Doug Anderson

Biography: Doug Anderson, Ph.D., LP is a practicing school psychologist and trainer/consultant in Solution-Focused Counseling and Solution-Focused Classrooms & Schools. He has extensive training and experience in Solution-Focused Counseling and currently uses Solution-Focused approaches throughout schools with students, parents, professionals, and classrooms. Doug provides training, consultation, coaching and PLC leadership to schools for all school staff to be more Solution-Focused in their work with students, staff, and parents. Doug teaches guest lectures in Solution-Focused Counseling at the University of Minnesota and has led trainings at national and international conferences. Doug is presently a lead investigator on a school-based Solution-Focused research project and recently co-authored a journal article titled Solution-Focused Brief Counseling: Guidelines, Considerations, and Implications for School Psychologists. Doug has taught graduate level courses in behavior management, emotional and behavioral disorders, and learning disabilities for the University of Minnesota, University of MN Rochester Center, and Augsburg College and currently supervises school psychologist interns and practicum students. Doug worked overseas at Singapore American School for three years and loves international travel. Doug is in the process of expanding his training and consultation work to international schools. Doug earned his B.A. in Psychology at the University of California, San Diego and his Ph.D. at the University of Minnesota. Doug can be contacted at DougAnderson@SolutionsAndStrengths.com

Topic: Counseling
Title: Solution-Focused Counseling in the Schools
Description: Solution-Focused Counseling in the schools continues to gain popularity with school-based counselors, psychologists and social workers because it is effective, efficient, easy to implement and research supported. Solution-Focused Counseling emphasizes student engagement in the change process and a focus on solutions, strengths and exceptions to the problem instead of deficits. Solution-Focused Counseling is time-efficient and quickly fosters positive, collaborative relationships with students for change. Participants will learn specific and practical K-12 Solution-Focused Counseling skills through training, videos, case examples, and experiential activities. Applications with parents, teachers and groups, and Solution-Focused approaches throughout the school will be briefly introduced.
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Michael Boll, Michael Lambert

Biography: Michael Lambert: Coupled with a heart for the Greater China community, Michael currently teaches middle school in Shanghai, and previously taught at Hong Kong International School. Michael has written several articles related to visual literacy. Along with his passion for teaching, he brings a background in cognitive science and project-based learning. Even after 25 years of teaching in Asia, Michael still maintains a childlike wonder and curiosity.
Michael Boll is an Apple Distinguished Educator and works as a technology coach and middle school instructor at Concordia International School in Shanghai, China. His web presence can be found at http://www.mrboll.com and http://www.autismpodcast.org
As a Technology Coach, Michael is an enthusiastic designer and presenter of professional development workshops.
However, Michael understands that some of the best coaching is done in a one-to-one situation.
As a middle school educator, Michael enjoys working with distracted students and offering them, and their parents, systems and strategies to help them function more effectively in a busy school environment.

Topic: Visual Thinking and Literacy
Title: Going Visual: Reaching Today's Students with Image and Auditory Articulation
Description: The elements of visual language are becoming the fundamental grammar of visual message composition.
In our media-saturated culture and the new "attention economy", communication occurs just as much through images as through text. Data visualizations and graphics enhance our understanding of complex information as they draw upon our native ability to translate visual patterns and cues;
In this workshop we will share student examples and teaching strategies that will enhanced students' ability to think visually, and communicate ideas in visual ways.
Focus Question: What knowledge and skills are required to effectively learn and teach using visual media?
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Marian DeWane (Cancelled)

Biography: Dr. Marian DeWane taught AP Chemistry, honors chemistry, AP Environmental Science and AP Physics at Centennial High School in Boise, Idaho for more than twenty years. She was also the head coach of the varsity men's and women's tennis team, and head coach of the Science and Math Quiz Bowl team. Marian has been Teacher of the Year and was chosen as a Presidential Scholar teacher in 2001, 2004 and 2009. Dr. DeWane has been involved with the College Board for more than ten years as a consultant. She is a member of the training leadership for AP Chemistry, AP Environmental Science, and Pre-AP Science. She has also served as a reader, table leader, and a question leader and has been involved in developing questions for the AP Chemistry exam. Marian has also been editor and author of the AP Special Focus series including Topics in Equilibrium, Thermodynamics, Acids and Bases and was an author of Bonding Theory. Marian authored the Pre-AP: Topics for Vertical Teams in Science workshop for the College Board. She has also authored six teachers' manuals for McGraw-Hill and reviewed many texts and review books for other companies.

Topic: AP/Pre-AP Science
Title: AP/Pre-AP Science
Description:
(Day 1) Pre-AP Strategies: Topics for Vertical Teams in Science
This workshop is intended for middle and high school teachers (including AP teachers) who will be forming and/or strengthening an AP Vertical Team. Participants will develop research-based strategies for engaging students in science practices, align curriculum, and create an action plan for their AP Vertical Team. The workshop conforms to the College Board's mission, particularly in promoting access and equity; National Science Teachers Association (NSTA) standards; National Science Foundation (NSF) standards; and to AP science courses standards and skills.

(Day 2) Pre-AP: Strategies in Science- Creating a Learner-Centered-Classroom
Teachers learn how to create an interactive classroom that focuses on inquiry-based learning, encourages higher levels of thinking, and orchestrates discourse through speaking, writing, and graphic representation. They also learn strategies for:
- inductive thinking
- discrepant events
- brainstorming
- group work
- graphic organizers

The workshop focuses on ways to design and use investigations, write dynamic problems, and enhance current classroom activities. Participants learn how to develop learning skills for all students, build assessments that monitor progress, and foster scientific thinking without interrupting instruction. The workshop conforms to the College Board's mission, particularly in promoting access and equity; the National Research Council's National Science Education Standards; the American Association for the Advancement of Science's (AAAS) Benchmarks for Science Literacy; and to AP science courses standards and skills.
read more of AP description

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Robert Garmston, William Powell, Ochan Kusuma-Powell

Biography: Robert J. Garmston conducts presentations and workshops for educators, managers, and professionals throughout the United States, and in Canada, Africa, Asia, Europe, and the Middle East. Professor Emeritus of Educational Administration at California State University, he is an educational consultant specializing in leadership, learning, and personal and organizational development. Dr. Garmston is co-developer of the Cognitive Coaching model and co-founder of the Institute for Intelligent Behavior with Dr. Arthur Costa. He is developer of the Adaptive School model with Bruce Wellman. He lives near Sacramento, California with his wife Sue and close to his five adult children, and four grandchildren, who are, of course, cute and bright.
William Powell has served as an international school educator for the past 30 years in the United States, Saudi Arabia, Tanzania, Indonesia, and Malaysia. From 1991 to 1999, he served as the Chief Executive Officer of the Int'l School of Tanganyika in Dar es Salaam, Tanzania; and from 2000-2006 as Headmaster of the International School of Kuala Lumpur. He is the co-author, with his wife Ochan, of Count Me In! Developing Inclusive Int'l Schools (2000) and co-author of a book on school board governance training (2001). Bill and Ochan also co-authored Making the Difference: Differentiation in Int'l Schools (2007); Becoming an Emotionally Intelligent Teacher (Corwin Press, 2010); and Personalized Learning in the Global Classroom(ASCD, in press). They are currently working on a project that examines the role of leadership in developing organizational intelligence in schools. When Bill is not writing, he is presenting workshops on curriculum development, differentiation, school leadership and governance training. He serves as a consultant for Education Across Frontiers Sdn. Bhd. (Bpowell@eduxfrontiers.org).
Ochan Kusuma-Powell is co-founder and director of Education Across Frontiers, an organization that promotes teacher education towards the development of professional learning communities. A graduate of Columbia University with a doctorate in international education development, she has more than 25 years experience in international education and has been actively involved in teacher training for developing inclusive int'l schools. Ochan has developed and implemented inclusive special education programs in the United States, Indonesia, Malaysia and Tanzania (powell@eduxfrontiers.org).

Topic: Emotionally Intelligent Teachers and Developing Resilient Kids
Title: 'Resilience and Robust Learning: An Essential Classroom Partnership
Description: Resilience is increasingly seen as the 4th "R" before Reading, "Riting" and "Rithmetic", without which academic skills and success in life does not occur. Resilience is, in fact, a necessary prerequisite to learning. There are few predictors of success in life that are as powerful as resilience. Through the use of presentations, simulations, role-play activities, case studies, and personal reflection, participants will examine how the three universal needs of identity, potency and connectedness influence the development of learning resilience in children and young adults.
Specifically, participants will:
*Examine ways in which the needs for identity, potency and connectedness are linked to student resilience,
*Acquire behavioral descriptors of resilience in classrooms,
*Understand why resilience is such a powerful predictor of classroom and life success,
*Challenge outmoded assumptions about intelligence,
*Develop stress mitigating factors and ways to build resiliency in classroom culture,
*Understand the power of expectancy theory in the classroom and he the relationship to fixed and growth mind sets,
*Understand and enlarge student's coping mechanisms for stress.
This institute is appropriate for all classroom teachers (K-12), specialist teachers, counselors and administrators.

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Marilyn George

Biography: Marilyn George has been the associate executive director of the Accrediting Commission for Schools, the Western Association for Schools and Colleges (WASC), since 1987. In addition to her knowledge of international accreditation and ongoing school improvement her areas of expertise are school curriculum/ instruction/ assessment and professional development. As the associate executive director, her responsibilities for the entire WASC region include: working with international, national and state governments, WASC partner associations, school districts and individual schools in developing and refinement of overall policies, understandings, and detailed procedures; creating/ refining accreditation criteria, materials and processes; developing/ conducting/ facilitating training for all visiting committees/ school leaders; training of trainers; supervising and organizing visiting committees and improving related office operations; advising and working with educators and professional associations; and assisting the executive director with numerous tasks/ issues. Prior to joining WASC, she has taught at the K-12 and college levels and has been a professional development specialist, a trainer, a consultant, and a high school district administrator of professional development and state/ federal programs. She has given presentations and written articles and other publications in the areas of staff development, mentoring, and accreditation. Her degrees are from Westminster College (B.S.), University of Wisconsin, Madison (M.S.), and University of California Los Angeles, UCLA, (Ed.D).

Topic: Accreditation
Title: Serving as a Visiting Committee Member and Conducting a Self-Study
Description: This pre-conference session will (1) prepare educators to serve on WASC visiting committees, emphasizing the role and responsibilities of a WASC visiting committee member, and (2) examine the essentials of the Focus on Learning process and its adaptability from a self-study perspective.
Who should attend?
- Representatives from schools conducting future Focus on Learning self-studies.
- All interested teachers and other educators who have never served on an accreditation team or have served previously but are eager to learn more about serving on a Focus on Learning team.
- All teachers and other educators who are serving on Focus on Learning teams, if they have not participated in a recent training.
Why attend?
The session will provide an opportunity for EARCOS educators...
- To strengthen their understanding of Focus on Learning process from a school self-study and visiting committee perspective.
- To understand how Focus on Learning can be integrated with other school initiatives such as strategic planning.
- To examine strategies inherent in Focus on Learning that support the school's assessment of student learning in relation to schoolwide learning results and curricular objectives/ standards.
- To become eligible to serve on visiting committees.

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Carl Hobert

Biography: Carl Hobert heads the Axis of Hope Center for International Conflict Prevention in Boston-a non-profit organization that offers creatively-designed workshops for both students and educators in middle and high schools around the globe. The organization's work is grounded on the simple premise that it's best to help youth learn to manage and prevent conflict during their formative years, before they become hardened by life experiences. Whether Carl and his team are working in Boston, New York, Chicago, Mexico City, Paris or Kigali, Rwanda, the approach is the same. They use role-play Conflict resolution simulation exercises and hands-on negotiation practice to help youth explore the many sides of a conflict that might be half a world away. "If we go into a school struggling with gang violence, or to a country in the midst of conflict within its borders or with neighboring countries, we begin by getting the youth with whom we're working to focus on a major conflict somewhere else, in another part of the world," Carl said. Then students are better able to step back and apply what they've learned to resolving another conflict, to the conflict in their own lives. That's the magic." Carl's lifelong devotion to conflict prevention comes from his growing up attending inner-city school with mandated busing, and the study of Martin Luther King's and Gandhi's ideas of civil disobedience. Specifically for him, educational civil disobedience, or educating youth to peacefully defy outdated, often racist, often provincial, practices in schools became a mantra for him. Hobert earned a Master's in Law and Diplomacy from the Tufts Fletcher School of Law and Diplomacy. He has a BA in French and Political Science and an MA in Spanish, both from Middlebury College. He is working with veteran journalist Teresa Barker to author a book entitled Axis of Hope: Teaching Global Citizenship in U.S. Schools. It is to be published by Beacon Press and is expected out in 2011.

Topic: Social Sciences (Strand)
Title: Axis of Hope: Teaching Global Citizenship
Description: In this interactive workshop, Carl Hobert, Founder of the Boston-based non-profit Axis of Hope, will introduce participants to his theory of preventive diplomacy, combining a rigorous, nuanced understanding of current global events with the guiding principles of 'Getting to Yes' conflict resolution skills. Hobert will begin with what he calls a series of "ice-breaker and team-building" exercises that are fun, but far from shallow. These proceedings will serve to emphasize differences and commonalities between people at the same time-the nuts and bolts of diplomacy and conciliation. Hobert, an unapologetically cockeyed optimist, will then demonstrate why he believes youth can be taught to seek peaceful solutions, even if the process requires restraint, thoughtfulness, and foresight. He has crisscrossed the planet, global citizen disciple trainees in tow, to apply his theories of team building, principled negotiation, and "getting to yes" in messy, real-life environments. Whether in the former killing fields of Rwanda, the bitterly divided fringes of Mexico City, or the gang-infested streets of American inner cities, Hobert's work is with the young-sometimes as young as elementary school students. The father of three young daughters, two adopted from China, he has said that if he were a politician, his slogan would be, "It's the children, stupid." As participants cultivate a global awareness, they will engage in a discussion of Hobert's most popular conflict resolution case study used in schools around the world, 'Whose Jerusalem?', focusing on the Arab-Israeli conflict, and designed to illuminate the cornerstones of Hobert's preventive diplomacy: the power of listening, mutual respect, negotiation, and compromise. In the end, participants will learn how to use this and other Axis of Hope preventive diplomacy case studies in their own schools.

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Lori Boll, Eileen Knobloch

Biography: Lori Boll is the director of the Creative Garden Program of Essential Learning Group, Shanghai, where she runs a full day program for children with special needs. The program instructs students aged 4-16 with a wide variety of disabilities from Dyslexia to Autism. Lori has two graduate degrees: one in Reading Education and the other in Special Education and has been teaching for over seventeen years in international schools around the world and in the United States. Lori is the proud mother of two children. Her 10 year-old-son is on the Autism Spectrum and Lori has dedicated much of her studies to helping him, other children, and parents who struggle with this disorder and other special needs.

Eileen Knobloch is currently working at Shanghai American School as the early childhood guidance counselor. Eileen's undergraduate degree is from Seton Hill University and her Masters of Education degree is from Plymouth State University. Eileen has been working in international schools for over 16 years. For more than half of those years, she has been working collaboratively with teachers, parents, administration, and school psychologists to ensure that early childhood students get the support they need to be happy and successful. Eileen is the mother of two amazingly talented children, one of whom was identified during his EC experience as having special needs. Because of the appropriate and continued support he received during his elementary education, he is a thriving middle school student. It was this transforming experience as parent that inspired Eileen to be a resource for educators, parents, and the students themselves.
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Topic: Early Childhood Education
Title: Is this
Description:

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Jeff Utecht, Kim Cofino

Biography: Jeff Utecht is an international educator, educational technology consultant and author. He has worked internationally since 2002, in Saudi Arabia, China, and Thailand. Prior to that he worked in the United States. Currently Jeff is working as the High School Technology and Learning Coordinator for the International School Bangkok. Additionally, Jeff has consulted for Web 2.0 companies on educational issues. Jeff has been mentioned in several books on Web 2.0 and education and in his recent book, Reach, talks about using online communities and networks to create professional development opportunities for educators. Jeff regularly shares his thoughts on education and technology on his blog, thethinkingstick.com. To learn more about Jeff visit jeffutecht.com.
Kim Cofino is an enthusiastic and innovative educator, presenter, and consultant. She is currently the Technology and Learning Coach at Yokohama International School in Japan. Previously, Kim taught at ISB in Thailand; MKIS in KL, Malaysia; and MIS in Munich, Germany. An Apple Distinguished Educator, she focuses on helping core subject teachers authentically embed current and emerging technologies in the classroom to create a global and collaborative learning environment. Her inquiry-based, constructivist approach to teaching utilizes project-based learning experiences developed using the Understanding by Design process combined with the MYP Technology Design Cycle. To learn more about Kim, please visit: http://kimcofino.com

Topic: Technology
Title: Certificate of Educational Technology and Information Literacy (COETAIL)
Description: The COETAIL program (Certificate of Educational Technology and Information Literacy) is based on best practice, student-centered, online learning theories and techniques. Utilizing the newest and latest in Web 2.0 technologies the program will lead educators through a process that not only demonstrates how to use technologies but allows them to apply their learning in their own schools and classrooms.
The full certificate program consists of 5 classes (15 credits.) The program is accredited through Buffalo State, SUNY, where participants may carry their 15 credits forward in completing a Master's Degree through Buffalo State, SUNY if they so desire.
To learn more and sign up to join this cohort of learners please visit http://www.coetail.asia/online/

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Cliff Zeng

Biography: Cliff Zeng has been teaching AP Chinese Language and Culture and serving as a College Board consultant leading AP Chinese and Pre-AP workshops since the inception of the AP Chinese Language and Culture course in 2006. Mr. Zeng currently teaches at Shanghai American School and has also previously taught at Taipei American School, Phillips Exeter Academy in New Hampshire and Northfield Mount Hermon School in Massachusetts. In addition to teaching AP Chinese, he also has many years of experience teaching IB Chinese. Cliff Zeng holds a B.A. in Chinese and a masters in education.

Topic: AP Chinese Language and Culture
Title: AP Chinese Language and Culture Workshop
Description: The AP Chinese Language and Culture course aims to prepare students according to the Standards for Foreign Language Learning in the 21st Century. Workshop participants will review and discuss teacher materials that include AP Chinese Language and Culture course syllabi, content-related materials, sample student solutions from the Advanced Placement (AP) Exam free-response questions as well as the grading procedure used for these student responses. Participants will also engage in discussions about strategies and activities and share best practices on Chinese language and culture instruction.

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Ettie Zilber

Biography: Before her appointment as Head of the Beijing BISS International school, Dr. Zilber was Director of American Schools in Guatemala and Barcelona. She has also worked for various educational centers in U.S., Israel, Singapore, Spain, and Guatemala. As a parent and practitioner, Dr. Zilber is sensitive to the challenges for families who are internationally mobile. As a leader in international schools, she has recruited and relocated educators and understands the realities of teaching and raising children internationally in multi-cultural and multi-lingual schools. As a parent of 3 and even as a 'non-working spouse', she is well aware of the delights and demands of international relocation and transitions for the entire family. She has served on the Boards of ECIS and AISH, and has presented and published on cross cultural themes. She has also taught graduate courses in Comparative Education and Intercultural Communication for Lehigh University and Endicott College.

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Topic: Children/Students in International Schools
Title: Raising and Teaching Children of Educators (EdKids)
Description: TCKs populate our schools because of parents who have internationally mobile careers. This includes the families of international school educators. Come learn about raising and teaching kids in our schools. Join this interactive workshop to share your adult perspectives and then listen to the children's voices. Take home new strategies to address some of the challenges. This workshop is based on the findings of recent research and the publication of "Third Culture Kids: The Children of International School Educators" (John Catt, Ltd. UK). This should be of great interest to international educators with children, as well as to the colleagues & supervisors who live and work with both.

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