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Main Conferences Program - Wednesday

MAIN CONFERENCE
WEDNESDAY OCTOBER 4, 2017
8:00 AM - 10:00 AM - Plenary Session & Keynote
Session Title Presenter Target/Audience Room
W Keynote What Matters Most: The Role of Coherence Making & Deep Learning Michael Fullan (Worldwide authority on Educational Reform, Researcher and Author, former Dean Ontario Institute for Studies in Education, OISE, of the University of Toronto)

All Real I & II
10:30 AM - 12:00 PM & 1:30 PM - 4:00 PM - Institutes
(* participants must commit to attending both sessions)
Session Title Presenter Target/Audience Room
W01 FIT: The Framework for Intentional and Targeted Teaching Douglas Fisher (San Diego State University, Author, nationally & internationally acclaimed consultant in the area of Literacy, Curriculum & Instruction) Teachers K-12, Content Area Specialists, Curriculum & Instruction Real III
W02 La Ciencia en el Arte de Enseñar Tracey Tokuhama (Educational Researcher & Author) Maestros de Español K-12 Laurel I
W03 Updating Curriculum and Assessment: Integrating Digital Literacy, Media Savvy and Global Connections Heidi Hayes Jacobs (Curriculum 21, Author, Educational Consultant) Content area teachers K-12, Curriculum & Instruction Coordinators, Technology Coordinators, Media Specialists Roble II
W04 The Motivation Equation: 8 Key Conditions that Work for Every Learner Kathleen Cushman (Writer and Speaker) All teachers K-12, Learning Support, School Leaders Laurel III
W05 Creating a Dynamic Advisory Program Cathryn Berger Kaye (CBK Associates and ABCD Books) MS & HS Teachers, MS, HS Administrators, Counselors Cedro I
W06 Tackling Global Issues Michael Johnston (Colegio Maya) & Michael Lees (International School of Havana) All Teachers and School Leaders Cedro II
AM Break - out Sessions
10:30 AM - 12:00 PM
Session Title Presenter Target/Audience Room
W07 Growing a culture of personalization with your faculty: navigating through the adaptive change Allison Zmuda (Educational Consultant Author) Teachers K-12, School Leaders, Curriculum & Instruction Roble I
W08 Transforming School Culture: Disciplining and Inspiring Millennials Through Focused Conversations, Effective School Structures, and Innovative Cloud Computing Robert Callahan (John F. Kennedy, The American School of Queretaro) Teachers Elementary, MS, HS, Leadership & Administration, Technology & Innovation Laurel II
W09 Step Up to Lead Yolanda Murphy- Barrena (Executive Director /CEO AAIE, Association for the Advancement of International Education) Teachers aspiring to leadership positions Jacaranda I
W10 Eagle Parent University Michael Adams & Gabriela Maiz (Director American School Foundation of Monterrey, A.C., Coordinator Eagle University) School Leaders, Counselors Jacaranda II
W11 Content Marketing: In a World of Ever-Changing Communication, Learn How to Improve Your School’s Website with These Top 5 Strategies Kerri Crispen (Finalsite) Heads of School, Webmasters, Communications Managers, IT/Technology Arboleda I
W12 Media Literacy as a Protective Factor Against Risky Alcohol and Other Drug Use Desirae Vásquez (FCD) MS & HS Counselors & School Leaders Arboleda II
W13 Sharing the CIS Knowledge Base: Innovations and Trends in International Education John Heard (Council of International Schools) Leadership, Administration, Technology, Coaches for Curriculum & Instruction Arboleda III
W14 Toward Meaningful Learning Support & Inclusion in International Education Lee Ann Jung (Chief Academic Officer for ASCD Student Growth Center, Author, National and International Consultant) Teachers K-12, School Leaders, Learning Support Cedro III
W15 A Comprehensive Child Protection Program – One School's Journey Keitsa Brisson & David Brown(Country Day School) Pre-School, Elementary, MS, HS, Leadership, Administration, Counselor Poro
1:30 PM - 4:00 PM - PM Break-out Sessions
Session Title Presenter Target/Audience Room
W16 A Conversation with Michael Fullan: What Matters Most: The Role of Coherence Making & Deep Learning Michael Fullan (Worldwide authority on Educational Reform, Researcher and Author, former Dean Ontario Institute for Studies in Education, OISE, of the University of Toronto) Teachers, School Leaders Cedro III
W17 Updating grading and reporting: Development of scoring tools to measure and motivate student learning Allison Zmuda (Educational Consultant, Author) Teachers K-12, Curriculum & Instruction Roble I
W18 Reggio Emilia: De La Teoría a la Realidad (Spanish) Hectalina Donado (Pre-school expert, school administrator, author and trainer Reggio Emilia approach) Maestras de Pre-Escolar Jacaranda I
W19 Better than Carrots and Sticks: Restorative Practices for Positive Classroom Management Dominique Smith (Author, speaker, Vice-Principal, HSHMC) Teachers K-12, School Leaders, Counselors Jacaranda II
W20 Using the Design Process to Maximize Learning with Technology Brian Hamm (American School Foundation of Monterrey, AC) & David Jakes (Leader in Educational Technology & Design) Teachers K-12, Technology & Innovation Teachers, School Leaders Laurel II
* * * 60 Minute Sessions (1:30 - 2:30 PM & 3:00 - 4:00 PM) * * *
30 Minute passing time between sessions from 2:30-3:00 PM
Session Title Presenter Target/Audience Room
W21*
1:30 - 2:30
Building Leadership Capacity in Inclusion Laurie Behan (American School Foundation of Monterrey, A.C.) Pre-School, Elementary, MS, HS, Leadership & Administration Curriculum & Instruction, Learning Support Arboleda I
W22* 3:00 - 4:00 How Academic Raps Set Learning Ablaze Michael Kaufman (The American School Foundation of Guadalajara, A.C.) Elementary, MS, HS, Technology & Innovation, Curriculum & Instruction Arboleda I
W23*
1:30 - 2:30


Leading the Change with Drones Jennifer Norman & Angel Duran (Carol Morgan School) MS & HS Teachers, Technology & Innovation Arboleda II
W24*
3:00 -4:00


Building Community through Classroom Circles: Working with Students Not for, or Against Them Sylvia Montero M & Karla Vega R. (Lincoln School) Teachers Preschool-12, Leaders, Administration, Counselors Arboleda II
W25*
1:30 - 2:30


IQ, EQ, and now...CQ. Cultural Intelligence: THE essential intelligence for the 21st century school leader Mark Christopher Dunn (John F. Kennedy, The American School of Queretaro) Teachers K-12, School Leaders, Administrators, Curriculum & Instruction Arboleda III
W26*
3:00 - 4:00


The Best of Both Worlds Dr. Cindy Elsberry (Executive Director of Blended Learning, Achieve 3000) Elementary, MS, HS, Technology & Innovation & Learning Support Arboleda III
W27*
1:30 - 2:30


Changing the World, One Read at a Time Fiona Morales & Claudia Reyes (Librarian & Assistant, American School Foundation of Monterrey, A.C.) Pre-School & Elementary Teachers, Learning Support Teachers Carao
W28*
3:00 - 4:00


Creating Innovators, not Regurgitators, with Genius Hour and Passion Projects! Allysa & Tyler LeClaire (The Columbus School) Pre-school & Elementary Teachers, Project - Based, Technology & Innovation Sauco
W29*
1:30-2:30
Nuestro pasaporte emocional para aprender Gina Patricia Zohn-Muldoon (The American School Foundation of Guadalajara, A.C.) Pre-School, Elementary, MS, HS, Administration Ciprés

Registration, Breaks & Lunch

Registration Desk - 7:00 AM - 4:00 PM
Break 10:00 AM - 10:30 AM
Lunch 12:00 PM - 1:30 PM (Real II & III)
Exhibit Hall Real Foyer
Exhibit Wine & Cheese Reception 4:00 - 5:15 PM Real Foyer


Daily Schedule

8:00 AM - 10:00 AM - Opening Ceremony & Keynote
10:00 AM - 10:30 AM - Break
10:30 AM - 12:00 PM & 1:30 PM - 4:00 PM - Back-to-Back Sessions
10:30 AM - 12:00 PM - Morning (AM) Break-out Sessions
12:00 PM - 1:30 PM - Lunch
1:30 PM - 4:00 PM - Afternoon (PM) Break-out Sessions





“What Matters Most: The Role of Coherence Making & Deep Learning”

Session Code: W Keynote
Presenter: Michael Fullan (Worldwide authority on Educational Reform, Researcher and Author, former Dean Ontario Institute for Studies in Education (OISE), of the University of Toronto)
Date: Wednesday 4, October 2017.
Room: Real I & II

Description:
In this opening keynote Michael Fullan will examine the four components of the Coherence Making Framework: Focusing direction, collaborative futures, deep learning, and securing accountability. Based on his latest research and work with educational systems around the world, he will share practical examples on how teachers and school leaders can work together to accomplish pedagogical changes that are linked to measurable outcomes for students. He will give special focus to the new global competencies and pedagogical partnerships between and among students, teachers and families.

Presenter:
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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FIT: The Framework for Intentional and Targeted Teaching

Session Code: W01
Presenter: Douglas Fisher, Ph.D. (San Diego State University, Author, nationally and internationally acclaimed consultant in the area of Literacy, Curriculum & Instruction)
Audience: Teachers K-12, Content Area Specialists
Date: Wednesday 4, October 2017.
Room: Real III

Description:
The Framework for Intentional and Targeted Teaching®—or FIT Teaching®—is a research-based, field-tested, and experience-honed process that captures the essentials of the best educational environments. In contrast to restrictive pedagogical prescriptions or formulas, FIT Teaching empowers teachers to adapt the most effective planning, instructional, and assessment practices to their particular context in order to move their students’ learning from where it is now to where it should be. To be a FIT Teacher is to make a heroic commitment to learning—not just to the learning of every student in the classroom, but to the professional learning necessary to grow, inspire, and lead.

Presenter:
Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is formerly an early intervention teacher and elementary school educator. Doug is the recipient of an International Reading Association Celebrate Literacy Award, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, including Better Learning Through Structured Teaching, Rigorous Reading, and Text Complexity: Raising Rigor in Reading.

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La Ciencia en el Arte de Enseñar

Session Code: W02
Presenter: Tracey Tokuhama, Ph. D. (Educational Researcher & Author)
Audience: Maestros de Español
Date: Wednesday 4, October 2017.
Room: Laurel I

Description:
¿Cómo aprende el cerebro?

En este taller se hablará sobre un nuevo campo académico: la intersección entre la Psicología, la Neurociencia, la Salud y la Pedagogía o Mente, Cerebro, Salud y Educación (Mind, Brain, Health and Education). Se utilizarán criterios de neurociencias y tecnología para validar (o no) conceptos en la Educación actual, explicar las estrategias más efectivas de enseñanza en el aula, y compartir herramientas para alcanzar el aprendizaje de todo tipo de estudiantes.

El taller estará interactiva y responderá a las preguntas de los docentes sobre sus propios cerebros y despejar neuromitos que existe en la prensa popular.

Presenter:
Tracey Tokuhama está afiliada con FLACSO sede Ecuador como investigadora educativa y enseña un curso en la Universidad de Harvard (Extension School) que se llama “La neurociencia del aprendizaje: Una introducción a la ciencia de la mente, el cerebro la salud y la educación” (Neurociencia of Learning: Introduction to Mind, Brain, Health and Education Science). Ella fue miembro del comité de expertos de la Organización para la Cooperación y el Desarrollo Económicos (OCDE) para determinar el nuevo conocimiento pedagógico básico basado en contribuciones de las neurociencias y la tecnología de todos los docentes. Ella es la ex Decana fundadora de la Universidad de las Américas, y ex Directora fundadora de IDEA (el Instituto de Excelencia Académica) de la Universidad San Francisco de Quito.

Tracey es autora de seis libros académicos y docenas de artículos indexadas en temas que van desde la adquisición de idiomas extranjeros hasta la pedagogía en el siglo XXI y la neurociencia educativa (Mind, Brain, and Education Science); es coordinadora de varios proyectos de investigación en el área educativa, y facilitadora de cientos de talleres de capacitación a miles de profesores de Ecuador y en 28 países más alred
edor del mundo.

Su trabajo actual está dirigido a la expansión de la ciencia de la mente, cerebro y educación en la formación docente y su trabajo diario en el aula, el uso de la tecnología para mejorar logros de aprendizaje en los estudiantes y cambios curriculares basado en la neurociencia que puede mejorar el éxito de los niños en estudios pre matemáticos y de lectura. Tracey ha trabajado extensivamente con entidades públicas y privadas para mejorar la calidad de educación en Ecuador, la región y el mundo. Tracey es una líder educativa mundialmente reconocida que profesa la filosofía de que el cambio empieza con uno: un estudiante, un profesor. Su objetivo es maximizar el potencial de cada uno de ellos. Ella se centra en la excelencia académica de manera multidisciplinaria en las áreas de investigación, enseñanza y capacitación a profesores.

Tracey es de los Estados Unidos y nacionalizada en el Ecuador. Ella estudió en la Universidad de Boston (BA y BS), la Universidad de Harvard (Ed.M: Maestría en la Educación y el Desarrollo) y la Universidad de Capella (Ph.D).

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Updating Curriculum and Assessment: Integrating Digital Literacy, Media Savvy and Global Connections

Session Code: W03
Presenter: Heidi Hayes Jacobs (Curriculum 21, Author, Educational Consultant)
Audience: Content Area Teachers K-12, Curriculum & Instruction Coordinators, Technology Coordinators, Media Specialists
Date: Wednesday 4, October 2017.
Room: Roble II

Description:
How can we design relevant and timely curriculum, assessment, and instruction?
What do we cut? What do we keep? What do we create?

Participants will dive into how to upgrade and improve existing curriculum and assessment. Our focus is on revision and new visions of course and program designs K-12. Participants will be actively engaged in:

● Upgrading curriculum maps at each level
● Modernizing assessments to match the needs for future career, college and life readiness in our classroom planning
● Juggling the demands of current testing practices
● Modernizing content to be timely and relevant
● Engaging learners in the new literacies: digital literacy, media savvy and global competence
● Creating a school clearinghouse of vetted tools, apps, and websites rich with possibilities for learners
● Upgrading by taking existing curriculum and strategically replacing the dated with the modern (participants can bring in their units and courses)

Presenter:
Dr. 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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The Motivation Equation: 8 Key Conditions that Work for Every Learner

Session Code: W04
Presenter: Kathleen Cushman (Writer and Speaker)
Audience: All Teachers K-12
Date: Wednesday 4, October 2017.
Room: Laurel III

Description:
Why should we analyze our instructional practice with motivation in mind? The most important reason is that kids can feel it when they’re really learning. Whether the light dawns slowly or strikes them in a flash, when they start to understand some hard, new thing, they want more of it. Students differ in countless ways, so there’s no single way to draw them into a given challenge. But research scientists who study learning now can watch the brain change and develop in real time, as people think and learn. Their advances bring good news: Given the right conditions, everyone can learn.

Kathleen Cushman spells out those conditions in user-friendly terms in her 2013 book The Motivation Equation, developed collaboratively with classroom teachers, National Science Foundation researchers, and young learners. Participants in this lively, active, and collaborative session will develop the skills to:

  • Recognize the key motivation factors that affect all learning experiences
  • Listen to how students may (or may not) experience these factors
  • Identify teaching strategies that might heighten these factors in their school
  • Create an action plan to put in place at least one of these strategies in their school.

Presenter:
For three decades, Kathleen Cushman’s research and writing has centered on the experience of adolescent learners, in and out of school. As a documentarian of both theory and practice, she closely follows the work of those who teach and those who learn.
In 2001, Cushman co-founded the nonprofit What Kids Can Do to give voice to the experience of diverse adolescent learners. Her subsequent collaborations with students, educators, and learning scientists have resulted in eleven books for teachers and school leaders and many other reports, articles, and publications. In her Fires in the Bathroom series of books, students offer advice on school culture and climate; in Fires in the Mind and The Motivation Equation, they help describe the essential conditions for motivation and mastery.

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Creating a Dynamic Advisory Program

Session Code: W05
Presenter: Cathryn Berger Kaye (CBK Associates and ABCD Books)
Audience: MS & HS Teachers
Date: Wednesday 4, October 2017.
Room: Cebro I

Description:
Advisory programs have an established presence in many international schools. However, do the programs rise to what is desired level by your school? Consider:

  • Does your advisory advance your school’s mission?
  • Are students engaged and growing in a purposeful way?
  • Do teachers willingly participate and see the benefit?
  • Do advisory experiences have application within academics and other areas of school life?
  • Is advisory time seen as expendable – a “go to” time for assemblies or other meetings?
  • Will advisory serve the school well, in that the time invested manifests significant benefits for all involved?

These questions shape a meaningful advisory program. And a meaningful advisory matters. Increasing evidence confirms that academic success must be supported by social and emotional learning—along with healthy interpersonal relationships with lasting benefits for students and the school culture.

Explore how to build or strengthen advisory to ensure value, purpose, and direction. Together we explore how to frame a well-designed program, including:

  • Clarifying what advisory is and the purpose
  • Defining roles and responsibilities
  • Shaping content to include knowledge, skills, and dispositions
  • Experiencing several dynamics that model a design for an effective middle school and high school advisory concept

Rather than being a mystifying, daunting challenge, let’s think about advisory as sacred time, a learning laboratory that assists students as they move through adolescence and school. Together we will engage in discussions and illuminating experiences you can easily replicate to benefit the development of our students. Let advisory inspire and enliven your entire school community! Handouts included.

Presenter:
Cathryn Berger Kaye, M.A., president of CBK Associates and ABCD Books, provides professional development globally through keynotes, in-depth institutes, and on-site multi-day consultations with exceptional education and learning resources on service learning, 21stcentury competencies, social and emotional realms, climate and culture, youth leadership, teaching strategies, and environmental sustainability. Her education work aligns with best teaching practices. Cathryn consults with the International Baccalaureate Programme infusing her dynamic service learning model into CAS, MYP and exploring advancements in PYP. Cathryn is the author of The Complete Guide to Service Learning and two books with environmentalist Philippe Cousteau.

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Tackling Global Issues

Session Code: W06
Presenters: Mike Johnston (Colegio Maya) & Michael Lees (International School of Havana)
Audience: All teachers and school leaders
Date: Wednesday 4, October 2017.
Room: Cedro II

Description:
When it comes to tackling global issues in systemic ways, we need to rethink the way we do what we do. This full-day institute will walk participants through the process of tackling the most complex challenges we face as human beings. From project based learning and global issues education to service learning and inquiry-based, integrated units, we will explore how we can become focused on our purpose of being and creating agents of change. By empowering our students to become leaders that address the most intractable problems of our time we heighten the greater purpose of K-12 education. Participants will develop a profound understanding of the state of the world, what role we play in becoming the architects of our collective future, and how to lead students to become change agents. As members of a global movement to create systemic thinkers and practitioners we will share Compass Educations approach to tackling complex issues. We look forward to collaborating to create greater purpose and deeper learning in our schools.

Presenters:
Mike Johnston will be the Head of School at Colegio Maya in Guatemala in August 2016. He has led workshops and keynoted for teachers and administrators around the world on sustainability, global curriculum K-12, and how service learning should not just be what you do, but who you are as a school. As a member of the Compass Education team, he is part of a growing community of passionate educators aiming to equip schools as learning communities to educate and act for a sustainable future. He has dedicated much of his time to not only ensuring students are properly prepared for the world’s most pressing issues but that they have the skills and desire to take action. While pursuing his Doctorate in Organizational Systems, Mike aims to inspire and lead schools through times of change.


Michael Lees
Michael has enjoyed an eclectic professional journey, including roles as restaurateur, flight instructor, elementary and drama/science/math teacher, community service learning coordinator, guidance counselor, college professor, school administrator, and educational consultant. His current passion is the adventure of serving as the new Director of the International School of Havana. Having been anesthetized by suburban Canada in his early life, Michael kept his sanity by living vicariously through National Geographic magazine articles, television specials by Jacque Cousteau, and Mutual of Omaha’s Wild Kingdom. His quest to explore this ‘pale blue dot’ has led him to over 90 countries and to meet some truly remarkable people from around the globe. The past two decades in international school settings has provided the opportunity to participate in some exceptionally rewarding and transformative experiences. Michael is the founder of the Global Issues Service Summit which is enjoying its seventh iteration in Africa this year.
Currently enjoying the adventure as the new Director of the International School of Havana and Compass Education trainer, Michael has served multiple roles in education including math, science and drama teacher, college counselor, service learning coordinator, assistant principal, educational consultant, and School Director. After a short stint as college professor at Seneca College in Toronto, Michael and his wife embarked on their overseas life by heading to Colegio Karl C. Parrish Colombia in the early 90’s where their two daughters were born. Their careers then took them to the International Community School of Abidjan in Cote d’Ivoire, Shekou International School and the American International School of Guangzhou in China, the International School of Uganda, and The KAUST School in Saudi Arabia. Having been anesthetized by suburban Canada in his early life, Michael kept his sanity by living vicariously through National Geographic magazine articles, television specials by Jacque Cousteau, and Mutual of Omaha’s Wild Kingdom. His quest to explore this ‘pale blue dot’ has led him to over 90 countries and to be inspired by some truly remarkable people from around the globe.

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Growing a culture of personalization with your faculty: navigating through the adaptive change

Session Code: W07
Presenter: Allison Zmuda (Educational Consultant, Author)
Audience: Teachers K-12, School Leaders, Curriculum & Instruction
Date: Wednesday 4, October 2017.
Room: Roble I

Description:
How do we help teachers navigate the messiness of personalized learning at the classroom level? Through embracing that messiness at the school / partnership of schools level. This session focuses on how to engage with an adaptive change that potentially can unravel habits, structures, practices, and policies.

Participants will:
●Examine key phases of any change (adaptation of Concerns Based Adoption Model) and key questions that may be happening in the mind of the faculty
●Select and examine a case study to unpack and clarify areas of concern
●Explore how other schools took action to grow faculty understanding and encourage responsible risk taking

Presenter:
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.

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Transforming School Culture: Disciplining and Inspiring Millennials Through Focused Conversations, Effective School Structures, and Innovative Cloud Computing

Session Code: W08
Presenter: Robert Callahan (John F. Kennedy, The American School of Queretaro)
Audience: Teachers Elementary, MS, HS, Leadership & Administration, Technology & Innovation
Date: Wednesday 4, October 2017.
Room: Laurel II

Description:
This Deep Dive interactive session presents a framework for administrators, school leaders, and teachers who want to transform their school culture to put learning at the center and reduce student misbehavior. By analyzing real discipline cases, structures, and data collected through Google Apps for Education from John F. Kennedy – The American School of Querétaro, participants will:

• Understand how to structure classroom and referral discipline conversations based on standards that promote social/emotional well-being and differentiate them to meet the needs of both millennial boys and girls
• Reflect on how they can reduce classroom interruptions and protect instructional time in their own schools based on classroom management structures that have proven effective and popular with stakeholders at the John F. Kennedy – American School of Querétaro Middle School
• Identify how Cloud Computing and the Google Apps for Education Suite can be used to collect discipline data that school administration and staff use to design, implement, and evaluate school improvement or individual student intervention plans
• Explain how Cloud Computing and the Google Apps for Education Suite can improve communication between administration, staff, students, and parents to implement unified, collaborative, and effective responses to student misbehavior to develop an inspiring school culture where learning is the priority.

Putting learning at the center while reducing student misbehavior is in the end what truly matters in education. It’s about time we give it a modern, technological, and…millennial twist.

Presenter:
Robert Callahan

Middle School Principal
American School of Querétaro - John F. Kennedy
Congreso Internacional de Educación Física y Deporte 2017 Keynote Speaker: Masculinity Without Machismo

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Step Up to Lead

Session Code: W09
Presenter: Yolanda Murphy- Barrena (Executive Director / CEO AAIE, Association for the Advancement of International Education)
Audience: Teachers Aspiring to Leadership Positions
Date: Wednesday 4, October 2017.
Room: Jacaranda I

Description:
If you are a teacher leader, curriculum leader, year head, assistant principal, etc. in your school, or just curious to know more about leadership opportunities as a principal or head of school in the international school setting, this workshop is for you! This session will provide you with practical information on the skills, attitudes, networking and preparation options that are critical to move forward on the path to your next leadership role. Your leadership journey should be as unique as you are…come join this session and STEP UP!

Presenter:
Yolanda Murphy-Barrena has over 25 years experience teaching, coaching and leading in schools and professional development associations in both the United States and abroad. Yolanda is currently the Executive Director/ CEO of The Association for the Advancement of International Education (AAIE), a global educational leadership association established in 1966. AAIE was a founding member of the International Task Force on Child Protection. Yolanda is on the International Advisory Council for The International Center for Missing and Exploited Children (ICMEC) and works with them in the areas of online resource development and international training support for overseas schools. She is passionate about providing school leaders with the training and resources provided by the AAIE Leadership Team Child Protection Training and Certificate Program to protect students and communities worldwide form the threat of child predators. Yolanda holds a Bachelor’s in Education and Master’s degrees in Teaching and Learning and K-12 Administration with licensure as a principal and superintendent. She is currently completing a Doctoral degree in Organizational Leadership at St. Mary's University. Yolanda is passionate about expanding and developing international leadership capacity by connecting emerging, current and legacy leaders in online and in-person professional communities focused on sharing the ideas and resources that promote excellence within the diverse international school community.

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Eagle Parent University

Session Code: W10
Presenters: Michael Adams & Gabriela Maiz (American School Foundation of Monterrey, A.C.)
Audience: School Leaders, Counselors
Date: Wednesday 4, October 2017.
Room: Jacaranda II

Description:
During our session, we will present ASFM Eagle Parent University’s purpose, organizational and learning structure, education strands, and initial steps of development. Participants will gain an understanding of how to create a parent learning organization. We will share how our Eagle Parent University was created to meet the needs of our community and how the various components that comprise our program are foundational principles that guide our actions.Participants will be asked to reflect on their own school culture and how parent learning might enhance their student learning experience. We will explore challenges and solutions, celebrations and next steps. We discovered that as we involved parents in our students’ social and emotional development, they were empowered to take a more proactive parenting role, as evidenced in video testimonials. We believe our Eagle Parent University connects to the Tri Association Annual Conference theme “What matters? Leading Learning in an Era of Change” since we have seen time and time again that active parent participation has a powerful and positive impact on student learning.

Presenters:
Dr. Michael W. Adams holds a BA in Psychology and a MA in Education from Austin College, a Counseling certificate from the University of Houston, and an Ed.D. in Educational Policy and Administration from the University of Minnesota.

Dr. Adams has worked as a classroom teacher, clinical behaviorist, counselor, principal, deputy director, general director, and superintendent. He was recently named as one of three recipients of the 2016 Distinguished Alumni award from Austin College. He is currently the Superintendent of The American School Foundation of Monterrey.



Gabriela Maiz holds a Bachelor’s Degree in Science Education from Universidad de Monterrey, a Montessori Teacher Credential from Centro de Entrenamiento Montessori, and a Masters Degree in Interdisciplinary Sciences from Buffalo State University.Gabriela has dedicated 18 years to education as a school teacher, team leader, and currently as coordinator of ASFM Eagle Parent University. Together with the ASFM Values Strategic Committee, Gabriela developed a parent university program that supports lifelong learning focused on personal growth and understanding of child development. ASFM Parent University opened its doors to the community on August 2016, offering parents courses, conferences, and workshops within six strands. In addition, Gabriela has collaborated with ASFM partnerships and volunteerism teams, external alliances, and community service groups to build community and foster “Open minds. Caring hearts. Global leaders.”, supporting the ASFM mission statement.

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Content Marketing: In a World of Ever-Changing Communication, Learn How to Improve Your School’s Website with These Top 5 Strategies.

Session Code: W11
Presenter: Kerri Crispen (Finalsite)
Audience: Heads of School, Webmasters, Communications Managers, IT/Technology
Date: Wednesday 4, October 2017.
Room: Arboleda I

Description:
In this 2-part session, learn how international schools like yours are using Content Marketing on their websites to connect with prospective and current families to convert site visitors into engaged members of your community. Join Finalsite’s Kerri Crispen for an informative session that will share the top five strategies that you can employ on your website for connection and conversion with content marketing. In the second part of the session, enjoy an interactive session on how to use these strategies on your own website to improve your content marketing.

Presenter:
Kerri Crispen brings over a decade of experience working not only as a classroom teacher, but also as a consultant in Education Technology in the international school market. With an innate understanding of schools and the student/family lifecycle, Kerri works to solve challenges for schools every day. From latest design trends to social media trends, Kerri loves to share best practices and happenings from schools she works with all over the world.

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Media Literacy as a Protective Factor Against Risky Alcohol and Other Drug Use

Session Code: W12
Presenter: Desirae Vásquez (FCD Prevention Works)
Audience: MS & HS Counselors & School Leaders
Date: Wednesday 4, October 2017.
Room: Arboleda II

Description:
“Art is not a mirror held up to reality, but a hammer with which to shape it” --Bertolt Brecht (1898-1956).

Sociologist and Cultural Studies professor Dalton Conley recently asked: “Does the mass media create culture or merely reflect it?” In his view, “culture is like two mirrors facing each other: It simultaneously reflects and creates the world we live in.”

In this presentation, FCD Program Services Manager Desirae Vasquez will lead a health-based discussion during which participants will explore the impact of media on young people’s lives and how we can help them negotiate the alcohol and other drug messages to which they are exposed. Local teen media data, coupled with current Latin American student substance use and attitudes data from the FCD Student Attitudes and Behavior Survey, will be sharedTo help students claim their own health agency in the midst of media influence, FCD will break down how use of the social norms approach to prevention can inform educator’s support of healthy student consumption of media, from films and popular music, to social networking and the news.Ultimately, the session will develop educators’ abilities to use FCD’s approach to media literacy as a protective factor combating false normative beliefs. Participants will come away with media-inclusive strategies for engaging with youth to help them make healthy choices

Presenter:
Before joining FCD in 2009, Desirae Vasquez served as a consultant for the Behavioral Health Leadership Institute, advocating for Latino mental health parity within the Baltimore City Public Mental Health System and providing behavioral health education and training to a variety of Baltimore City nonprofits, including Healthy Start, Youth Opportunities, and the city's first homeless youth shelter. Her academic training includes biostatistical approaches to community-based participatory research among academic institutions, grassroots organizations, and non-profit entities. She has a dual BA in Psychological & Brain Sciences and Public Health from the Johns Hopkins University Zanvyl Krieger School of Arts and Sciences, an MHS in Health Education and Behavioral Science from the Johns Hopkins Bloomberg School of Public Health, and an MBA from Northeastern University.

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Sharing the CIS Knowledge Base: Innovations and Trends in International Education

Session Code: W13
Presenter: John Heard (Council of International Schools)
Audience: Leadership, Administration, Technology, Coaches for Curriculum & Instruction
Date: Friday 6, October 2017.
Room: Arboleda III

Description:
Come and learn what CIS is learning! Our work evaluating and supporting 700+ high quality, diverse school communities around the world exposes us to innovative programmes and leading evidence-driven practice. This session will reveal important trends that can be used to develop realistic strategic goals and improve recruitment practices. Additional topics include key findings from a study looking at the relationship between student cultures and learning preferences as well as important survey data exploring the indicators of child abuse developed by the International Task Force on Child Protection.

Presenter:
John Heard is a School Support & Evaluation Officer (SSEO) at the Council of International Schools (CIS). In this role, he supports and visits schools applying for CIS membership and participating in the CIS accreditation process.
John has worked in international education for 39 years. From 1992 – 2002, John served as the Director of Üsküdar American Academy in Istanbul, one of Turkey’s most prestigious schools. Previously, he was high school principal at the American School of The Hague, the Netherlands (1982-1992), and a principal at the American Community Schools, London (1975-1982).

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Toward Meaningful Learning Support & Inclusion in International Education

Session Code: W14
Presenter: Lee Ann Jung (Chief Academic Officer for ASCD Student Growth Center)
Audience: Teachers K-12, School Leaders, Learning Support
Date: Wednesday 4, October 2017.
Room: Cedro III

Description:
The curricular rigor in international education poses real challenges for schools aiming to meaningfully include students with learning differences and developmental delays. All too often, the focus of learning support time must be spent ensuring the student completes the high-level assignments required in the subject areas. But where do we find the time to “pause” the hectic schedule and use evidence-based practices to teach the critical skills these students need for long-term success? In this session, participants will engage in group discussion and sharing on this topic after learning 3 necessary components of learning support for meaningful inclusion.

Presenter:
Lee Ann Jung, PhD, is Chief Academic Officer for ASCD Student Growth Center, which produces GoalWorks progress monitoring software. She provides support internationally to schools in the areas of inclusion, standards-based grading, and intervention planning and progress monitoring. She has worked in the field of special education since 1994 and has served in the roles of teacher, administrator, consultant, and Professor and Director of International School Partnerships at University of Kentucky.

Lee Ann has authored or coauthored 5 books, more than 40 journal articles and book chapters, and has been awarded more than 4 million dollars in federal funding to support personnel preparation and research. She has served as associate editor for Young Exceptional Children (YEC), guest editor and editorial board member of Topics in Early Childhood Special Education, and editorial board member for Journal of Early Intervention. She can be reached at jung@ascdsgc.org.

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A Comprehensive Child Protection Program – One School's Journey

Session Code: W15
Presenters: Keitsa Brisson and David Brown (Country Day School)
Audience: Pre-School, Elementary, MS, HS, Leadership, Administration, Counselor
Date: Wednesday 4, October 2017.
Room: Poro

Description:
Join us for a walk through our school’s process of creating a school wide comprehensive child protection program. In this interactive session, we will discuss how we came to realize the necessity of such a program, and how we went about systematically developing a policy for safeguarding children. We will take a “deep dive” to identify the educational component necessary for students, staff, and parents to prevent putting children at risk as well as the standards necessary to reach international expectations in the area of child protection. At the end of this session, you will have a comprehensive understanding of the importance of a child protection program to reduce the risk of child endangerment and how to create a full protocol of disclosure and reporting abuse. We will share with you tools and resources that we found along the way in our journey that were invaluable in creating a comprehensive child protection policy. We will examine the hiring, staffing and training measures necessary to meet standards. We will explore the level of transparency necessary to involve the school community and outside experts to have a viable child protection program and policy in place. Participants will be guided through the process of drafting an outline of a protocol for child protection specific to your community; one that can be used as the beginning stages for creating a policy for child protection in your school.

Presenters:
Keitsa Brisson is the Early Childhood Principal at Country Day School, as well as the chairperson of the Child Protection Task Force. She has a Bachelor’s degree in Early Childhood and Elementary Education, a Master’s degree in Curriculum and Leadership, as well as an Educational Specialist degree in Pedagogy. Ms. Brisson is an international educator with experience working with students of all ages. In the United States, she worked with underprivileged children in inner cities, where she received various trainings in the area of child abuse prevention.

Dave Brown is the High School principal at Country Day School and currently serves on the Child Protection Task Force committee at CDS. He has degrees from four universities, including a Masters in Educational Leadership. Dave has been teaching in international education for over twenty years and has experience teaching students of all ages and abilities, including graduate level teaching for Framingham State. He has also coached sports at national and international competitions. Throughout his experiences as a teacher, administrator and coach, Dave has prioritized child safety as his primary responsibility.

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A Conversation with Michael Fullan: What Matters Most: The Role of Coherence Making & Deep Learning

Session Code: W16
Presenter: Michael Fullan (Worldwide authority on Educational Reform, Researcher and Author, former Dean Ontario Institute for Studies in Education, OISE, of the University of Toronto
Audience: Teachers, School Leaders
Date: Wednesday 4, October 2017.
Room: Cedro III

Description:
The keynote breakout session will take an in-depth look into Coherence-Making & Deep Learning. Participants will have the opportunity to raise questions and Michael Fullan will address specific school issues based on his vast experience and ongoing work with school systems around the world.

Presenter:
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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Updating grading and reporting: Development of scoring tools to measure and motivate student learning

Session Code: W17
Presenter: Allison Zmuda (Educational Consultant, Author)
Audience: Teachers K-12, Curriculum & Instruction
Date: Wednesday 4, October 2017.
Room: Roble I

Description:
Many teachers are excited about the idea of personalized learning, but one of the immediate questions is “How do I mark this?” This session shares a predictable accountability mechanism to anchor the unpredictable directions students may take in the design and development of personalized learning tasks.

Participants will:
● Explore scoring tools developed by schools based on Common Core and other Standards
● Identify key characteristics that are important to their own school community to facilitate design of scoring tools
● Consider implications of “fairness” when it comes to evaluation — guiding focus on student achievement
● Examine how collection of artifacts and student commentary can provide opportunities for students to guide next steps and future goals

Presenter:
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.

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Reggio Emilia: De La Teoría a la Realidad (Spanish)

Session Code: W18
Presenter: Hectalina Donado (Pre-school expert, school administrator, author and trainer Reggio Emilia approach)
Audience: Maestras de Pre-Escolar
Date: Wednesday 4, October 2017.
Room: Jacaranda I

Description:
El Enfoque Reggio Emilia ha sido reconocido como uno de los mejores sistemas educativos del mundo. Esta Filosofía fortalece el desarrollo intelectual del niño a través del uso sistemático de la representación de su pensamiento. El eje principal de esta teoría es un niño que es fuerte, poderoso y recursivo desde el momento de su nacimiento. Un niño que posee sus propias intenciones o sea el deseo para conocer y para vivir. Los niños son estimulados para explorar su medio ambiente y para que se expresen utilizando sus lenguajes naturales o modos de expresión lo que incluye todas las bellas artes.
La escuela se configura como una comunidad educativa en la que todos los sujetos implicados son a la vez educadores y alumnos. La relación educativa adulto-niño se basa en el respeto mutuo en la que el niño, la comunidad y los profesores se consideran “recíprocamente como fuente de riqueza y de recursos”.

Presenter:
Hectalina Donado, Ed.D. Has over 40 years of experience in the areas of teaching, administration and supervision in the United States and Colombia. Presenter at conferences and workshops at the national and international levels on topics related to teaching and learning. In 1999 developed and implemented the first Reggio-inspired Preschool program in Colombia at the Karl C. Parrish School in Barranquilla. This program became an international model of preschool education in Latin America. She is an author and trainer on the Reggio Emilia Philosophy as well as other educational topics.

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Better than Carrots and Sticks: Restorative Practices for Positive Classroom Management

Session Code: W19
Presenter: Dominique Smith (Author, speaker, Vice-Principal, HSHMC)
Audience: Teachers K-12, School Leaders, Counselors
Date: Wednesday 4, October 2017.
Room: Jacaranda II

Description:
In this session we will refocus on how to create positive student teacher relationships. As Hattie’s work shows, teacher student relationships can have a positive effect on a students growth and achievement. We will focus on the philosophy of restorative practices and how using effective language, impromptu conversations and circles can help create the balance of managing a classroom while building relationships. Dominique will share his experience of working at Health Sciences High and Middle College in San Diego, and how they have regained the power of using relationships with students. Simply put, students do not learn from adults they don't care about. The focus of restorative practices is to drift away from punitive practices and the refocus of using conversation and understanding to help restore situations.

Presenter:
Dominique Smith is a social worker, school administrator, mentor, national trainer for the International Institute on Restorative Practices, and member of ASCD’s FIT Teaching (Framework for Intentional and Targeted Teaching®) Cadre. He is passionate about creating school cultures that honor students and build their confidence and competence. He is the winner of the National School Safety Award from the School Safety Advocacy Council.
Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In addition to his school leadership responsibilities, he provides professional learning to K–12 teachers in groups large and small on many topics that address classroom and school climate and organization. He is a regular presenter at many conferences, including ASCD’s annual conference.
He is the coauthor of the ASCD book Better than Carrots and Sticks: Restorative practices for positive classroom management and has written articles for Principal Leadership and School Leadership.
Smith earned his master’s degree in social work from the University of Southern California and is a doctoral student in educational leadership at San Diego State University.

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Using the Design Process to Maximize Learning with Technology

Session Code: W20
Presenter: Brian Hamm (American School Foundation of Monterrey, A.C.) & David Jakes (Leader in Educational Technology & Design)
Audience: Teachers K-12, Technology & Innovation Teachers, School Leaders
Date: Wednesday 4, October 2017.
Room: Laurel II

Description:
Augmented and virtual reality. Making, coding, and robotics. Gaming, podcasts, blogging and over one billion users watching YouTube video over desktops, laptops, tablets and smartphones. This is just a small sampling of today’s technology that our students can and will encounter on a daily basis. In this session, learn how the process of design can be used to make sense of this potentially disruptive set of tools and experiences. We’ll explore how the design process can provide a framework for creating strategic pathways that enable the design of learning experiences in a technology landscape that is constantly shifting and growing. Join us to see how design can unify what you and your students do with technology to maximize its impact on learning.

Presenters:
Brian HammBrian Hamm believes that every student can be engaged in an educational experience that allows them to live curiously and go beyond as they discover their own “Moonshots”. Over the past ten years he has circumnavigated the globe numerous times in the pursuit of this endeavor. Whether he is leading students in service-based projects in Canada’s inner-cities, developing PE and Athletics programs in Turkey, Teaching IB Higher Level History and rolling out 1:1 programs in Korea, coaching soccer teams in China, hiking medical supplies into the Nepalese Himalayas, sharing the Tech Crewsaders Program and Network in South America, or completing his Master’s Degree in Europe, he has always strived to leverage technology, not simply as a way to digitize the educational experience for students, but to redefine it. As a Google Certified Teacher and the Director of Technology at ASFM Mexico, Brian is passionate about collaborative and purposeful projects that impact and empower students and teachers to make a difference in their communities. He agrees with the common view that tech integration is a journey rather than a destination, but adds that if this is the case, Google Apps for Education is your Swiss Army Knife. You wouldn’t want to travel without it and it has something to offer for nearly any job. Brian has been a technofile since he first played Oregon Trail on his school’s Commodore 64, and now he navigates his own trail as a teacher, a traveller, a husband, a father to two wonderful little up-and-comers, a Manchester United fanatic, and a Designer at heart.

David Jakes

David Jakes. A recognized leader in the educational design and technology field, David Jakes focuses on using the design process to support the organizational growth, development and change required to create relevant and meaningful conditions for student learning in schools. David’s thought leadership includes addressing the increased need to develop agile, connected, and personalized learning environments that support a contemporary education, and how the use of technology can be reimagined to create boundless opportunities for learning. Before his current position as Chief Design Officer of David Jakes Designs, David spent almost three decades in education as a teacher, technologist, and administrator. David's design experience includes working as a Digital Designer and Strategist for CannonDesign and The Third Teacher+, a leading architecture firm and learning space consultancy. David is a frequent presenter at national and international educational conferences where he speaks about the power and promise of a new expedition for learning, and the roles that all educators have in shaping that journey.


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Building Leadership Capacity in Inclusion

Session Code: W21* 1:30 - 2:30 PM
Presenter: Laurie Behan (American School Foundation of Monterrey, A.C.)
Audience: Pre-School, Elementary, MS, HS, Leadership & Administration Curriculum & Instruction, Learning Support
Date: Thursday 5, October 2017.
Room: Arboleda I

Description:
In a large N-12 international school the shift in culture and mindset towards inclusive practice could be a monumental undertaking. By capitalizing on existing leadership and the expertise of respected staff members, it is possible to initiate and support change at many levels at once. By analyzing strengths and needs, and then using a distributive leadership approach, collaborative working teams at different grade levels and in different departments can accomplish grand wonders when given leadership opportunity and support.

The continuing ASFM alignment of inclusive practice at Elementary, Middle School and High School includes entry procedures and training for early years support, Learning Support Teacher training in RTI Coaching and Literacy Intervention, small group instruction for Elementary Teachers, the use of electronic progress monitoring tools at Middle School, Counselor and Psychologist training in Executive Function Skills and a move to embed DI and UDL at the unit and lesson design level across all grades. I will outline our implementation plan and our success in empowering teacher and staff leaders.

Presenter:
Laurie Behan is the N-12 Support Services Co-ordinator at ASFM. She is co-designing and leading the cultural and academic transformation of ASFM into an inclusive learning community. Laurie previously worked as an administrator in the public system leading change in special education, school culture and literacy. Her work on distributive leadership has been published by the Ontario Principals' Council.

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How Academic Raps Set Learning Ablaze

Session Code: W22* 3:00 - 4:00 PM
Presenter: Michael Kaufman (The American School Foundation of Guadalajara, A.C.)
Audience: Elementary, MS, HS, Technology & Innovation, Curriculum & Instruction
Date: Friday 6, October 2017.
Room: Arboleda I

Description:
How Academic Raps Set Learning Ablaze is intended for teachers who want to embolden their students and deepen their mastery of concepts, skills, and vocabulary by writing and performing academic raps. The session will look at how academic raps engage traditional and non-traditional writers alike, provide a natural motivation to revise, improves vocabulary and figurative language, and give students authentic audiences and feedback. Participants in this session will not only learn about the power of academic raps but will also collaborate with their peers to write and perform their own. No prior experience necessary, only a willingness to have fun!

The session will cover:
The learning benefits of writing and performing academic raps
How to write academic raps and how teach others to do so
How to design and implement academic rap activities and projects
How to leverage technology to record, promote, and share student songs and performances

Learning Outcomes:
To incorporate academic raps into your classroom to boost student learning and engagement
To leverage technology to provide your students with authentic audiences and feedback

Presenter:
Michael Kaufman is a Master Certified Educator with Flocabulary (an educational hip-hop learning program) who has written and posted extensively about the benefits of academic raps on student learning and engagement. His work on rap in the classroom has been viewed by thousands of educators all around the world and can be found on Flocabulary, his YouTube channel, and on his blog HighFiveHistory. Michael Kaufman is a middle school technology integration teacher at the American School Foundation of Guadalajara.

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Leading the Change with Drones

Session Code: W23* 1:30 - 2:30 PM
Presenters: Jennifer Norman & Angel Duran (Carol Morgan School)
Audience: MS & HS Teachers, Technology & Innovation
Date: Wednesday 4, October 2017.
Room: Arboleda II

Description:
We are surrounded by technology. Our students are naturally curious, want to experiment with technology, and love hands-on, real world experiences, and activities. Drones provide a gateway to open-ended possibilities and all these possibilities help educators lead our students to learn about our ever-changing world. With any piece of technology, drones can be seen as good or evil. It all depends on how the technology is used. Given the correct guidance and context, drones can be a great learning tool, promote creativity, and hands-on experimentation. For this workshop, we will focus on the endless, engaging possibilities of learning now and in the future with drone education. You will see how drones can be used to enhance all areas of the curriculum ~ from Social Studies, English, Science, and Physical Education classes. You will become an informed consumer of technology and this will help you lead students and your school community on ethical drone usage and its possibilities. In return, they can become creators of technology through drone education, in this rapidly changing school environment.
This hands-on session will guide you through the successes and failures of the Drone Program at Carol Morgan School, in Dominican Republic. We will share with you the FFA rules of flying, teach you how to fly a drone, allow you to practice flying, share how to build a drone from a kit, and make sure you leave the workshop with access to all of the program resources so you can lead your students and school community to learn and explore our world with drones.

Presenters:
Jennifer Norman has over 28 years teaching experience, having taught in the United States in Iowa, Arizona, and Nevada. For the last 9 years, she has been the Head of the Technology Department and Integration Specialist at Carol Morgan School in Dominican Republic. Jennifer teaches programming, web design, engineering, and film classes. She has also been a mentor for Team DRIFT, a FRC Robotics team at CMS. She has been collaborating with teachers to integrate technology to enhance lessons and activities that engage students, increase learning, and cater to students’ different learning styles. She is a Google Certified and Apple Teacher. Her background is in Secondary Education and has MAs in Educational Technology and TESOL.


In his fourth year at Carol Morgan School, Angel Duran is the Middle School Technology Integration Specialist and Team DRIFT Mentor for high school robotics. He studied Mechatronics Engineering at Instituto Tecnologico de las Americas “ITLA” in Santo Domingo, Dominican Republic, and began working at CMS in the Innovation Lab. He graduated with his teaching credentials at Teach Now and moved into his current teaching position. Angel teaches digital design, film, photography, and FIRST Lego League (FLL) robotics.

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Building Community through Classroom Circles: Working with Students Not for, or Against Them

Session Code: W24* 3:00 - 4:00 PM
Presenters: Sylvia Montero M & Karla Vega R. (Lincoln School)
Audience: Teachers Preschool-12, Leaders, Administration, Counselors
Date: Wednesday 4, October 2017.
Room: Arboleda II

Description:
Main Objective: Explore with us how to develop, maintain and repair relationships in the school setting using an approach that is relationship-centered, strength-based and solution- focused.

Essential Questions: Why use circles as a tool to build relationships? Can restorative approaches break the cycle of power and control related to bullying? How can teachers transform conflict? How can we use restorative practices when addressing discipline cases?

Join us in a journey through the benefits of facilitating restorative practices in the classroom. Learn how to preside structured meetings that build community, trust, connectedness, empower students to assume responsibility, and be accountable for their actions. At the same time, connect with your students in ways that make them feel safe, willing to communicate, solve problems and why not, have fun!

Fundamental Premise:
“People are happier, more cooperative and productive, and more likely to make positive changes when those in positions of authority do things with them, rather than to them or for them.”
IIRP – International Institute for Restorative Practices

Presenters:
Sylvia Montero Montandon earned her BA in Education with emphasis in Preschool Education from the University of Costa Rica and an MSc in Education from the International Program of Lesley College, Massachusetts. She enrolled in three International Leadership Master’s Program courses from Framingham State College: “Advanced Instructional Strategies”, “Supervision and Staff Development”, and “Collaborative Leadership and Organizational Change”. Engaging in professional development and growth opportunities has been a constant in her life. She has been working at Lincoln School in San José, Costa Rica since 1981 in a variety of positions. She has worked as a Preschool Assistant, Preschool Teacher, Preschool Assistant Principal, Elementary Assistant Principal, and is currently in the position of Elementary Dean of Students. Sylvia’s hobbies include playing tennis, cycling, hiking, playing with her dogs and watching movies.

Mrs. Vega has been working in education for 25 years. She is currently the Elementary Guidance Department Coordinator at Lincoln School, Costa Rica. She studied Psychology at Universidad de Costa Rica where she got her “Licenciatura”. She also has a Master’s Degree in Educational Leadership from Framingham University. Ms. Vega has received training in areas such as Positive Psychology (Maytiv Center), Drug Prevention (Botvin Lifeskills Training Program) Mindfulness (UPEKKHA Center) and Restorative Practices (International Institute for Restorative Practices). These experiences have shaped her objective of fostering students’ social-emotional well-being in the school setting.

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IQ, EQ, and now...CQ. Cultural Intelligence: THE essential intelligence for the 21st century school leader

Session Code: W25* 1:30 - 2:30 PM
Presenter: Mark Christopher Dunn (John F. Kennedy, The American School of Queretaro)
Audience: Teachers K-12, School Leaders, Administrators, Curriculum & Instruction
Date: Wednesday 4, October 2017.
Room: Arboleda III

Description:
In these volatile times, cultural Intelligence (or CQ) is the intelligence that matters most when leading learning in the international school setting. There is a large and growing body of research that suggests that an individual’s ability to be successful in a variety of foreign contexts can be attributed to his or her cultural intelligence quotient. An individual’s CQ predicts performance when working in culturally diverse situations. Organizational CQ predicts the likelihood a school will successfully accomplish its mission in this globalized and multicultural world. This “Deep Dive” will explore the role leaders and teachers can play to develop a higher CQ and guide their students towards the same.

Presenter:
My name is Mark Dunn. I have been the Elementary School Principal at the John F. Kennedy American School of Queretaro, Mexico for the past 13 years. I am currently completing Doctoral studies at the University of Minnesota in the area of Leadership for Intercultural and International Education.

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The Best of Both Worlds

Session Code: W26* 3:00 - 4:00 PM
Presenter: Dr. Cindy Elsberry (Executive Director of Blended Learning, Achieve 3000)
Audience: Elementary, MS, HS, Technology & Innovation & Learning Support
Date: Wednesday 4, October 2017
Room: Arboleda III

Description:
The need to enhance the digital learning environment as well as on-line learning are growing disruptively. In spite of this, the teacher and classroom learning continue to be essential in a quality educational program. It is only when these two modalities are combined effectively that students get the best of both worlds. Teachers are not required to have an overload of digital resources, the key is using the available resources incorporating them to effective teaching practices to create a positive blended learning environment. Blended learning is a formal program in which a student learns online with some element of student control in a supervised climate. Such program provides an integrated learning experience that is reflected in improved student learning.
During this session, participants will be offered practical tips to connect on-line learning and classroom learning in an effective blended learning environment.


Presenter:
Dr. Cindy ElsberryDr. Cindy Elsberry. Prior to joining Achieve3000, Dr. Elsberry served as Superintendent in Horry County Schools, South Carolina’s third-largest school system, for six years. Horry County – a diverse, high-poverty district with over 40,000 students – won national acclaim for its transformation under Dr. Elsberry’s leadership, and was rated as one of South Carolina’s highest-performing school districts. As part of her strategic plan for Horry County, Dr. Elsberry focused on successfully implementing key blended learning strategies: empowering teachers with 21st-century skills and personalizing students’ education via customized learning environments.

Before that, she spent six years as the Superintendent in Talladega County Schools in Alabama. She has also held a number of other teaching and educational administrative positions, including principal, assistant principal, teacher, and coordinator, and has been an adjunct professor at the University of Alabama.

Dr. Elsberry holds a Bachelor of Science and a Master of Science in education and a doctorate in educational administration from the University of Alabama, as well as a Master of Science in education from Jacksonville State University. In addition to having served on several boards in South Carolina, Dr. Elsberry belongs to the League of Innovative Schools, Schlechty Center Superintendents’ Leadership Network, the Diversity Leadership Institute, and the South Carolina Association of School Administrators.

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Changing the World, One Read at a Time

Session Code: W27* 1:30 - 2:30 PM
Presenters: Fiona Morales and Claudia Reyes (American School Foundation of Monterrey, A.C.)
Audience: Pre-School & Elementary Teachers, Learning Support Teachers
Date: Wednesday 4, October 2017.
Room: Carao

Description:
It’s no secret, that teachers today are being called upon to do so much more than deliver content. As our students navigate the complicated situations that they encounter both at home and in the world at large, teachers are increasingly responsible for educating the whole child. Educators are also expected to be innovative, blend learning, engage in cross curricular projects, all the while juggling multiple sets of standards. With so many responsibilities, and so much at stake, more than ever before, teachers need to be deliberate in their decisions surrounding instruction.

This session will focus on the benefits of purposefully selecting and delivering stories while incorporating elements of the Interactive Read Aloud model. This approach allows teachers to hit both academic and socio emotional goals, ultimately optimizing their valuable instructional time. In addition to the communication, critical thinking, and community building being fostered within the classroom, an engaging story promotes empathy, and ultimately leads to the enduring global understandings that are essential for our future world leaders.

Participants will be guided through the process of selecting books that meet Common Core standards, but also hit cross curricular and non academic targets. They will learn how to unleash the full power of the IRA by asking the right questions to target desired learning outcomes. Participants will then have time to practice on their own using a comprehensive book list designed to tackle a wide range of global themes such as diversity and inclusion, as well as social issues including discrimination and bullying.

There is the potential for every teacher to be a leader in this era of change, in a way that positively impacts our students and the world, one read at a time.

Presenters:
Fiona Morales is the Head Elementary Librarian at the American School Foundation of Monterrey. Born in England and raised in Canada, she has been working at schools in Mexico for nearly 20 years. After 7 years as a homeroom teacher in Upper Elementary grades at ASFM, Fiona made the move to the Elementary Library where she has been blending her teaching skills with her love of literacy for the past 10 years.

Claudia ReyesClaudia Reyes is the Early Elementary Teacher Librarian at American School Foundation of Monterrey. Born in Monterrey México, Claudia has 12 years of teaching experience. She has held positions as a Kindergarten English teacher, Elementary Homeroom teacher and was recently transferred to the Library, where she shares her passion for Literacy and commitment to education, guiding students from PK to 2nd grade as they develop, discover and grow as readers.

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Creating Innovators, not Regurgitators, with Genius Hour and Passion Projects!

Session Code: W28* 3:00 - 4:00 PM
Presenters: Allysa & Tyler LeClaire (The Columbus School)
Audience: Pre-School & Elementary Teachers, Project - Based, Technology & Innovation
Date: Wednesday 4, October 2017.
Room: Sauco

Description:
Have you ever heard about Genius Hour or 20% time or passion projects and wondered how it could possibly work in your class or school? Discover how implementing these can increase engagement, student learning, innovation, and creativity. In this session, we will be discussing why you should consider implementing these in your classrooms and what they look like within multiple grade/school levels. We will dive into a hands-on experience of the processes involved with Genius Hour or Passion Projects. Additionally, we will share how it can fit any classroom no matter the grade or teaching style by sharing personal examples and student samples of Genius Hour in first grade and Passion Projects in third grade. You will learn loads of helpful hints to make it work for you in your classroom, as well as discover how you can utilize cross-curricular connections to utilize Genius Hour as a means to boost writing and communication skills. You will also leave with a great deal of resources that will help you implement Genius Hour and Passion Projects right away, including a number of children´s literature suggestions related to innovation and ideas in the classroom. Learn how you can be at the forefront of leading the shift from teacher-centered to student-centered learning. Just come and see how you can lead the charge toward advancing student learning by promoting student choice through innovation and creativity. Please bring a laptop or tablet to this session.

Note: Please specify if a laptop or tablet is required for your audience in the case of the Learning Lab format.

Presenters:
Alyssa and Tyler LeClaire are both teachers at The Columbus School in Medellin, Colombia. Tyler is in his fifth year of teaching first grade, and Alyssa is currently teaching third grade. Prior to moving to Medellin, they both taught in Atlanta, Georgia and in the state of Washington.

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Nuestro pasaporte emocional para aprender

Session Code: W29* 1:30 - 2:30 PM
Presenter: Gina Patricia Zohn-Muldoon, (The American School Foundation of Guadalajara, A.C.)
Audience: Pre-School, Elementary, MS, HS, Administration
Date: Wednesday 4, October 2017.
Room: Ciprés

Description:
Reflexionar sobre nuestra función como educadores ante un laberinto de oportunidades de formación personal y profesional es nuestra responsabilidad. Nos toca considerar las implicaciones de nuestra relación e involucramiento emocional con los alumnos, pues son elementos esenciales que dan forma e identidad a nuestras escuelas. Somos ejemplo y por eso, analizar la función de los afectos y emociones en la educación, desde una visión comprehensiva que incorpora juego y creatividad, resulta primordial. Derivaremos estrategias específicas para refrendar el “pasaporte afectivo” necesario para entrar al territorio receptivo de los alumnos. Esta sesión nos dejará “insights” y tácticas para promover y alcanzar la conexión emocional requerida en el logro de objetivos educativos, desde las perspectivas de los alumnos y de los maestros.

Presenter:
Gina Patricia Zohn-Muldoon. Licenciaturas en Psicología, Educación Preescolar y Educación Primaria. Maestrías en Educación, Administración Educativa y Terapia Familiar Sistémica. Educadora por 33 años; fundó en 1984 y dirige el Centro Educativo Koala, A.C., escuela constructivista social, sistémica, humanista, sustentada en las neurociencias, enfocada al trato respetuoso y digno. Ha recibido e impartido cursos en evaluación psicoeducativa, desarrollo infantil, disciplina afectuosa, neurodesarrollo, enseñanza, aprendizaje, planeación y comunicación, local e internacionalmente. Sus proyectos abordan el aprendizaje significativo, innovador, interactivo, comunicación reflexiva y resolución de conflictos. Colabora en ASFG en el SIT y Consejos de Directores y Asociados. Privilegia su relación familiar.

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