form of compliance. Bland strategic planning processes reverberate at many levels and are directly related to a lack of distinctive between many international schools. Strategic planning also must be robust around measurement and tracking – most tend to create noble objectives but is relatively poor at measuring progress and impact (KPIs). Developing robust and actionable performance metrics (both ‘hard’ quantifiable measures and ‘soft’ more qualitative measures) will increasingly be scrutinised as schools expand their services and seek stronger stakeholder relationships.

Workshop 2
Co-Presenter/s: Alasdair Maclean
Title: ‘Reputation MATTERS 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 school 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. Internal and external strategies international schools can use to build reputation including word of mouth referral. A case study on analysing and developing school reputation in an international school Key metrics to measure (monitor) reputation.

Workshop 3
Title: ‘How to Market Teachers, Teaching and Curriculum- The Holy Grail?
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 school 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. Internal and external strategies international schools can use to build reputation including word of mouth referral. A case study on analysing and developing school reputation in an international school Key metrics to measure (monitor) reputation.

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Sir John Jones

Biography: TBA



Workshop 1
Title: The Effective School - the right people, doing the right things, in the right way, for the right reason
Description: In his workshop Sir John will explore: - what great leaders think, say and do - what great teachers think, say and do - getting the right people on the bus - getting the wrong people off the bus - learning to be what we want them to become - embracing vulnerability - making every child really matter

Workshop 2
Title: Preparing Students for a World that Does Not Exist - change is mandatory but growth is optional
Description: In his workshop Sir John will explore: - who we are - why we live and work the way we do - what we might become - building great learning habits - building great teaching habits - building great leadership habits - putting resilience at the core of what we do

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Laura Lipton

Biography: Laura Lipton is Co-Director of MiraVia, LLC, a publishing and professional development agency that puts theory into practice. Laura’s writing, research, keynotes, and seminars focus on effective and innovative instructional practices and building professional and organizational capacities for enhanced learning. Laura engages with public and independent schools, education departments and international agencies designing and conducting workshops on organizational and group development, data-driven planning and growth oriented supervisory practices. She applies her extensive experience to seminars conducted globally on topics including learning-focused relationships, data-driven dialogue, teacher leadership, building professional community, developing high-performing teams, and learning-focused mentoring. Laura’s publications include: Mentoring Matters: A Practical Guide to Learning-focused Relationships,Data-driven Dialogue:Facilitator's Guide to Collaborative Inquiry and Groups at Work



Workshop 1
Title: Collaborative Inquiry Into Data: Dialogue, Discussion, Decision-making
Description: Data can distract or direct. Skillfully using data to focus attention and energy keeps interactions learning-focused and student-centered. Data as feedback illuminate choices that are effective from those that are not. When teams employ clear structures and well-designed protocols to guide and facilitate their conversations, they overcome the potential for denial, dismissal and defensiveness. This interactive session introduces the Collaborative Learning Cycle, a three-phase framework that helps groups discover assumptions, motivates data-focused inquiry, and develops shared understandings of both problems and possible solutions to increase confidence and success in working with data and one another. Opportunities for connections to present work, considering specific applications, and establishing next steps for future success will be provided. Outcomes: • Learn practical structures for using data to focus a group's attention and energy • Apply a three-phase model for guiding data

Workshop 2
Title: Collaborative Inquiry Into Data: Dialogue, Discussion, Decision-making:Part II
Description: Workshop 1 Continued

Workshop 3
Title: Putting Data at the Center: Structures and Strategies for High-Performing Teams
Description: Putting Data at the Center: Structures and Strategies for High-Performing Teams Teams develop through shared experiences and the processing of these experiences. Their growth in skills and behaviors influences the beliefs and assumptions that ultimately become the new operating norms. This interactive session addresses the power of using data to focus collective action, moving groups to greater engagement and high-performance. Participants will explore The Collaborative Learning Cycle, a three-phase framework for guiding productive collective inquiry. We will illuminate the challenges of collaborative decision making and offer tools to support individuals and groups construct meaning as they interact with data and one another. You will develop strategies for interpreting, analyzing, and applying data to the work of school improvement, and for designing effective data explorations. Participants will: • Learn practical structures and strategies for developing high-performing data

Workshop 4
Title: Putting Data at the Center: Structures and Strategies for High-Performing Teams:Part II
Description: Workshop 3 Continued

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Chantelle Love

Biography: I am known for my infectious love of learning and contemporary teaching across Australia and globally. As a consultant for NoTosh, I am the critical friend who walks alongside individuals, groups and organisations to ask the "true north" questions that stimulate fresh thought and insight. I have a knack for capturing the real narrative of an person or group and providing practical steps for reinvigoration. I am energised by people - listening, empathising and finding beauty in the simplicity of doing life with others and am provoked by the future of education. Using a range of technologies and learning methods, I challenge myself, clients and colleagues to think critically and creatively by noticing, empathising, ideating and prototyping continuously. I use blogs and twitter to share and glean teaching and learning experiences from around the world.



Workshop 1
Title: The Language of Design
Description: Design is a global concept in which everyone, no matter their ability level or agenda, can access and be successful. By what is design and how might we think like designers to lead? Through a shared language of design, we can communicate easily with others, describe problems and ideas effectively and create workable solutions that succeed. By moving participants from passive to active, NoTosh’s Chantelle will guide you through harnessing this language and putting it into practice so that you might lead effectively and encourage your staff to do the same.

Workshop 2
Title: The Language of Collaboration
Description: They say that the team that talks together walks together. But, what is collaboration? How might collaborate effectively? How are communication and collaboration intimately linked? Unpack these ideas whilst forging relationships knowing that you’ll leave with tools to immediately implement taking collaboration in your organisation to the kind of level you’ve dreamed about.

Workshop 3
Title: The Language of Empathy
Description: What do we mean by “wellbeing” anyway? It’s the most overused word in our school documentation, but many find it challenging to understand what being ‘well’ means and cultivate it in an authentic way. By experiencing our world from an empathetic viewpoint, we can begin to place people at the heart of what we do. Join NoTosh’s Chantelle Love in this workshop where you will discover the ‘why’ behind facilitating empathy for wellbeing as well as the practical ‘how’ of implementing empathetic opportunities for design thinking.

Workshop 4
Title: The Language of Innovation
Description: Do you find that change in your school is slow, that innovative ideas get misunderstood, altered and end up less effective than they could be? NoTosh spend half their time in some of the world's leading creative companies and nascent tech startups, coaching them in techniques that help unleash their own creativity in new ways. Now NoTosh brings those ideas to education leaders, helping them to talk about and involve others in technology and curriculum innovations, using planning and thinking techniques which can themselves be used directly in any classroom. Learn to lead change effectively with the innovation strategies that work for startups and which advance the best schools in the world.

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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 administrators and 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 strategic planning, growth & evaluation, curriculum, assessment and instruction. His primary focus is on nurturing minds, empowering educators, refining systems and tools to support student holistic growth.



Workshop 1
Title: To what extent is your school meeting its mission? A systematic approach to embedding life-worthy 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, Graduate Profile, or Learner Profile. This session focuses on top ranking skills and dispositions, provides simple, research-based indicators for each, and shares resources that help leaders plan so that teachers teach and assess each indicator. It will empower school leaders to concretize and demystify life-worthy learning in their schools and 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. We all believe in the importance of preparing our students to succeed in their future and this session will share a pathway for achieving this aim.

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: know what matters most in learning, effectively 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 are different stakeholder priorities when it comes to curriculum? How does the voice of students fit in? 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 adaptive curriculum review. If you are an administrator who wishes to deepen your understanding of curriculum and how to make it relevant for students, this workshop will provide the tools to help launch and sustain meaningful curriculum in your school.

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Scott McLeod

Biography: An Associate Professor of Educational Leadership at the University of Colorado Denver, Scott McLeod, J.D., Ph.D., is widely recognized as one of the leading experts on P-12 future-ready leadership issues. He is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the only university center in the U.S. dedicated to the technology needs of school administrators, and is the co-creator of the wildly popular video series, Did You Know? (Shift Happens). He also is the co-creator of the 4 Shifts Protocol for lesson/unit redesign and the author/editor of 3 books. Dr. McLeod has worked with several hundred schools, districts, universities, and other organizations and has received numerous awards for his technology leadership work, including the 2016 Award for Outstanding Leadership from the International Society for Technology in Education (ISTE). Full bio at http://dangerouslyirrelevant.org/bio



Workshop 1
Title: Redesigning Lessons and Units for Deeper Learning and Student Engagement
Description: We often find that our technology-related efforts aren’t paying off for us as we had hoped. This hands-on seminar is for leaders who wish to push their school's technology-infused pedagogy to new levels. We will use the 4 Shifts discussion protocol to focus on instructional leadership and (re)design lessons together for deeper learning, greater student agency, more authentic work, and rich technology infusion. We will use actual lesson plans and video exemplars to facilitate our work. Participants should bring a willingness to rethink learning and teaching; a lack of defensiveness; and a laptop, Chromebook, or tablet computer (and charging cord).

Workshop 2
Title: Redesigning Lessons and Units for Deeper Learning and Student Engagement (Part 2)
Description: We often find that our technology-related efforts aren’t paying off for us as we had hoped. This hands-on seminar is for leaders who wish to push their school's technology-infused pedagogy to new levels. We will use the 4 Shifts discussion protocol to focus on instructional leadership and (re)design lessons together for deeper learning, greater student agency, more authentic work, and rich technology infusion. We will use actual lesson plans and video exemplars to facilitate our work. Participants should bring a willingness to rethink learning and teaching; a lack of defensiveness; and a laptop, Chromebook, or tablet computer (and charging cord).

Workshop 3
Title: Secondary School Models That Foster Deeper Student Learning and Engagement
Description: We often find that our technology-related efforts aren’t paying off for us as we had hoped. This hands-on seminar is for leaders who wish to push their school's technology-infused pedagogy to new levels. We will use the 4 Shifts discussion protocol to focus on instructional leadership and (re)design lessons together for deeper learning, greater student agency, more authentic work, and rich technology infusion. We will use actual lesson plans and video exemplars to facilitate our work. Participants should bring a willingness to rethink learning and teaching; a lack of defensiveness; and a laptop, Chromebook, or tablet computer (and charging cord).

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Mark Milliron

Biography: Dr. Mark David Milliron is an award-winning leader, author, speaker, and consultant, who works with universities, community colleges, K-12 schools, foundations, corporations, associations, and government agencies across the country and around the world. He is Co-Founder and Chief Learning Officer of Civitas Learning, a social-purpose corporation committed to using the best of data science and design thinking to help students learn well and finish strong on education pathways. Mark also serves as Executive Director of the Next-Gen Leadership Academy, a program dedicated to grounding rising educational leaders in the issues and innovations of the day, and the leadership skills necessary to help institutions thrive in dynamic times.

In previous roles, Mark served as the Deputy Director for Postsecondary Improvement with the Bill & Melinda Gates Foundation; founding Chancellor of WGU Texas; Endowed Fellow and Director of the National Institute of Staff and Organizational Development at The University of Texas at Austin; Vice President for Education and Medical Practice with SAS; and President and CEO of the League for Innovation in the Community College.

He is a member of numerous boards and advisory groups, including the Society for College and University Planning (SCUP), the Global Online Academy, and the Institute for the Study of Knowledge Management in Education (ISKME), the parent organization of OER Commons. Past board service includes the American Council on Education (ACE), Western Governors University (WGU), and the National Technical Institute for the Deaf.

In 1999, The University of Texas at Austin's College of Education named Mark a Distinguished Graduate for his service to the education field. In 2007, the American Association of Community Colleges (AACC) presented him with its prestigious National Leadership Award. In 2013 he was inducted into the United States Distance Learning Association's (USDLA) Hall of Fame. And in 2016 he was chosen by the Chronicle of Higher Education as one of the "Top Technology Innovators" in higher education. Regardless of all of his activities and accomplishments, he will quickly tell you that the most important job and the greatest blessing in his life is serving as Julia's husband, and as father to Alexandra, Richard, Marcus, and Max.

Michael Nachbar, Head of School and Executive Director, Global Online Academy

Scott Looney, Head of School, Hawken School, and Board Chair, Mastery Transcript Consortium (www.mastery.org)

Lisa Petrides, Ph.D., President, Institute for the Study of Knowledge Management (www.iskme.org) & Founder of Open Education Resource Commons (www.oercommons.org)

Workshop 1
Title: “The Art and Science of Student Success: Using Design Thinking and Data Science to Help Students Learn Well and Finish Strong”
Description: Using examples from other sectors that bring together the best of design thinking and data science to achieve their diverse missions—from business to athletics to healthcare—we’ll catalyze a conversation about how we leverage this approach in education. We’ll then dive into examples of these insight and action analytics efforts in education, showing how schools, colleges, and universities are innovating with everything from predictive modeling to early-warning systems to engaging apps for students, faculty, and advisers that help more students learn well and successfully navigate their educational journeys.

Workshop 2
Co-Presenter/s: Michael Nachbar, Head of School and Executive Director, Global Online Academy
Title: Learning Unbound: Imagining the Possible and Implementing the Practical with Next-Generation Online and Hybrid Learning
Description: In this session, we’ll unpack the fast-growing world of online and hybrid learning options in education. More importantly, we’ll discuss strategies schools are using to leverage online and hybrid learning to meet the changing needs of students and expectations of universities. Finally, we’ll dive into the potential to leverage online and hybrid learning to catalyze conversations on and expand options for professional development for teachers.

Workshop 3
Co-Presenter/s: Scott Looney and Lisa Petrides
Title: Catalytic Conversations to Consider: Gradeless Transcripts, Open Education Resources, Early College Options, and More
Description: In this session, we’ll unpack the fast-growing world of online and hybrid learning options in education. More importantly, we’ll discuss strategies schools are using to leverage online and hybrid learning to meet the changing needs of students and expectations of universities. Finally, we’ll dive into the potential to leverage online and hybrid learning to catalyze conversations on and expand options for professional development for teachers.

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Kim Phuc

Biography: Known as the “napalm girl,” or simply as “the girl in the picture”, PHAN THI KIM PHUC is the 9-year-old Vietnamese girl depicted in photographer Nick Ut’s iconic Pulitzer Prize-winning photo, shot after a U.S. led napalm bombing of Kim’s village during the Vietnam War on June 8, 1972. Severely burned by the napalm, Phuc’s agony so moved Ut that he took her to the nearest hospital. She was not expected to survive but she eventually recovered over 14 months and with 17 surgeries. Kim is married to Bui Huy Toan, and they have two sons, Thomas and Stephen. They sought political asylum in Canada and are now Canadian citizens. In 1997, Kim set up The Kim Foundation International to help child victims of war. She is a lifetime UNESCO Goodwill Ambassador for the Culture of Peace and travels the world sharing her inspiring message of love and forgiveness.



Workshop 1
Title: Life Lessons
Description: Kim Phuc’s inspiring journey in her own words. Lessons learned from her ordeal and her amazing survival; her inner struggles, how she learned to forgive and came to see the famous photograph as a powerful way to spread a message of love, hope and forgiveness.

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Jesse Roberts

Biography: TBA



Workshop 1
Co-Presenter/s: Katie Rigney-Zimmermann, Julia Love, Jo Cole, Tina Herman, Linda Belonje, Wendy van Bramer
Title: Re-imagining the Admissions Process-- Making things more customer friendly
Description: What if we had every family completed a customer satisfaction survey during the admissions process? What would your applicant families say about you, your school and their experience? Let's re-imagine the admissions process to make for the best "customer journey" possible.

Workshop 2
Co-Presenter/s: Katie Rigney-Zimmermann, Julia Love, Jo Cole, Tina Herman, Linda Belonje, Wendy van Bramer
Title: Storytelling and Marketing Your Empty Seats
Description: Schools cannot survive without bums in seats. This session will explore various ways to enable schools to exert more influence over their student enrollment.

Workshop 3
Co-Presenter/s: Katie Rigney-Zimmermann, Julia Love, Jo Cole, Tina Herman, Linda Belonje, Wendy van Bramer
Title: 7 Essential Tools for your Admissions Tool Kit
Description: Just like a carpenter or doctor, admissions directors have toolkits. Come find out what the "must have" items in successful admissions directors' kits are.

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Pasi Sahlberg

Biography: Pasi Sahlberg is a professor of education policy at the Gonski Institute for Education, University of New South Wales in Sydney. He is a Finnish educator and author who has worked as schoolteacher, teacher-educator, researcher, and policy advisor in Finland and has studied education systems, analysed education policies, and advised education reforms around the world. He chairs the Open Society Foundations’ Global Education Board and is an advisors for the Scottish First Minister. He is a former senior specialist at the World Bank in Washington, director general of the Ministry of Education in Finland, and a visiting professor at Harvard University. His recent books include Finnish Lessons: What can the world learn from educational change in Finland (2015), FinnishED Leadership: Four big, inexpensive ideas to transform education (2018), and Let the Children Play! Why more play helps schools and children thrive (2019).



Workshop 1
Title: Small Data for Big Change
Description: Learning analytics, algorithms and big data are knocking on the doors of many education systems promising fast improvements and new solutions to wicked problems facing schools today. In the midst of datafication educators need to remember the power of small data: tiny clues through personal observations, collective human judgment, and raw instinct that can lead to big change in schools. Leading with small data requires collaboration, trust and professionalism as key features of educational change.

Workshop 2
Title: Three Big Ideas to Transform Education
Description: International student assessments have boosted what is known as benchmarking in education globally. Education systems in South East Asia and some others in Europe have become models for policy-makers and education reformers to look for solutions to often chronic under-performance of education systems. This workshops explores facts and myths about Finnish education and offers participants three big ideas that come with the promise to change educational practice when implemented mindfully.

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Martin Skelton

Biography: TBA



Workshop 1
Title: What learning is, how it happens and why this helps explain why schools focus on it much less than we should do.
Description: The workings of a car are quite complex but driving a car is much simpler as long as we don’t confuse the two. The workings of the brain are super-complex and largely still unknown but learning is relatively simple, providing we don’t confuse the two. In the spirit of ‘less is more’, in this session we’ll try to clear the decks as much as possible. We’ll think about what learning is which is. Even more importantly, we’ll think about the powerful behaviour that driver learning and the good and bad consequences for students, teachers and schools that follow on from that.

Workshop 2
Title: The three types of learning - and why Jay McTighe and Grant Wiggins were right. We don’t need to teach for understanding all the time.
Description: Knowledge, Skills and Understanding are learned, taught and assessed differently over different time scales. (Understanding may not be assessed at all.) During this session we’ll be come clearer about these differences and see how knowing about them can help teachers develop way better learning experiences for students of all ages.

Workshop 3
Title: The key factors that affect learning and how we can get them right.
Description: Curriculum isn’t learning; it’ s a factor that affects learning. The big question is whether it is an important factor or not, and what the important factors really are. In this session, we’ll be looking at these key factors and thinking about how much our school is focusing on them or on things that matter a little but don’t have as much impact some of us might think.

Workshop 4
Title: Learning has to be everywhere – like EVERYWHERE - in a school to make it really powerful.
Description: Developing amazing learning isn’t done in a vacuum. It has to be supported by everything going on around it. That’s what we mean when we talk about a learning-focused school. During this session, we’ll be looking at a number of activities that take place in every school and finding ways to make sure they are helping to build a powerful culture around learning.

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Jennifer Sparrow

Biography: Jennifer Sparrow serves as the deputy superintendent of Singapore American School (SAS) and has previously had the roles of MS humanities teacher, director of assessment and educational data, and executive director of teaching and learning. In addition to her work at SAS, Jennifer has facilitated over ten EARCOS regional workshops and dozens of EARCOS leadership conference sessions on the topics of quality assessment, use of data, and change leadership. Jennifer is also an Associate Presenter in the areas of assessment and professional learning communities for Solution Tree. She recently received her doctorate from the University of Southern California in organizational change and leadership.



Workshop 1
Title: Data-Driven Decision-Making
Description: A leading school is one that understands the impact adult actions have on student learning. The Data-Driven Decision-Making Protocol provides a structure that guides teachers through analyzing assessment results, setting goals, selecting strategies, and determining results indicators (formative assessments) that will determine if the strategies are having a positive impact. Participants will leave with some practical ideas for facilitating discussions focused on data.

Workshop 2
Title: Assessing Schoolwide Learner Outcomes
Description: Collaboration. Communication. Creativity. Critical Thinking. Cultural Competency. These are examples of schoolwide learner outcomes that are designated as the foundation of a 21st-century education. While many schools implicitly address concepts such as these, few have figured out how to assess them. This workshop will share the journey of SAS has evolved its approach to assessing and reporting on these schoolwide learner outcomes.

Workshop 3
Title: Ensuring Assessment Quality
Description: Collaboration. Communication. Creativity. Critical Thinking. Cultural Competency. These are examples of schoolwide learner outcomes that are designated as the foundation of a 21st-century education. While many schools implicitly address concepts such as these, few have figured out how to assess them. This workshop will share the journey of SAS has evolved its approach to assessing and reporting on these schoolwide learner outcomes.

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Jeff Utecht

Biography: Jeff Utecht is an educational technology consultant, educator and author. He holds a Master’s degree in Curriculum and Instruction with a focus in Technology as well as his administrative certification through Washington State. Jeff began his career in the Elementary Classroom at a public school in Washington State. In 2001, he was the recipient of a Bill and Melinda Gates Grant called the Technology Leadership Program.

Jeff has taught at International Schools in the Middle East and Asia. Moving from a classroom teacher into technology facilitator roles and administrative positions, Jeff began sharing his passion for learning via his blog The Thinking Stick in 2005. In 2007, he was invited to create an innovative conference focusing on learning and technology; the Learning 2.0 Conference was initiated. Jeff authored chapters in numerous books, worked as the educational consultant for a wiki company, and began speaking at schools and educational events around the globe. He has worked with politicians in Washington DC and participated in The Educational Project at the invitation of the Prince of Bahrain. In 2010 Jeff was invited to present at the first TEDx conference in Bangkok, Thailand.

Jeff has started numerous businesses aimed at helping educators teach in a new connected world. Jeff co-founded the Certificate Of Educational Technology and Information Literacy program (coetail.com) in 2010. In 2014, he founded Eduro Learning Inc. (edurolearning.com) a professional development consulting and online course company. Also in 2014, Jeff helped to establish the Learning2 Conference as a Not-For Profit company, bringing this innovative conference to the world.



Workshop 1
Title: Leading a Successful 1:1 School
Description: 1:1 technology integration begins with you! Join us as we work in a PLC to share implementation successes and work to solve challenges. While different devices and problems may affect different schools we have found that all schools have certain things in common.

Workshop 2
Title: Getting Social with Students
Description: Let’s face it, kids are social and they want to connect! They want to connect with each other, with their teachers, with their school at large. This will be a discussion on the use of social-networking tools with student bodies to engage them in learning, foster school spirit, and just have fun! We take a look at how some schools are using social-networks to communicate with students as well as the school community at large. Come with ideas to share, questions on how to get started, and be ready to take a look at social-networks through the eyes of kids today.

Workshop 3
Title: Supporting Your Parent Community Through the Digital Shift
Description: A session on ways to support the parent community through the shift. Come learn and share the ways you are engaging your parent community in understanding this new digital world. This will be a conversation based session full of resources and ideas of how to engage parents in the conversation about technology.

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Deb Welch / Deidre Fischer / Amie Alley Pollack / Chip Barder / Tarek Razik

Biography: Deb Welch is the CEO of the Academy for International School Heads (AISH). She was the Director of the American School of Doha and the Deputy Director for Learning at International School Bangkok. She was also Director of Teacher Training Center (TTC) and a course developer, trainer and consultant for Principals’ Training Center (PTC). Deb has been a teacher, curriculum director, staff developer, coach, university instructor and educational consultant. She holds a PhD. in human and organizational development and a master’s in educational leadership and curriculum. She calls Boulder Colorado home and enjoys the mountains and golden retrievers.

Dr. Chip Barder - Originally from the U.S., Chip has been an educator at the Elementary/Primary, Middle and High School levels in addition to the university undergraduate and graduate levels in 8 different countries mostly in international schools. He continues to be interested, among other things, in best practice in international school governance, head of school growth and development, and the opportunities and challenges of being in the same school with your own children. Currently on a "gap" year from his 40+ years of full time work, Chip sees himself first and foremost as a learner who likes to listen to and share ideas.

Amie Alley Pollack, PhD is a member of the board of directors at the United Nations International School of Hanoi, Vietnam. She serves as board secretary and chair of the Head of School Transition Task Force, and is a former chair of the Head of School Search Task Force and Committee on Directors. She and her colleagues have worked extensively on a HoS evaluation/growth and development tool over the last 3 years. Dr. Pollack is a psychologist on the faculty of Vanderbilt University (USA) and a visiting professor at Vietnam National University. Her work focuses on the development of mental health policy, research and training capacity in Vietnam and Cambodia.

Tarek Razik has been in international education for the past 29 years. Having taught and been a principal in Japan, Germany, Jamaica, Puerto Rico and Shanghai, he then served as a head of school in the United States Virgin Islands, Thailand, the International School of Beijing and now at the Jakarta Intercultural School. Tarek has a Bachelors degree from the University of Vermont, a Master's degree from St. Michael's College, and a Doctoral degree from Columbia University. He calls Rangeley, Maine home and enjoys playing golf and watching the Collingwood Magpies play in the Australian Rules Football league.

Deidre Fischer is an experienced Head of School who believes that ‘the grass is greener where you water it’: identifying and nurturing potential, as well as building capacity within schools. She has extensive experience in facilitating workshops on developing leadership and management skills. As one of a small number of specially trained IB Educators world-wide who facilitate the IB Leadership series for Heads of Schools and Principals, she brings a deep and extensive range of experiences from working across 6 countries as a School leader. Deidre is also a teacher for Endicott College, teaching in their Masters in International Education Administration. She also does casual work for Adelaide University, working with 4th year Education students. Her website features past as well as current experience and further information: www.deidrefischer.com.au



Workshop 1
Title: Transforming the Evaluation of the Head of School
Description:

How might a Board/Owner and Head transform the evaluation of the Head of School into a growth model? How might a Board encourage the Head’s development as a leader in ways that lead to improved communication, more stability and will benefit student outcomes?

We will explore using Standards for the International Head combined with coaching as one aspect of a Head's performance appraisal. In this model, the head sets meaningful goals for development and discusses relevant evidence of success according to agreed upon standards of excellence.

Offered by a team of school heads and a Board member, we'll share the potential as well as problem-solve the challenges of this approach.

Deb Welch, PhD. CEO, Academy for International School Heads (AISH)
Dr. Chip Barder, Head of School Emeritus for International Schools
Amie Alley Pollock, PhD., Board of Directors, United Nations International School of Hanoi, Vietnam and psychologist on the faculty of Vanderbilt University

Workshop 2
Title: . The Ongoing Growth and Development of a School Leader
Description:

Leading an international school is a challenging, complex, exciting and humbling endeavor. Yet surprisingly, little is done to support and coach the "lead learner" of the school. How might Heads of international schools grow and build capacity for leading a world-class school that has improved student learning at its core?

This session will provide a research-based leadership resource consisting of standards, evidence and authentic examples, created by and personalized for the Heads of International Schools. Emphasizing outcomes and impact rather than intentions, the resource can be used for self-reflection, goal setting and noting development over time. The resource will come to life through stories and sharing examples.

Deb Welch, PhD., CEO, Academy for International School Heads (AISH)
Tarek Razik, Ed.D. Head of School, Jakarta Intercultural School

Workshop 3
Title: Does Leadership Influence Student Learning?
Description:

Does leadership influence student learning in a school? If so, to what extent, and what specific behaviors makes a difference? What does the research say and how might we best understand it? This practical session will not only explain research findings but also explore specific leadership actions, from the presenters' as well participants’ experiences, that positively impact student achievement. Participants will leave with a greater understanding of the evidence as well as a commitment to specific strategies that make a difference.

Deb Welch, PhD., CEO, Academy for International School Heads
Deidre Fischer, Independent Educational Consultant, DF Education Pty Ltd.

Workshop 4
Co-Presenter/s: TBA
Title: Ever Consider Leading an International School?
Description: Predictions for the number of new schools in the EARCOS region in the next ten years are stunning and every one of them will need someone at the helm. How might you know if the position is right for you? How might you best prepare for a headship in the future? What resources are available to you to become an exceptional Head? Come to this session with questions and leave with a plan—even if it is long range.

Deb Welch, PhD., CEO, Academy for International School Heads

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Kendall Zoller

Biography: Kendall Zoller, EdD Educational Leadership, is an author, educator, researcher, international presenter, and co-author of Calming Chaos, Leading Through the Ecotone (2018) and The Choreography of Presenting (Corwin Press, 2010). As president of Sierra Training Associates, he specializes in communicative intelligence and Hacking Leadership. Author of over three dozen reviewed book chapters and journal articles spanning topics of communication, community, and leadership. His work has spanned the United States, Canada, Europe, China, Thailand, India, Malaysia, and the Philippines. He has presented at Harvard, UC Berkeley, St. Anselm College, Boston University, University of Chicago, and Loyola University Maryland. Kendall’s email, kvzollerci@gmail.com



Workshop 1
Co-Presenter/s: TBA
Title: The First Tive Minutes
Description: What should happen within the first five minutes of a presentation? Learn how to influence what people think, do, say and feel as a result of choreographing in the first 5 minutes. Discover 9 things you can do 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 2
Co-Presenter/s: TBA
Title: When They Don’t Want to Hear the Message
Description: You know the feeling you have when you are about to present on a topic when participants are resistant to the message. What do you Do? This session offers a frame for opening sessions when You know the feeling you have when you are about to present on a topic when participants are resistant to the message. What do you Do? This session offers a frame for opening sessions when resistance is high. Participants will learn how to choreograph an opening that increases reception and neutralizes negative emotions. Walk away with specific skills and moves that build relationship while talking about the important to talk about.

Workshop 3
Co-Presenter/s: TBA
Title: Leading Through the Ecotone
Description: Explore the Ecotone framework for leadership. Participants will apply the Ecotone Itinerary for Action to a real leadership challenge they face. This tool helps to identify and clarify purpose, values, triggers, and pathways for change. This sessions's content is based on Leading From the Ecotone, a graphic novel on leadership.

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