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Main Conferences Program - Thursday

MAIN CONFERENCE
THURSDAY OCTOBER 5, 2017
8:00 AM - 10:00 AM - Plenary Session & Keynote
Session Title Presenter Target/Audience Room
T Keynote Navigating Unchartered Waters: "Globalizing and Personalizing Learning at the International School” Heidi Hayes Jacobs (Curriculum 21, Author, Educational Consultant) & Allison Zmuda (Author and Educational Consultant) All Real I & II
FULL DAY INSTITUTES
10:30 AM - 12:00 PM & 1:30 PM - 4:00 PM
(* participants must commit to attending both sessions)
Session Title Presenter Target/Audience Room
T01 Coherence-Making in Your Own School 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 Real III
T02 Creating Modern Learning Environments: Learning Spaces, Schedules, and Grouping Patterns Heidi Hayes Jacobs (Curriculum 21, Author, Educational Consultant) Teachers K-12, Content Area Specialists Cedro I
T03 Belonging and Becoming: Social and Emotional Supports for Adolescent Learning Kathleen Cushman (Writer and speaker) Teachers, Counselors MS, HS Cedro II
T04 The Purpose and Promise of Service Learning Cathyrn Berger Kaye (CBK Associates and ABCD Books)
Teachers K-12, Service Learning Coordinators Cedro III
AM Break-out Sessions
10:30 AM - 12:00 PM
Session Title Presenter Target/Audience Room
T05 Toward Meaningful Learning Support & Inclusion in International Education Lee Ann Jung (Chief Academic Officer for ASCD Student Growth Center) Teachers K-12, School Leaders, Learning Support Laurel I
T06 Four attributes to coach for in students: voice, co-creation, social construction, and self-discovery Allison Zmuda (Educational Consultant, Author) Teachers K-12 Laurel II
T07 Designing Compensation Systems for Mission Congruence and Financial Sustainability John Littleford (Littleford Associates)
Heads of School, Board Members Roble I
T08 La Enseñanza en el Aula Multilingüe Tracey Tokuhama- Espinosa (Educational Researcher & Author) Maestros de Español Laurel III
T09 The Changing Face of International Schools and the Road to Higher Education: historical growth, current overview, and trends in international student mobility Richard Gaskell (The International School Consultancy) & Brian Hartman (College Board) School Leaders, Admissions, Guidance Counselors Arboleda I
T10 Create a Positive Climate for Learning with the Responsive Classroom Approach Karen Poplawski (Responsive Classroom) Elementary, MS, HS, Leadership, Counselor, Learning Support Arboleda II
T11 Being Literate Patricia Handly (Educational Consultant, Center for the Collaborative Classroom) Teachers K-12, School Leaders, Curriculum & Instruction Arboleda III
T12 Resignifying our Teaching Practice Mayra Crosthwayt (National Geograph Learning) Teachers K-12, Leadership, Curriculum & Instruction Poro
T13 Formative Learning with Turnitin Jeff Lile MS & HS Teachers, Technology Jacaranda I
T14 Charting the Course of Child Development Through Smarter Assessment Barbara Field (Curriculum Associates) Teachers K-12, Curriculum & Instruction Coordinators
Jacaranda II
T15 Visible Learning for Literacy in Secondary Schools Douglas Fisher (San Diego State University, Author, nationally & internationally acclaimed consultant in the area of Literacy, Curriculum & Instruction MS & HS Teachers, Curriculum & Instructional Leaders Roble II
PM Break-out Sessions
1:30 PM - 4:00 PM
Session Title Presenter Target/Audience Room
T16 Key elements of personalized learning with habits of mind: Shifting roles of teacher and student Allison Zmuda (Educational Consultant, Author) Teachers K-12 Laurel II
T17 Part I:A Proven Strategic Planning Approach: Start with Mission Clarity and LEAD,Part II: Hiring, Evaluating, Mentoring, Coaching and Compensating Heads of Schools: Best Practices Worldwide (short break in between sessions). John Littleford (Littleford Associates)
School Heads, Board Members Roble I
T18 Teaching Multilingual Children Tracey Tokuhama-Espinosa (Educational Researcher & Author) Teachers K-12, Curriculum & Instruction Laurel III
T19 Better than Carrots and Sticks: Restorative Practices for Positive Classroom Management Dominique Smith (Author, speaker, Vice-Principal, HSHMC)
Teachers K-12, School Leaders and Counselors Arboleda I
T20 Reggio Emilia: From Theory to Practice Hectalina Donado , school administrator, author and trainer Reggio Emilia approach) Pre-School Teachers Arboleda II
T21 Using Goal Attainment Scaling for Measuring Learning and Behavior of Students with Learning Differences Lee Ann Jung (Chief Academic Officer for ASCD Student Growth Center) Teachers K-12, School Leaders, Learning Support Laurel I
* * * 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
T23*
1:30-2:30
All Teachers Should be Language Teachers Jason Deehan (Carol Morgan School) Teachers K-12, Content Area Specialists Roble II
T24*
3:00 - 4:00
Social Justice-Using the Arts as a Vehicle for Change/Justicia Social-Usando las artes como vehículo para el cambio Jamie V. Wood & Stacy Ohrt-Billingslea (The American School Foundation of Guadalajara, A.C.)
MS & HS, Drama Roble II
T25*
1:30 - 2:30
Making People Better Teachers? Or Making Teachers Better People? Diane Clement (The American School Foundation, A.C.)
Teachers K-12, & Administration / Social Emotional Learning & Wellness Jacaranda I
T26*
3:00 - 4:00
Posibilidades Integradoras de Tics en la educación Secundaria básica Luis Fernando Muñoz Sandoval & Alain Rivera (Colegio Bolívar)
Maestros Primaria, Secundaria, Tecnología Jacaranda I
T27*
1:30 - 2:30
Maker Space With A Twist Michele Neale & Douglas Frankish (American School Foundation of Monterrey, A.C.) Teachers K-12, Leadership, Technology & Innovation, Curriculum Instruction, Counselor Jacaranda II
T28*
3:00 - 4:00
The World is Your Classroom Diana Irene Saldaña (The American School Foundation of Monterrey, A.C.)
Elementary, MS, HS, Technology & Innovation Jacaranda II
T29*
1:30 - 2:30
Getting Started with Number Talks in the Elementary Classroom Kristen Farrow (The American School Foundation of Guadalajara, A.C.)
Math Teachers K-6, Curriculum & Instruction Carao
T30*
3:00 - 4:00
Global Issues Network (GIN) supports what matters: Global Citizenship and Passion-driven Sustainable Projects created by Empowered Students Linda Sills (Global Issues Network) International School Panama & Pan American-Costa Rica
Schools interested in joining the GIN Movement Sauco
T31*
1:30 - 2:30
Embracing Complexity to Lead, Implement and Sustain Change Analia Denmon (Carol Morgan School)
Pre-School, Elementary, MS, HS, Administration Ciprés


Registration, Breaks & Lunch

Registration Desk 7:00 AM - 4:00 PM
Break 10:00- 10:30 AM
Lunch 12:00 - 1:30 PM
Buzz Groups & Job-Alikes 4:15 - 5:15 PM
Costa Rican Evening 6:30- 8:30 PM


Daily Schedule

8:15 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
Job-Alike Sessions - Lunch Galería Fiesta - 12:00 PM - 1:30 PM
1:30 PM - 4:00 PM - Afternoon (PM) Break-out Sessions

Navigating Unchartered Waters: "Globalizing and Personalizing Learning at the International School”

Session Code: T Keynote
Presenters: Heidi Hayes Jacobs, (Curriculum 21, Author, Educational Consultant)
& Allison Zmuda, (Author and Educational Consultant)
Date: Thursday 5, October 2017.
Room: Real I & II

Description:
Educators overwhelming agree that the “one size fits all” model of teaching and learning is now behind us. We are on open waters, imaging the possibilities but also tethered to existing habits, structures and practices. Allison and Heidi’s keynote is devoted to reimagining the possibilities for the modern learner in the modern world. Paying attention to global problems, learning environments and challenges that are rich with inquiry and expertise from all ages.

Key highlights:
● What personalized learning is and why it matters to the modern learner
● Power of authenticity in the challenges we explore, the tasks we engage in, and the audiences we interact with
● Claiming contemporary pedagogy as a fresh foundation for our program choices
● Strategies that professionals can cultivate their setting to create conditions for innovation.
● Examples of bold moves in schools and settings creating striking opportunities for learners

Presenters:
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.

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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Coherence-Making in Your Own School

Session Code: T01
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: Thursday 5, October 2017.
Room: Real III

Description:
This full day institute focuses on how to achieve major changes in your own school. Michael Fullan will introduce participants to tools and protocols that they can use to bring about needed change and will support the development of action steps for implementation.

(*Ticketed Session- participants will need to sign up at the registration table and commit to attending both the AM and the PM sessions. The number of participants will be limited and sign-ups will take place on a first come, first served basis). Materials: Participants have the option of purchasing the book, Coherence: Putting the right drivers in action (Fullan and Quinn, Corwin, 2016).

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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Creating Modern Learning Environments: Learning Spaces, Schedules, and Grouping Patterns

Session Code: T02
Presenter: Heidi Hayes Jacobs
Audience: Teachers K-12, Content Area Specialists
Date: Thursday 5, October 2017.
Room: Cedro I

Description:
How can we transform our school settings to respond to the specific needs of “right-now” learners? We will investigate the expanding the array of scheduling options, virtual and on-site programs, the rethinking of existing learning spaces, the possibilities for future architectural choices, the ways you can group your learners for maximum benefit, strategies for grouping personnel beyond the silos of departments and grade levels, and developing global networks as partners. Jacobs will share examples of how design thinking informs the action planning process and how to form an effective design team.

Participants will leave with:
● An understanding of how design thinking is essential to innovation.
● An array of options to consider for both synchronous and asynchronous scheduling.
● Approaches to reconsider and design learning spaces and furniture choices on-site.
● Approaches to maximize the design of virtual learning
● Strategies for grouping the specific student population to match their needs.
● Ways to create multiple personnel configuration to assist learners based on talent versus roles
● Inquiry tools to develop the necessary dispositions in ourselves as leaders and in the school community to support a culture of growth
● A working set of next steps to create an innovation design team at their setting
● An action plan for innovation to transform your school.

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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Belonging and Becoming: Social and Emotional Supports for Adolescent Learning

Session Code: T03
Presenter: Kathleen Cushman (Writer and Speaker)
Audience: Teachers, Counselors MS, HS
Date: Thursday 5, October 2017.
Room: Cedro II

Description:
What structures and practices help adolescents develop the mindset that they belong in a learning community? What supports them in growing to their fullest potential as deeper learners? Kathleen Cushman’s school-based research uses actual student and teacher voices to help participants consider the challenges and possibilities in their own school contexts. This will be an interactive and collaborative session, anchored by six key elements that provide a foundation for integrating social, emotional, and academic development in the middle and high school years. Participants will emerge with increased ability to:

· Recognize the social and emotional factors that boost the academic success of adolescent learners
· Identify key social and emotional challenges for learners in their own school
· Explore effective social and emotional learning practices through the perspectives of other teachers and students
· Create an action plan for a social and emotional challenge in their work with students

Presenter:
Kathleen Cushman’s most recent book is Belonging and Becoming (Harvard Education Press, 2016). In rich descriptions of five very different schools, Cushman and her co-author, Barbara Cervone of What Kids Can Do, document and analyze the power of social and emotional factors in adolescent learning. Cushman’s expertise in that area has developed in three decades of writing about teaching and learning, including several high-profile initiatives to transform adolescent education. Those include the Coalition of Essential Schools (1989–2001); Project Mastery (an initiative of the Gates Foundation); Deeper Learning (an initiative of the Hewlett Foundation); Students at the Center (an initiative of the Nellie Mae Foundation); the NoVo Foundation’s projects on social and emotional learning; Lumina Foundation’s work supporting first-generation-college students; and the Stanford Center for Opportunity Policy in Education (SCOPE). Based in New York City, Cushman collaborates with learning organizations around the world.

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The Purpose and Promise of Service Learning

Session Code: T04
Presenter: Cathyrn Berger Kaye (CBK Associates and ABCD Books)
Audience: Teachers K-12, Service Learning Coordinators
Date: Thursday 5, October 2017.
Room: Cedro III

Description:
Moving from ideas to purposeful action: this is the heart ♡ of service learning. As educators, we continually seek ways to add depth and meaning to learning, complemented by strategies that guide students to be curious, engaged and personally invested. This can be accomplished by extending academic connections beyond the classroom through a proven, reliable and effective process, service learning. Participate in a dynamic interchange and interactive experiences as we explore and learn practical methods for students to:

  • Conduct social analysis through action research—a method applicable to every research assignment
  • Authenticate a community need—increase the ability to make local and global connections
  • Elevate question asking skills—a transferable ability that augments all learning
  • Reflect by choice on significant moments and learning—and enjoy the process of reflection
  • Demonstrate what has been learned, the process of learning, and what has been accomplished through service—resulting in a more astute and competent learner

Gain understanding of how this approach to teaching and learning integrates best practices, strengthens curricular knowledge, heightens transferable skills and competencies, and aligns with key school priorities.

With complex issues facing our communities, students are eager to contribute to a better society. This is their time to discover What matters most to me? And to have the ability to effect change. Let’s do this! Come ready for participation!

Presenter:
Cathryn Berger Kaye, M.A., author and international educator, travels 200+ days annually throughout the United States and globally providing professional learning programs, conference keynotes, in-depth institutes, custom-designed curricula, and onsite assistance to schools. Specializations include service learning, social and emotional realms, advisory, youth leadership, effective engaging strategies, environmental sustainability, children’s and YA literature, learning and the brain, and organizational development with school leaders. As a consultant with the IB, Cathryn is co-developer of the new CAS guide. Cathryn authored The Complete Guide to Service Learning, and two books with environmental advocate Philippe Cousteau. Cathryn is often described as “bringing learning to life!” Visit cbkassociates.com or email cathy@cbkassociates.com.

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Toward Meaningful Learning Support & Inclusion in International Education

Session Code: T05
Presenter: Lee Ann Jung (Chief Academic Officer for ASCD Student Growth Center)
Audience: Teachers K-12, School Leaders, Learning Support
Date: Thursday 5, October 2017.
Room: Laurel I

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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Four attributes to coach for in students: voice, co-creation, social construction, and self-discovery

Session Code: T06
Presenter: Allison Zmuda (Educational Consultant, Author)
Audience: Teachers K-12
Date: Thursday 5, October 2017.
Room: Laurel II

Description:
A primary aim of schooling is for students to become self-directed learners who know how to manage themselves in a variety of situations. By helping students learn about themselves, we help them build the capacity to make wise decisions and navigate a turbulent and rapidly changing world. This session will explore the four defining attributes of personalized learning, each of which can be used as a filter to examine existing classroom practices or construct new ones.

Participants will:
● Define voice, co-creation, social construction and self-discovery in their own setting
● Connect each attribute with dispositions that are worth paying attention to both in teacher modeling, feedback and reporting, and student practice
● Develop coaching strategies and prompts to guide student growth

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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Designing Compensation Systems for Mission Congruence and Financial Sustainability

Session Code: T07
Presenter: John Littleford (Littleford Associates)
Audience: Heads of School, Board Members
Date: Thursday 5, October 2017.
Room: Roble I

Description:
Sixty percent or more of an independent school’s total budget consists of faculty and staff compensation and benefits. Yet most boards have little or no knowledge of how this money is delivered or whether the salary and benefit system is mission specific and mission driven. Why is this important? The salary and benefit system should be designed to attract, retain and reward faculty who embrace and will advance a school’s mission and vision.
Many school heads often have neither the time nor the inclination to delve into the salary scale structure to examine the message that it sends about how teachers are compensated and rewarded. The compensation system typically reflects a long “tail” of decisions that no one remembers, and heads may be reluctant to expend political capital in tackling this sensitive subject.
The goal of this session is to promote this important dialogue: If we could start with a clean slate, what faculty compensation and benefit system would we build? Why would we build it? And how would it serve the school’s mission and financial sustainability?

Presenter:
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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La Enseñanza en el Aula Multilingüe

Session Code: T08
Presenter: Tracey Tokuhama-Espinosa, Ph. D. (Educational Researcher & Author)
Audience: Maestros de Español
Date: Thursday 5, October 2017.
Room: Laurel III

Description:
En esta presentación Dra. Tokuhama-Espinosa, madre de tres hijos multilingües, hablará sobre los diez factores más importantes en el aprendizaje de idiomas extranjeros y varios mitos del multilingüismo. A través de un juego “verdadero o falso” consideramos los elementos más importantes en el estudio de nuevos idiomas y las mejores prácticas en aulas bilingües.

Hay 10 factores que están prevalente en la literatura neurocientífico, psicológico, lingüístico, y educativo que influyen en el aprendizaje de un idioma extranjero. (1) El momento apropiado (las ventanas de oportunidad); (2) Aptitud; (3) Motivación; (4) Estrategia; (5) Consistencia; (6) Oportunidad y apoyo en el hogar, escuela y comunidad; (7) Relación lingüística entre los primeros y los segundos idiomas; (8) La influencia de hermanos; (9) La cantidad de palabras usadas basado en Género; y (10) El ser zurdo o diestro como muestra del dominio hemisférico para los idiomas son factores clave que deben estar tomado en consideración en el proceso de enseñanza-aprendizaje en contextos bilingües o multilingües. Aunque todos los factores son importantes, no hay una sola mezcla correcta y cada persona desarrollará su propia “receta” o combinación de los factores, resultando en casos exitosos o fracasados. Al entender los factores y reflexionar sobre el papel de los padres y madres de familia, los maestros y los contextos sociales en el aprendizaje de un idioma nuevo, podemos empezar a ser más eficiente en el proceso del aprendizaje de lenguajes.

Además de los factores, en esta presentación hablaremos sobre algunos de los mitos sobre el aprendizaje o adquisición de lenguajes. ¿Realmente es más fácil aprender un idioma extranjero como niño que adulto? ¿Hay idiomas “difíciles” e idiomas “fáciles”? ¿Las mujeres son mejores en lenguaje que hombres? Será discutido la evidencia (o falta de) sobre hechos del cerebro e idiomas extranjeros y responderemos al los inquietudes específicos de la audiencia sobre casos particulares en sus instituciones educativas.

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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The Changing Face of International Schools and the Road to Higher Education: historical growth, current overview, and trends in international student mobility

Session Code: T09
Presenters: Richard Gaskell (The International School of Consultancy) & Brian Hartman (College Board)
Audience: School Leaders, Admissions, Guidance Counselors
Date: Thursday 5, October 2017.
Room: Arboleda I

Description:
This session will provide an analysis of the global international school market with a special focus on Latin America. We will also examine recent trends in global student mobility, as growing numbers of international school graduates aspire to transnational postsecondary opportunities. We will look at patterns in student search behavior and preferences, academic performance, score sends, applications, and enrollment.
Our insight will draw on market intelligence from ISC Research, which has comprehensive data on more than 8700 English-medium international schools and provides a wide range of analytical tools, and data analyses from the College Board, a not-for-profit organization that connects students to university success and opportunity through programs and services in college readiness.

Presenters:
Richard Gaskell: Since the early 1990’s Richard Gaskell has worked with schools and education, firstly in South Africa, then joining Scholastic International in 1997 as International Sales Director when he started working with the international schools market. Since then, Richard has become an integral part of the K-12, English-medium international school scene, spending 11 years with Scholastic before joining ISC Research (part of The International School Consultancy) in 2008. Now Director for International Schools at The International School Consultancy, Richard spends much time presenting to school associations and global organisations about developments within the international schools market. He personally visits many leading international schools each year, gathering market intelligence and supporting decisions for school development and expansion. He manages all ISC research projects outside the UK and is frequently quoted in the national and international media. Richard is British and is based in Thailand with his wife, three children and three Jack Russell terriers.

ISC Research is the leading provider of data and intelligence on the world’s international schools market. To find out about the reports and services that ISC provides including Benchmarking Reports, Market Intelligence Country Reports, a Global Report, and Statistical Reports visit www.iscresearch.com And did you know that as a TRI school you can find out what’s happening in other international schools in your region and around the world with ISC Online for Schools - a free service to TRI schools - http://school.isc-r.com

Brian Hartman, as director of International K–12 Initiatives at the College Board, Brian provides support to U.S.–style and international schools outside the U.S. in the areas of academic programming, leadership, professional development, and strategic planning. Prior to joining the College Board, Brian served as the secondary school principal of an international school in Colombia for five years, where he led stakeholders to high performance outcomes in AP, Pre-AP®, the SAT, and the PSAT/NMSQT®. Brian earned both his Bachelor of Arts and Master of Education degrees from the University of Notre Dame.

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Create a Positive Climate for Learning with the Responsive Classroom Approach

Session Code: T10
Presenter: Karen Poplawski (Responsive Classroom)
Audience: Elementary, MS, HS, Leadership, Counselor, Learning Support
Date: Thursday 5, October 2017.
Room: Arboleda II

Description:
The Responsive Classroom approach has been recognized by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as one of the most well-designed, research-based social and emotional learning programs.

Responsive Classroom professional development provides teachers and school leaders with practical, developmentally-appropriate ways to:

1. Create a positive community that supports achievement for all children
2. Effectively manage classrooms and schools
3. Deliver powerful instruction that engages students

Elementary and middle school teachers and leaders will gain a broad overview of the Responsive Classroom approach and discover how it can create a positive school climate and culture; learn about the defining characteristics of a Responsive Classroom; and discover key Responsive Classroom strategies that lead to deeper and more joyful learning and a stronger sense of community.

Attendees will participate in the following learning experiences:
1. Participants will view videos of the following key Responsive Classroom practices: positive teacher language, Academic Choice, Morning Meeting, rule creation, and responding to misbehavior. Videos will be followed by various small group and large group discussions.

2. Presenter will ask the audience to think about a learning experience that they either led or were part of that was highly engaging and productive and where learning was at its peak. Participants will reflect with a partner about the experience and name a few specific things that made the experience so positive and productive.

3. Participants will explore the four domains of effective teaching:
• Positive Community
• Engaging Academics
• Effective Management
• Developmentally Appropriate Teaching

4. Questions & Answers

Presenter:
Karen Poplawski is a Responsive Classroom Consultant for the Center for Responsive Schools (CRS). She works with schools throughout the U.S. and in the international school community to create optimal learning environments for students and travels frequently to national and international conferences to give presentations about Responsive Classroom strategies. Prior to joining CRS full time, she spent seven years as a principal as well as ten years as a teacher. During her professional career, she has utilized Responsive Classroom principles and practices to transform both her classroom and the two schools in which she served as principal.

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Being Literate

Session Code: T11
Presenter: Patricia Handly (Educational Consultant, Center for Collaborative Classroom)
Audience: Teachers K-12, School Leaders, Curriculum & Instruction
Date: Thursday 5, October 2017.
Room: Arboleda III

Description:
The students who walk through the doors of our schools will become the caretakers of our society, our economy, our culture, and even our aging selves. In order to fill these roles, our students must learn to be critical readers, writers and thinkers: they must become literate.

Participants who attend this session will experience and explore teaching practices that support students in developing as readers, writers and critical thinkers who learn from, care for, and respect one another.

Who should attend: This session is for all educators who care deeply about literacy learning in a socially responsible classroom.


Presenter:
Patricia Handly is currently an educational consultant who supports teachers and principals in the practice of teaching and learning. Patricia’s interests lie in literacy acquisition, social-emotional learning, collaborative classrooms, lesson study, leadership of learning and the principalship. She has held positions as a classroom teacher, school psychologist, elementary principal in three leading Latin American schools and as a trainer at the Principals’ Training Center for International School Leadership. As a consultant, her work in education has taken her around the world to five of the seven continents where she has happily worked in more than 200 schools.

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Resignifying our Teaching Practice

Session Code: T12
Presenter: Mayra Crosthwayt (National Geographic Learning)
Audience: Teachers K-12, Leadership, Curriculum & Instruction
Date: Thursday 5, October 2017.
Room: Poro

Description:
Our pedagogy as teachers of English is transforming in a fast and complex manner, we are going beyond linguistic features and into the transformation of English as a new educational phenomenon, which is permeating all areas of knowledge and incorporating evolving humanistic approaches. Our present global context forces us to carefully observe the relationships between our cultural paradigms, and socio economical needs, which must translate into a new set of complex skills demanded from teachers and students. We must fully understand and assume the transformative power of education and take our students to commit to leading the planet to new configurations. In this workshop we will explore some fundamental tools that will help us redefine our teaching practice to make it more suitable to the new demands of the century. “If the only tool you have is a hammer, you tend to see every problem as a nail”

Presenter:
Mayra Crosthwayt has 19 years of experience in English Language Teaching. She has been an ELT business owner, teacher trainer and consultant, giving service to schools and institutions across Latin America. She recently collaborated with the Mexican ministry of education in the design and implementation of English teacher training programs for public schools. She is currently a Senior Academic Consultant at National Geographic Learning

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Formative Learning with Turnitin

Session Code: T13
Presenter: Jeff Lile
Audience: MS & HS Teachers, Technology
Date: Thursday 5, October 2017.
Room: Jacaranda I

Description:
Focusing on academic honesty isn’t about punishing students when they get it wrong. It is about teaching them how to get it right. Students need to be guided by the teacher to learn how to use information to create their own ideas. This session focuses on the teacher-student relationship and formative assessment as the focus of helping students improve their research and writing skills.

Turnitin, an online tool for assessing academic honesty, will be examined as a tool that assists this process and helps teachers identify when students are struggling with these vital life skills.

Participants will:
- Explore methods to create a formative process for improving research and writing
- Experience the Turnitin platform
- Consider the importance of values when teaching academic honesty

Presenter:
Jeff Lile has over 13 years of experience in the classroom and currently teaches IB classes and coordinates the Individual and Societies Department at Pan-American school. He has degrees in History and Social Studies Education from Oklahoma State University and will be graduating from the Universidad Latinoamerica de Ciencia y Tecnologia with a Masters in Curriculum and Teaching in December. His passion and interest in creating better and innovative assessments has led him share his ideas with teachers and other schools at conferences and through consulting and training sessions.


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Charting the Course of Child Development Through Smarter Assessment

Session Code: T14
Presenter: Barbara Field (Curriculum Associates)
Audience: Teachers K-12, Curriculum & Instruction Coordinators
Date: Thursday 5, October 2017.
Room: Jacaranda II

Description:
This interactive session will provide teachers the opportunity to share their assumptions and experiences using formative assessment. A brief chronological history of formative assessment will be reviewed, followed by a variety of current assessments from birth through the formative years. The goal is to provide tools that identify educational needs early, build a strong foundation for conceptual development, and ultimately create life long learners. Physical, emotional, and academic parameters will be investigated in the formation of the whole child. Teachers will leave the workshop with a renewed commitment, as well as strategies for adapting their teaching in a connected learning environment.

Presenter:
Barbara Field was born and raised in southern California. She is a life-long educator and received her undergraduate degree from the University of California at Santa Barbara and a Master’s Degree in Curriculum and Instruction from Texas A&M University.
Her international teaching and administrative career took her to El Salvador, Mexico, Honduras, Bolivia, Brazil, and Colombia. After transitioning to the textbook publishing industry, she traveled the world as a global consultant, for Pearson, focusing on sales, marketing, and training teachers across continents.
She recently retired to Florida after a 4-year stint in Mexico City as the elementary principal at Colegios Peterson where she supervised 530 students and 35 teachers. She has 2 grown children who were born and raised in Latin America. The highlight of her life now is 2 beautiful grandchildren who live near her in Florida.

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Visible Learning for Literacy in Secondary Schools

Session Code: T15
Presenter: Douglas Fisher, Ph.D. (San Diego State University, Author, nationally & internationally acclaimed consultant in the area of Literacy, Curriculum & Instruction)
Audience: MS & HS Teachers
Date: Thursday 5, October 2017.
Room: Roble II

Description:
Educators have been in search of “what works” for decades. Our collective search for better ways to reach students and ensure that they develop knowledge and skills has resulted in thousands and thousands of books, hundreds of thousands of research articles, and countless websites. The truth is, not everything works. Only a few things work at ensuring that students gain a full year’s worth of growth for a year of enrollment in school, and we think it’s time we focused on what works, what doesn’t work, and what can’t hurt. And we’ve turned to Visible Learning (Hattie, 2009) for help. As he noted, students must develop surface-level learning if they are ever going to go deep. And we know that deep learning can facilitate transfer, which has been a goal shared by educators for as long as there have been teachers. In this interactive session, we focus on specific approaches that work at the surface level of learning and note that they are different from strategies that work at the deep and transfer levels. Importantly, we will clarify which approaches work at which phase of learning.

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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Key elements of personalized learning with habits of mind: Shifting roles of teacher and student

Session Code: T16
Presenter: Allison Zmuda (Educational Consultant, Author)
Audience: Teachers K-12
Date: Thursday 5, October 2017.
Room: Laurel II

Description:
How do we begin to transform our curriculum, assessment, and instructional practices with students? This afternoon session introduces the metaphor of an audio sounding board to engineer increasing student participation in the design and development of their learning experiences. For each component, the teacher can turn the volume up or down, amplifying or reducing the amount of student agency as the teacher and students begin to feel more comfortable with student self-direction.

Participants will:
● Examine each of the key elements — goals, inquiry/idea generation, task and audience, evaluation, instructional plan, feedback, and cumulative demonstration of learning
● Consider key questions including — how ready are my students to take control? How much can I trust that what’s important in the subject matter will be covered if I release some control? How will I know whether the students are really learning?
● Clarify shifting roles of student and teacher based on a learning partnership

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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Part I: A Proven Strategic Planning Approach: Start with Mission Clarity and LEAD Part II: Hiring, Evaluating, Mentoring, Coaching and Compensating Heads of Schools: Best Practices Worldwide (short break in between sessions).

Session Code: T17
Presenter: John Littleford (Littleford Associates)
Audience: School Heads, Board Members
Date: Thursday 5, October 2017.
Room: Roble I

Description:
PART I: A Proven Strategic Planning Approach: Start with Mission Clarity and LEAD

All strategic planning processes should begin by reinforcing and if necessary establishing mission clarity and unity. A few key and powerful words should form the core statement that defines the school’s unique character, resonates with all crucial constituencies and serves as the starting point for all planning.

After this critical first step, there are two general strategic planning approaches to take:” top down” or “bottom up.” In the bottom up approach, constituent groups mostly drive the initial goals of the plan. The board then analyzes, sifts through and ultimately settles upon the final goals. This approach is highly consultative. It is missing, however, a leadership-centered interpretation of the mission and core vision that requires the passion and commitment of that leadership.

“Top down” may sound not collaborative. But it really means that the head and board are in charge and testing its strategic ideas against those of the constituents.
This session will outline how to conduct effectively and with broad community support a strategic planning process that calls for vision and leadership initiated by the head and the board.

PART II: Hiring, Evaluating, Mentoring, Coaching and Compensating Heads of Schools: Best Practices Worldwide

What are the latest trends in head transition? Why are internal candidates often overlooked when frequently they are the best and most obvious choices to succeed an outgoing head of school?

Either failing to evaluate a head of school at all on an annual basis or conducting an evaluation process poorly can lead to unnecessary head turnover. What is the recommended process and why is the 360 method an inappropriate (and often dangerous tool)?

This session will also delve into the timing and psychological factors affecting the re contracting process with the head of school: when the compensation committee of the board should do it and how to do it professionally, responsibly and accurately. This session will discuss the innate awkwardness of this sensitive topic for most heads and how neglecting this process or doing it haphazardly or poorly leads to serious and needless governance challenges and potential loss of trust between heads and the leadership of their boards. One goal of this session is to encourage heads to broach the subject with their boards in order to safeguard their professional and personal needs, including those of their families, as well as the stability of the school. Another goal is to give boards the framework to conduct this process in a fiscally responsible, thoughtful, expeditious and effective manner including benchmarking the head’s total package relative to the local, regional and national marketplace.

Presenter:
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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Teaching Multilingual Children

Session Code: T18
Presenter: Tracey Tokuhama-Espinosa Ph.D. (Educational Researcher & Author)
Audience: Teachers K-12, Curriculum & Instruction
Date: Thursday 5, October 2017.
Room: Laurel III

Description:
In this interactive workshop we will look at ten key factors that influence successful bilingualism and multilingualism and define the role of home, school and community in this process. We will begin by dispelling many myths around this topic and then see how this changes our in-class practice as well as general school policies. The workshop facilitator is the mother of three successful multilingual children (English, Spanish, German and French) who have maneuvered the international school system. In this interactive workshop we will look at tools that can be used in school settings to help ensure the highest quality language programs possible. These tools range from entering parent interviews (shared expectations), to specific classroom activities. The second part of this session will focus on specific examples that participants bring to the discussion (come with questions!).

Presenter:
Tracey Tokuhama is currently an educational researcher affiliated with FLACSO in Quito and teaches a course at the Harvard University Extension School entitled The Neuroscience of Learning and Achievement: An Introduction to Mind, Brain, and Education Science. She is a former member of the OECD expert panel to redefine Teachers’ New Pedagogical Knowledge thanks to contributions from Technology and Neuroscience. She has taught Kindergarten through University and is the former Dean of Education at the Universidad de las Américas in Quito, Ecuador and ex-Director of the Institute for Teaching and Learning (IDEA) in the Universidad San Francisco de Quito. Her office seeks to improve the quality of education through research, teacher training and student support. Tracey’s vision is to better the social, democratic and economic structures of countries through a better educated population.

Tracey works with schools and has presented research in 32 countries around the world (Argentina, Australia, Austria, Belgium, Brazil, Canada, Chile, Colombia, Costa Rica, Ecuador, France, Germany, Hungary, Iran, Italy, Japan, Mexico, The Netherlands, Norway, Panama, Peru, Puerto Rico, Spain, Sweden, Switzerland, Thailand, the United Arab Emirates, the United Kingdom, and the USA). She has more than 27 years of teaching, administrative and research experience and believes firmly in the power of a single teacher to change many lives.

Her current research focuses on the integration of Mind, Brain, and Education science into teachers’ daily practice and professional development; changes in curriculum to enhance early math and pre-literacy skills; multilingualism; and the leveraging of technology to enhance learning outcomes.

Tracey is originally from California and has dual nationality with Ecuador. She studied her undergraduate degrees at Boston University (BA International Relations and BS in Communications), her Master’s of Education from Harvard University’s Graduate School of Education, and her Ph.D. at Capella University.

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

Session Code: T19
Presenter: Dominique Smith (Author, speaker, Vice-Principal, HSHMC)
Audience: Teachers K-12, School Leaders, Counselors
Date: Thursday 5, October 2017.
Room: Arboleda I

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 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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Reggio Emilia: From Theory to Practice

Session Code: T20
Presenter: Hectalina Donado (Pre-school expert, school administrator, author and trainer Reggio Emilia approach)
Audience: Pre-School Teachers
Date: Thursday 5, October 2017.
Room: Arboleda II

Description:
As the emphasis on early education continues and different educational models emerge, instructional leaders worldwide are faced with the task of extending their educational systems to address the needs of very young children. Education before the age of six is now a common occurrence, whether in a public or private institution. At the same time, recent interest in early childhood education has also raised the question of how young children really learn (Gardner 2003).
The Reggio Emilia approach was developed in the municipality of Reggio Emilia in Northern Italy after World War II, and is based on the pedagogical practices and beliefs of Loris Malaguzzi. Hailed as an exemplary model of early childhood education (Newsweek 1991), The Reggio Emilia Approach to education is committed to the creation of conditions for learning that will enhance and facilitate each child’s construction of “his or her own powers of thinking through the synthesis of all the expressive, communicative and cognitive languages (Edwards and Forman, 1993)
The Reggio Emilia philosophy is not a model to be copied, but an approach to teaching, learning, and advocacy for children. During our workshop, we will explore the values as well as the basic components of the Reggio Emilia philosophy and discuss ways to adapt these to each school’s individual context and culture.

Presenter:
Hectalina Donaldo 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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Using Goal Attainment Scaling for Measuring Learning and Behavior of Students with Learning Differences

Session Code: T21
Presenter: Lee Ann Jung (Chief Academic Officer for ASCD Student Growth Center)
Audience: Teachers K-12, School Leaders, Learning Support
Date: Thursday 5, October 2017.
Room: Laurel I

Description:
Teachers are facing unprecedented challenges in providing students with disabilities access to the general curriculum. Educators are under increasing pressure to demonstrate effectiveness of their interventions. In this session, participants will learn about goal attainment scaling that teams of educators can use to measure the performance of students with learning differences. Participants will be introduced to GoalWorks, by ASCD, as an online tool for implementing goal attainment scaling as a measure. Participants should bring a wifi-enabled device in order to demo GoalWorks.

Objectives:
Participants in this session will
(1) develop meaningful, measurable goals that are based on individual needs and curricular standards,
(2) select the appropriate data collection type for measuring progress on individualized goals,
(3) design an intervention plan and progress record to be used in daily routines

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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All Teachers Should be Language Teachers

Session Code: T23* 1:30 - 2:30 PM
Presenter: Jason Deehan (Carol Morgan School)
Audience: Teachers K-12, Content Area Specialists
Date: Wednesday 4, October 2017.
Room: Roble II

Description:
For teachers, language is central to delivering learning content to students, communicating expectations, creating assessments, and delivering feedback. And for students, in order for them to succeed in our classrooms, students need to be able to recognize, understand and work with all of the information we use in the above processes. We need to appreciate the significant role of language and ensure our students understand the language we commonly use – especially test vocabulary and various question styles. And, to achieve this goal, we need to make sure our lessons feature both language objectives, as well as content objectives.

Presenter:
Jason Deehan has been teaching since 2001 and has worked in international schools in the Middle East, Asia and the Caribbean. Jason is the author of three education-related books, and two fiction books for children. Jason loves engaging students and making the past as relevant as possible to the leaders of tomorrow. As well as being an educator, he is also a proud dad and a very lucky husband!

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Social Justice-Using the Arts as a Vehicle for Change/Justicia Social-Usando las artes como vehículo para el cambio

Session Code: T24
Presenters: Jamie V. Wood & Stacy Ohrt-Billingslea (The American School Foundation of Guadalajara, A.C.)
Audience: MS & HS, Drama
Date: Thursday 5, October 2017.
Room: Roble II

Description:
This workshop will focus on tackling Social Justice issues using various artistic methods such as:

Theatre of the Oppressed
Protest Music
Political Satire Cartoons
Digital Storytelling/Conservation through Comics

By using cross curricular methodology, participants will showcase a variety of pertinent social justice issues for adolescents through artistic mediums. After attending this hands-on workshop, classroom teachers will feel comfortable implementing some or all of the techniques to address social themes and inspire change in their own classrooms. No auditions or previous experience required! This workshop will be offered in both English and Spanish.
Descripción del Laboratorio de Enseñanza:
Este taller se enfocará en cómo abordar temas o asuntos de Justicia Social usando varios métodos artísticos, tales como:
El Teatro de los Oprimidos
La Música de Protesta
La Caricatura Satírica y Política
Narración digital/ La Conservación a través de las historietas

Por medio del uso de Metodologías inter-curriculares, los participantes van a modelar/mostrar una variedad de cuestiones pertinentes a la Justicia Social para adolescentes, a través de medios artísticos. Después de asistir a este taller práctico, los maestros de aula se sentirán cómodos implementando algunas o todas las técnicas para abordar temas sociales e inspirar el cambio en sus propios salones. ¡No se requieren audiciones ni experiencia previa! Este taller será ofrecido en inglés y español.

Presenters:
JAMIE V. WOOD received her Bachelor’s of Music in Music Education from the University of Florida. Currently, she is working on her Master’s in Music Education from The Florida State University where her research focus is on art advocacy in schools throughout Latin America. She has had the privilege of studying with renown music educators and conductors such as Dr. Russell L. Robinson, Dr. Judy Bowers and Dr. Kevin Fenton. Ms. Wood is a native of Costa Rica, fluent in both English and Spanish. She currently teaches choir, drama and general music at The American School Foundation of Guadalajara in Guadalajara, Mexico.

STACY OHRT-BILLINGSLEA is a theatre artist who has taught students in the United States, Mexico and India. She was Director of Drama at Yakima Valley College, adjunct professor at the University of Montana, the Pacific Northwest Chair of Playwriting for the Kennedy Center American College Theatre Festival and is a member of Pedagogy and Theatre of the Oppressed. Her field of expertise is in Theatre in Education, Social Justice and Applied Theatre. She has had the privilege of working with Augusto Boal and Marsha Norman. Currently, she teaches at the American School Foundation Guadalajara in Guadalajara, Mexico.

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Making People Better Teachers? Or Making Teachers Better People?

Session Code: T25* 1:30 - 2:30 PM
Presenter: Diane Clement (The American School Foundation, A.C.)
Audience: Teachers K-12, & Administration / Social Emotional Learning & Wellness
Date: Thursday 5, October 2017.
Room: Jacaranda I

Description:
Making people better teachers, or, making teachers better people? We have a ton of access to information, to tools, to teaching do's and don't's, and access to theories of best practice. And this is all great. But it can become really mechanical when you walk into work and feel like you are teaching another persons text, or walking a walk that just doesn’t sync with your jive. What really matters is who you are when you show up to work and if this person is TRULY, who you are – too often we are trying too hard to settle into a role that doesn’t resonate with our personal values, and our deepest desires. Yes, desires. What matters, is that we become the greatest instrument of education we can possibly be, by realizing what makes us authentic. And then, being that. Setting an example for out kids and co-workers alike that authenticity (fitting out) will lead us a lot farther than fitting in is on of the greatest lessons we can BE. The presentation will take place in four phases: an intro video, a brief chat, an activity entitled “Above the Line” and finally, taking action. It would be great if participants had a computer and Smart Phone.

Presenter:
Diane Clement, American School Foundation A.C., Activity Specialist. I have been working in education for 17 years, but interested in personal growth my whole life. Having attended some in depth personal development trainings and currently completing a health coaching certificate, I have been working to apply aspects of wellness among co-workers. I have facilitated two 6-week programs at the school, taught yoga for five years at the school, presented during professional development days and look forward to casting a wider net; to inspire as many others in the field to focus on becoming better people before becoming better educators.

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Posibilidades Integradoras de Tics en la educación Secundaria básica

Session Code: T26* 3:00 - 4:00 PM
Presenters: Luis Fernando Muñoz Sandoval & Alain Rivera (Colegio Bolívar)
Audience: Maestros Primaria, Secundaria, Tecnología
Date: Thursday 5, October 2017.
Room: Jacaranda I

Description:
En el mundo en que vivimos, el uso de las Tecnologías de la Información y la Comunicación (TICs) se ha vuelto un aspecto fundamental en la vida de los individuos. La educación se ha visto envuelta en la tarea de dar a conocer, usar y promover la Tecnología e Informática de manera que sirva en el desarrollo de la humanidad. Eso implica no solamente crear una actitud de consumo, sino una visión crítica frente al uso de las herramientas tecnológicas y la informática.


Este laboratorio tiene como objetivo principal exponer algunas posibilidades como propuesta innovadora para la integración de las TICs con las diferentes áreas de conocimiento, usando como ejemplo una secuencia didáctica en el área de las Ciencias Sociales de grado sexto (Ecal). La secuencia consiste en un proyecto integrador para afianzar los contenidos de ciencias sociales apoyados por las diferentes herramientas tecnológicas e informáticas como procesadores de texto, hojas electrónicas de cálculo, software de presentaciones en línea, editores de imagen, audio y video, diferentes recursos que le permiten a los estudiantes incorporar efectivamente los contenidos y exponerlos con un producto final que impacte y capte la atención del auditorio dejando evidencia de las competencias adquiridas por los actores del proceso en el uso adecuado de las TICs.


Con este proyecto se presentarán en todo momento evidencias del impacto del proceso en la comunidad estudiantil. Esto incluye las competencias tecnológicas que adquieren tanto estudiantes como maestros en la práctica integrativa y los productos finales desarrollados.

Presenters:
Luis Fernando Muñoz Sandoval y Alain Rivera, Docentes en Ciencias Sociales y Tecnologías de la información y la comunicación (TICs) del Colegio Bolívar (Cali, Colombia), con 12 y 23 años de experiencia como Maestros de educación secundaria básica respectivamente. Durante los últimos dos años hemos realizado proyectos y actividades de Integración de Tecnologías con el área de ciencias sociales alcanzando resultados significativos los cuales se evidencian en las competencias adquiridas por los estudiantes de sexto grado y por su Maestro. Nos parece importante mostrar una secuencia didáctica para ilustrar cómo hemos venido desarrollando un proceso innovador de integración de TICs.

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Maker Space With A Twist

Session Code: T27* 1:30 - 2:30 PM
Presenters: Michele Neale & Douglas Frankish (American School Foundation of Monterrey, A.C.)
Audience: Teachers K-12, Leadership, Technology & Innovation, Curriculum Instruction, Counselor
Date: Thursday 5, October 2017.
Room: Jacaranda II

Description:
In this Learning Talk you will learn how a Tech Integrator and Counselor worked together to establish a unique Maker Space that promotes creativity and design while supporting the social-emotional development of students.
Participants will explore the importance of play and the fundamental principals of the Maker Movement in education. You will design and participate in challenges that encourage teamwork and creativity while offering the opportunity for collecting data for non-academic reporting. Attendees will away with a plan for initiating a Maker Space in their classroom or school. If you are ready for a little theory and a lot of fun, this session is for you!

Presenters:
Michele Neale has twenty years of experience in education as a social worker, teacher and elementary counselor. She feels strongly that students can gain valuable social skills through play and exploration. Michele helped develop the Open Mind Zone, an elementary maker space at the American School Foundation of Monterrey. This space has a focus on social and emotional learning.


Douglas Frankish is a Technology Integration Specialist at the American School Foundation of Monterrey. He has 15 years of experience in education, is a Google for Education Certified Innovator and a graduate of Michigan State University's Master of Arts in Educational Technology- overseas cohort.

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The World is Your Classroom

Session Code: T28* 3:00 - 4:00 PM
Presenter: Diana Irene Saldaña (American School Foundation of Monterrey, A.C.)
Audience: Elementary, MS, HS, Technology & Innovation
Date: Thursday 5, October 2017.
Room: Jacaranda II

Description:
Where would you like to take your students? Machu Picchu? Antarctica? The International Space Station?...Mars? How about inside the human body? With Google Cardboard and Google Expeditions you can take your class on an immersive virtual field trip to practically anywhere. This innovative approach to learning beyond the classroom walls incorporates virtual reality technology to the educational field. In this session you will experience a virtual field trip first hand and devise ways in which you can bring your lessons to life. Not only are you able to use the amazing resources that are available, but you will learn how you can create your own simple resources too! A few free apps will need to be downloaded. SMARTPHONE REQUIRED.

Presenter:
Diana Saldaña is currently a Technology Integration Specialist at the American School Foundation of Monterrey. Her interest is the fusion of education and technology, which she experienced for many years serving as a Technology class teacher. Throughout the years this passion has led her to become an Apple Distinguished Educator, Apple Teacher, a Google for Education Innovator and Trainer, and a Google Educator Group Leader. She believes technology is a tool that we can learn to use appropriately so in turn, the technology can help us to learn. Diana writes regularly on her blog http://technology4every1.blogspot.mx/ Follow @dianasaldana




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Getting Started with Number Talks in the Elementary Classroom

Session Code: T29* 1:30 - 2:30 PM
Presenter: Kristen Farrow (The American School Foundation of Guadalajara, A.C.)
Audience: Math Teachers K-6, Curriculum & Instruction
Date: Thursday 5, October 2017.
Room: Carao

Description:
What matters in the elementary math classroom? Most educators would agree that developing strong number sense, conceptual understanding, reasoning, communication skills, and flexible thinking in our students matter. How do we, as elementary teachers, lead learning in the math classroom? Our role as facilitators includes listening to how students think about math, and guiding them to explain, develop and clarify their thinking. We need to create a positive learning environment where students feel safe to share their thinking and make mistakes. Number Talks are a powerful tool that create this kind of learning and environment in the elementary math classroom. In this session, participants will understand the rationale for, and key components of, Number Talks. Additionally, participants will be able to begin preparing and facilitating purposeful Number Talks in their classrooms.

Presenter:
Kristen Farrow is originally from California, where she taught first grade at a public school for four years. For the past nine years she has been teaching first grade at The American School Foundation of Guadalajara. Kristen has a Bachelor of Arts degree and a teaching credential from California State University at Monterey Bay, and a Master's degree in International Education from Framingham State University. Number Talks have been a weekly part of her math class for about one year. Kristen has seen how Number Talks have helped her students (and herself) make sense of math, develop efficient strategies, and communicate mathematical thinking more effectively.

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Global Issues Network (GIN) supports what matters: Global Citizenship and Passion-driven Sustainable Projects created by Empowered Students

Session Code: T30* 3:00 - 4:00 PM
Presenter: Linda Sills (Global Issues Network, International School Panama & Pan American-Costa Rica)
Audience: Schools interested in joining the GIN Movement
Date: Thursday 5, October 2017
Room: Sauco

Description:
As the Director of the Global Issues Network (GIN), we invite you to attend our interactive presentation on the meaningful ways your entire school community can get involved and empowered by GIN. http://globalissuesnetwork.org/

Learn how we can collaborate to support you and your students as they get involved by identifying their passion which will guide and empower them to create sustainable Local projects to address Global Issues in their community to grow GIN. They will recognize that all of their empathetic actions have important and lasting Global Impact building a future with optimism, empowerment and sustainability.
Pan American School-Costa Rica will be hosting our student-led GIN Conference in the Tri Region March 8-10, 2018. Leaders from the student-led planning team will join us to celebrate their empowerment through their direct involvement in local projects, sharing their projects at local and regional conferences and the planning of their upcoming GIN Conference.

In addition, learn more about our new youth-led program, Global Ambassador Program -GAP, student created and led by our long-time GIN-terns from Curitiba and Lima mentored by Ashley Sills. We now have many more students around the globe committed to growing the ethos of GIN in their school. We welcome students to apply in August to join GAP. An opportunity truly not to be missed!

Newest Initiative and collaboration
AAIE/ GIN announce our 100 Global Citizen Leadership Challenge!
Nova Southeastern University, Ft. Lauderdale, FL June 23-30, 2018
Limited to 100 so do not delay.


Presenter
Linda SillsLinda Sills is the Executive Director of the Global Issues Network (GIN). She began her involvement in 2006 while working as the Director of EARCOS. She collaborated with faculty and students to host her first student-led conference in Beijing followed by Bangkok. The GIN team continues to build the Global Issues Network supporting student-led conferences and innovative programming for our Global Ambassador Program (GAP) now on five continents. GIN’s membership is empowered and growing committed to creating sustainable local projects to address Global issues.www.global-issues-network.org/

Her career began working for many years in six international schools(Congo,Burkina Faso, Kenya, Thailand, Morocco and Israel) as a teacher, counselor and school psychologist, this has proven to be invaluable. Having a leadership role with EARCOS in the Philippines also provided a wonderful opportunity and preparation for her current role. Linda received a BA from UC Berkeley, a MA from Harvard and Tufts and is a devoted lifelong learner. She returned to the US in 2008 and is now thriving in Alameda, CA. linda.sills@gmail.com


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Embracing Complexity to Lead, Implement and Sustain Change

Session Code: T31
Presenter: Analia Denmon (Carol Morgan School)
Audience: Pre-School, Elementary, MS, HS, Administration
Date: Thursday 5, October 2017.
Room: Cipres

Description:
Complex Adaptive Systems or CAS refer to a multi-disciplinary field with influences and participation from physics, biology, economics, archaeology and computer science amongst others. Can a school be considered a Complex Adaptive System? Do the agents in a school dynamically interact and are they bonded by common purposes? Or on the contrary, can a school be characterized by a series of agents that simply co-exist under the same roof, where each agent always performs as expected making all outcomes predictable? This presentation will share evidence based on research to support the notion that Schools could be categorized as Complex Adaptive Systems. By following the principles of CAS, engaging in Complexity Leadership Theory and reviewing research based practices, participants will gain knowledge of how to create a culture, that is research-based proven to foster innovative school solutions and sustain change.

Presenter:
Analia Denmon is a life long learner who is always looking for ways to improve teaching & learning through scholarly research and learning laboratories. She holds a Master’s Degree in International Education and her current Doctoral Dissertation studies are related to Complex Adaptive Systems and leading schools through Complexity Leadership Theory. She is currently serving as an Instructional Coach at the Carol Morgan School. Analia has dedicated the last 16 years of her life mainly to student support roles such as Student Service Coordinator, ELL specialist and Early Childhood Specialist. She loves traveling and International Teaching, having worked in the US, Argentina, Bolivia and now, the Dominican Republic.

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