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Main Conferences Program - Friday

MAIN CONFERENCE
FRIDAY SEPTEMBER 27, 2019
8:00 AM - 9:45 AM - Plenary Session & Keynote
Session Title Facilitator Target/Audience Room
F Keynote Building a Culture of Dignity in Your School Rosalind Wiseman All Guillermo Zambrano Auditorium
9:45 - 10:15 Coffee Break (* 5 minute passing time to 10:20 AM Break-out Session)
Consultant Break-out Sessions - Morning (AM) 2 hr. - 10:20 AM - 12:20 PM
12:20 - 1:30 Lunch
Session Title Facilitator Target/Audience Room
F01 Las 6 C's Annie Acevedo Maestros de Pre-escolar, Primaria, MS, HS, Consejeras, Psicólogas, Maestros de Español MSHS Art Room A101 (1st Floor)
F02 Building Procedural Fluency from Conceptual Understanding Erma Anderson Teachers Kinder-Grade 6, Math Coaches MSHS Band Room (1st Floor)
F03 Do Everything with DoInk Part 1 George Bárcenas Teachers ELEM, MS, HS & Technology Teachers MSHS Stem Lab (2nd Floor)
F04 Texts, Tools and Techniques to Engage Young Students in Inquiry Shawna Copolla Teachers & Curriculum / Instructional Coaches (3-6) MSHS Art Room A102 (1st Floor)
F05 Empowerment and Engagement: Unlocking the learning vault Myron Dueck Teachers ELEM, MS, HS, Curriculum Coordinators, Instructional Coaches MSHS Black Box (1st Floor)
F06 A Great Education Includes Innovation and Global Collaboration Savanna Flakes Elementary (1-6), MS,HS, Leadership, Administrators, Technology and Innovation, Curriculum and Instruction Coach/Director MSHS Library Sprint & Presentation Room (1st Floor)
F07 Beyond Assessments For Learning: Assessment That Improve Learning Tom Guskey School leaders, Kinder- 12 teachers, Coaches, Directors of Curriculum & Instruction ELEM Music Room 1 F102 (1st Floor)
F08 Improving and Healing Faculty and Staff Cultures John Littleford Heads of School, Principals & Administrators, Teacher Leaders ELEM Music Room 3 (1st Floor)
F09 Team or Group: What is Present in Your Schools? Mike Murphy Teacher leaders ELEM, MS, HS Dept. Heads, Principals, Curriculum Directors, Instructional Coaches ELEM Projection Room F235 (2nd Floor)
F10 Setting the Stage for Later Reading Achievement: The Importance of Phonological Awareness in Early Childhood Lisa Stone Pre-school-Grade 1 Teachers, Literacy Coaches, Curriculum Coordinators ELEM Art Room 1 F107 (1st Floor)
F11 Peer Abuse and Sexting: What can Schools do about this and respond appropriately when harm occurs? Laurie Tasharski School Response Teams Level II Training ELEM Music Room 2 G107 (1st Floor)
F12 Putting SEL Into Practice Carla Tantillo Philibert Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS & HS Teachers, Counselors, Psychologists, Learning Support, Instructional Coaches, Curriculum Directors, Principals, Spanish Teachers ELEM Multipurpose Room F139 (1st Floor)
F13 The Mathematical Brain Tracey Tokuhama-Espinosa Pre-School, Elementary, MS, HS, Leadership, Administration, Instructional Coaches, Administrators, Technology and Innovation, Counselors, Learning support, Spanish Teachers ELEM Art Room 2 F103 (1st Floor)
F14 Design Thinking Deep Dive for Classroom Teachers Brian Hamm, David Jakes Teachers ELEM, MS, HS, Content Area Specialists, Technology & Innovation MSHS Startup Hub (1st Floor)
(School, Exhibitor & Organizations) 60 Minute (AM Sessions) (Deep Dives & Teaching Labs)
(* 10 minute passing & set-up time in between sessions a. and b.)
Session a. 10:20 AM - 11:20 AM Session b. 11:30 AM - 12:30 PM
Lunch 12:30-1:30 PM
Session a. Title Facilitator Target/Audience Room
F15 a. Reading the World of Refugees through a Critical Multicultural Lens Dr. Gordon Brown, George Mason University Elementary (1-6), MS, HS, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists MSHS B101 (1st Floor)
F16 a. Value Conflicts and the Role of the Principal in Advocating for Each Child Charles Smargiassi, Ph.D. Wilkes University Leadership, Administration, Counselors, Psychologists MSHS B102 (1st Floor)
F17 a. Enabling Innovation & Collaboration through an Adaptive Leadership Style Analia Denmon, Carol Morgan School Leadership, Administration, Curriculum & Instruction Coach/Director MSHS B103 (1st Floor)
F18 a. Student Well-Being, Engaged Learners-and Furniture? Jessica Schultz, Instituto San Roberto Teachers MS, HS, Administration MSHS B104 (1st Floor)
F19 a. Bursting the Bubble: Creating Meaningful Experience Based Learning Opportunities through Student Travel Andrew Kempe, Gina Palomo, Carol Morgan School MS, HS, Curriculum & Instruction Coach/Director, Counselors, Psychologists MSHS B105 (1st Floor)
F20 a. You Matter! Gabriela Campoy and Dr. Teresa González, ASFM Pre-School, Elementary (1-6), MS, HS, Leadership, Administration, Counselors, Psychologists MSHS B107 (1st Floor)
F21 a. Encouraging Student Voice: From Engaged Students to Empowered Learners, A Road Map Kimberley McFarland, American School of Puebla MS, HS, Leadership, Curriculum & Instruction Coach/Director MSHS B110 (1st Floor)
(School, Exhibitor & Organization 60 Minute AM Sessions) (Deep Dives & Teaching Labs)
(* 10 minute passing & set-up time in between sessions a. and b.)
Session a. 10:20 AM - 11:20 AM Session b. 11:30 AM - 12:30 PM
Lunch 12:30-1:30 PM
Session b. Title Facilitator Target/Audience Room
F15 b. A Practical Guide to Inquiry-Based Teaching and Learning Nikki Ellwood, Colegio Maya Elementary Teachers (1-6), MS, HS, Curriculum & Instruction Coach/Director ELEM 5A D257 (2nd Floor)
F16 b. Student-Created Podcasting as a Means to Empower Students to Think Globally John Mark Filcik, Colegio Nueva Granada Teachers MS, HS,Technology & Innovation ELEM 5B D245 (2nd Floor)
F17 b. Feedback: All the Feels Amanda Ohge & Amanda Wendt, ASFM Elementary (1-6), MS, HS, Leadership, Curriculum & Instruction Coach/Director ELEM 5C D256 (2nd Floor)
F18 b. It's All About the Books! Socializing SEL Competencies in your Elementary Classroom Fiona Morales and Claudia Reyes, ASFM Pre-School, Elementary (1-6), Curriculum & Instruction Coach/Director, Counselors, Psychologists, and Librarians ELEM Library F210 (2nd Floor)
F19 b. Creando un ambiente seguro y colaborativo, una oportunidad de crecimiento personal y laboral Alondra Velasco Ledezma, American School Foundation Guadalajara Pre-School, Elementary (1-6, MS, HS), Leadership, Administration, Counselors, Psychologists, Spanish Teachers ELEM 5D D246 (2nd Floor)
F20 b. Empathy and the Decline of Human Connection Karen Poplawski, Center for Responsive Schools Teachers ELEM, MS, HS, Counselors, Administration, Leadership ELEM 5E D255 (2nd Floor)
F21 b. Teaching Talk: Strategies for Teaching & Assessing Conversational Skills Emelia McNally, Colegio Bolivar Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6) ELEM 5F D249 (2nd Floor)
Consultant Break-out Sessions - Afternoon (PM) 2 1/2 hr. - 1:30 PM - 4:00 PM
Session Title Facilitator Target/Audience Room
F22 Nueve Competencias Para Desarrollar La Empatía Annie Acevedo Maestros Primaria & Secundaria, Maestros de Español MSHS Art Room A101 (1st Floor)
F23 Gaining Insight Into Student Thinking Through Formative Assessment and Rich Tasks Erma Anderson MS, HS Math Teachers, Math Coaches MSHS Band Room (1st Floor)
F24 Reading Rainbow with Green Screen Part II George Bárcenas Teachers ELEM, MS, HS & Technology Teachers MSHS Stem Lab (2nd Floor)
F25 RENEWING The Tools We Use to Teach Student Writers Shawna Copolla Teachers 3-6, Curriculum Coordinators, Instructional Coaches MSHS Art Room A102 (1st Floor)
F26 Unleashing Creativity in the Classroom-Widening the window for all Myron Dueck Teachers ELEM, MS, HS, Curriculum Coordinators,Instructional Coaches MSHS Black Box (1st Floor)
F27 Equity for ALL Students: ALL means ALL Savanna Flakes Elementary (1-6), MS,HS, Leadership, Administrators MSHS Library Sprint & Presentation Room (1st Floor)
F28 Differentiating Instruction with Mastery Learning Tom Guskey School leaders, Kinder- 12 teachers, Coaches, Directors of Curriculum & Instruction ELEM Music Room 1 F102 (1st Floor)
F29 Supporting Positive Behaviors in the Early Childhood Classroom Lee Ann Jung Pre-school-Kinder Teachers, Counselors & Psychologists ELEM N & PK Music Room C101 (1st Floor)
F30 The Financial Sustainability of Schools: Resource Flexibility and the Tradeoffs of Income and Expense John Littleford Heads of School, Board Members, Business Managers ELEM Music Room 3 (1st Floor)
F31 Resistance: Turn Away From It or Lean Into It? Mike Murphy Teacher leaders ELEM, MS, HS Dept. Heads, Principals, Curriculum Directors, Instructional Coaches ELEM Projection Room F235 (2nd Floor)
F32 Balancing Learning, Authenticity and Joy in Literacy Instruction in the Early Years Lisa Stone Early Childhood Teachers, Literacy Coaches, Curriculum Coordinators ELEM Art Room 1 F107 (1st Floor)
F33 Building an SEL Framework Carla Tantillo Philibert Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS & HS Teachers, Counselors, Psychologists, Learning Support, Instructional Coaches, Curriculum Directors, Principals, Spanish Teachers ELEM Multipurpose Room F139 (1st Floor)
F34 El Cerebro Matemático Tracey Tokuhama-Espinosa Pre-School, Elementary, MS, HS, Leadership, Administration, Instructional Coaches, Administrators, Technology and Innovation, Counselors, Learning support, Spanish Teachers ELEM Art Room 2 F103 (1st Floor)
F35 Creating Cultures of Dignity For Young People Rosalind Wiseman ELEM (1-6), MS, HS, Leadership, Administrators, Counselors, Psychologists ELEM Music Room 2 G107 (1st Floor)
F36 Design Thinking Deep Dive for School Leaders Brian Hamm, David Jakes Teacher Leaders, Principals, Curriculum Directors, Instructional Coaches, Department Heads MSHS Startup Hub (1st Floor)
(School, Exhibitor & Organization 60 Minute AM Sessions) (Deep Dives & Teaching Labs)
(* 10 minute passing & set-up time in between sessions a. and b.)
Session a. 1:40 PM - 2:40 PM Session b. 2:50 PM - 3:50 PM
Session Title Facilitator Target/Audience Room
F37 a. How can Edmentum International's solutions support your school? Derek Devine, Edmentum International Pre-School, Elementary (1-6), MS, HS, Leadership, Administration, Technology & Innovation, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers, Content Area Specialists MSHS B101 (1st Floor)
F38 a. It is time to A.C.T. NOW! Accessing Complex Text Stephanie Seemann, Benchmark Education Literacy Coaches, English Language Teachers 3-8, Curriculum & Instruction Coach/Director MSHS B102 (1st Floor)
F39a. Creating an empathetic school culture for undocumented immigrants Dr. German Cadenas, Lehigh University, College of Education MS, HS, Leadership, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers MSHS B103 (1st Floor)
F40 a. Rethinking Homework Kristen Farrow, American School Foundation Guadalajara Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), Leadership, Administration MSHS B104 (1st Floor)
F41 a. Student Empowerment in the Arts and Interdisciplinary Areas Megan Jaye Highfill, International School of Panama Elementary (1-6), MS, HS, Content Area Specialists MSHS B105 (1st Floor)
F42 a. Mental Health in the School Community Silvia Venegas & Sierra Anderson, ASFM Elementary (1-6), MS, HS, Leadership, Administration, Counselors, Psychologists MSHS B107 (1st Floor)
F43 a. Math Matters - Engaging Parents in Math Kristy Krahl and Katie O'Gorman, ASFM Leadership, Administration, Curriculum & Instruction Coach/Director, Content Area Specialists MSHS B109 (1st Floor)
(School, Exhibitor & Organization 60 Minute AM Sessions) (Deep Dives & Teaching Labs)
(* 10 minute passing & set-up time in between sessions a. and b.)
Session a. 1:40 PM - 2:40 PM Session b. 2:50 PM - 3:50 PM
Session Title Facilitator Target/Audience Room
F37 b. What Inclusion Looks Like: in School, at Home, and in our Community Karina Cesar & Ana Paula Villarreal, ASFM Pre-School, Elementary (1-6), Leadership, Administration, Counselors, Psychologists, Spanish Teachers ELEM 5A D257 (2nd Floor)
F38 b. Advisory Status: It's complicated Sammy Jamal & David Letiecq, International School of Panama MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director, Counselors, Psychologists, and Advisory Coordinators ELEM 5B D245 (2nd Floor)
F39 b. Critical Thinking through Design Challenges Leann Lear and Luz Amparo Sanchez, Colegio Panamericano ElEM, MS, HS, Leadership, Technology & Innovation, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists ELEM 5C D256 (2nd Floor)
F40 b. Developing Empathy and Resilience: Supporting the Social-Emotional Needs of Gifted and Talented Students Paula Bernal & Seth Jaeger, Colegio Nueva Granada Elementary (1-6), MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers ELEM 5D D246 (2nd Floor)
F41 b. Políticas de Disciplina Efectiva-Como crear un sistema que respalde la competencia socio-emocional de los niños pequeños Elisa Toro and Lilliam Nasser, Escuela Internacional Sampedrana Teachers Pre-School Nursery, Pre-Kinder, Kinder, Leadership, Administration ELEM 5E D255 (2nd Floor)
F42 b. Building Empathy Through Student Blogs Amanda Brown and Michelle Lampinen, Lincoln School Teachers MS, HS, Technology & Innovation ELEM 5F D249 (2nd Floor)
F43 b. Where does scaffolding begin? Identifying learners' needs in a tridimensional curriculum FOR learning Alejandra Galindo, John F. Kennedy Elementary (1-6), MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists ELEM 5G D254 (2nd Floor)


Hotel Pick-up 7:00 AM
Registration Desk at ASFM 7:00 AM - 5:00 PM (MSHS Reception
Exhibit Hall 7:30 AM - 4:00 PM (MSHS Main Hallway)

Daily Schedule @ a Glance

8:00 AM - 9:45 AM
9:45 AM - 10:15 AM
10:20 AM - 12:20 PM
10:20 AM - 11:20 AM
11:30 AM - 12:30 PM
12:30 PM - 1:30 PM
1:30 PM - 4:00 PM
1:40 PM - 2:40 PM
2:50 PM - 3:50 PM
4:00 PM - 7:00 PM
7:00 PM
Plenary Session & Keynote - MSHS Guillermo Zambrano Auditorium
Coffee Break (MSHS Main Hallway)
Morning (AM) Break-out Sessions
Deep Dives & Teaching Labs A (60 Minute AM Sessions)
Deep Dives & Teaching Labs B (60 Minute AM Sessions)
Lunch - (Group 1 MSHS Cafeteria / Group 2 ELEM Cafeteria)
Afternoon (PM) Break-out Sessions
Deep Dives & Teaching Labs A (60 Minute PM Sessions)
Deep Dives & Teaching Labs A (60 Minute PM Sessions)
Mexican Festival at ASFM (MSHS Exterior Basketball Court)
Buses Leave for Hotels


Building a Culture of Dignity in Your School

Session Code: F Keynote
Facilitator: Rosalind Wiseman
Date: Friday, September 27, 2019
Room: Guillermo Zambrano Auditorium

Description:
Based on over twenty years of teaching and constant feedback from today's generation of young people, Rosalind Wiseman pulls back the curtain on what's really going on in children and teens lives and shows the critical importance of social emotional learning to their overall health and happiness. From young people's friendships, social media use, gossip, drama, bullying, and the constant pressure to "keep up," she'll share how children and teens develop their sense of self and guide their decision making in everything from their academic choices, to friends, and how they manage conflict. Rosalind will give concrete advice to parents and educators so they in turn, can guide their children through the normal yet challenging problems young people face-- while avoiding the common communication breakdowns and power struggles between children and adults.

Facilitator:
Rosalin Wiseman
Based on over twenty years of teaching and constant feedback from today's generation of young people, Rosalind Wiseman pulls back the curtain on what's really going on in children and teens lives and shows the critical importance of social emotional learning to their overall health and happiness. From young people's friendships, social media use, gossip, drama, bullying, and the constant pressure to "keep up," she'll share how children and teens develop their sense of self and guide their decision making in everything from their academic choices, to friends, and how they manage conflict. Rosalind will give concrete advice to parents and educators so they in turn, can guide their children through the normal yet challenging problems young people face-- while avoiding the common communication breakdowns and power struggles between children and adults.

Facilitator:
Rosalind Wiseman has had only one job since graduating from college—to help communities shift the way we think about children and teens’ emotional and physical wellbeing. As a teacher, thought leader, author, and media spokesperson on bullying, ethical leadership, the use of social media, and media literacy, she is in constant dialogue and collaboration with educators, parents, children, and teens.

Rosalind is the author of Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and the New Realities of Girl World—the groundbreaking, best-selling book that was the basis for the movie Mean Girls, and in 2016 was fully revised for a third edition.

Wiseman’s other publications include the New York Times best seller, Masterminds & Wingmen: Helping Our Boys Cope with Schoolyard Power, Locker-Room Tests, Girlfriends, and the New Rules of Boy World, which addresses the social lives of boys and was awarded Best Parenting Book by Books for a Better Life in 2014. In addition, Rosalind wrote a free companion e- book for high school boys called,The Guide: Managing Jerks, Recruiting Wingmen, and Attracting Who You Want. Her most recent publication is the Owning Up Curriculum, a comprehensive social justice program for grades 6-12 which is in widespread use across the country. Rosalind is a regular curriculum contributor to the Anti-Defamation League.

Wiseman has keynoted at the White House Summit on Bullying, the SXSW summit on Online Harassment, the American School Counselors Association, Utah Anti-Bullying Coalition, Women’s March, Iowa Education Association, Association of Middle Level Education, the Game Developers Conference, the International Boys’ Schools Coalition, the Lindsey Vonn Foundation, the American Association of School Administrators, and countless schools throughout the US and abroad. She was a consultant for Cartoon Network's Speak Up, Stop Bullying Campaign, and is an advisor to the US Department of Health and Human Services’ Substance Abuse and Mental Health Administration.

More recently, Wiseman developed a curriculum entitled Owning Up: Empowering Adolescents to Confront Social Cruelty, Bullying, and Injustice. Intended for anyone between the 6th and 12th grades, this structured program provides insight on how to prevent bullying— whether it is homophobia, racism, classism, or any other form of youth violence.

National media regularly depends on Wiseman as the expert on ethical leadership, media literacy, youth culture, parenting, and bullying prevention. She has been profiled in The New York Times, People, Los Angeles Times, Chicago Tribune,The Washington Post, and USA Today. Wiseman is a frequent guest on national media like The Today Show, CNN, and NPR affiliates throughout the country.

A sought-after speaker on bullying, parenting, ethical leadership, and the use of social media, Wiseman’s presentations transcend cultural and economic boundaries in her appeal to ensure children’s and teenagers’ wellbeing. Her engaging and forthright delivery promises to capture audiences and inspire them to build positive relationships among each other.

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Las 6 C's

Session Code: F01
Facilitator: Annie Acevedo
Audience: Maestros de Pre-escolar, Primaria, MS, HS, Consejeras, Psicólogas, Maestros de Español
Date: Friday, September 27, 2019
Room: MSHS Art Room A101 (1st Floor)

Description:
En esta conferencia se describirán y trabajarán en profundidad las 6 habilidades que se necesitan para el desarrollo del niño y que son Comunicación, Colaboración, Creatividad, Compasión, pensamiento crítico y compromiso, se darán múltiples ejemplos de cómo desarrollar estas habilidades. Se hará énfasis en poder desarrollar la empatía que es lo que nos lleva a la compasión que es la acción que surge después de ponerse en la situación del otro.

Facilitator:
Annie de AcevedoAnnie de Acevedo lleva 36 años consolidándose como la Psicóloga colombiana más reconocida en temas de crianza y familia. Es psicóloga de la Universidad de los Andes, con una Maestría en Psicología en la Universidad de Alabama en 1982 y un Postgrado en Neuropsicología en la Universidad de Miami en 1999. También tiene una especialización en neurolingüística Psicología educativa.

Trabajó durante 35 años como coordinadora del Learning Center del Colegio Nueva Granada en Bogotá. Fue reconocida con la distinción más alta que da el gobierno colombiano en el campo de la educación. La medalla Simón Bolívar, le fue otorgada en reconocimiento a sus 36 años de continuo trabajo con niños, que presentan dificultades emocionales y de aprendizaje, el desarrollo de un Learning Center único en el mundo y un programa de inclusión para niños, Fue fundadora del Colegio Fundación Nueva Granada, hace 12 años y la Fundación Oportunidad donde se atienden niños y familias de bajos recursos para ayudarlos con sus dificultades emocionales y-o de aprendizaje.

Actualmente es Directora del KSI Centro de Aprendizaje y Psicología, columnista del periódico El Tiempo, autora de varios libros, además de ser asesora, terapeuta infantil y de familia, conferencista y directora de la Fundación Oportunidad.

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Building Procedural Fluency from Conceptual Understanding

Session Code: F02
Facilitator: Erma Anderson
Audience: Teachers Kinder-Grade 6, Math Coaches
Date: Friday, September 27, 2019
Room: MSHS Band Room (1st Floor)

Description:
According to the AERO Math Standards, achieving rigor requires us to teach math in a way that balances students’ conceptual understanding, procedural skills and fluency, and their ability to apply what they know and are able to do real-world, problem-solving situations. Procedural fluency builds on a foundation of conceptual understanding, strategic reasoning, and problem solving (NCTM, 2000, 2014). To foster productive change in mathematics classrooms, teachers need to understand how to connect mathematical procedures with their underlying concepts. Participants will use sense-making, tools, models and context to deepen the conceptual understanding of number sense, while engaging in and reflecting on the Standards for Mathematical Practice. Participants will explore tasks that would allow students to develop procedural fluency grounded in conceptual understanding.

Facilitator:
Erma AndersonErma 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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Do Everything with DoInk Part 1

Session Code: F03
Facilitator: George Bárcenas
Audience: Teachers ELEM, MS, HS & Technology Teachers
Date: Friday, September 27, 2019
Room: MSHS Stem Lab (2nd Floor)

Description:
DoInk app for iPads allows your students to travel to any destination that their imagination will take them. Want them to do their oral report on Egypt? Put them in front of a green screen (or a wall painted green, sheets from walmart) and they will be in front of the pyramids, next to mummies. Want your students to share their book reports? Do it with a green screen “Reading Rainbow” style. Have characters from the book, images of the movie playing behind them while they talk on screen about their report. If you don’t have a green screen we can still do photoshop within the app to put students in the middle of the action! Come and play with my favorite app!

Facilitator:
George BarcenasGeorge Barcenas is the Technology Coordinator/CTE for Bellevue Union School District in California. George is a Certified Google Trainer, Educator and Apple Certified Teacher. Trained as a PE teacher he has taught High School English, Spanish and coached Basketball from Middle School all the way to College. Technology has always been in his teaching from creating commercials in Spanish class to work on vocabulary, to creating a production of Romeo and Juliet with zombies. He now teaches coding, G-Suite and web/video design with iMovie and Adobe After Effects. In his current role he also works with teachers to find the right tool to help students. His passion for teaching has found a place with Google apps for education and pushing the boundaries of being geeky George has been a keynoter and presenter at different EdTech international events.

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Texts, Tools and Techniques to Engage Young Students in Inquiry

Session Code: F04
Facilitator: Shawna Coppola
Audience: Teachers & Curriculum / Instructional Coaches (3-6)
Date: Friday, September 27, 2019
Room: MSHS Art Room A102 (1st Floor)

Description:
When we work alongside students to co-construct knowledge, students are more likely to be engaged in their learning and to sustain that learning beyond any one unit or lesson. In addition, co-constructing knowledge with students naturally lends itself to culturally relevant practices, where students' "funds of knowledge" (Moll et al., 1992) are acknowledged, honored, and put to use. What are the most effective tools and techniques for engaging students in this work? How can we build appropriate "text sets" that will support it? In this session, Shawna will share what she has learned over twenty-plus years of engaging students in inquiry work, particularly around the areas of social studies, social comprehension (Ahmed, 2018), and literacy, by sharing a wide variety of texts, tools, and techniques.

Facilitator:
Shawna CoppolaShawna Coppola  is an expert in child and young-adult literacy, including in practices that support a diversity of writing types and young writers. An educator for almost two decades, Shawna has worked both as a middle school language arts teacher (6-8) as well as a literacy specialist/coach (K-6).   Shawna’s recent work has included collaborative projects with educators on facilitating young children in critical conversations around race, equity, and social justice. Using both current and historically significant texts, consisting of a wide variety of forms and modalities, she helps students and teachers find accessible “doorways” into learning about the issues that matter most in supporting inclusive, compassionate, and equitable worlds on both the local and global level.

Shawna is a member of  The Educator Collaborative and the author of Renew! Become a Better-and More Authentic–Writing Teacher.   You can hear her speak on a number of literacy topics on  The Dr. Will Show, OCTELA’s  Speaking and Listening Podcast, and Stenhouse Publisher’s  Mentoring New Teachers  podcast series. She has also presented at a number of national and regional education conferences, and has led courses and workshops for educators through the University of New Hampshire’s  NH Literacy Institutes  as well as their  Professional Development and Training  program. Shawna is devoted to helping all learners experience the joy that literacy can offer. Learn more about Shawna and her work by visiting her blog,  My So Called Literacy Life,  or  connect with her on Twitter @shawnacoppola. 

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Empowerment and Engagement: Unlocking the learning vault

Session Code: F05
Facilitator: Myron Dueck
Audience: Teachers ELEM, MS, HS, Curriculum Coordinators, Instructional Coaches
Date: Friday, September 27, 2019
Room: MSHS Black Box (1st Floor)

Description:
When someone truly desires to challenge, question, participate, overcome and inquire, it is quite likely that learning will occur. In this session Myron Dueck will address some leading theories around engagement and will cover a few of the most important portals to peeking human interest and its by-product - learning. Engagement can occur when any one of following portals exist: ownership, relevance, relationships, expertise and exploration/inquiry. The tools that educators have at their fingertips center on assessment and instruction, and it is in these realms that we wield underutilized potential and power. By making decisions that increase the key engagement catalysts, teachers can truly change the face of education.

Facilitator:
Myron DueckOver the past 22 years, Myron Dueck has gained teaching and administrative experience in both Canada and New Zealand in subjects ranging from grades 4 to 12. Beginning in 2006, Myron developed a number of grading, assessment and reporting systems with his classes in which students have greater opportunity to show what they understand, adapt to the feedback they receive and play a significant role in the reporting of that learning. Myron has been a part of administrative teams, district groups, school committees and governmental bodies that have further broadened his access to innovative ideas. Myron has shared his stories, tools and first-hand experiences with public, charter and international school educators around the world, and recently his presentations have diverged to include global education trends and broader socio-economic realities that impact learning. Myron has twice been published in EL Magazine. His best-selling book,Grading Smarter, Not Harder– Assessment Strategies that Motivate Kids and Help Them Learn was released by ASCD in July 2014 and in 2015 ASCD released a video project based in his own school district entitled ‘Smarter Assessment in the Secondary Classroom’. Myron lives in Summerland, BC, Canada with his wife and two children and is Vice-Principal for Grading, Assessment, Innovation and Reporting Student Learning in his local school district – Okangan-Skaha 67.

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A Great Education Includes Innovation and Global Collaboration

Session Code: F06
Facilitator: Savanna Flakes
Audience: Elementary (1-6), MS,HS, Leadership, Administrators, Technology and Innovation, Curriculum and Instruction Coach/Director
Date: Friday, September 27, 2019
Room: MSHS Library Sprint & Presentation Room (1st Floor)

Description:
The world is facing monumental challenges and complex situations requiring analytical problem solving, innovation, and collaboration. The aim of global collaboration in education is to improve learning, break down classroom walls, and teach our students to use their power to help make the entire world a better place. Educators will learn how technology can build bridges between classrooms, nations, and humankind. This workshop defines why we need to reshape traditional practices and leverage technology to empower learning and support learners for success around the world for 21st Century Career and College Success. Savanna will share a four-step approach to transforming learning into authentic collaborative experiences that can engage students beyond their classroom walls.

Facilitator:
Savanna FlakesSavanna Flakes is an international education consultant specializing in inclusion and diversity, team collaboration, innovation in education, and social emotional learning. Savanna has worked with school communities around the world to support administrators and teachers with effective instructional practices for ALL students. Savanna has served as a professor in the American University School of Education and Health, and she presents on topics such as Universal Design For Learning, Inclusive Practices, and Global Classrooms. Savanna has received numerous honors and awards for her work on behalf of students and in education such as Orator of the Year, National Association of Special Education Teachers Outstanding Special Educator Award, and the U.S. Department of Education-White House Outstanding American Educator. Savanna has published instructional resources and articles on instructional practices, universal design for learning, and student efficacy. Savanna holds a Masters Degree in Special Education from American University; Education Specialist degree in Curriculum and Instruction from University of Virginia; and a Masters Certificate in Leadership and Administration from the George Washington University. Savanna is a “Possibilitarian,” she believes everything is possible with a great teacher; every child can be successful.

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Beyond Assessments For Learning: Assessment That Improve Learning

Session Code: F07
Facilitator: Tom Guskey
Audience: Audience: School leaders, Kinder- 12 teachers, Coaches, Directors of Curriculum & Instruction
Date: Friday, September 27, 2019
Room: ELEM Music Room 1 F102 (1st Floor)

Description:
Using assessments to improve student learning involves more than simply regular “formative” assessments. It requires teachers to make well-designed assessments an integral part of the instructional process. This presentation describes how teachers can develop clear learning targets, gather useful information on students’ performance, offer effective feedback to guide improvements in teaching and learning, and then accurately document students’ learning progress. Participants will learn how to use classroom assessments as effective learning tools, how to integrate performance assessments with more traditional assessment methods, how to align assessment procedures with important learning goals, and how these procedures will allow them to better meet the needs of diverse learners.

Facilitator:
Thomas GuskeyThomas R. Guskey, Ph.D., is Senior Research Scholar at the University of Louisville and Professor Emeritus at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher and later served as an administrator in Chicago Public Schools. He is a Fellow in the American Educational Research Association and has worked with international schools in all regions of the world. He is also author/editor of 25 award-winning books, including What We Know About Grading (with Brookhart, 2019), On Your Mark: Challenging the Conventions of Grading and Reporting (2015), and Benjamin S. Bloom: Portraits of an Educator (2012). Contact him at guskey@uky.edu, through Twitter at @tguskey, or www.tguskey.com.

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Improving and Healing Faculty and Staff Cultures

Session Code: F08
Facilitator: John Littleford
Audience: Heads of School, Principals & Administrators, Teacher Leaders
Date: Friday, September 27, 2019
Room: ELEM Music Room 3 (1st Floor)

Description:
More heads find a negative tone within their faculty cultures more often than they will admit. And usually they inherited it and it is deeply imbedded. They wonder: How long will it take to turn this tone to positive? Would I fail in any case, and in the process jeopardize my own position?

This session examines the obvious and not so obvious causes of unhealthy school cultures and how they can be avoided. Heads will also learn, if they do find themselves in the midst of a negative faculty climate, how to improve it, the risks of attempting to turn it around OR of letting it continue unchecked.

We will use the example of one international school who was successful in improving its school culture and morale.

Facilitator:
John LittlefordJohn 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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Team or Group: What is Present in Your Schools?

Session Code: F09
Facilitator: Mike Murphy
Audience: Teacher leaders ELEM, MS, HS Dept. Heads, Principals, Curriculum Directors, Instructional Coaches
Date: Friday, September 27, 2019
Room: ELEM Projection Room F235 (2nd Floor)

Description:
Many schools across the world are implementing team collaboration time or professional learning communities. In this session, see how effective teams are critical to the idea of empathetic schools. Examine the key tenets of effective collaboration and team functioning. Learn the differences between groups and teams, and why empathetic leaders strive for the development of teams. Leave with key practices such as norms, visual dialogue techniques, and other ideas that will drive team conversations deeper and ensure more focus.

Facilitator:
Mike MurphyDr. Michael Murphy is a national educational coach, facilitator, and consultant, currently living in San Antonio, Texas. He draws from 41 years of educational experience in urban, suburban, and rural school district settings as he trains and works with teachers, teacher leaders, school leaders, and district leaders across North America and internationally. Much of Michael’s work supports school and district leaders in planning and implementing large-scale improvement initiatives, differentiated instructional practices, the design and implementation of instructional coaching systems, visioning, understanding change and its effect on people, evaluating school improvement progress, designing exceptional professional learning, and facilitating learning in how to engage people in productive, relationship-rich, results-based conversations. Since 2009, he has consulted with varieties of school leaders in 19 states and two Canadian provinces and has presented in numerous state, national, and international symposia and conferences.

Michael’s personal public-school experiences included his work as teacher, elementary specialist, assistant principal, principal, director of planning and evaluation, special assistant to the superintendent, assistant superintendent, and acting superintendent, all in Texas. He holds a bachelor of fine arts degree and a master’s degree in elementary education from Texas Tech University and a doctorate degree in curriculum and instruction from the University of North Texas. He has published numerous articles for national and international journals and is a contributing author or lead author for five educational books in the last ten years. Michael’s last publication was Leading Differentiation: Growing Teachers Who Grow Kids, co-authored with Carol Tomlinson in 2015. He is currently developing a manuscript on “empathetic practices to sustain innovation in schools” with Corwin Press. Michael can be reached at mmurphy170@gmail.com

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Setting the Stage for Later Reading Achievement: The Importance of Phonological Awareness in Early Childhood

Session Code: F10
Facilitator: Lisa Stone
Audience: Pre-school-Grade 1 Teachers, Literacy Coaches, Curriculum Coordinators
Date: Friday, September 27, 2019
Room: ELEM Art Room 1 F107 (1st Floor)

Description:
In this session, participants will understand the importance of phonological awareness in early childhood and implications for classroom instruction. A series of interactive activities will foster an understanding of the basics of phonological awareness including key terms, stages of development and appropriate activities for teaching at each of the stages.

Facilitator:
Lisa StoneLisa Stone has dedicated more than 20 years to nurturing young minds and supporting student growth, particularly within the areas of reading and writing. In her former role as Assistant Principal of Curriculum & Instruction at the American School Foundation of Monterrey, Lisa was a driving force in whole school reform in language arts. In addition to this work, Lisa designed and co-led a six-part series of literacy institutes in the Tri-Association region, attended by over 100 educators across two years, and she served as the adjunct professor for State University of New York. Lisa was also a contributing writer to the Scholastic/LitCamp Curriculum, a summer literacy program designed to combat summer loss, that is now being used in the U.S and over 10 other countries. Currently, she spends her time as an associate member of The Educator Collaborative and partnering with schools across Latin America.

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Peer Abuse and Sexting: What can Schools do about this and respond appropriately when harm occurs?

Session Code: F11
Facilitator: Laurie Tasharski
Audience: School Response Teams Level II Training
Date: Friday, September 27, 2019
Room: ELEM Music Room 2 G107 (1st Floor)

Description:
What can schools do to prevent this and respond appropriately when harm occurs?

One third of sexual abuse experienced by children under 18 is the result of a peer interaction and there is no more pressing issue for schools than peer conflict around social media, staying safe online and peer abuse. In this interactive session, participants will learn the difference between peer abuse and sexual bullying, the range of normal sexualized behavior in children and resources for prevention and response to self-produced sexual images or sexts.

Objectives include identifying appropriate response to child protection concerns between students, understanding reporting obligations and the tension between our duty of care and our role as agents of the state, and addressing the trauma-informed response to victims. Participants will work with case studies to practice their response and will begin drafting peer abuse policies. This program is strongly recommended for participants of Response Team Training Level II in the Pre-Conference.

Facilitator:
Laurie TasharskiLaurie Tasharski facilitates educator training and oversees all aspects of the ICMEC Education Portal including development, review, and creation of child protection resources for international schools and youth-serving organizations. Ms. Tasharski has lived and worked internationally for 26 years, primarily in training and education. Prior to her work in child protection she facilitated professional development and taught in national, international, and British curriculum schools, receiving a Master of Education, First from Trinity College, Dublin. As a contributing member of the International Task Force for Child Protection (ITFCP) she works closely with senior leaders across the international education and child protection fields and trains on a variety of child protection topics.

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Putting SEL Into Practice

Session Code: F12
Facilitator: Carla Tantillo Philbert
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS & HS Teachers, Counselors, Psychologists, Learning Support, Instructional Coaches, Curriculum Directors, Principals, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM Multipurpose Room F139 (1st Floor)

Description:
We know that students' experiences in school are not just what happens in the classroom. As educators, we have a responsibility to the whole child, and the success of young people relies on healthy social and emotional development. Participants in this session will design practical, easy to implement takeaways for teachers and school leaders that can be implemented in the classrooms and throughout the school.

Facilitator:
Carla TantilloCarla Tantillo Philibert is a recognized expert on Social-Emotional Learning (SEL), mindfulness and yoga practices in the school setting. She founded Mindful Practices and oversees a team of dedicated practitioners bringing SEL and mindfulness strategies to students while providing coaching and professional development to educators along with strategic planning for district-wide SEL implementation and Class Catalyst, the digital tool for connecting students and teachers. In 2019 she launched the I Teach Because campaign, an online platform where teachers connect, share their stories and renew their passion for teaching.

Carla authored Cooling Down Your Classroom: Using Yoga, Relaxation and Breathing Strategies to Help Students Learn to Keep Their Cool, the Everyday SEL series of K-12 books (Routledge 2016) and soon to be released Everyday Self-Care for Educators: Tools and Strategies for Well-Being (Routledge 2019.)

The 2019 CEC Convention Keynote speaker, she is a regular, featured speaker at NSBA, NAESP and the Kripalu Yoga in School Symposium. She has a master’s degree in curriculum and instruction and is a certified yoga teacher.

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The Mathematical Brain

Session Code: F13
Facilitator: Tracey Tokuhama-Espinosa
Audience: Pre-School, Elementary, MS, HS, Leadership, Administration, Instructional Coaches, Administrators, Technology and Innovation, Counselors, Learning support, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM Art Room 2 F103 (1st Floor)

Description:
Learning involves (1) all of the senses, (2) social, emotional and cultural elements, (3) general cognition (like memory and attention), and (4) domain specific learning (math, language, science, art, history, physical education.

There are at least 16 different neural circuits related to mathematics in the brain, which are each stimulated by different classroom activities. Do you incorporate the right activities in your classroom to meet all students’ needs? This workshop will look at ways that neuroscience can help teaching by breaking down the many different skill sets needed for successful mathematics education.

Facilitator:
Tracey Tokuhama

Tracey Tokuhama-Espinosa is a Professor at the Harvard University Extension School and teaches a course called Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education. She is the Associate Editor of Nature Partner Journals Science of Learning and founder of Connections: The Learning Sciences Platform, which offers high-quality, evidenced-based resources for teachers, including online courses about the brain and learning (in Spanish and English). Her research areas include improved indicators to measure educational quality; learning in the digital age; the expansion of the field of Mind, Brain and Education; paradigm changes using appropriate technologies; bilingualism and multilingualism; and the general improvement of teacher training practices in which she has written eight academic books, several chapters in books, and dozens of indexed articles.


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Design Thinking Deep Dive for Classroom Teachers

Session Code: F14
Facilitators: Brian Hamm, David Jakes
Audience: Teachers ELEM, MS, HS, Content Area Specialists, Technology & Innovation
Date: Friday, September 27, 2019
Room: MSHS Startup Hub (1st Floor)

Description:
This workshop engages participants in understanding and employing the design thinking process and helps them to begin developing a design mind, one that sees problems and issues always as a design opportunity. We’ll begin by building a model of design thinking through fun and engaging activities that will help you understand the process and begin or add to your understanding. Embedded in this study will be strategies to help you vision design thinking as a 21st Century pedagogy and one that deeply engages students in developing solutions to human needs. Come to learn about a process that supports creativity and innovative thought and practice that can be used to address the unique opportunities of a 21st Century education. Note: this session is part of the launch of the Threshold Design Institute, an educational incubator for improving schools in Latin America through innovative thought and practice.

Facilitators:
The Threshold Design Institute team first launched their collaboration through a 1-day design institute for teachers and school leaders at the 2018 Live Curious, Go Beyond conference in Monterrey, Mexico, followed up by 2 days of design institute experiences for teachers and school leaders at the 2018 Tri Association conference in Santo Domingo, Dominican Republic. Prior to the launch of Threshold, they have also collaborated over the years as a team of co-facilitators of a wide range of design-based professional development, boot camps, and strategic planning projects around the world.

Threshold was co-founded by 3 educators / designers:

  • David JakesBrian HammBrian Hamm is the Director of Innovation for the American School Foundation of Monterrey (Mexico).
  • David Jakes is the founder of David Jakes Designs LLC, a former member of Cannon Design’s global The Third Teacher+ studio, and an educator / school administrator for almost three decades.

Threshold believes that each school faces a unique set of challenges and opportunities as they strive to foster dynamic learning communities that will adapt to unpredictable futures. Ultimately, Threshold addresses this complicated goal through an empathetic, multi disciplined collaborative design process both within school teams and across Tri-Association peer institutions.

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Reading the World of Refugees through a Critical Multicultural Lens

Session Code: F15 a
Facilitator: Dr. Gordon Brown, George Mason University
Audience: Elementary (1-6), MS, HS, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists
Date: Friday, September 27, 2019
Room: MSHS B101 (1st Floor)

Description:
In this session, educators will explore multicultural children's literature and young adult (YA) fiction and non-fiction narratives as a way to invite learners to build understanding of refugee children's stories. Empathy for the lived experiences of others is a vital characteristic for educators and learners alike in our globalized world (Zhang & Pelttari, 2014). Exploring literature that represents a variety of human experiences and emotions opens a space for building empathy (Robinson, 2013). Educators can create learning experiences in which children can engage critically and emotionally with multicultural literature in order to gain understandings about themselves and others (Robinson, 2013; Nieto, 2010). These kinds of interactive reading experiences align with developing young learners' global competence through inquiry about the world, considering multiple perspectives, engaging in respectful dialog, and taking appropriate action to create a more just world (Boix Mansilla & Jackson, 2011). Through reading multicultural texts in this way, children can tap into their own cultural reservoirs, discover the perspectives of others, and give voice to their feelings of empathy (Morrell & Morrell, 2012; Robinson, 2013). Learning Outcomes for this session include:

  • Become acquainted with multicultural children's and YA literature that shares the stories of refugee children and their families;
  • Explore online resources for children's and adolescent literature that builds bridges across global cultures;
  • Engage in global thinking routines to practice a way to integrate a critical literacy lens when reading multicultural children's and YA literature; and
  • Dialog and share ideas around learning experiences that can foster empathy through multicultural literature.

Dr. Gordon Brown

Facilitator:
Dr. Gordon Brown earned his Ph.D. in education in 2018. Gordon has been teaching for more than 20 years, mostly in impoverished communities, from rural upstate NY, to urban Washington DC, to the mountains of Panama. He created and implemented the first Professional Development School in Panama. His experiences in urban schools in the U.S. and an orphanage in Panama, fostered an affinity for accessing neglected human potential. To this end, Gordon is a founding director of the nonprofit A Place to Stand, Inc., which develops and implements sustainable solutions for hunger and homelessness. Dr. Brown currently teaches emergent literacy to English Learners, as well as the IB Theory of Knowledge course at Mt. Vernon High School in Fairfax VA. His research interests include curriculum integration, English Learners, teacher education, creativity, the arts, international education, motivation, narrative inquiry, grounded theory, sustainable ecology, and poverty. Gordon enjoys spending time with his wife and children, playing guitar, and traveling.

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Value Conflicts and the Role of the Principal in Advocating for Each Child

Session Code: F16 a
Facilitator: Charles Smargiassi, Ph.D. Wilkes University
Audience: Leadership, Administration, Counselors, Psychologists
Date: Friday, September 27, 2019
Room: MSHS B102 (1st Floor)

Description:
Drawing from the work of Starrat, Stefkovich, Shapiro, Tschannon-Moran and others, this session will empower school leaders to apply ethical frameworks to the decision making process when competing values are in conflict. These ethical frameworks will be applied to real world scenarios as participants reflect on how their actions might foster a more empathetic school environment. Aligned with the NPBEA Professional Standards for Educational Leaders, attendees will leave with a solid understanding of how the work of leading scholars can be applied in practice toward a healthy school culture that supports the growth of each child.

Facilitator:
Charles SmargiassiAfter spending 10 years in the classroom as a music teacher and 11 as a building principal, Charles Smargiassi now oversees 11 graduate programs at Wilkes University that enroll over 2000 teachers annually. Specifically, he coordinates and advises in both the Educational Leadership and School Business Leadership tracks at the University where he imparts his extensive practical and theoretical knowledge to develop authentic school leaders. Smargiassi's research interests lie in ethical school leadership and driving school improvement through organizational learning.

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Enabling Innovation & Collaboration through an Adaptive Leadership Style

Session Code: F17 a
Facilitator: Analia Denmon, Carol Morgan School
Audience: Leadership, Administration, Curriculum & Instruction Coach/Director
Date: Friday, September 27, 2019
Room: MSHS B103 (1st Floor)

Description:
Every school exhibits certain characteristics defined as Complex Dynamics. By recognizing and tapping into these dynamics, leaders enable adaptive conditions that promote innovation and collaboration. Using a positive deviance strategy, this research-based presentation invites you to learn how international school leaders have enabled these conditions in a school similar to yours.

Analia Denmon

Facilitator:
Analia Denmon is a lifelong learner looking for ways to improve teaching & learning through scholarly research and learning laboratories. She holds a Master's Degree in International Education. Her current Doctoral Dissertation studies are based on Complex Adaptive Systems, and Leading schools through Complexity and Adaptive Leadership. She is currently serving as an Learning Coach at the Carol Morgan School. Analia has dedicated the last 22 years of her life to international education by working in the USA, Argentina, Bolivia and now, the Dominican Republic.

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Student Well-Being, Engaged Learners-and Furniture?

Session Code: F18 a
Facilitator: Jessica Schultz, Instituto San Roberto
Audience: MS, HS, Administration
Date: Friday, September 27, 2019
Room: MSHS B104 (1st Floor)

Description:
In this session, participants will explore ideas revolving around the question: How can we promote student well-being & improve student learning in middle school by changing the physical classroom environment? This deep dive focuses on the case study of San Roberto International School and their journey to deepen student engagement. A key component includes promoting a flexible, student & teacher friendly learning environment which adapts according to the day's learning targets. What began as a simple opportunity to modernize furniture, turned into a wonderful collaboration among teachers and students. Our process has been supported by research, student input and feedback from users and visitors to these classrooms. Our story is one of transforming a once-traditional learning environment into one supportive of student well-being, comfort and adapts as needed to support learning goals for each lesson or unit. Come join us as we share our experience with you and explore possibilities and inspiration for our next steps and possibly yours!

Facilitator:
Jessica SchultzJessica Schultz served as Middle School Principal at San Roberto International School at the San Agustin Campus from 2009 to 2018. Prior to working at ISR, she worked as an IB English Language Arts teacher at Prepa Tec Santa Catarina, where she also designed curriculum, as well as taught bicultural and remedial courses.She holds a Bachelor of Arts degree majoring in Music and minoring in Psychology from the University of Alberta in Edmonton, Canada; a Masters Certificate from Monterrey TEC in Educational Counseling and a Masters in International Teaching from Framingham University in Boston. She completed the Principal's Training Center program in Miami, USA. As a semi-professional singer, Jessica performs locally often and has participated in events to support different charities throughout her career in different cities in both Canada and Mexico.She often lends her vocals to support other local artist projects, special school events, and to raise money for causes such as addiction centers and the La Gloria Community.

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Bursting the Bubble: Creating Meaningful Experience Based Learning Opportunities through Student Travel

Session Code: F19 a
Facilitators: Andrew Kempe, Gina Palomo, Carol Morgan School
Audience: MS, HS, Curriculum & Instruction Coach/Director, Counselors, Psychologists
Date: Friday, September 27, 2019
Room: MSHS B105 (1st Floor)

Description:
Lack of engagement, apathy, an unwillingness to consider the views of others, or those frustrating questions like "why are we learning this," none of us want to hear these questions in our classrooms, but there is one learning space that is such a natural laboratory of learning that such questions are unthinkable - the road. Travel based experiential learning has the capacity to address many of the issues facing the schools that make up the TRI community - a relatively homogeneous student population of economic privilege - in the same way travel benefits us all, by giving us a better understanding of the world in which we live, and a deeper appreciation for our place in it. The empathy that is built through meaningful travel allows real world issues such as climate change, inequality, underdevelopment, and political conflict to become viscerally tangible for our students, paving the way for rigorous experience based learning, and supporting the program strand of "Social Responsibility, Global Mindedness & Sustainability." The high school division of the Carol Morgan School is in the process of developing and implementing a week without walls program in which the school offers sustainable, standards driven, cross curricular international experience based learning opportunities. The presenting team of a teacher leader and high school administrator will share the structures we have developed to launch and build this program, as well as providing structured workshop time for attendees to develop proposals of their own. Attendees should bring their own devices, and can expect to leave with an understanding of the steps required to plan a standards based, cross curricular academic travel opportunity, and to develop a single opportunity into a school wide program.

Gina PalomoAndrew Kempe

Facilitators:
Andrew Kempe is an experienced teacher leader and National Board Certified Teacher with experience at the district, state, and national level implementing education policy and selecting standards. He currently serves as international learning coordinator at CMS.

Gina Palomo is the Assistant Principal at CMS, and supervises all student trips, as well as working to develop the week without walls program.

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You Matter!

Session Code: F20 a
Facilitators: Gabriela Campoy and Dr. Teresa González, ASFM
Audience: Pre-School, Elementary (1-6), MS, HS, Leadership, Administration, Counselors, Psychologists
Date: Friday, September 27, 2019
Room: MSHS B107 (1st Floor)

Description:
Because you matter, give yourself the opportunity to join a workshop dedicated to your wellbeing. Participants in this dynamic session will experience and practice strategies that will allow them to focus on their own well being, while reflecting on the importance of self-care as the foundation to a safe, caring and engaging classroom environment that is conducive to learning. Research suggests that educators’ wellbeing and awareness of their own social-emotional state are essential to creating a positive climate in which students can thrive.

Facilitators:
Teresa GonzalezGabriela CampoyGabriela Campoy is a Middle School Assistant Principal at the American School Foundation of Monterrey, where she has worked since 2009. She has 28 years of experience on the field, a master's degree in education, and is certified as a teacher trainer, the Fundamentals of Mindfulness, and the Essentials of Mindful Education and Mindful Communication. She recently obtained a certificate for completing the Science of Well being, and she is currently pursuing a certification as a Mindful coach.

Dr. Teresa González is a psychologist with a Master’s degree in Education, certified in Positive Discipline and with a Digital Badge in Special Education. She completed a doctoral program in Children and Adolescent Gestalt Psychotherapy and has 29 years of experience working with middle schoolers. She has worked at ASFM since 2005 as a learning specialist and department head, and is currently one of the Middle School Counselors.


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Encouraging Student Voice: From Engaged Students to Empowered Learners, A Road Map

Session Code: F21 a
Facilitator: Kimberley McFarland, American School of Puebla
Audience: MS, HS, Leadership, Curriculum & Instruction Coach/Director
Date: Friday, September 27, 2019
Room: MSHS B110 (1st Floor)

Description:
This Student Voice & Empowerment session outlines how to create a path from student engagement to student empowerment, offering practical tools, techniques and theories based on doctoral research in education. Young people need the opportunity to have their voices heard and to feel that their opinion matters. Students must be free to name their own realities in an authentic voice; a voice rooted in their own experience and with the goal of creating their own knowledge (Truman et al. 2000). We need cultural appropriate strategies that are student centered, and designed to promote agency and empowerment as young people develop critical thinking, action and reflection skills. My research seeks to give voice to students in order to explore agency, belonging, cultural identity and social justice. When we encourage our student´s voice, we empower. Our students may very well be our future problem solvers; however, they have the ability, and in many cases, the desire to contribute today. Participants of this session should be able to develop systemic strategies and structures that engage youth, to apply practical tools that encourage student voice and empowerment, and to reflect on the learning process and teaching practices. Let's collaborate to develop strategies that encourage student voice and empower our young leaders.

Facilitator:
Kimberley McFarlandKimberley McFarland is the High School principal at the American School of Puebla. As a doctoral candidate in Education at Bournemouth University in England, Kimberley has explored engaging students using performance based assessment and experiential e-learning. Her research seeks to give voice to students in order to explore agency, belonging, cultural identity and social justice. Students are challenged to work collaboratively as they develop critical thinking, action and reflective skills. Kimberley presented her research at the Association for Business Simulation and Experiential Learning (USA) 44th annual conference, the Transmedia Literacy International Conference (Spain) and the IB Global Conference (USA).

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A Practical Guide to Inquiry-Based Teaching and Learning

Session Code: F15 b
Facilitator: Nikki Ellwood, Colegio Maya
Audience: Elementary (1-6), MS, HS, Curriculum & Instruction Coach/Director
Date: Friday, September 27, 2019
Room: ELEM 5A D257 (2nd Floor)

Description:
Inquiry-learning is something we all, as educators, know we should be incorporating, to some degree or another, in our classrooms. This by no means marks the end of direct teaching and the critical role of the teacher's knowledge and skill in the classroom – on the contrary, the teacher's craft is essential in the success of this kind of approach. We have heard or read about how inquiry-based learning can increase student engagement, provide opportunities for learners to explore relevant issues and multiple perspectives, incorporate the explicit teaching of trans-disciplinary skills such as collaboration, critical thinking and research skills, and promote student voice and ownership of the learning process. And yet implementing inquiry-based teaching and learning in our classrooms can be daunting, not least because so few of us were educated or trained that way. We have basic questions: what is inquiry-based learning, how do I plan for it, and what does an inquiry-based classroom look like? We may have bigger questions too: what is my role as the teacher, how will I ensure that conceptual and competency standards are met, and are my students ready for it? These are the kinds of questions we will explore in this practical guide to inquiry-based learning.

Facilitator:
Nikki ElkwoodNikki Ellwood is originally from the UK but has been teaching internationally for almost 20 years in the Middle East, SE Asia and Central and South America. She is currently the Director of Teaching and Learning at Colegio Maya in Guatemala City. Nikki has a broad range of educational experience, having taught in both Elementary and Secondary schools in the International (IB), American and British Educational Systems. She is passionate about helping teachers move towards a more inquiry-based approach to teaching and learning; providing opportunities for students to explore concepts and issues from their own unique perspectives, ask thoughtful and important questions, and develop key transferable skills.

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Student-Created Podcasting as a Means to Empower Students to Think Globally

Session Code: F16 b
Facilitator: John Mark Filcik, Colegio Nueva Granada
Audience: MS, HS,Technology & Innovation
Date: Friday, September 27, 2019
Room: ELEM 5B D245 (2nd Floor)

Description:
Though existing as a concept for less than two decades, podcasting has already become a ubiquitous way for humans to share their thoughts, ideas, and stories with other humans around the world. Now, thanks to increasingly user-friendly (and free) software platforms, it is easier than ever to bring the joy of creating podcasts into a classroom. In so doing, students can be empowered to share their thoughts and learning about a subject with their parents, their neighbors, and listeners around the world. In this session, participants will make their own "mini-podcast," hear about ways that podcasting can be and has been used in classrooms, and collaborate to determine ways in which they can use podcasting in their own classrooms/schools. Embedded in this presentation will be a synopsis of research on the topic of increasing student voice and engagement through project-based learning like podcasting. This session is ideal for participants who are interested in increasing the global mindedness of their students, implementing new technology and innovation in their schools, collaborating with others to create a product, and developing ways to increase student voice and empowerment.

John Mark

Facilitator:
John Mark is a middle school science teacher and science department subject leader at Colegio Nueva Granada, in Bogota, Colombia. Prior to working at CNG, John Mark worked with Teach for America in the United States. He taught high school science during this time, earning a Masters degree in secondary science education.

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Feedback: All the Feels

Session Code: F17 b
Facilitators: Amanda Ohge & Amanda Wendt, ASFM
Audience: Elementary (1-6), MS, HS, Leadership, Curriculum & Instruction Coach/Director
Date: Friday, September 27, 2019
Room: ELEM 5C D256 (2nd Floor)

Description:
Feedback is crucial to building and maintaining relationships with students. This session will provide you with a practical strategy to increase inter-rater reliability in the feedback provided to students. Modeling of the process used to decipher accepted assessment evidence, formulate student feedback, and analyze data will empower you to implement this strategy with a teaching partner.

Facilitators:
Amanda OgheAmanda WendtAmanda Wendt and Amanda Ohge are both high school science teachers at the American School Foundation of Monterrey. Amanda Wendt has been teaching internationally for five years while Amanda Ohge has just embarked on the first leg of her international career. Alongside their teaching degrees, both Wendt and Ohge hold a bachelors of science degree.

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It's All About the Books! Socializing SEL Competencies in your Elementary Classroom

Session Code: F18 b
Facilitators: Fiona Morales and Claudia Reyes, ASFM
Audience: Pre-School, Elementary (1-6), Curriculum & Instruction Coach/Director, Counselors, Psychologists, and Librarians
Date: Friday, September 27, 2019
Room: ELEM Library F210 (2nd Floor)

Description:
Educators have always had the great responsibility of delivering innovative, quality curriculum. More than ever, we are being called upon to do so much more than deliver content. As our students navigate the complicated situations that they encounter both at home and in the world at large, teachers are increasingly responsible for educating the whole child. Values education, and socio-emotional learning are becoming increasingly more relevant and essential. SEL is so much more than teachable moments. When teachers are deliberate in their decisions surrounding instruction, SEL can be woven into the curriculum easily and effectively. We believe that purposeful book selection, paired with intentional interactive modeling can drive the whole SEL curriculum in any classroom. This session will focus on how a well designed interactive read aloud enables a teacher to systematically target elements of the five Casel competencies. Students' reactions to story characters help them to identify their own emotions, strengths, and values, leading to self-awareness. When teachers model respectful behaviors during instructional and discussion times, students can be taught to self manage impulses appropriately. Choosing stories with diverse settings, characters, and global issues naturally leads to perspective taking and empathy, resulting in the gradual socialization of these themes in the classroom environment. By modeling appropriate listening and speaking behaviors, teachers build and reinforce healthy relationship skills among students. When stories are engaging and memorable, they will build empathy and have a lasting impression on your students, positively influencing their future behaviors and actions. Participants will be guided through the process of incorporating elements of the Casel competencies into their interactive read alouds, ensuring that no element of SEL is left unexposed in their classroom. In addition, participants will have time to explore a comprehensive book list designed to tackle a wide range of values and socio-emotional themes. As the session will take place in the Elementary Library, participants will have the unique opportunity to get their hands on the actual books that our session highlights. Bring a device to be able to access shared Google Documents.

Facilitators:
Claudia Reyes and Fiona MoralesFiona Morales is the Head Elementary Librarian at the American School Foundation of Monterrey. Born in England and raised in Canada, she has been working at schools in Mexico for more than 20 years. After 7 years as a homeroom teacher in Upper Elementary grades at ASFM, Fiona made the move to the Elementary Library where she has been blending her teaching skills with her love of literacy for the past 12 years.
Claudia Reyes is the Early Elementary Teacher Librarian at American School Foundation of Monterrey. Born in Monterrey México, Claudia has 15 years of teaching experience. She has held positions as a Kindergarten English teacher, Elementary Homeroom teacher and was recently transferred to the Library, where she shares her passion for Literacy and commitment to education, guiding students from PK to 2nd grade as they develop, discover and grow as readers.

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Creando un ambiente seguro y colaborativo, una oportunidad de crecimiento personal y laboral

Session Code: F19 b
Facilitator: Alondra Velasco Ledezma, American School Foundation Guadalajara
Audience: Pre-School, Elementary (1-6, MS, HS), Leadership, Administration, Counselors, Psychologists, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM 5D D246 (2nd Floor)

Description:
Durante la sesión se presentará y vivenciará un taller desarrollado para docentes y administrativos, en el cual se explore la relación entre las emociones, la personalidad, el desempeño docente, el rendimiento de los alumnos, la comunicación sana y la resolución de conflictos en el entorno laboral. El objetivo principal es que los participantes aprendan estrategias efectivas a través del estudio de casos reales dados en la escuela, y la ciencia detrás de las emociones, que los ayuden a conocerse mejor y la forma en esto impacta sus decisiones, relaciones y por ende el ambiente de trabajo.

Alondra Velasco Ledezma

Facilitator:
Alondra Velasco Ledezma. Directora de Programa Mexicano del American School Foundation of Guadalajara. Licenciada en Psicología y en Educación Preescolar. Maestra en Desarrollo Cognitivo. Estudiante del doctorado en Educación con Enfoque en Administración de Instituciones Educativas. Dedicada al área educativa por más de 15 años con experiencia trabajando con diferentes personalidades y grupos de trabajo.

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Empathy and the Decline of Human Connection

Session Code: F20 b
Facilitator: Karen Poplawski, Center for Responsive Schools
Audience: Teachers ELEM, MS, HS, Counselors, Administration, Leadership
Date: Friday, September 27, 2019
Room: ELEM 5E D255 (2nd Floor)

Description:
The sociology department at the University of Michigan, led by Dr. William Axinn at the Population Studies Center, tells us that college students today are approximately 40 percent less empathetic than they were just ten years ago. What does that mean? How does a decline in empathy impact what is happening in our schools? In this session, participants will: Understand the scope of the issue, explore ways to create conditions for empathy to develop, identify key Responsive Classroom practices and strategies to build human connection and foster empathy.

Karen Poplawski

Facilitator:
Prior to becoming a director at Center for Responsive Schools, Karen Poplawski was a Responsive Classroom Curriculum & Instructional Designer, and Consulting Teacher, working with educators worldwide to transform their school communities. Before joining the staff at CRS, she spent ten years as a classroom teacher, and seven years as a principal—utilizing Responsive Classroom techniques and practices in the classroom and in the two schools for which she was the founding principal.

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Teaching Talk: Strategies for Teaching & Assessing Conversational Skills

Session Code: F21 b
Facilitator: Emelia McNally, Colegio Bolivar
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6)
Date: Friday, September 27, 2019
Room: ELEM 5F D249 (2nd Floor)

Description:
We all know children's speaking and listening skills are a key component to their growth as readers, writers, and learners, but what remains less clear is how to support young students' development of conversational skills. How do we teach students how to speak and listen in a way that moves beyond compliance and procedure? How do we assess what they already know how to do and need to learn next? How do we support both the extroverts and introverts in our classrooms in mastering speaking and listening skills? Attendees will learn and experience strategies to teach and assess the conversational skills of their students.

Facilitator:
Emelia McNally Emelia McNally works with K4 - 8th grade teachers and students in her role as Colegio Bolivar's literacy coach. Emelia previously worked as a primary school teacher in the United States, South Korea, and Colombia, including both general education and students with Emotional and Behavioral Disabilities in a self-contained classroom. She holds a B.S. in Elementary and Exceptional Student Education from the University of South Florida and is working toward a M.Ed. in International Education Administration through Endicott College. She is passionate about literacy, designing and implementing academic and behavioral interventions, and engaging learners in meaningful conversation.

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Nueve Competencias Para Desarrollar La Empatía

Session Code: F22
Facilitator: Annie Acevedo
Audience: Maestros Primaria & Secundaria
Date: Friday, September 27, 2019
Room: MSHS Art Room A101 (1st Floor)

Description:
En el mundo de hoy, la empatía le da a los estudiantes lo que necesitan para poder desarrollar vidas productivas esto se llama la ventaja empática. En esta conferencia se hablará de 9 competencias que forman parte del desarrollo de la empatía, se hablará de la entidad moral, inteligencia emocional, la autorregulación, la práctica de la bondad, la colaboración, la valentía etc, para cada uno de estos puntos harán actividades para desarrollar en el salón de clase.

Facilitator:
Annie de AcevedoAnnie de Acevedo lleva 36 años consolidándose como la Psicóloga colombiana más reconocida en temas de crianza y familia. Es psicóloga de la Universidad de los Andes, con una Maestría en Psicología en la Universidad de Alabama en 1982 y un Postgrado en Neuropsicología en la Universidad de Miami en 1999. También tiene una especialización en neurolingüística Psicología educativa.

Trabajó durante 35 años como coordinadora del Learning Center del Colegio Nueva Granada en Bogotá. Fue reconocida con la distinción más alta que da el gobierno colombiano en el campo de la educación. La medalla Simón Bolívar, le fue otorgada en reconocimiento a sus 36 años de continuo trabajo con niños, que presentan dificultades emocionales y de aprendizaje, el desarrollo de un Learning Center único en el mundo y un programa de inclusión para niños, Fue fundadora del Colegio Fundación Nueva Granada, hace 12 años y la Fundación Oportunidad donde se atienden niños y familias de bajos recursos para ayudarlos con sus dificultades emocionales y-o de aprendizaje.

Actualmente es Directora del KSI Centro de Aprendizaje y Psicología, columnista del periódico El Tiempo, autora de varios libros, además de ser asesora, terapeuta infantil y de familia, conferencista y directora de la Fundación Oportunidad.

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Gaining Insight Into Student Thinking Through Formative Assessment and Rich Tasks

Session Code: F23
Facilitator: Erma Anderson
Audience: MS, HS Math Teachers, Math Coaches
Date: Friday, September 27, 2019
Room: MSHS Band Room (1st Floor)

Description:
To increase student learning, we must understand how students are thinking and processing mathematics. As we teach, we assess, and as we assess, we teach. Formative assessment and instruction are interwoven together in complimentary ways to increase student learning. Engaging in meaningful tasks provides a valuable opportunity for students to work together to explore and develop greater understanding of mathematical concepts and for teachers to gain insight into student thinking. All of this depends on the careful, thoughtful facilitation of tasks. Facilitating tasks effectively can lead to rich mathematical discourse among students. In addition, planning and implementing tasks strategically can lead to instructional shifts. Participants will experience the power tasks can have in transforming classrooms for both teachers and students. Participants will engage in a task as students would engage in it, as well as the strategic planning needed to ensure powerful implementation.

Facilitator:
Erma AndersonErma 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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Reading Rainbow with Green Screen Part II

Session Code: F24
Facilitator: George Bárcenas
Audience: Teachers ELEM, MS, HS & Technology Teachers
Date: Friday, September 27, 2019
Room: MSHS Stem Lab (2nd Floor)

Description:
Green Screen is a tool Hollywood uses to transport their audiences to other worlds. We use it to make reading an adventure! We can create our own "Reading Rainbow" show, where students read and talk about their favorite books...while they are in the story! Bring out the authors inside of our students while they use green screen as the medium to craft their stories. With an iPad/iPhone we can create any scene we want from any story come alive. This is a hands on session about how imagination is the best reading program. Share more with Podcasts

George Barcenas

Facilitator:
George Barcenas is the Technology Coordinator/CTE for Bellevue Union School District in California. George is a Certified Google Trainer, Educator and Apple Certified Teacher. Trained as a PE teacher he has taught High School English, Spanish and coached Basketball from Middle School all the way to College. Technology has always been in his teaching from creating commercials in Spanish class to work on vocabulary, to creating a production of Romeo and Juliet with zombies. He now teaches coding, G-Suite and web/video design with iMovie and Adobe After Effects. In his current role he also works with teachers to find the right tool to help students. His passion for teaching has found a place with Google apps for education and pushing the boundaries of being geeky George has been a keynoter and presenter at different EdTech international events.

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RENEWING The Tools We Use to Teach Student Writers

Session Code: F25
Facilitator: Shawna Coppola
Audience: Teachers 3-6, Curriculum Coordinators, Instructional Coaches
Date: Friday, September 27, 2019
Room: MSHS Art Room A102 (1st Floor)

Description:
While tools can offer our student writers a great deal of scaffolding, their overuse can also hinder and limit the work that they do. How can we use tools in a way that will lead to student independence and agency? Better yet, how might we teach our student writers to create their own compositional tools? In this session, participants will critically examine some of the more commonly used writing tools in the elementary classroom and will brainstorm ways that we might tweak these tools (or limit their use) in order to prevent any negative influence they might have on our student writers--of all ages and abilities. In addition, Shawna will share how teaching our students to create their own writing tools can lead to greater independence, agency, and engagement both within the classroom and beyond it.

Facilitator:
Shawna CoppolaShawna Coppola  is an expert in child and young-adult literacy, including in practices that support a diversity of writing types and young writers. An educator for almost two decades, Shawna has worked both as a middle school language arts teacher (6-8) as well as a literacy specialist/coach (K-6).   Shawna’s recent work has included collaborative projects with educators on facilitating young children in critical conversations around race, equity, and social justice. Using both current and historically significant texts, consisting of a wide variety of forms and modalities, she helps students and teachers find accessible “doorways” into learning about the issues that matter most in supporting inclusive, compassionate, and equitable worlds on both the local and global level.

Shawna is a member of  The Educator Collaborative and the author of Renew! Become a Better-and More Authentic–Writing Teacher.   You can hear her speak on a number of literacy topics on  The Dr. Will Show, OCTELA’s  Speaking and Listening Podcast, and Stenhouse Publisher’s  Mentoring New Teachers  podcast series. She has also presented at a number of national and regional education conferences, and has led courses and workshops for educators through the University of New Hampshire’s  NH Literacy Institutes  as well as their  Professional Development and Training  program. Shawna is devoted to helping all learners experience the joy that literacy can offer. Learn more about Shawna and her work by visiting her blog,  My So Called Literacy Life,  or  connect with her on Twitter @shawnacoppola. 

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Unleashing Creativity in the Classroom-Widening the window for all

Session Code: F26
Facilitator: Myron Dueck
Audience: Teachers ELEM, MS, HS, Curriculum Coordinators,Instructional Coaches
Date: Friday, September 27, 2019
Room: MSHS Black Box (1st Floor)

Description:
Creativity and technological innovation will be essential tools for empowerment and success in our changing world, but educators who wish to embrace change in the classroom face inevitable challenges. Teachers who want to foster creativity in the classroom may worry about losing control and credibility. Teachers often struggle to assess information that is conveyed in ways that fall outside the norm. Both instruction and assessment can be enhanced through harnessing creativity, and students can demonstrate understanding in variety of ways. This session will explore the power of technological innovation and creativity. Participants in this session will see first-hand how instruction and assessments can be adapted in order to assess understanding in whatever form it may be displayed, and how student accountability is simultaneously strengthened.

Facilitator:
Myron DueckOver the past 22 years, Myron Dueck has gained teaching and administrative experience in both Canada and New Zealand in subjects ranging from grades 4 to 12. Beginning in 2006, Myron developed a number of grading, assessment and reporting systems with his classes in which students have greater opportunity to show what they understand, adapt to the feedback they receive and play a significant role in the reporting of that learning. Myron has been a part of administrative teams, district groups, school committees and governmental bodies that have further broadened his access to innovative ideas. Myron has shared his stories, tools and first-hand experiences with public, charter and international school educators around the world, and recently his presentations have diverged to include global education trends and broader socio-economic realities that impact learning. Myron has twice been published in EL Magazine. His best-selling book,Grading Smarter, Not Harder– Assessment Strategies that Motivate Kids and Help Them Learn was released by ASCD in July 2014 and in 2015 ASCD released a video project based in his own school district entitled ‘Smarter Assessment in the Secondary Classroom’. Myron lives in Summerland, BC, Canada with his wife and two children and is Vice-Principal for Grading, Assessment, Innovation and Reporting Student Learning in his local school district – Okangan-Skaha 67.

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Equity for ALL Students: ALL means ALL

Session Code: F27
Facilitator: Savanna Flakes
Audience: Elementary (1-6), MS,HS, Leadership, Administrators
Date: Friday, September 27, 2019
Room: MSHS Library Sprint & Presentation Room (1st Floor)

Description:
What is Equity? An equitable learning environment requires educators to strive to set high expectations for and to challenge students to reach their potential. Teachers will gather evidenced-based practices to differentiate instruction for diverse learners during the planning, teaching, and assessment processes. Through an interactive, hands-on learning experience, teachers will experience high-impact instructional strategies, focused on increasing opportunities and access for each and every one of our students.

Facilitator:
Savanna FlakesSavanna Flakes is an international education consultant specializing in inclusion and diversity, team collaboration, innovation in education, and social emotional learning. Savanna has worked with school communities around the world to support administrators and teachers with effective instructional practices for ALL students. Savanna has served as a professor in the American University School of Education and Health, and she presents on topics such as Universal Design For Learning, Inclusive Practices, and Global Classrooms. Savanna has received numerous honors and awards for her work on behalf of students and in education such as Orator of the Year, National Association of Special Education Teachers Outstanding Special Educator Award, and the U.S. Department of Education-White House Outstanding American Educator. Savanna has published instructional resources and articles on instructional practices, universal design for learning, and student efficacy. Savanna holds a Masters Degree in Special Education from American University; Education Specialist degree in Curriculum and Instruction from University of Virginia; and a Masters Certificate in Leadership and Administration from the George Washington University. Savanna is a “Possibilitarian,” she believes everything is possible with a great teacher; every child can be successful.

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Differentiating Instruction with Mastery Learning

Session Code: F28
Facilitator: Tom Guskey
Audience: School leaders, Kinder- 12 teachers, Coaches, Directors of Curriculum & Instruction
Date: Friday, September 27, 2019
Room: ELEM Music Room 1 F102 (1st Floor)

Description:
This presentation describes ways to personalize and differentiate instruction for diverse students through the use of mastery learning instructional strategies. The practical issues involved in implementing mastery learning are discussed, along with ways to adapt these procedures to personal teaching styles, specific classroom situations, and the needs of individual students. Participants will gain a clear understanding of the theory and practice of mastery learning and explore ways to effectively implement these strategies to help more students learn excellently.

Facilitator:
Thomas GuskeyThomas R. Guskey, Ph.D., is Senior Research Scholar at the University of Louisville and Professor Emeritus at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher and later served as an administrator in Chicago Public Schools. He is a Fellow in the American Educational Research Association and has worked with international schools in all regions of the world. He is also author/editor of 25 award-winning books, including What We Know About Grading (with Brookhart, 2019), On Your Mark: Challenging the Conventions of Grading and Reporting (2015), and Benjamin S. Bloom: Portraits of an Educator (2012). Contact him at guskey@uky.edu, through Twitter at @tguskey, or www.tguskey.com.

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Supporting Positive Behaviors in the Early Childhood Classroom

Session Code: F29
Facilitator: Lee Ann Jung
Audience: Pre-school Kinder Teachers, Counselors & Psychologists
Date: Friday, September 27, 2019
Room: ELEM N & PK Music Room C101 (1st Floor)

Description:
What do I do when one child has trouble engaging in group activities? Or when a child uses physical aggression with her peers? How do I help a child regulate his emotions and be adaptable to change during the classroom routines? How do I support a calmer and more peaceful classroom? In this session we will learn about each of the subdomains of the social-emotional domain of development, tackle some of the most common challenging behaviors, and learn about strategies for reducing the negative behaviors and supporting the positive ones in a kind, child-centered way.

Facilitator:
Lee Ann JungLee 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. Follow her on twitter at @leeannjung.

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The Financial Sustainability of Schools: Resource Flexibility and the Tradeoffs of Income and Expense

Session Code: F30
Facilitator: John Littleford
Audience: Heads of School, Board Members, Business Managers
Date: Friday, September 27, 2019
Room: ELEM Music Room 3 (1st Floor)

Description:
Littleford & Associates conducted a major survey of 20 Schools worldwide for a major international school. The results of that survey were amazing in the breadth and depth of the information about income and expense patterns as well as about teacher compensation, workload and quality of life issues. The range of time demands and workloads on teachers in these 20 fine Schools was considerable. The difference in the definition of a full-time job in the Schools was extensive and surprising.

Of particular interest is the unique follow up work that the Director, and his faculty, staff and Board did. They analyzed the survey results with the goal of finding ways to increase income from all sources and reduce overhead while at the same time, supporting the School’s mission and enhancing programs. They developed a cooperative approach to examine complicated, financial and even political issues. Most schools in the world might emulate this type of process in a legitimate search for financial sustainability. This session will describe this process and what it revealed.

Facilitator:
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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Resistance: Turn Away From It or Lean Into It?

Session Code: F31
Facilitator: Mike Murphy
Audience: Teacher leaders ELEM, MS, HS Dept. Heads, Principals, Curriculum Directors, Instructional Coaches
Date: Friday, September 27, 2019
Room: ELEM Projection Room F235 (2nd Floor)

Description:
Leaders of empathetic schools are eager to coalesce their staff around a set of key ideas and practices. What do empathetic leaders do when faced with reluctance or even outright resistance from some of their key teachers or staff members? In this session, examine resistance and why it often happens. See a quick interview tool that can encourage empathetic leaders to diagnose the kinds of worries or concerns that teachers or staff often have about the innovation. Leave with a toolkit of ideas that can work to manage the resistance and teach leaders that resistance often happens for a reason—so lean into it and learn from it!

Facilitator:
Dr. Michael Murphy is a national educational coach, facilitator, and consultant, currently living in San Antonio, Texas. He draws from 41 years of educational experience in urban, suburban, and rural school district settings as he trains and works with teachers, teacher leaders, school leaders, and district leaders across North America and internationally. Much of Michael’s work supports school and district leaders in planning and implementing large-scale improvement initiatives, differentiated instructional practices, the design and implementation of instructional coaching systems, visioning, understanding change and its effect on people, evaluating school improvement progress, designing exceptional professional learning, and facilitating learning in how to engage people in productive, relationship-rich, results-based conversations. Since 2009, he has consulted with varieties of school leaders in 19 states and two Canadian provinces and has presented in numerous state, national, and international symposia and conferences.

Michael’s personal public-school experiences included his work as teacher, elementary specialist, assistant principal, principal, director of planning and evaluation, special assistant to the superintendent, assistant superintendent, and acting superintendent, all in Texas. He holds a bachelor of fine arts degree and a master’s degree in elementary education from Texas Tech University and a doctorate degree in curriculum and instruction from the University of North Texas. He has published numerous articles for national and international journals and is a contributing author or lead author for five educational books in the last ten years. Michael’s last publication was Leading Differentiation: Growing Teachers Who Grow Kids, co-authored with Carol Tomlinson in 2015. He is currently developing a manuscript on “empathetic practices to sustain innovation in schools” with Corwin Press. Michael can be reached at mmurphy170@gmail.com

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Balancing Learning, Authenticity and Joy in Literacy Instruction in the Early Years

Session Code: F32
Facilitator: Lisa Stone
Audience: Early Childhood Teachers, Literacy Coaches, Curriculum Coordinators
Date: Friday, September 27, 2019
Room: ELEM Art Room 1 F107 (1st Floor)

Description:
The ever-increasing demands on students often lead to an increased focus on academics in the early years. While we know it is critical to do some foundational work in literacy skills with our youngest students, we also know the importance of discovery and play in learning. So, how can literacy instruction be effective AND playful in preschool? In this session we will look at how to authentically weave the essential components of balanced literacy into a day that emphasizes joy and inspires young readers and writers. Attendees will be invited to actively participate in this interactive workshop.

Facilitator:
Lisa StoneLisa Stone has dedicated more than 20 years to nurturing young minds and supporting student growth, particularly within the areas of reading and writing. In her former role as Assistant Principal of Curriculum & Instruction at the American School Foundation of Monterrey, Lisa was a driving force in whole school reform in language arts. In addition to this work, Lisa designed and co-led a six-part series of literacy institutes in the Tri-Association region, attended by over 100 educators across two years, and she served as the adjunct professor for State University of New York. Lisa was also a contributing writer to the Scholastic/LitCamp Curriculum, a summer literacy program designed to combat summer loss, that is now being used in the U.S and over 10 other countries. Currently, she spends her time as an associate member of The Educator Collaborative and partnering with schools across Latin America.

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Building an SEL Framework

Session Code: F33
Facilitator: Carla Tantillo Philibert
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS & HS Teachers, Counselors, Psychologists, Learning Support, Instructional Coaches, Curriculum Directors, Principals, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM Multipurpose Room F139 (1st Floor)

Description:
Having specific strategies and implementing routines that support SEL in the classroom and school-wide is critical but gains sustainability when these practices are components of a deeper, broader plan for improving the climate and culture of the school. In this session participants will develop a plan for supporting SEL in your school and your role in implementation.

Facilitator:
Carla Tantillo Philibert is a recognized expert on Social-Emotional Learning (SEL), mindfulness and yoga practices in the school setting. She founded Mindful Practices and oversees a team of dedicated practitioners bringing SEL and mindfulness strategies to students while providing coaching and professional development to educators along with strategic planning for district-wide SEL implementation and Class Catalyst, the digital tool for connecting students and teachers. In 2019 she launched the I Teach Because campaign, an online platform where teachers connect, share their stories and renew their passion for teaching.

Carla authored Cooling Down Your Classroom: Using Yoga, Relaxation and Breathing Strategies to Help Students Learn to Keep Their Cool, the Everyday SEL series of K-12 books (Routledge 2016) and soon to be released Everyday Self-Care for Educators: Tools and Strategies for Well-Being (Routledge 2019.)

The 2019 CEC Convention Keynote speaker, she is a regular, featured speaker at NSBA, NAESP and the Kripalu Yoga in School Symposium. She has a master’s degree in curriculum and instruction and is a certified yoga teacher.

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El Cerebro Matemático

Session Code: F34
Facilitator: Tracey Tokuhama-Espinosa
Audience: Pre-School, Elementary, MS, HS, Leadership, Administration, Instructional Coaches, Administrators, Technology and Innovation, Counselors, Learning support, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM Art Room 2 F103 (1st Floor)

Description:
El aprendizaje implica (1) todos los sentidos, (2) elementos sociales, emocionales y culturales, (3) cognición general (como memoria y atención), y (4) aprendizaje de dominio específico (matemáticas, lenguaje, ciencia, arte, historia, educación Física.

Hay al menos 16 circuitos neuronales diferentes relacionados con las matemáticas en el cerebro, que son estimulados por diferentes actividades en el aula. ¿Incorporas las actividades correctas en tu aula para satisfacer las necesidades de todos los estudiantes? Este taller buscará formas en que la neurociencia puede ayudar a la enseñanza al desglosar los diferentes conjuntos de habilidades necesarios para una educación matemática exitosa.

Facilitator:
Tracey Tokuhama-Espinosa

Tracey Tokuhama-Espinosa es profesora en la Universidad de Harvard (Extension School) y enseña un curso llamado Neurociencia del aprendizaje: una introducción a la mente, el cerebro, la salud y la educación. Es editora asociada de Nature Partner Journals Science of Learning y fundadora de Conexiones: La plataforma de las ciencias del aprendizaje, que ofrece recursos de alta calidad y basados en evidencia para docentes, incluidos cursos en línea sobre el cerebro y el aprendizaje (en español e inglés). Sus áreas de investigación incluyen indicadores para medir la calidad educativa; aprendizaje en la era digital; la expansión del campo de la Ciencias de la Mente, el Cerebro y la Educación; cambios de paradigma utilizando tecnologías apropiadas; bilingüismo y multilingüismo; y la mejora general de las prácticas de capacitación docente en las que ha escrito ocho libros académicos, varios capítulos en libros y docenas de artículos indexados.


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Creating Cultures of Dignity For Young People

Session Code: F35
Facilitator: Rosalind Wiseman
Audience: ELEM (1-6), MS, HS, Leadership, Administrators, Counselors, Psychologists
Date: Friday, September 27, 2019
Room: ELEM Music Room 2 G107 (1st Floor)

Description:
Based on over twenty years of teaching and constant feedback from today's generation of young people, Rosalind Wiseman pulls back the curtain on what's really going on in children and teens lives and shows the critical importance of social emotional learning to their overall health and happiness. From young people's friendships, social media use, gossip, drama, bullying, and the constant pressure to "keep up," she'll share how children and teens develop their sense of self and guide their decision making in everything from their academic choices, friends, and how they manage conflict. In addition, she'll give concrete advice to parents and educators so they in turn can guide their children through the normal yet challenging problems young people face-- while avoiding the common communication breakdowns and power struggles between children and adults.

Facilitator:
Rosalind WisemanRosalind Wiseman has had only one job since graduating from college—to help communities shift the way we think about children and teens’ emotional and physical wellbeing. As a teacher, thought leader, author, and media spokesperson on bullying, ethical leadership, the use of social media, and media literacy, she is in constant dialogue and collaboration with educators, parents, children, and teens.

Rosalind is the author of Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and the New Realities of Girl World—the groundbreaking, best-selling book that was the basis for the movie Mean Girls, and in 2016 was fully revised for a third edition.

Wiseman’s other publications include theNew York Timesbest seller,Masterminds & Wingmen: Helping Our Boys Cope with Schoolyard Power, Locker-Room Tests, Girlfriends, and the New Rules of Boy World, which addresses the social lives of boys and was awarded Best Parenting Book by Books for a Better Life in 2014. In addition, Rosalind wrote a free companion e- book for high school boys called,The Guide: Managing Jerks, Recruiting Wingmen, and Attracting Who You Want. Her most recent publication is the Owning Up Curriculum, a comprehensive social justice program for grades 6-12 which is in widespread use across the country. Rosalind is a regular curriculum contributor to the Anti-Defamation League.

Wiseman has keynoted at the White House Summit on Bullying, the SXSW summit on Online Harassment, the American School Counselors Association, Utah Anti-Bullying Coalition, Women’s March, Iowa Education Association, Association of Middle Level Education, the Game Developers Conference, the International Boys’ Schools Coalition, the Lindsey Vonn Foundation, the American Association of School Administrators, and countless schools throughout the US and abroad. She was a consultant for Cartoon Network's Speak Up, Stop Bullying Campaign, and is an advisor to the US Department of Health and Human Services’ Substance Abuse and Mental Health Administration.

More recently, Wiseman developed a curriculum entitled Owning Up: Empowering Adolescents to Confront Social Cruelty, Bullying, and Injustice. Intended for anyone between the 6th and 12th grades, this structured program provides insight on how to prevent bullying— whether it is homophobia, racism, classism, or any other form of youth violence.

National media regularly depends on Wiseman as the expert on ethical leadership, media literacy, youth culture, parenting, and bullying prevention. She has been profiled in The New York Times, People, Los Angeles Times, Chicago Tribune,The Washington Post, and USA Today. Wiseman is a frequent guest on national media like The Today Show, CNN, and NPR affiliates throughout the country.

A sought-after speaker on bullying, parenting, ethical leadership, and the use of social media, Wiseman’s presentations transcend cultural and economic boundaries in her appeal to ensure children’s and teenagers’ wellbeing. Her engaging and forthright delivery promises to capture audiences and inspire them to build positive relationships among each other.

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Design Thinking Deep Dive for School Leaders

Session Code: F36
Facilitators: Brian Hamm, David Jakes
Audience: Teacher Leaders, Principals, Curriculum Directors, Instructional Coaches, Department Heads
Date: Friday, September 27, 2019
Room: MSHS Startup Hub (1st Floor)

Description:
In this session for school leaders, explore the process of design thinking as a methodology for addressing the opportunities and challenges your school faces. We’ll help you understand how design can be a process for change that can lead to an organizational disposition of innovative thought and practice. We’ll work through a challenge/provocation in design teams to explore the process and develop your understanding of how to apply it to your work. Ramp up your understanding of design in this highly interactive participatory workshop. Any and all school leaders are welcome! Note: this session is part of the launch of the Threshold Design Institute, an educational incubator for improving schools in Latin America through innovative thought and practice.

Facilitators:
The Threshold Design Institute team first launched their collaboration through a 1-day design institute for teachers and school leaders at the 2018 Live Curious, Go Beyond conference in Monterrey, Mexico, followed up by 2 days of design institute experiences for teachers and school leaders at the 2018 Tri Association conference in Santo Domingo, Dominican Republic. Prior to the launch of Threshold, they have also collaborated over the years as a team of co-facilitators of a wide range of design-based professional development, boot camps, and strategic planning projects around the world.

Threshold was co-founded by 3 educators / designers:

  • David JakesBrian HammBrian Hamm is the Director of Innovation for the American School Foundation of Monterrey (Mexico).
  • David Jakes is the founder of David Jakes Designs LLC, a former member of Cannon Design’s global The Third Teacher+ studio, and an educator / school administrator for almost three decades.

Threshold believes that each school faces a unique set of challenges and opportunities as they strive to foster dynamic learning communities that will adapt to unpredictable futures. Ultimately, Threshold addresses this complicated goal through an empathetic, multi disciplined collaborative design process both within school teams and across Tri-Association peer institutions.

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How can Edmentum International's solutions support your school?

Session Code: F37 a
Facilitator: Derek Devine, Edmentum International
Audience: Pre-School, Elementary (1-6), MS, HS, Leadership, Administration, Technology & Innovation, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers, Content Area Specialists
Date: Friday, September 27, 2019
Room: MSHS B101 (1st Floor)

Description:
Schools are under increasing pressure to offer the widest possible range of courses to satisfy the needs of parents and students. Recruiting and retaining highly-qualified teaching staff is challenging, particularly in specialized subjects and curricula.

The option of Virtual School Courses with qualified teachers online offers a solution to this problem. This started as an extension for home school networks in high school but is now used across all of K-12 and across a much wider range of settings. We will describe that progression along with the ecosystem of virtual schooling with reference to the Edmentum Academy.

In this session, you will learn about:

  • Expanding course offerings that schools normally cannot offer
  • The need to increase graduation rates / decrease dropout rates
  • Offering cost-effective alternatives to a fully-taught onsite programme
  • Credit Recovery programmes
  • Schedule Flexibility
  • Filling Teacher Gaps

Derek Devine

Facilitator:
Derek Devine. I have many years’ experience working with educators to improve their understanding of assessment data while ensuring data has a direct impact on teaching and learning. I have run workshops across Africa, Middle East and Asia and regularly act as a facilitator, speaker and trainer during international school conferences such as COBIS, IPSEF, AISA and LAHC.

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It is time to A.C.T. NOW! Accessing Complex Text

Session Code: F38 a
Facilitator: Stephanie Seemann, Benchmark Education
Audience: Literacy Coaches, English Language Teachers 3-8, Curriculum & Instruction Coach/Director
Date: Friday, September 27, 2019
Room: MSHS B102 (1st Floor)

Description:
Are your students able to read on grade level? Would your students benefit from guided practice that builds close reading skills and text-based responses? Teachers of students grades 3 -8 will learn how to annotate complex text, encourage collaborative conversations and write to sources. Teachers will walk away with resources and tools around authentic text, primary sources and common core exemplars created by Dr. Doug Fisher and Dr. Nancy Frey.

Stephanie Seemann

Facilitator:
Stephanie Seemann was an elementary and middle school teacher at the Benjamin Franklin School in Barcelona and for the Chicago Public Schools. Her area of expertise is literacy and dual language programs. Stephanie currently works with large school districts and international schools helping provide equitable, parallel English and Spanish Reading language arts programs on behalf of Benchmark Education.

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Creating an empathetic school culture for undocumented immigrants

Session Code: F39 a
Facilitator: Dr. German Cadenas, Lehigh University, College of Education
Audience: MS, HS, Leadership, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers
Date: Friday, September 27, 2019
Room: MSHS B103 (1st Floor)

Description:
Several natural, social, economic, and political factors have produced a global migration crisis, where 258 million people (3.4% of the global population) now live outside their home country, including 66 million people who have been forcibly displaced (Stroud, Jone, & Brien, 2018). Many of these immigrants live as undocumented due to lack of legal options, thus living without the protections of legal status, and are exposed to vulnerabilities. The aim of this presentation is to provide an overview of strategies for boosting empathy toward undocumented immigrants and creating schools that promote their mental health well-being. The presentation draws from empirical research on interventions aimed at developing cultural-competencies among educators in the U.S. These interventions are centered around the narratives of undocumented immigrants and grounded in psychological theory. The presentation also draws on observations based on mental health practice with undocumented students, as well as on advocacy experiences on their behalf. This presentation has implications for the treatment of immigrants in educational settings across Latin America. Specifically, this presentation addresses the crisis in Venezuela, which has produced unprecedented migration from that country onto neighboring Latin American countries. We provide a synthesis of the literature about Venezuelan immigrant psychology, and provide a framework for working with them in educational settings using strategies that have been applied with undocumented students in the U.S.

Facilitator:
Germán CadenasDr. Germán Cadenas focuses on multiculturalism, social justice, and vocational psychology and specializes in undocumented immigrants and underrepresented minorities relating to their integration in educational systems, career pathways, and sociopolitical participation. Germán has worked on projects funded by the U.S. Department of Education and the National Science Foundation. His work was published in Cultural Diversity and Ethnic Minority Psychology, Journal of Career Development, and The Counseling Psychologist. Dr. Cadenas identifies as an immigrant himself and is formerly undocumented. He completed his Ph.D. in Counseling Psychology at Arizona State University, and his Postdoctoral Psychology Fellowship at the University of California Berkeley.

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Rethinking Homework

Session Code: F40 a
Facilitator: Kristen Farrow, American School Foundation Guadalajara
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), Leadership, Administration
Date: Friday, September 27, 2019
Room: MSHS B104 (1st Floor)

Description:
Most elementary teachers give some type of homework to their students, and some give a lot of it. They may think it reinforces what's being taught in class, enables parents to participate in their child's education, and can help prepare students for tests. However, there is very limited evidence that homework actually helps our younger students succeed, and may come at a cost to our students' well-being. Homework can have a negative impact on sleep, play, exercise, and family time that children need for healthy physical, social and emotional development. In this session, we will explore these issues, as well as which types of homework assignments advance learning, and which do not.

Kristen FarrowFacilitator:
Kristen Farrow has been an educator for over 16 years. She is originally from San Diego, but for the past 11 years she has taught lower elementary students at the American School Foundation of Guadalajara, Mexico. She is married and has twin 5 year old girls. Kristen is a lifelong learner who is passionate about education and helping children grow.

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Student Empowerment in the Arts and Interdisciplinary Areas

Session Code: F41 a
Facilitator: Megan Jaye Highfill, International School of Panama
Audience: Elementary (1-6), MS, HS, Content Area Specialists
Date: Friday, September 27, 2019
Room: MSHS B105 (1st Floor)

Description:
Empowering students to own learning leads to empathy and cultural competency in the classroom and wider school community. Through cross-divisional and interdisciplinary projects and activities, student inquiry and leadership creates a community unafraid to progress and address global issues. In this session, teachers will understand the importance and accessibility of student empowerment in their classrooms. Teachers will also be able to create a project or activity to start empowering student ownership, or take a current project to the next level. This session is appropriate for teachers of the arts and content/classroom teachers interested in student empowerment through interdisciplinary learning. A laptop or tablet will be helpful but is not necessary.

Megan Highfill

Facilitator:
Megan Highfill has been teaching for 13 years, seven internationally. She has taught in Egypt, Indonesia, and is currently a Middle & High School Music Teacher at the International School of Panama, where she also serves as Head of K-12 Music. Previously, she has taught English Language Learning, Special Education, Library, and Drama. Megan believes that holistic learning, inquiry, and integrated curriculum are key to student success.

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Mental Health in the School Community

Session Code: F42 a
Facilitator: Silvia Venegas & Sierra Anderson, ASFM
Audience: Elementary (1-6), MS, HS, Leadership, Administration, Counselors, Psychologists
Date: Friday, September 27, 2019
Room: MSHS B107 (1st Floor)

Description:
Mental health prevention and early intervention is key to a healthy community. Participants will receive an overview of mental health awareness and the importance of incorporating mental health into their school community. Steps will be shared on how ASFM started this process, the creation of an At Risk Protocol and implementation of a Behavioral Emotional Screener. Participants will also have an opportunity to network and share their successes on their steps in promoting mental health in their school community. Give suggestions on what worked and what did not work and how to move forward. Participants will need an electronic device.

Facilitator:
Sierra AndersonSilvia VenegasSilvia Venegas holds a M.Ed. in Counseling. A High School Counselor at the American School Foundation of Monterrey. She has over 11 years experience in education and has worked at MS/HS levels in public schools in the U.S. and international private schools. Trained in Love & Logic and suicide intervention.

Sierra Anderson
holds a M.Ed. in International Teaching along with Graduate Certificates in College Counseling and International School Counseling. She is a High School Counselor at the American School Foundation of Monterrey with over 15 years experience in education in Latin America and the U.S.

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Math Matters - Engaging Parents in Math

Session Code: F43 a
Facilitators: Kristy Krahl and Katie O'Gorman, ASFM
Audience: Leadership, Administration, Curriculum & Instruction Coach/Director, Content Area Specialists
Date: Friday, September 27, 2019
Room: MSHS B109 (1st Floor)

Description:
Have you ever heard a parent say, "How can I help my child find success in math? Why is math learning different than it used to be?"; In this session, we will share a successful parent workshop that answered those questions. This session is designed as a first step toward developing parent partnership in the math learning process. Attendees will walk away understanding the process used to develop the workshop as well as having access to the complete presentation. Intended audience is elementary admin, coaches, and math specialists.

Katie OGormanKristy Krahl

Facilitators:
Kristy Krahl is the Elementary Assistant Principal for Curriculum, Instruction and Assessment at the American School Foundation of Monterrey. Katie O'Gorman is the Elementary Instructional Coach for Math at the American School Foundation of Monterrey. Looking to educate parents and invite them into the math learning process, Kristy and Katie presented parent workshops aimed at helping them understand and support their children's math learning.

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What Inclusion Looks Like: in School, at Home, and in our Community

Session Code: F37 b
Facilitator: Karina Cesar & Ana Paula Villarreal, ASFM
Audience: Pre-School, Elementary (1-6), Leadership, Administration, Counselors, Psychologists, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM 5A D257 (2nd Floor)

Description:
Karina and Ana Pau will lead a reflective workshop where participants will dive deep into the meaning of inclusion across environments: our school, our home, and our community. Topics include the use of language, making generous hypotheses, and expanding our understanding of inclusion. A responsive, collaborative, positive and inclusive environment will be modeled. Participants will leave this session having reflected on their personal role in creating an inclusive society that empowers and celebrates all and how to use their knowledge to become effective advocates.No laptop necessary. Strand: Inclusion & Diversity

Karina Cesar

Facilitator:
Karina Cesar has been a preschool Homeroom teacher at ASFM for 9 years. She has several years of experience teaching students with a wide range of needs and developing inclusive classroom environments that respond positively to differences. She regularly incorporates Social-Emotional Learning concepts into her daily teaching, showing students how to embrace uniqueness and celebrate diversity. She is also a SEL preschool leader, working with teachers to incorporate social emotional concepts into their daily teaching. Karina is passionate about educating our community on empathy, diversity, and fostering inclusive environments.


Ana Pau Villarreal

Ana Pau Villarreal currently works as an Inclusive Assistant at ASFM and serves as the Coordinator of the Inclusion Column. She is interested in expanding inclusive school practices, disability awareness and promoting success in students with exceptional needs. Her background in Special Education and Occupational Therapy, plus several years working in inclusive environments has equipped her to provide support to Tier 3 students and to support teachers working with specific needs. Ana Pau is passionate about the inclusion of students with disabilities, helping teachers feel confident in meeting the diversity of their students' needs, and building inclusive environments.

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Advisory Status: It's complicated

Session Code: F38 b
Facilitator: Sammy Jamal & David Letiecq, International School of Panama
Audience: MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director, Counselors, Psychologists, and Advisory Coordinators
Date: Friday, September 27, 2019
Room: ELEM 5B D245 (2nd Floor)

Description:
Advisory programs can be great in way to promote holistic education, reinforce schools values, and create and sustain a positive and healthy school culture. However, schools regularly struggle to run a successful advisory program. Through our interactive workshop, we will take you through our school's advisory journey: our successes, failures, lessons learned and our future. Our goal is to generate a discussion on the various advisory philosophies in order to help you determine the model that meets your school's individual needs. Our intention is for you to walk away from this workshop with resources, including ways to generate greater buy-in from school administration and faculty in order to best serve your students, and a plan for your school's next steps to create or invigorate your advisory program. This will be a working session; please bring your laptop and great ideas.

Facilitator:
Sammy Jamal: After teaching a variety of subjects to students in grades 5 through 11 in Canada, Turkey and Panama, Sammy decided to pursue his passion in school counseling. He is currently a HS Comprehensive Counselor and Advisory Coordinator in Panama at the International School of Panama where he has been working for 10 years.

David Letiecq: After 10 years as a mental health therapist in the Washington, DC area, David moved overseas in 2006. He worked as a middle school counselor at the American School of Bombay, the International School of Kuala Lumpur, and Shanghai American School prior to moving to Central America. He now works as a comprehensive high school counselor at the International School of Panama. In the fall of 2020, he will change roles, and become the HS Assistant Principal there.

Professionally, both David and Sammy are very interested in Social Emotional Learning, and all efforts to address and improve school culture and climate.

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Critical Thinking through Design Challenges

Session Code: F39 b
Facilitator: Leann Lear and Luz Amparo Sanchez, Colegio Panamericano
Audience: ELEM, MS, HS, Leadership, Technology & Innovation, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists
Date: Friday, September 27, 2019
Room: ELEM 5C D256 (2nd Floor)

Description:
Strand: STEM, Innovation
Laptop or tablet with access to Google Drive is required

Teachers will leave this workshop with an understanding of how to explicitly teach and measure future ready soft skills with a focus on critical thinking. Teachers will engage in a hands-on design workshop while learning how to give feedback in areas such as entrepreneurship, engineering and exploration.

Introduction (5 minutes): We will introduce ourselves and talk about our school journey with soft skills and choosing a new student learner profile.
Design Challenge (25 minutes): We will divide the group into an even number of participants and each group will complete a design challenge.
Reflection (10 minutes): We will go over the rubric and talk about how we use the rubric to give formative feedback to students over the course of a project.
Questions (10 minutes): Participants can ask questions & share experiences with measuring soft skills or critical thinking
Rubric & Resource share (5 minutes): All participants will be invited to share critical thinking resources or rubrics in a collective google doc.

Facilitator:
LeanLeann Lear is in her fourth year as Elementary Principal at Colegio Panamericano in Bucaramanga, Colombia. Five years as a humanities teacher both in the United States and in Colombia.

Luz Amparo Sanchez- 3rd grade homeroom teacher for six years at Colegio Panamericano.

Leann- led Elementary team through STEM certification process with AdvancEd in November 2019.

Luza- in second year of project based learning and implementation of STEM pedagogy in classroom.

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Developing Empathy and Resilience: Supporting the Social-Emotional Needs of Gifted and Talented Students

Session Code: F40 b
Facilitator: Paula Bernal & Seth Jaeger, Colegio Nueva Granada
Audience: Elementary (1-6), MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers
Date: Friday, September 27, 2019
Room: ELEM 5D D246 (2nd Floor)

Description:
Gifted and Talented students often demonstrate asynchronous development of academic and emotional traits that create both opportunities and challenges in educational environments (Cross & Cross, 2012). These individual affective and behavioral characteristics can manifest as enthusiasm for independent learning and creative problem-solving or as perfectionism and underachievement (Mofield, & Peters, 2018). Understanding the social-emotional needs of gifted students is critical for educators who guide this population so they can help them manage setbacks and challenges to reach mindful excellence. Promoting self-regulation and cultivating self-awareness are beneficial as students develop healthy orientations towards difficulties as well as compassion for themselves and others. In this session we will provide research-based views on positive student outcomes and offer practical tips and best practices in nurturing empathy and resilience in our high-ability learners.

Facilitator:
Paula BernalSeth JaegerSeth Jaeger is the Gifted & Talented Coordinator at Colegio Nueva Granada in Bogota, Colombia. He is the delegate from Colombia to the World Council for Gifted and Talented Children and presents on on topics such as developing critical questioning skills and program development for high-ability learners.

Paula Bernal is the Case Manager for the Gifted and Talented program at Colegio Nueva Granada, Bogota - Colombia. She is a school psychologist with an MA in Educational Psychology from New York University and an EdS in Educational Leadership with concentration in Inclusive Education from the University of Kentucky.

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Políticas de Disciplina Efectiva-Como crear un sistema que respalde la competencia socio-emocional de los niños pequeños

Session Code: F41 b
Facilitator: Elisa Toro and Lilliam Nasser, Escuela Internacional Sampedrana
Audience: Pre-School Nursery, Pre-Kinder, Kinder, Leadership, Administration
Date: Friday, September 27, 2019
Room: ELEM 5E D255 (2nd Floor)

Description:

Los comportamientos desafiantes pueden descarrilar a una comunidad de aprendizaje en los centros preescolares y de estimulación temprana; y el castigo y la exclusión no son la respuesta. Los niños pequeños necesitan apoyo e instrucción para ayudarles a aprender cómo cooperar, escuchar, compartir e interactuar positivamente con sus compañeros y los adultos a su alrededor. Las conductas desafiantes se pueden reducir con un enfoque sistemático hacia la disciplina que verdaderamente funcione. Los programas deben desarrollar políticas de alta calidad que reflejen prácticas basadas en la evidencia, para guiar el comportamiento de los niños pequeños y las acciones que tomen los maestros y los administradores de los centros educativos. Las políticas efectivas de guía de comportamiento brindan a los administradores el plan que les ayuda a construir la infraestructura que apoya el éxito social, emocional y académico de todos los niños. En esta sesión interactiva, los asistentes tendrán la oportunidad de reflexionar acerca de:

-La necesidad de contar en los centros de educación temprana con políticas eficaces y de alta calidad que orienten el comportamiento de los alumnos.
-Un enfoque al comportamiento infantil que guie y ayude a los niños pequeños a adquirir las competencias pro-sociales necesarias para comportarse de maneras socialmente aceptables.
-Estrategias apropiadas para el desarrollo que enseñen a los niños pequeños a cooperar, escuchar, compartir e interactuar positivamente con sus maestros y sus compañeros.
-Una política de comportamiento positivo que de apoyo a los maestros con expectativas claras, y para padres que se sientan escuchados y respetados.

Lilliam NasserElisa Toro

Facilitator:
Elisa Toro has 30 years of professional experience. Her area of specialization is Early Childhood and leadership and training of work teams. She currently serves as assistant director at the Center for Early Education at Sampedrana International School in San Pedro Sula. In addition to her principal professional position as assistant director of ECC, she provides consulting and training services in the area of Education and Leadership https://globalscg.org/consultants/elisa-toro/.

Lilliam Nasser has more than 30 years of professional experience. Her area of specialization is Early Childhood. She currently serves as director at the Center for Early Education at Sampedrana International School in San Pedro Sula.

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Building Empathy Through Student Blogs

Session Code: F42 b
Facilitators: Amanda Brown and Michelle Lampinen, Lincoln School
Audience: MS, HS, Technology & Innovation
Date: Friday, September 27, 2019
Room: ELEM 5F D249 (2nd Floor)

Description:
This session will enable teachers to understand that student blogs can be used to help students connect with one another and develop empathy, while hitting a variety of literacy standards. This strategy can be integrated as part of the normal class routine, rather than feeling like "just one more thing to do." The blogging platform allows students to share personal ideas and stories with less pressure than in-class discussions, giving rise to those who might not always raise their hands. Students read their peers' posts and comment on them, providing a new way to relate and get to know each other on a different level. They learn to communicate with empathy in the digital world, which is so often inundated by those who use the cover of anonymity to keep others down. Blogging allows students to make valuable contributions about topics they care about. It is a low-stress environment for students to try out compositional risks, practice new writing techniques, and provide constructive feedback to their peers. Not only does this build empathy among students, but it also gets them hooked on blogging, so they don't even realize that they're "doing work!" Come see how blogging can be seamlessly integrated into your class, regardless of subject area. Be sure to bring a laptop or tablet so that we can practice the skills addressed in this session. Participants should be familiar with the general workings of the internet and blogs. Strand: Technology & Innovation

Facilitators:
Amanda Brown and Michelle Lampinen are colleagues at Lincoln School Costa Rica. Amanda is the MYP Coordinator, and Michelle is the Secondary Technology Coach. Michelle came to Costa Rica via Biotechnology High School in New Jersey, USA, and Amanda has taught in Nashville, Wales, and Dubai. As former IB MYP and DP English teachers, they have both used student blogs in the classroom for a variety of purposes. They believe in using blogs to push students past the five-paragraph essay and promoting a culture of literacy in any classroom, regardless of subject.

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Where does scaffolding begin? Identifying learners' needs in a tridimensional curriculum FOR learning

Session Code: F43 b
Facilitator: Alejandra Galindo, John F. Kennedy
Audience: Elementary (1-6), MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists
Date: Friday, September 27, 2019
Room: ELEM 5G D254 (2nd Floor)

Description:
Strand (Assessment). When you identify what your students know, comprehend, and are able to do, throughout a unit of study, you can do a deeper and more effective analysis of the information. This analysis helps you to redesign your teaching and learning strategies, knowing what and how to scaffold in a tangible, concrete, practical and effective way. Identifying learners' needs in the three dimensions is essential to take every one of your students to their destination. The three dimensions in the curriculum are like a puzzle; when a piece is missing, the puzzle can't be completed. You will know if this workshop was successful if you understand the importance of assessing a tridimensional curriculum (Knowledge, Skills, and Conceptual Understanding) and if you know what to do with the information gathered from formative assessments (assessment FOR learning).

Through this Lab, you will have the chance to experiment:

  • What happens when conceptual understanding is missing
  • Analyze some students' works to identify the difference between contents, concepts and skills
  • Understand the importance of monitoring students work and inquiring their hypothesis/ comprehensions to be able to provide effective feedback
  • Identify the kind of activities that can be designed to assess the three dimensions
  • Reflect on how standards are written to enrich the school's scope and sequence documents.
Ale Galindo

Facilitator:
Alejandra Galindo is working at John F. Kennedy – The American School of Queretaro as Instructional Coach in High School and as a workshop leader and site visitor for the Primary Years Programme (IB) since 2009, having visited schools in North America, South America and Spain. Graduated from ITESM Campus Queretaro with a Bachelor's degree in Industrial Engineering. Awarded a Diploma with Distinction after studying TEFL. Completed the Master of Science in Family Education.. Has worked in Education since 1998 performing different roles (Teaching Grades 2-9, PYP Coordinator, Pre-School Principal, and Instructional Coach).

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