Friday Program

FRIDAY, OCTOBER 1st, 2021
9:00 -9:15 AM EDT
 

Welcome & Introductions

(simultaneous translation to be offered for this presentation)
MAIN CONFERENCE
FRIDAY, OCTOBER 1st, 2021
9:15 - 10:45 AM EDT - Keynote & Conversation
Session Strand Title Facilitator Target /Audience Link
F01 Re-defining Teaching and Learning The Five Key Contexts for Planning Post-Pandemic School (simultaneous translation to be offered for this presentation) Homa Tavangar & Will Richardson All Link
Conversation with Homa Tavangar & Will Richardson (simultaneous translation to be offered for this presentation) Homa Tavangar & Will Richardson All Link
10:45- 11:00 AM EDT Break
11:00 AM - 12:30 PM EDT - AM Concurrent Sessions (90 Minutes)
Session Strand Title Facilitator Target /Audience Link
F02  Sustainable Development Goals, Global Citizenship Empathy to Impact: Designing Futures Learning Experiences
(simultaneous translation to be offered for this presentation)
Steve Sostak & Aaron Moniz Teachers, School Leaders, Service Learning  
F03 Coaching & Relationships The Teacher as a Coach Stephanie Rogen & Katie Knowlton (Greenwich Leadership Partners) All teachers and teacher leaders who want to deepen their coaching skills  
F04 Leadership & Wellness Courage & Renewal Approach to Leadership Part I Terry Chadsey, Center for Courage and Renewal All levels of school leadership & aspiring leaders  
F05 NGSS, Diversity Equity, Inclusion, Justice Advancing Equity and Justice in NGSS Science Education for K-12 Educators Heather Rich, Britta McCarthy, John Mark Filcik Science Teachers, ELEM, MS, HS  
F06 Equity & Inclusion Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms Lee Ann Jung, Ph.D (Lead Inclusion) All teachers, leaders of curriculum & instruction  
F07 Diversidad, Igualdad, Inclusión, Justicia Diversidad sexual en Latinoamérica: pasos y retos hacia un ambiente escolar seguro, equitativo e incluyente Gloria Jiménez & Patricia Martí, American School Foundation of Guadalajara Maestros, Consejeros  
F08 Re-defining Teaching & Learning Intervening and Accelerating Doug Fisher, Ph. D. All teachers, leader of curriculum & instruction  
F09 Social Emotional Learning Scaffolding the Language of Social-Emotional Learning Matt Hadjun, The Columbus School Elementary teachers & counselors  
F10 Wellness, Relationships and Social Emotional Learning Becoming a School Character Liliana Borrero & Marcela Chiradia, Colegio Nueva Granada All levels of school leadership, counselors,  teachers  
Lunch Break - 12:30-1:30 PM EDT
1:30 PM: -2:30 PM EDT - PM Concurrent Sessions (60 minutes)
Session Strand Title Facilitator Target /Audience Link
F11 Wellness Teacher Talk - Wellness & Self Care (simultaneous translation to be offered for this presentation) Lisa Hekel (Truman Group) All teachers K-12  
F12 Wellness, Social-Emotional Learning Launch of Regional Counselor support group for 2021-2022 Sean Truman (Truman Group) * Counselors who will be part of Consult Groups for 2021-22  
F13 Top Leadership The Importance of Sound Governance in the Financial Stability of Schools John Littleford Heads of School, Business Managers and Board Members  
F14 NGSS Using Mini-Lessons to Teach Science 3-Dimensionally Paul Andersen MS & HS Science teachers, department heads and instructional leaders  
F15 Math Using Learning Progressions to Accelerate Mathematics Learning Erma Anderson General session: Mathematics teachers K-5 & 6-12  
F16 Student Agency, Social-Emotional Learning Incorporating Student Voice Anna Sugarman All teachers, school leaders  
F17 Diversity, Equality, Inclusion, Justice Gender Diversity: What we need to know to create more inclusive schools Emily Meadows School Heads, Principals, Teachers, Counselors  
F18 Design Thinking Strategy isn't agile: people are Ewan McIntosh Senior Leaders, middle & aspiring leaders, teachers who want to create a change in the way they choose to work  
F19 Distance / Remote / Hybrid/ Toggled/ Learning  Start/Stop/Continue: Reflecting on Pandemic Learning Michael Nachbar (Executive Director, Global Learning Academy) School leaders, all teachers

 

 

Friday, October 1st from 9:15 AM - 10:45 AM




The Five Key Contexts for Planning Post-Pandemic School

Session Code: F01
Date: Friday October 1st, 2021
Facilitators: Homa Tavangar & Will Richardson

(simultaneous translation to be offered for this presentation)

Description: 
Creating a new future of schooling calls for educators and leaders to see the world as it is, not as it was. It requires understanding new contexts, and building new lenses around vital questions of world, purpose, change, power and our stories. Your communities put trust in your schools’ ability to lead and navigate the volatile, confusing realities, from the pandemic to climate to racial justice, an “infodemic” and economic uncertainty – all on top of the changing learning landscape.
 
In this keynote, the founders of the Big Questions Institute, Will Richardson and Homa Tavangar, will push your thinking to embrace the new realities, or lenses, of the post-pandemic world. Each of the lenses will help you frame new questions and conversations that are fundamental to creating an experience of school for kids that will help them move beyond surviving, to thriving in whatever future they inherit.
 

 

Facilitators:

Homa Tavangar

Homa Tavangar
For over three decades, Homa Sabet Tavangar’s work has addressed themes of culture, innovation, leadership, global citizenship and global competence, and deep diversity, equity, belonging and inclusion. She connects timely topics of the moment with the timeless desire to work with purpose and make a difference – whatever one’s circumstances.

Homa’s clients range from Fortune 50 corporations to public, international and independent K-12 schools around the world; from an Ivy League university to Disney Channel and numerous not-for-profit public and multilateral organizations and professional associations. Co-founding the Big Questions Institute represents a natural extension of her work, especially during a time of unprecedented global challenges.

Homa is the author of widely-acclaimed Growing Up Global: Raising Children to Be At Home in the World (Random House, 2009), Global Kids (Barefoot, 2019);  The Global Education Toolkit for Elementary Learners (Sage/Corwin, 2014), contributor to Mastering Global Literacy, Heidi Hayes-Jacobs, ed. (Solution Tree, Nov. 2013) and the 3-book Take-Action Guide to World-Class Learners (Corwin, 2016) series with Professor Yong Zhao. Growing Up Global was the inspiration behind NBC-Universal’s animated series Nina’s World, starring Rita Moreno, and has been hailed by international education and business leaders and media ranging from Dr. Jane Goodall to the BBC, NPR, NBC, ABC, Washington Post.com, Chicago Tribune and Sun-Times, Boston Globe, PBS, Scholastic, Parents Magazine, Rodale, and many more.

Homa has lived on four continents, has heritage in four world religions, and is the mother of three daughters. She and her husband live just outside Philadelphia.

Will Richardson

Will Richardson
A former public-school educator of 22 years, Will has spent the last 15 years developing an international reputation as a leading thinker and writer about the intersection of social online learning networks, education, and systemic change. Most recently, Will is a co-founder of The Big Questions Institute which was created to help educators use "fearless inquiry" to make sense of this complex moment and an uncertain future.

In 2017, Will was named one of 100 global "Changemakers in Education" by the Finnish site HundrED, and was named one of the Top 5 "Edupreneurs to Follow" by Forbes. He has given keynote speeches, lead breakout sessions, and provided coaching services in over 30 countries on 6 continents. (Come on Antarctica!) He has also authored six books that have sold over 200,000 copies worldwide, and given TEDx Talks in New York, Melbourne, and most recently Vancouver.

Will has two adult children, Tess and Tucker, and lives in rural New Jersey with his wife Wendy.

 

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Friday, October 1st from 11:00 AM - 12:30 PM




Empathy to Impact: Designing Futures Learning Experiences

Session Code: F02
Date: Friday October 1st, 2021
Facilitators: Steve Sostak & Aaron Moniz
Audience: Teachers, School Leaders, Service Learning
Strand: Sustainable Development Goals, Global Citizenship

(simultaneous translation to be offered for this presentation)

Description: 
Developed by Inspire Citizens co-founders, Steve Sostak and Aaron Moniz, the Empathy to Impact teaching approach and project-cycle addresses the need for transformative learning for active global citizenship, sustainable development and equity. While these learning outcomes are articulated in many school mission statements, great challenges exist in embedding them into curriculum meaningfully and finding evidence of demonstrable learning. With Empathy to Impact, teaching and learning can be student-centered and community-driven while amplifying existing standards, technology integration, civic literacies and transformative learning in facing a complex world.

In this Chapters International experience, participants will explore the Why-What-How of Empathy to Impact (Care, Aware, Able, Impact) in order to reimagine units and projects through lenses of global contexts, social-emotional challenges, critical modern literacies, transformative cognitive skills, civic dispositions, and enhanced action. The goal is to walk away with a personalized, transdisciplinary toolkit to design student-centered learning experiences for a healthier, more equitable and sustainable world.

Empathy to Impact is a foundational pedagogical element of the Inspire Citizens Global Impact School model.


Facilitators:

Steve Sostak

Steve Sostak

Following 15 years teaching elementary and middle school on three continents, Steve Sostak founded Inspire Citizens, an independent educational organization working with diverse partners to reimagine schools as thriving community centers of transformative learning.

Steve wears many hats in his work with Inspire Citizens. He guides administrative teams on future-focused strategic planning around transformative learning goals; co-designs Empathy to Impact project-based units with both teachers and students; implements elements of the Global Impact School Self-Study to monitor student learning and agile systems needs; facilitates experiences connected to the Future Now student leadership toolkit; supports Futures Media member communities; and continues to offer professional workshops while leading the Inspire Citizens Master Teacher Endorsement, a 25-week deep-dive into the art of education for global citizenship and sustainable development.

In the end, his goal remains centered on teacher creativity and enhanced student learning. He aims to enable youth to develop more compassionate empathy; think critically about information and global issues; solve problems creatively through the application of interdisciplinary skills and civic literacies; embrace the challenges of uncertainties and complexities; make ethical decisions; and take informed action. 

Aaron Moniz

Aaron Monitz

Following 10 years of supporting teachers and students in inclusive education and success strategies for remedial readers and English Language Learners, Aaron brings this frame into his work with administrators, teachers, students, and community members within the three Inspire Citizens’ Impact Frameworks.  Aaron’s experience at the innovative Futures Academy at the International School of Beijing also developed his expertise in Project-Based Learning, Inquiry, Design Thinking, and best practice pedagogies for authentic and impactful action

Now, as the Co-founder of Inspire Citizens, Aaron works with schools to link the world’s greatest needs to applied learning and holistic education and move teachers, programs, and schools towards designing impact projects through best practice professional learning and whole school deep implementation approaches. By embedding the tools for global competence, community well-being, and sustainable development into existing curriculum or school programs, Aaron helps any school to become a Global Impact School and strives to help any stakeholders realize that all schools have potential for positive impact in the world.


 

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The Teacher as a Coach

Session Code: F03
Date: Friday October 1st, 2021
Facilitators: Stephanie Rogen & Katie Knowlton, (Greenwich Leadership Partners)
Audience: All teachers and teacher leaders who want to deepen their coaching skills
Strand: Coaching & Relationships

Description: 
Coaching is an essential skill for classroom teachers and teacher leaders.  In this session we will frame opportunities for classroom coaching skills, practice coaching methodology, and explore where and how participants can bring these practices into their work with students and peers.
 


Facilitators:

Stephanie Rodgen

Stephanie Rogen, Principal and Founder of Greenwich Leadership Partners LLC (GLP, www.greenwichleadershippartners.com), is a consultant, coach, and facilitator to educational and not-for-profit leadership. Her work integrates more than twenty-five years’ experience in the corporate, educational and not-for-profit sectors. Stephanie brings a fresh approach to strategy, leadership development, and transformational change in schools and organizations. An experienced executive coach and facilitator, she works with a diverse range of nationally recognized schools and not-for-profits ranging from Columbia University to The White House Project and Northwell Health. 

Stephanie’s approach to innovation in organizational systems is enhanced by her collaborations with educational thought leaders such as Tony Wagner (author, The Global Achievement Gap, Creating Innovators) and her work with young professionals in corporate and not-for-profit environments. She has established herself as an expert in Gen X and Gen Y populations and helps organizations to “bridge the gap” between generations in communications, performance management, and collaborative learning. She served as Educational Advisor to the 2015 Sundance Selected Documentary “Most Likely to Succeed” and the associated movement to change education nation-wide. She regularly writes and speaks on topics related to education and leadership development of young adults and women, and has been featured in Forbes, The Glass Hammer, Career-Intelligencer, and other major industry publications.

Stephanie’s path to the not-for-profit sector was a long and winding one. During the period of 1992 to 2000, she was Vice President, Strategic Planning and senior advisor to the CEO of IBJ Whitehall Financial Group (NY). In this capacity, she worked with the CEO and his executive team through a period of financial crisis, organizational restructuring, and ultimately a sale. She managed major bank wide consulting projects and investment banking relationships. In addition, Stephanie was responsible for developing a CEO succession plan and transition process, which she managed to completion.

Stephanie serves as an instructor at the UPenn Graduate School of Education and as a trustee for the High Tech High Graduate School of Education.. She earned a Bachelor of Arts degree in Economics with a minor in Organizational Behavior from Brown University (1986) and a Masters of Education (EdM) in Administration and Policy from Harvard University (1992). She received her certification in executive and organizational coaching from Columbia University in 2011. She has served on the boards of Blair Academy, St. Luke’s School, the Greenwich United Way, and Year Up.
Stephanie is based in Greenwich, CT.

Katie Knowlton

Katie Knowlton, Associate Partner and Director of Client Projects, joined Greenwich Leadership Partners in 2018. Katie manages major clients projects and designs and delivers mission driven programs and services at GLP. She is passionate about helping others solve problems and unlock their full potential. A lifelong learner and skilled collaborator, Katie contributes her millennial perspective, systems-thinking, and project management skills to all aspects of her role at GLP. As a trained Immunity to Change Facilitator, Katie continues to grow as a coach and adult learning specialist. She earned her Columbia Coaching Intensive Certificate in 2020 and her certification in the use of the Neethling Brain Instruments suite of assessments in 2021. She is currently completing her coaching practicum at Columbia.

Prior to working with GLP, Katie was a founding member of the Professional Development team at AlphaSights, a fast-paced, high-growth, knowledge search firm that specializes in connecting clients with industry experts. She built functional capabilities, working across all aspects of the talent lifecycle from onboarding to senior leader development. She developed and delivered training programs, managed talent processes, and designed learning experiences for all global offices, including New York, London and Hong Kong. Katie served as the Vice President of AlphaSights' Women's Initiative Network — an internal organization that focuses on enhancing the careers of professional women. After attending Chapin and Taft, Katie graduated with a BA and honors in English from Kenyon College in 2016. She also completed the Tuck Business Bridge program at Dartmouth.
Katie is based in Boston, MA.

 

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Courage & Renewal Approach to Leadership Part I

Session Code: F04
Date: Friday October 1st, 2021
Facilitator: Terry Chadsey, Center for Courage and Renewal
Audience: School leaders & aspiring leaders
Strand: Leadership & Wellness

Description: 
Description Session 1: A Brief Introduction to the Courage & Renewal Approach to leadership. This 90-minute session will include:
·  A brief overview of the history and core concept of the C&R approach.
·  An introduction to the “Touchstones” guidelines for this work.
· Two exercises to explore our own leadership, each beginning with individual reflection, moving to discussion with small breakout groups and concluding with an opportunity to share learning and questions with the whole group. The first exercise will invite participants to recall a teacher who had a profound impact on our own lives and careers. The second will invite participants to explore the metaphor of a mobius strip to reflect on our inner and outer selves as educators and leaders. The session will close with a time to take stock of the experience and share closing thoughts.
 


Facilitator:

Over 45 years, Terry Chadsey has built engaged communities of learners as a public school teacher, administrator, change leader, and as former Executive Director and current Senior Fellow of the Center for Courage & Renewal. Terry is also co-founder of Sound Discipline, an organization dedicated to helping all of us rethink how young people and adults solve the inevitable human problems of behavior and relationship in ways that engage and connect. Throughout his career, he’s presented at state, national and international conferences and consulted with organizations and leaders across sectors. Terry holds degrees from Yale University and the University of Chicago and school principal credentials from the University of Washington.

 

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Advancing Equity and Justice in NGSS Science Education for K-12 Educators 

Session Code: F05
Date: Friday October 1st, 2021
Facilitators: Heather Rich, Britta McCarthy, John Mark Filcik
Audience: Science Teachers, ELEM, MS, HS 
Strand: NGSS, Diversity Equity, Inclusion, Justice

Description: 
Join us for this deep dive into how equity and justice enhance science in your classroom and school.  Explore science’s intersections with equity and justice using the work and resources of Phillip Bell. Bring a science unit or lesson to enhance using a critical lens.
 


Facilitators:

Heather Rich

Heather Rich - Heather is the Elementary Instructional Coach for Science at ASF-Monterrey, from Nursery to Grade 5. She has also taught elementary aged kids in multiple international schools and in New York City public schools. Heather is trained in NGSS implementation, and ASFM is currently in its 4th year of teaching NGSS-aligned units.

 

 

 

 

Britta McCarthy

Britta McCarthy - Britta is the Assistant Director of Learning for Curriculum Development at the Columbus School in Medellin, Colombia. She is a former teacher of secondary science and social studies and K-12 NGSS Science Coach. In addition to being a science nerd, she loves Design Thinking, sustainability, systems thinking, and Project Based Learning. She is native to Flagstaff, AZ but has lived and taught in Nicaragua, Bolivia, and Colombia. 

 

 

 

John Mark Filcik

John Mark Filcik - John Mark is a middle school and high school science teacher and NGSS Lead at Colegio Nueva Granada in Bogota, Colombia. Prior to teaching in Colombia, John Mark taught science in the American public school system and worked with Teach for America.

 

 

 

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

Session Code: F06
Date: Friday October 1st, 2021
Facilitator: Lee Ann Jung, Ph.D. (Lead Inclusion)
Audience: All teachers, leaders of curriculum & instruction 
Strand: Equity &Inclusion 

Description: 
In this session, Lee Ann challenges the traditional views of general and special education and the resulting identities of educators. Participants actively explore and analyze concepts of school culture and climate for inclusive learning support, roles of everyone in the building to maximize our time and effectiveness, and the misunderstanding of students with disabilities as having "special needs." Lee Ann presents universal design for learning as a solution to bring greater equity in outcomes for students.
 


Facilitator:

Lee Ann Young

Lee Ann Jung, PhD, is Founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. She provides support to schools in the areas of inclusion, standards-based learning and grading, designing individualized goals and interdisciplinary supports, and measuring progress. Before beginning a career in higher education she worked in special education for eight years in the roles of teacher and administrator. She is a former full professor and director of International Partnerships in the University of Kentucky's College of Education. Lee Ann leads the International Inclusive Leadership Program, a professional learning and graduate program for educators in international schools in partnership with San Diego State University. 
 
Lee Ann has authored 6 books, more than 45 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), section editor for The Routledge Encyclopedia of Education, guest editor and editorial board member of Topics in Early Childhood Special Education, and editorial board member for Journal of Early Intervention. Lee Ann is past chair for the Classroom Assessment special interest group for the American Educational Research Association. She can be reached at jung@leadinclusion.org and ljung@sdsu.edu.

 

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Diversidad sexual en latinoamérica: pasos y retos hacia un ambiente escolar seguro, equitativo e incluyente

Session Code: F07
Date: Friday October 1st, 2021
Facilitators: Gloria Jimenez & Patricia Martí, American School Foundation of Guadalajara
Audience: Maestros, Consejeros
Strand: Diversidad, Igualdad, Inclusión, Justicia

Description: 
La diversidad sexual es una realidad en nuestro mundo y nuestras escuelas. Como profesionales de la educación, debemos estar preparados con conocimientos, políticas y prácticas que promuevan la inclusión y equidad para nuestros alumnos más vulnerables. En este taller exploraremos los retos de una población comúnmente marginada en Latinoamérica: la comunidad LGBT+.

Los objetivos de este taller son:
•Definir conceptos como orientación sexual y transgénero y hacer conciencia de que no se basan en una elección. 
•Proveer estrategias para crear sistemas de apoyo que contrarresten la discriminación, el temor y la falta de información.
•Compartir recursos que han ayudado a nuestra institución a transformarse en una comunidad más incluyente respecto a la diversidad sexual.

Este taller los sensibilizará y les dará herramientas para manejar situaciones de diversidad sexual en sus instituciones educativos.
 


Facilitators:

Gloria Jimenez

Gloria Jiménez tiene una licenciatura en psicología de Loyola Marymount University y maestría en educación de California State University, Dominguez Hills. Ha sido psicóloga de preescolar por doce años. Adicionalmente, trabaja de manera intensiva con jóvenes que tienen problemas con su identidad y/o orientación sexual.

 

 

 

 

Patricia Marti

Patricia Martí tiene una licenciatura en psicología por el Instituto Tecnológico de Estudios Superiores de Occidente, una especialidad en Psicoterapia Gestalt del Instituto Gestalt Guadalajara y una maestría en educación por Framingham State University. Ha ofrecido diferentes conferencias y talleres sobre temas como prevención de hostigamiento y comunicación. Actualmente es consejera de primaria e imparte clases de sexualidad a niños de seis años.


 

 

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Intervening and Accelerating

Session Code: F08
Date: Friday October 1st, 2021
Facilitator: Doug Fisher, Ph.D.
Audience: All teachers, leaders of curriculum & instruction 
Strand: Re-defining Teaching & Learning

Description: 
Supporting individual learners is critical if we hope to address unfinished learning.  Quality intervention requires strong relationships, clear goals, and teaching students how to learn as they learn new content.  It also requires and understanding of what students already know and what they need to know.  In addition to intervening, educators should consider removing the cognitive barriers to learning and focusing on acceleration, which requires a shift in thinking away from remediation to building learners’ confidence and competence.
 


Facilitator:

Dougas Fisher

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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Scaffolding the Language of Social-Emotional Learning 

Session Code: F09
Date: Friday October 1st, 2021
Facilitator: Matt Hadjun, The Columbus School
Audience: Elementary Teachers & Counselors
Strand: Social-Emotional Learning

Description: 
In schools, we often provide scaffolding and support for students to learn academic language. When it comes to learning social language, students are often left to learn on their own on the playground and in the cafeteria. As students navigate multicultural friendships in international school, they need the social emotional skills AND language in order to connect with peers, resolve conflict, and have open conversations about their feelings. This is no easy feat! In this session, we will explore structures like Morning Meeting, community circles, and interactive modeling to intentionally build student agency in SEL skills in a school[?]s target language(s). Participants will leave with a toolbox of scaffolding strategies and ideas for how to develop SEL skills with emergent bilinguals in a variety of instructional models: distance learning, hybrid, and fully on campus learning.
 


Facilitator:

Matt Hajdun

Matt Hajdun is the Assistant Director of Learning for Language Development at TCS in Medellín, Colombia. He has worked at international schools in Honduras, Brazil, Belgium, and Colombia as well as in the United States. Matt has worked as a classroom teacher, instructional coach, language learning teacher, and school leader. He has regularly facilitated learning experiences throughout Central and South America through Tri-Association, AMISA, and through partnerships with WIDA.

 

 

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Becoming a School of Character

Session Code: F10
Date: Friday October 1st, 2021
Facilitators: Liliana Borrero & Marcela Chiradia, Colegio Nueva Granada
Audience: All levels of school leadership, counselors, teachers
Strand: Wellness, Relationships and Social Emotional Learning 

Description: 
In the world of today, where people hire for character and train for skills, character development and social - emotional skills play a paramount role. Schools, in partnership with families, are in a privileged position in helping students become not only smart, but also persons of character. This session will provide participants an overview of CNG's path to becoming recognized as a Colombia School of Character in 2020 by Character.org. Each year, this organization certifies schools as Schools of Character in the US and increasingly, around the globe, that demonstrate their commitment to the development of character through the implementation of Character.org's 11 Principles Framework for Schools. Based on decades of research on effective practices in character education, the 11 Principles Framework serves as a guide for schools to plan, implement, assess, and sustain their comprehensive character development initiative. Schools recognized as a School of Character have implemented a comprehensive approach that inspires their students to understand, care about and consistently practice a set of core values that will enable them to flourish in school, in relationships, in the workplace, and as citizens. 

Facilitators:

Liliana Borrero

Liliana Borrero is the Associate Director of Learning Programs at CNG. Liliana holds a BA in Psychology from U. de los Andes, an MA in Early Education from the U. of Alabama, and a Certificate in Teacher Leadership from Lehigh. She is also a NBPTS certified early literacy teacher and an official translator. She is the author of Enseñando a Leer: Teoría, práctica e intervención[?], a book published in 2008. In 2018, she translated to Spanish the 11 Principles of Effective Character Education. She has served in AdvancED/Cognia Engagement Teams and is also an International Evaluator for Character.org.

 

 

 

Marcela Chiaradia

Marcela Chiaradia is the Community Service and Social Responsibility Coordinator at CNG. She has a background in Business Administration and was involved in founding the Points of Light Institute's HandsOn Network affiliates in Japan and Colombia. Her experience in the service and volunteering field is focused on inspiring youth to become active members of society, making a positive impact in their communities. Marcela is a CNG Character Education Core Team member, co-leads the Character for Parents Planning Team, and is a member of the Intercultural Competence committee. She is also a Character.org International Evaluator.
 

 

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Friday, October 1st from 1:30 PM - 2:30 PM




Teacher Talk - Wellness & Self Care 

Session Code: F11
Date: Friday October 1st, 2021
Facilitator: Lisa Hekel, (Truman Group)
Audience: All teachers K-12
Strand: Wellness
Simultaneous translation to be offered for this presentation

Description: 
The purpose of this presentation is to support international teachers to improve resiliency and connectedness for themselves and amongst their students through education, tools, and activities.  The presentation will focus on three foundational areas:

· Adjustment - Identifying significant trends of increased mental health needs as a result of the pandemic. 
· Engagement - Creating a sense of safety and belonging after a prolonged period of grief/loss, fear, and isolation, through awareness, tools, and resources.
· Wellness - Improving staff and student insight around the need for self care

In addition to the individual challenges related to Covid, school communities as a whole have been affected by the demands of responding to the pandemic.  The presentation will address ways that the school can respond more effectively to the needs of students and colleagues a as they continue to cope with pressures associated with the Covid crisis.  
 
Topics to include:
·   System based approaches to supporting students
·   Understanding the functional role of anxiety
·   Faculty factionalism and polarization
·   Distinguishing between clinical and non-clinical problems in students
·   Collaborative approaches with colleagues
 


Facilitator:

Lisa Hekel

Lisa Hekel is a Licensed Clinical Social Worker, who has been providing clinical treatment for over 18 years in a variety of settings including private practice, school-based, outpatient and disaster/crisis response. As an expatriate, Lisa has spent over ten years providing personalized services world-wide, using her experiences to support individuals and their families living cross-culturally, including issues related to unaccompanied deployment. Her work with active duty military and veterans focuses on adjustment and trauma issues using an integrative style of mindfulness and cognitive-behavioral interventions. She specializes in issues related to grief, loss, and attachment, through a solution focused approach. Lisa has extensive experience working alongside international schools providing guidance for teachers and administrations in regards to the unique needs of transient students and their families. She meets clients where they are at and guides them through purposeful and goal oriented practice.

 

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Launch of Regional Counselor support group for 2021-2022


Session Code: F12
Date: Friday October 1st, 2021
Facilitator: Sean Truman, (Truman Group)
Audience: * Counselors who will be part of Consult Groups for 2021-2022
Strand: Social-Emotional Learning

Description: 
Click here to view full description

Facilitator:

Sean Truman

Sean Truman spent the majority of his childhood in Nairobi Kenya, where his father worked for the United Nations and his mother was a teacher at the International School of Kenya.  He attended college in the US and received a Ph.D. in Clinical Psychology from the University of Connecticut.  He was a National Institute of Mental Health Fellow at the Yale University School of Medicine, where he worked both at the Child Study Center and in the Department of Psychiatry.

In 2010 Sean co-founded Truman Group, a practice of 70 clinicians that provides mental health care to expatriates living around the world.  In his role as the Chief Medical Officer, he is frequently invited to speak and consult regarding mental health in international communities, including international schools. 

Sean currently lives in St. Paul, Minnesota.


 

 

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The importance of sound governance in the financial stability of Schools

Session Code: F13
Date: Friday October 1st, 2021
Facilitator: John Littleford
Audience: Heads of School, Business Managers and Board Members
Strand: Top Leadership

Description: 
This session will explore the governance and political conversations that need to take place to generate revenue and control costs, i.e. to keep schools healthy. Boards are responsible for mission integrity; fiscal oversight; and hiring and guiding heads of schools. In all three areas there are financial opportunities and challenges, and this session will explore ways to help ensure financial sustainability for schools.
 


Facilitator:

John Littleford

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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Using Mini-Lessons to Teach Science 3-Dimensionally

Session Code: F14
Date: Friday October 1st, 2021
Facilitator: Paul Andersen 
Audience: MS & HS Science teachers, departments heads and instructional leaders
Strand: NGSS
Link: 

Description: 
The Next Generation Science Standards (NGSS) require a paradigm shift in classroom pedagogy.  Students should be building conceptual understanding of core science ideas by constructing explanations of authentic phenomena.  In this workshop Paul Andersen will show you how to make this transition easier with the use of explicit mini-lessons for the Science and Engineering Practices and Crosscutting Concepts.
 


Facilitator:

Paul Andersen is an educational consultant and YouTube creator living in Bozeman, MT.  Paul is an experienced educator having taught science in Montana for 20 years.  Paul was the 2011 Montana Teacher of the Year, and was also one of four finalists for the 2011 National Teacher of the Year.  In addition to teaching Paul has created hundreds of YouTube science tutorials that have been viewed millions of times by students around the world.  Paul has provided training for thousands of students, teachers, and administrators around the world.  Paul enjoys providing meaningful professional development that can be applied immediately in the classroom. 

 

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Using Learning Progressions to Accelerate Mathematics Learning

Session Code: F15
Date: Friday October 1st, 2021
Facilitator: Erma Anderson
Audience: General session: Mathematics teachers K-5 & 6-12
Strand: Math 

Overview: This is a two-part series for teachers of mathematics in grades K-5 and 6-12.  The first is a general session for all teachers and the second is a work session divided by section ( K-5) and (6-12).

Description General Session: Formative assessment is critical for showing us what students have and have not learned. However, assessment data does not always provide clear, actionable steps for how best to move learning forward. Formative assessment data is used more effectively when we have a clear idea of how learning typically develops over time.  It is through formative assessment, interactive talk, ongoing dialogue, rich, formative questioning, and careful listening and reading that enables teachers to assess what kinds of scaffolds are appropriate and how much scaffolding is appropriate to accelerate student learning. 
 


Facilitator:

Erma Anderson

Erma Anderson is a former high school physics and mathematics teacher and Albert Einstein Distinguished Fellow in the United States Senate. She was a Senior Program Officer with the National Research Council assisting in the development of the National Science Education Standards and a Christa McAuliffe Fellow with the National Foundation for the Improvement of Education. She has worked with the National Science Teachers Association on several projects including, the Mentoring Initiative e-Mentoring for Student Success (eMSS), development of sciLINKS (www.sciLINKS.org) and Project Manager of Scope, Sequence and Coordination of Secondary School Science, a science curriculum reform project of NSTA. She was Associate Project Director for the Council for Basic Education’s Schools Around the World (www.s-a-w.org) project, developing and implementing the Evidence to Excellence protocol and a series of professional development activities that use student work from nine participating countries to enhance the teaching and learning of mathematics and science. She worked with the Council in the writing of state and district curriculum frameworks and benchmarking of state standards to NAEP and Japanese Standards, and designing a tool for reviewing state science frameworks.  

She has considerable experience developing and facilitating workshops, on site and online with multiple national entities such as Educational Field Studies; National Institute of Medicine; United States Forestry Service; National Park Service, the Jason Project, Kidsnet, school districts, and states. Currently she is a Mathematics and Science consultant working with international schools on implementing the AERO Common Core Plus Mathematics Standards and the Next Generation Science Standards. She also serves as Project Director of the Math Specialist in International Schools (MSIS) initiative. In the past fourteen years, she has facilitated conversations about the K to 12 math and science curriculum, instruction, and assessment in over 130 international schools. 

 

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Incorporating Student Voice: Choosing Courage over Comfort

Session Code: F16
Date: Friday October 1st, 2021
Facilitator: Anna Sugarman
Audience: All teachers, school leaders
Strand: Student Agency, Social-Emotional Learning

Description: 
From an early age, we wait to hear our children speak their first words, recognize us, and eventually learn how to ask for what they need. We are living in an age where we are being encouraged to make our voices heard. Students are starting to speak up around the world. What are our students saying about how they learn? How do we respond to that feedback and use it to identify optimal instructional matches to achieve greater learning outcomes? In what ways can we change the game of learning by empowering student voices?
 


Facilitator:

Anna Rose Sugarman

Anna Rose Sugarman has been a specialist in educating the gifted for over thirty years. From 2005 to 2017, Anna served as an Associate Member of the Advisory Committee on Exceptional Children and Youth to the Office of Overseas Schools, US Department of State, providing training and consultant services through international conferences and in various international schools. While actively working with administrators, teachers, parents and students, Anna designs and implements professional development options to create optimal learning environments to enhance educational programming for all children. She currently works as the Professional Learning Coordinator (K-12) for Shenendehowa Central Schools in Clifton Park, New York and is a contributing member to Association for the Advancement of International Education (AAIE) working on the New School Project.

 

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Gender Diversity: What we need to know to create more inclusive schools

Session Code: F17
Date: Friday October 1st, 2021
Facilitator: Emily Meadows
Audience: School Heads,Principals, Teachers, Counselors
Strand: Diversity, Equity, Inclusion, Justice

Description: 
Professional educators are increasingly recognizing the diversity of their students’ gender and sexual identities and however well-intentioned, may feel ill-equipped to support them. Understanding gender is the foundation of LGBTQ+ inclusion, and the topic of this interactive session. Participants of all experience levels, working with children of any age, are invited to consider the difference between male and female, what makes up gender, and how the answers to these questions impact your students’ well-being. This session serves as a thought-provoking primer on the concept of gender and offers insight on how to build a more compassionate and inclusive school.
 


Facilitator:

 

Emily Meadows

Emily Meadows (she/her) is an LGBTQ+ consultant and published author specializing in international schools. Emily creates an environment that is non-judgmental and engaging for her clients, while taking an intersectional approach that addresses both the why and the how of inclusion so that educators become confident and competent supporting LGBTQ+ students. 

In addition to her doctoral degree, Emily holds master's degrees in both Sexual Health and Counseling, and has worked as an international school counselor for over a decade. She researches, publishes, and trains school communities on equitable policy and practice, while also teaching for the LGBT Health Policy & Practice graduate program at George Washington University. 

Emily has developed inclusion standards, referenda, and trainings for professional organizations such as the New England Association of Schools and Colleges (NEASC), the National Association of School Psychologists (NASP), The Fulbright Commission, the Association for International Educators and Leaders of Color (AIELOC), the Association for the Advancement of International Education (AAIE) and the American Psychological Association (APA). Having spent more than half of her life in international schools, Emily specializes in culturally-relevant solutions to promote equity and inclusion worldwide. 

 

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Strategy isn't agile: people are

Session Code: F18
Date: Friday October 1st, 2021
Facilitator: Ewan McIntosh
Audience: Senior Leaders, middle & aspiring leaders,teachers who want to create a change in the way they choose to work
Strand: Design Thinking

 

Description: 
There’s really never been a time quite like now for a more agile approach to school strategy, and flexible working to realise it. This session reveals the key questions to consider as you co-design strategy with your community, and together work out where you head next, how you’re going to get there, and what it’s going to take. 
 

 

Ewan McIntosh

Facilitator:

Ewan McIntosh is the founder of NoTosh, the learning strategy company. He and his team work with both schools, governments and corporations to change the way they choose to work. They help create more agile, happier and productive learning and working environments. www.notosh.com.
 

 

 

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Start/Stop/Continue: Reflecting on Pandemic Learning  

Session Code: F19
Date: Friday October 1st, 2021
Facilitator: Michael Nachbar, (Executive Director, Global Learning Academy)
Audience: School leaders, all teachers 
Strand: Distance/Remote/Hybrid/Toggled Learning 

Description: 
Since early 2020 educators have transitioned, responded, and regrouped. They’ve adapted between in-person, online, and hybrid models. And in these shifts, they have upskilled, revised, and refined their practice in ways that will forever impact student learning. Now is the time to elevate educators’ experiences, sharing what we will take with us and what we will leave behind. In this action-oriented workshop, school teams will experience real-time exercises that walk educator teams through a framework for affirmation, a protocol for reflection, and an exercise to give permission to make shifts, all that result in concrete takeaways for the next school year. This workshop may be taken on its own or may be paired with the follow-up workshop, Nuts and Bolts: Designing Post-Pandemic Learning, to empower educators in recommitting to enduring priorities for a successful, productive start to the new school year.

Facilitator:

Michael Nachbar

Prior to founding GOA, Michael Nachbar served as Lakeside School’s middle school assistant director, and worked for seven years at Village Community School in New York City in a variety of roles, including teacher, curriculum coordinator, and director of technology. Michael started his career in education as a Teach for America corps member, teaching high school English in Roma, Texas.

He is a frequent speaker and workshop facilitator at national and international conferences, and has presented dozens of times on such topics as educational trends impacting schools, modern teaching and learning, and global education.

Michael is an active board member for several education organizations, including the National Association of Independent Schools (NAIS), Independent School Association Network (ISAnet), and Jump! Foundation, and serves on the advisory board for Sea Change Mentoring. Previous boards include the Mastery Transcript Consortium and Summer Search. He lives in New York with his family.
 

 

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