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Pre-Conference Institutes Program

8:00 AM - 12:00 PM & 1:30 PM - 4:00 PM
Date Session Title Presenter Target/Audience Room
Oct. 2 & 3 PC01 Seminar for School Heads & Board of Directors John Littleford (Littleford Associates) School Heads, Board Members Cedro I
Oct. 2 & 3 PC02 Projects, Capstones, Quests: Designing Personalized Learning Experiences for the Modern Learner K-12 Heidi Hayes Jacobs (Curriculum 21, Author, Educational Consultant) & Allison Zmuda (Author and Educational Consultant) Teachers K-12, Curriculum & Instruction Directors Laurel II
Oct. 2 & 3 PC03 World Virtual Schools Rafael de la Cruz (The American School of Guadalajara) WVS schools, Tuesday: Any School Interested in WVS Project Poro
Oct. 2 & 3 PC04 Continuous Improvement in an Era of Change/AdvancED W. Darrell Barringer (Vice President, Engagement Services)
Schools seeking re-accreditation or accreditation. Cedro II
Oct. 3 PC05 Indelible Change Leader: Learning to do What Matters Most Michael Fullan (Worldwide authority on Educational Reform, Researcher, and Author, former Dean Ontario Institute for Studies in Education, OISE; of the University of Toronto) School Leaders, Teachers, Heads, Principals, Curriculum and Instruction Robles
Oct. 3 PC06 Ignite Learning with a Growth Mindset! Anthony Colannino (Mindset Works) Teachers K-12, Curriculum & Instruction Directors Laurel I
Sep. 30 & Oct 1 PC07 International School Leadership Module 5: Leading Improvement in Classroom Instruction, * need 15 participants by September 1, 2017 to be offered. Stephen McCombe (International School Leadership) Teachers and School Leaders * Course can be taken as part of certificate program or for PD. Pan American School (Transportation will be provided between Intercontinental Hotel and School)
Oct. 2 & 3 PC08 AP Calculus AB/BC Jim Gerber (College Board)
AP Calculus Teachers Carao
Oct. 2 & 3 PC09 AP Computer Science Principles (College Board) Jill Westerlund (College Board) AP Computer Science Teachers Sauco

Registration, Breaks & Lunch

Sunday - Tuesday: Registration, Breaks & Lunch (Time & Location)
Registration Desk: Sunday 1:00 PM - 8:00 PM
Break: 10:00 AM
Lunch: 12:00-1:30 PM

Daily Schedule

7:00 AM - Registration Opens
8:00 - 10:00 AM - AM Sessions
10:00 - 10:30 AM - Break
12:00 - 1:30 PM - Lunch
1:30 - 4:00 PM - PM Sessions

Location: Intercontinental Hotel

Seminar for School Heads & Board of Directors

Session Code: PC01
Presenter: John Littleford (Littleford Associates)
Room: Cedro I
Audience: School Heads and Board Members
Date: October 2 & 3 (All Day)

DAY ONE: An excellent opportunity to strengthen the communication and partnership between heads and board members.

9:00 - 11:00 am: Developing Healthy Boards and Holding Them Accountable: The Key Role of the Committee on Trustees
International school boards are becoming increasingly sophisticated and knowledgeable about core rules and best practices for nonprofit governance. However, these boards often lack the knowledge and best practice of exactly HOW to develop, construct and build boards.

“Developing" boards includes choosing the following: the right mix of parents, past parents, alumni and others; the mix of skills sets and national or language groups; the mix of personal styles and occupational and leadership backgrounds; and a mix of those with CEO experiences but also those with financial resources who increasingly can help schools create a stronger financial base.

Holding boards accountable is the role of the Governance/Policy/Nominating or Committee on Trustees. By whatever name it is the most important committee on any board, or should be. Its EIGHT key functions are critical to the ongoing health of any board, for profit or not for profit.

This session will address these issues and opportunities.

11:00 - Noon: Trends and Patterns in Independent and International Schools from a Global Perspective
Littleford & Associates has approximately 7000 clients worldwide. In this session, Mr. Littleford will share his observations from his work with schools on the topics of board governance, leadership transition head and faculty compensation, strategic planning, school culture, marketing and fundraising. While each school is unique they face many of the same challenges. This session will also include a question and answer period.

12:30 - 2:00 pm: The Chair/Head Partnership: Focusing on Honesty and Mutual Support
The most effective board chairs embrace a partnership with the head; they build consensus on their boards; they give the passion, time (and often money) to ensure that the School is healthy; and they are loyal. How does a head (along with the Nominating Committee) find and encourage that person to serve or continue to serve?
The chair will want to continue to serve if he or she has an honest and supportive relationship with the head. The partnership of the head and chair can be overplayed, however, and if too close, can result in the rest of the board feeling marginalized and excluded. How does the head build and nurture an appropriate relationship with the board chair? What steps should both parties take if the partnership is not working?

The Board/Head Relationship: Guiding and Empowering Each Other
This session reinforces the health of the chair and head partnership, but also discusses how to build the connections that the head (and chair) must make with all other members of the board. Any head who spends much less than 30% to 40% of his or her time on engagement with the full board is risking the loss of support of the board, the first time a serious crisis develops.
Creating political capital with each and every member of the board is an investment of time and energy. The payoff is greater trust of the board in the head and ultimately in the chair, as the head's strongest advocate.

2:15 - 3:30 pm: The Effectiveness of Schools and the Longevity of Heads
Over 30 years of research has shown that there is a direct and powerful connection of the effectiveness of schools and the longevity of heads.

Long term heads lead to mission consistency, constituent continuity, more effective fund raising over time and better working partnerships between heads and boards. Head turnover, with an average tenure at each school of 5.5 years, leads to power vacuums, frequent searches and transitions, lost revenue, missed opportunities, stakeholder unrest and mission drift.

How do we keep our "heads”? What have the great schools with long -term successful heads taught us about how they find, keep and work so effectively with their heads? What have great heads taught us about the characteristics of their success and the secrets of their staying power?

This session will discuss the research, the history and the powerful correlation of these two important elements in the health, growth and development of independent schools

DAY TWO: Ensuring Financial Health: The Absolutely Essential Elements.

This full day session is a corollary to the previous day's focus on governance. Once healthy governance is established for the protection of the mission, we turn our attention to these key factors:

  • The tradeoffs of income and expenses in building in long term financial sustainability
  • Effective fund raising especially in cultures unaccustomed to it;
  • Powerful marketing through the creation of parent ambassador programs
  • Developing profit centers
  • Managing expenses especially faculty compensation and benefits which account for 60% or more of expenses in schools
  • The increasing and “hidden” costs of the IB
  • Head/Director compensation

John Littleford served as teacher, trustee and head of school for over 25 years. For the past 18 years he has been a consultant to over 6000 independent and international schools. His clients also include corporations, foundations, universities and a range of other non-profit organizations.

Mr. Littleford's areas of expertise are board governance, strategic planning, executive and faculty compensation and evaluation; executive searches; marketing strategies including admissions; fund raising, managing change; school climate; institutional and financial audits; and team building. His widely read landmark book, “Faculty Salary Systems in Independent Schools” was published by the National Association of Independent Schools for 20 years.

John Littleford speaks, and leads workshops at Conferences for independent and international school and nonprofit leadership all over the world. Littleford & Associates’ Newsletter is published four times a year and is widely read by 25,000 trustees and schools and not for profit leaders.

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Projects, Capstones, Quests: Designing Personalized Learning Experiences for the Modern Learner K-12

Session Code: PC02
Presenters: Heidi Hayes Jacobs (Curriculum 21 Author, Educational Consultant) & Allison Zmuda (Author and Educational Consultant)
Room: Laurel II
Audience: Teachers K-12, Curriculum Leaders
Date: October 2 & 3 (All Day)

How can we design engaging and fresh inquiry into contemporary topics and issues to support the passion and interests of individual learners? The right-now learner needs responsive and timely learning experiences. We will share a vision for a dynamic QUEST-based model to design engaging curriculum, instruction, and assessment.

Participants of the precon will engage in:
● Exploring contemporary quest-based learning in action.
● Scaling inquiry to the personal, local, and global level of engagement.
● Designing authentic real-world learning experiences beyond units and courses.
● Cultivating dispositions necessary for risk-taking and innovation.
● Upgrading future career oriented assessments versus dated approaches.
● Ensuring thoughtful development of social networks and resources to expand the reach of the classroom.

NOTE: Laptop or tablet required

As a full-time education consultant, Allison Zmuda works with educators to grow ideas on how to make learning for students challenging, possible and worthy of the attempt. Over the past fifteen years, Zmuda has shared curricular, assessment, and instructional ideas, shown illustrative examples, and offered practical strategies of how to get started.

Allison Zmuda began as a public high school teacher in Newtown, Connecticut. Her passion for her students and her innovative spirit inspired the writing of her first book: The Competent Classroom (2001). Zmuda made the transition from classroom to consultant in 2002 — primarily specializing with a handful of long-term clients (PK-12) on multi-year projects to support learning as defined by school and community goals. She also continues to create and has gone on to write seven more books, including Transforming Schools (2004), Breaking Free from Myths of Teaching and Learning (2010), and her most recent books Learning Personalized: The Evolution of a Contemporary Classroom (2015) and Real Engagement (2015).
In addition, Zmuda launched and curates an online community, Learning Personalized, to share ideas, innovators, and accomplishments of students, parents, and educators. As a member of ASCD’s Understanding by Design cadre, Allison helps teachers create relevant learning environments that will motivate and engage students by providing meaningful challenges.

Zmuda received her BA at Yale University in 1994 and her MA at Wesleyan University in 1997. She earned National Board Certification in adolescent social studies-history in the fall of 2000.

Heidi Hayes -JacobsDr. Heidi Hayes Jacobs is founder and president of the Curriculum Designers Group, providing professional services to schools and organizations internationally to upgrade curriculum and support teaching strategies to meet the needs of 21st century learners. Dr. Jacobs’s models on curriculum mapping and curriculum design have been featured in her eleven books and are the basis for software solutions used throughout the world. Working with a range of organizations, Jacobs has consulted to groups ranging from international, national, state and provincial education departments, professional organizations such as ASCD, NAESP, Learning Forward, the European Council of International Schools, the Near East School Association, the College Board, ADK International Sino-Canadian Schools in China, New Zealand’s Learning Networ, the Kennedy Center, the Peace Corps World Wise Schools, Carnegie Hall, Australia’s EduTech,, and the United Nations Council on Teaching about the UN, the Near East School Association, the International Baccalaureate, the NY State Higher Education Commission, the CCSSO workgroup on Global Competencies, and AASA’s Collaborative Project focused on innovation. She has been featured in the NY Times, Child Magazine, Ed Leadership, Australia Teacher Magazine, and on NPR Talk of the Nation. In 2014 she received the MAIS International Educator Award.

The basis for her presentation today comes from her newest book is to be released in January 2017 through ASCD, co-authored with Marie Alock, Bold Moves for Schools: How We Create Remarkable Learning Environments. Her recent four book series on Leading the New Literacies, Mastering Digital Literacy, Mastering Media Literacy, Mastering Global Literacy, were released in 2014 by Solution-Tree. Her education career began as a high school, junior high, and elementary teacher in Utah, Massachusetts, and New York. Heidi and her husband have raised two adult children. They make their home in Rye, New York.

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World Virtual Schools

Session Code: PC03
Presenter: Rafael de la Cruz (The American School Foundation of Guadalajara)
Room: Poro
Audience: Monday: WVS Schools, Tuesday: Any school interested in WVS Project
Date: October 2 & 3 (All Day)

The World Virtual School Project is sponsored by the U.S. Department of State Office of Overseas Schools to assist participating schools and regions in terms of:
• a "blended learning" platform - allowing for the combination of internet-based resources and activities to be integrated into the daily practices of teaching and learning
• a collaborative platform - allowing participating schools to work on joint projects and share valuable open educational resources
• an emergency platform - allowing schools to sustain our academic program even if access to the campus is not possible
This Pre-Conference session is intended for Tri-Associations schools that are current members of the World Virtual School Project. This session will be a round table discussion focusing on the following topics:

• WVS Framework
• Regional Goals and Objects
• Successes and Challenges
• Staff Development
• Technical Tools
• Collaborative Initiatives
• Resource Sharing

Rafael de la Cruz has been working as the IT Director at The American School Foundation of Guadalajara, for the past 15 years. He holds a Bachelor’s Degree in Computer Science and a Master’s Degree in Computer Applications from the Universidad Central Marta Abreu in Las Villas, Cuba. Rafael also has a Master’s Degree in Technology Applied to Education from the Instituto Universitario de Postgrados in Spain.

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AdvancED - Continuous Improvement in an Era of Change

Session Code: PC04
Presenter: Darrell Barringer, Ph.D. (Vice President, Engagement Services)
Room: Cedro II
Audience: Schools seeking re-accreditation or accreditation.
Date: October 2 & 3 (All Day)

AdvancED spends more time in more classrooms than any other organization in the world. We know first-hand that silver bullet solutions do not result in sustained improvements or high performance. Education is complex and every school and district faces unique circumstances and challenges. In the same manner that educators are expected to understand the unique needs of every learner and tailor the education experience to drive student success, every school and district must be empowered to map out and embrace their unique improvement journey.

The AdvancED Continuous Improvement System (CIS) provides a systemic fully integrated solution to help schools and districts map out and navigate a successful improvement journey. This CIS is made up of various interwoven components that together drive education quality and improved student outcomes. The components of the system include:

· Research-based Performance Standards, School Quality Factors and evaluative criteria
· Proven methodologies and protocols for organizational effectiveness and continuous improvement
· Diagnostic and improvement tools (diagnostics, surveys, inventories, observation instruments, and more)
· Professional services and consulting
· Training and capacity building
· Web-based school improvement management system

By joining the AdvancED Improvement Network, schools and districts gain access to CIS and more. Prospective members do not have to pursue Accreditation (though they may) to have access to a suite of powerful tools to drive education quality improved student outcomes.

Come and engage with these tools, discover the power of mapping out your unique improvement journey and enhance your ability to focus on “What Matters Most”.

Daniel BarringerPresenter:
Dr. Darrel Barringer's educational career spans 42+ years. Dr. Barringer served as an elementary principal for 29 years and had the privilege of opening two new schools. He has taught grades 2, 3, 4, 5, and 6 and has also served with SACS (AdvancED) since 1983 having chaired teams around the world including the Middle East, Latin America and Asia well as in the U.S. Dr. Barringer joined the AdvancED family officially on July 1st of 2012 as Director for AdvancED South Carolina. Effective February 1, 2017, Dr. Barringer has been named Senior Director, Engagement Services for AdvancED. Vice President, Engagement Services.

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Indelible Change Leader: Learning to do What Matters Most

Session Code: PC05
Presenter: Michael Fullan (Worldwide authority on Educational Reform, Researcher and Author, former Dean Ontario Institute for Studies for Education, OISE, of the University of Toronto
Room: Robles
Audience: School Leaders: Teachers, Heads, Principals, Curriculum & Instruction
Date: October 3 (All Day)

We live in a challenging, complex, inter-connected and unpredictable world beset by a range of seemingly insoluble problems. But, says Michael Fullan—an internationally acclaimed authority on organizational change—we have an increasing understanding of how to tackle complex change. This involves developing a new kind of leader: one who recognizes what is needed to bring about deep and lasting changes in living systems at all levels. These leaders need a deep understanding of what motivates us as human beings and how we tap into and influence other people's self-motivation.

This Institute will focus on how school leaders can develop collaborative cultures that develop more effective pedagogical parties linked to student learning and achievement. Michael Fullan will address the six tensions for leaders and the question of how to develop sustainable change cultures in their organizations.

Michael Fullan, O.C., is the former Dean of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. Michael Fullan received the Order of Canada in December 2012. He holds honorary doctorates from several universities in North America and abroad.

Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward, Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education (AACTE), and Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009. Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward, and Professional Capital (with Andy Hargreaves) won the AACTE 2013 Book of the Year, and the Grawemeyer Award in Education in 2015. Michael Fullan’s latest books are: The Principal: Three keys for maximizing impact, Coherence: Putting the right drivers in action (with Joanne Quinn), and Freedom to Change. He currently serves as an Advisor to the Premier and Minister of Education in Ontario, and is co-leader of the New Pedagogies for Deep Learning global initiative.

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Ignite Learning with a Growth Mindset

Session Code: PC06
Presenter: Anthony Colannino (Mindset Works)
Room: Laurel I
Audience: Teachers K-12, Curriculum & Instruction Directors
Date: October 3 (All Day)


In this lively session, participants will learn about the growth mindset research and why it is a critical lever for motivation and success. Participants will explore and reflect on tools, resources and strategies to deepen their understanding of the role of mindsets in schools as well as how they can change their own mindset and cultivate growth mindsets in students.

Participant Learning Outcomes
· Learn about a growth mindset, fixed mindset triggers, and malleable intelligence.
· Reflect and identify practices that foster a growth mindset and student agency.
· Apply research to personal classroom practices, policies and habits using provided tools and resources.
· Commit to a minimum of three action items to apply tools, resources and strategies provided in the day’s session.

Anthony Colannino provides live professional development, keynote addresses and virtual consultation throughout the United States and Central America. He has worked with thousands of educators helping them understand and operationalize a growth mindset approach to teaching, leading and learning. He has worked in just about every school setting from rural Sunnyside School District in eastern Washington to central office staff in the Bronx. In addition, he is the lead consultant for big district, growth mindset implementations in Cincinnati and Philadelphia Public Schools.

Prior to joining Mindset Works, Anthony was a public educator in the Boston area for 18 years. He taught and led in the urban and suburban school systems of Boston, Cambridge, Waltham and Wellesley. His school-based leadership centered on creating atmospheres for success and included a multi-year growth mindset professional development plan at the Fiske Elementary School, which led to increased student effort and achievement. Based on student performance on the 2016 Massachusetts Comprehensive Assessment Fiske was recognized by the Massachusetts Department of Education as one of only 39 schools in the state for "high achievement, high progress or narrowing the proficiency gap."

Anthony lives with his wife, Kara, son, Joseph and daughter, Stella in a suburb of Boston. He continues to challenge himself while using a growth mindset to learn and grow. Recently, he learned how to ski on the mountains of New Hampshire and now dreams of snow, even when the sun shines brightly.

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International School Leadership Module 5: Leading Improvement in Classroom Instruction

Session Code: PC07
Presenter: Stephen McCombe (International School Leadership)
Room: Pan American School. Transportation will be provided between Intercontinental Hotel and School
Audience: Teachers and school leaders
Date: September 30 & October 1 (All Day)

Offered in Partnership with Tri-Association
ISL Module 5: Leading Improvement in Classroom Instruction
2-Day Workshop for Classroom Teachers, School Heads and Principals, Heads of Departments, Divisional Leaders
Dates: September 30-October 1, 2017
Location: Pan-American School Campus
Learning Outcomes:
• study the concept of Mindset and how it influences teaching and learning
• examine conditions to ensure high expectations for all students
• understand the relationship between self-regulation, learning skills and readiness for learning
• explore various learning styles and instructional strategies to meet the individual needs of all, including the Teaching-Learning Critical Pathways
• identify the unique needs of learners such as English as a Second Language Learners, English Language Learners and students with special education needs
• understand backwards planning, the universal design for learning, differentiated instruction and Marzano’s Nine Instructional Strategies
• utilize inquiry-based learning strategies to engage students in higher order thinking and identify assessment “for, as and of ” learning and how each informs teacher and planning and instruction providing descriptive feedback to scaffold student learning.

Registration Cost: $300.00 USD = for Module V. Cost includes a minimal fee for instructional materials, snacks & lunch for the two days.
Green Event: Participants must bring a device to access online resources.
Registration Deadline: September 1, 2017 * a minimum of 15 participants needed to run the course. Full refunds will be issued if course does not run.

Registration link

Other ISL Modules are available online:

In partnership with Tri-Association, member schools will receive a 25% discount for online modules. The cost will be $339 CAD, or $252.53 USD each. The remaining modules can be delivered online.

The International School Leadership Certificate consists of 6 modules, delivered onsite or online:

Module 1: Principal Leadership for School Improvement
Module 2: Characteristics of Effective Schools and Systems
Module 3: Building Relationships and Developing People
Module 4: Setting Goals and Expectations Using Data Informed Decision Making
Module 5: Leading Improvement in Classroom Instruction: Meeting the Needs of All Learners
Module 6: Instructional Leadership Project Plan: The Application of Theory to Practice

Learning expectations for each module can be viewed at

* Costs are quoted in Canadian currency and will be affected by any fluctuation in comparison to the USD at the start of each module.
* Course can be taken as part of certificate program or for PD.

Stephen McCombe is an instructional leader who served as a principal for many years in Ontario, Canada. ISL calls upon Stephen to provide workshops for a wide variety of visitors to Ontario. His most recent work has taken him to the Cayman Islands and Denmark.
In Denmark, working as a team member, Stephen visited schools and classrooms for two intensive weeks. During this time, he guided teachers in a self-reflection process and provided insights into improving classroom instruction. Stephen returns in 2017 to provide workshops for educators in various countries including most recently Kuwait.
Stephen values staff collaboration to improve capacity in the context of Professional Learning Communities (PLCs). Consequently, he was a major contributor to The Principal as Professional Learning Community Leader, and in 2015 published an article in a Danish publication, Canadisk Paedagogik i Skolen. It remains a key focus for him in the process of assisting schools in the improvement process.
Stephen brings his deep instructional knowledge and exemplary teaching skills to this conference.
Testimonial: Mr. Steve was an amazing instructor for the conference. He managed to keep us engaged and I had so much fun! He's super funny and offered a lot of great knowledge and insight! I hope that he will return to our school one day for another conference. I would definitely sign-up for another conference with Steve and ISL again!!!

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AP Calculus AB/BC (College Board)

Session Code: PC08
Presenter: Jim Gerber (College Board)
Room: Carao
Audience: AP Calculus Teachers
Date: October 2 & 3 (All Day)


This two-day workshop will focus on the mathematical practices for AP Calculus AB and BC, the components of the curriculum frameworks, and strategies for building conceptual understanding. Discussion of the Four Big Ideas of Limits, Derivatives, Integrals, and Series will include correct justifications for Free Response, ideas for building concepts all year, making connections between data based, graphical, and symbolic presentations as well as graphing calculator techniques as seen on currently released multiple choice and free response questions.

Participants will discuss the AP Course Audit and pacing guide. They will learn activities that organize the course content in order to develop students’ proficiencies in the skills identified by the curriculum framework. Time will be devoted to developing strategies for teaching students how to break apart and interpret free response and multiple choice questions. Finally, each session will include time for reflection and sharing of teaching practices and resources. Participants will receive a USB thumb drive loaded with handouts and resources. Key learning outcomes include 1) identify the skills students will need in order to be successful in the AP Calculus course and on the exam, 2) align your curriculum with the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge, 3) implement formative assessment strategies that can gauge student understanding during the learning process and inform next steps for instruction, and 4) make equitable access a guiding principle in designing instruction.

Registration Link:

Jim GerberJim Gerber
earned his B.Sc. in Applied Mathematics at the University of Western Ontario in 1986, his B.Ed. from Queen’s University in 1996, and his M.Ed. from Framingham State College in Massachusetts in 1999. He began his teaching career at a small private school in Western Canada, and has been teaching senior mathematics and sciences for the past 25 years. Until 2005, Jim was the Head of Mathematics at The American School Foundation of Monterrey (ASFM) in México, where he taught for nine years. Jim helped found the Advanced Placement program at ASFM and taught AP Calculus and AP Physics C during his tenure there, as well as pre-AP courses in both disciplines. In 2005, Jim accepted a position working in the mathematics department at Western Academy of Beijing, where he taught IB standard and higher level classes as well as AP Calculus AB and BC. In 2009, he returned to México where he continues to teach AP Calculus and Discrete Mathematics and has resumed his role as Department Chair. Jim was a contributing author to the 2015 Kaplan AP Calculus study guide, has been an AP Calculus Reader for the past 12 years, and has lead AP workshops and professional development in Canada, the United States, Guatemala, Malaysia, Colombia and Mexico. This will be his first foray into Costa Rica!

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AP Computer Science Principles (College Board)

Session Code: PC09
Presenter: Jill Westerlund (College Board)
Room: Sauco
Audience: AP Computer Science Teachers
Date: October 2 & 3 (All Day)


Launched in 2016-2017, AP Computer Science Principles is the newest AP course. It is also the largest new course launch ever for AP, with more than 2600 schools offering the course in the first year. Developed in collaboration with the National Science Foundation, AP CSP offers a multidisciplinary approach to teaching the underlying principles of computation, introduces students to the foundational concepts of computer science, and challenges them to explore how computing and technology can impact the world. With a unique focus on creative problem solving and real-world applications, the course introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. AP CSP will give students the opportunity to use technology to address real-world problems and build relevant solutions. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science. The AP Computer Science Principles assessment consists of two parts: completion of through-course performance tasks and the end-of-course AP Exam. Both of these will measure student achievement of the course learning objectives.

During this two-day training, participants will explore the computational thinking practices and the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge statements. No prior knowledge or experience in computer science or STEM-related subjects is necessary to teach this course. Key learning outcomes of the workshop include 1) understand the skills students will need to demonstrate to be successful in the AP CSP course and exam; 2) incorporate the components of the curriculum framework, including the big ideas, enduring understandings, learning objectives, and essential knowledge, when building your curriculum; and 3) use activities that organize the course content to develop students’ proficiencies in the skills identified by the curriculum framework. Participants will receive a copy of the Workshop Handbook, and additional resources such as: AP Computer Science Principles Course and Exam Description, AP Computer Science Principles Practice Exam, AP Course Audit information, CSP curriculum and instructional resources by collaborating organizations such as, Beauty and Joy of Computing (BJC), Mobile Computer Science Principles (Mobile CSP), and UTeach CS Principles.

Registration Link:

Jill Westerlund
teaches AP® Computer Science Principles, AP® Computer Science A, IB Computer Science SL and coordinates cooperative education at Hoover High School in Hoover, Alabama. Since 1990 Jill has taught at the secondary and post-secondary levels in Alabama and Georgia. In 2017 Jill was an Aspirations in Computing Educator Award Recipient by the National Center for Women in Information Technology (NCWIT). Jill Westerlund teaches AP® Computer Science Principles, AP® Computer Science A, IB Computer Science SL and coordinates cooperative education at Hoover High School in Hoover, Alabama. Jill is a CollegeBoard Consultant for AP® Computer Science Principles, serves as a contributor on the AP® CSP Curriculum & Instruction Team, serves on CollegeBoard’s Instructional Design Committee for AP®CSP and was a participating pilot teacher in the CollegeBoard National Pilot of AP® Computer Science Principles Phase II from 2013-2016. Jill believes that computer technology has the ability to make life more productive, more communicative and more interesting and loves teaching and learning with others. It has been her privilege to share a professional journey with so many wonderful students, parents, peers and administrators. She and her husband have two teenage sons. The Westerlunds love to travel to new places and attend sporting events. In Jill’s extra time she enjoys cooking, sewing, knitting and enjoying the many blessings God has given her.

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