January 2018 Newsletter

JAnuary 2018 Newsletter

American School of Quito, Ecuador

The Tri-Annual Newsletter of The Association of American Schools in South America

January 2018 Edition January 2018 Edition Page 1 Back to TOC Back to TOC Table of Contents From Your Executive Director ��4

American School of Paris Fuels Social Media with User-Generated Content ��17

The Space Between the Logs – EVAC 2017 @ Colegio Internacional Puerto La Cruz (CIPLC) ��24

What are Your Top Concerns in 2018? ��27

Nido de Aguilas Expands Professional Development Opportunities for Local Teachers in Chile ��31

Innovate 2017: Educators from Around the World Gather at Graded for Professional Development ��35

Colegio Nueva Granada Hosts Second Annual Learning Center Symposium ��40

7th Annual Lincoln Educators’ Conference “Dream Bigger, Aim Higher” ��43

Real Data - Let’s Improve Learning ��47

The Rising Tide SUNY - Masters Program @ Lincoln Cohort 1 ��49

From Vulnerability to Empowerment: Reflections on a Coaching Cycle ��56

Going A Step Further in SLL with WIDA Can DO Descriptors: Students’ Self-assessment ��62

Co-Teaching in Writer’s Workshop ��65

The Self-Study Process ��70

Compass Education’s Systems Thinking and Sustainability Workshop at the International School of Havana:

Learning to Make a Difference! ��73

Implementing Character Counts! at Colegio Alberto Einstein Quito, Ecuador ��75

Simple Meeting Hack: Change your Agenda ��79

Dialogue Circles: A Collaborative Classroom Routine to Promote Active Learning ��81

Journeys Toward Inclusion Institute ��87

An Open Reflection on my Practice: Semester One of Teaching Abroad ��90

January 2018 Edition Page 2 AASSA Calendar of Upcoming Events 2017-2018 (as of 1/3/2018)

Event Venue Dates Deadline

AASSA Educators’ Conference Pre-Conference American School of Quito March 20 & 21, 2018 Main Conference March 22-24, 2018 Hotels: February 15 Conference: Feb 19 AASSA Twitter Chat: Living and Work- January 31 ing in South America Live Curious, Go Beyond: Technology American School Foundation February 16 & 17 and Innovation in Education Conference of Monterrey, Mexico Colombia Summit 2018 Featuring Google Colegio Jorge Washington, February 18 & 19 for Education Colombia WIDA International Institute Academia Cotopaxi, Quito February 22-25 February 23-25, 2018 Math Specialists in International Schools July 23-25 American School of Brasilia Certificate Program August 31-September 2 February 22-24, 2019 AASSA Twitter Chat: Sarah Wilke moder- ates in Preparation for the Quito Educa- February 28 tors’ Conference Math in the “Real World” Institute Alliance Academy, Quito March 1-2 AASSA Global Citizen Award applications March 2 due Lincoln School, Buenos K-12 Student Centered Coaching March 2-3 Aires Google Certification Bootcamp Colegio Roosevelt, Lima March 3-4 Pan American School, Costa GIN Conference March 8-11 Rica International School of Curi- GIN Conference March 15-17 tiba, Brazil AASSA Educators’ Conference American School of Quito, Pre-Conference March 20 & 21 February 4! Ecuador Main Conference March 22-24 WIDA International Symposium Colegio Roosevelt, Lima April 7 & 8 International School of PAIS Teacher’s Conference April 21 Panama Colegio Nueva Granada, Colombia Impact Lab April 30-May 1 Bogota AASSA Newsletter Articles Due May 10 AAIE/GIN Top 100 Global Citizens Stu- Nova University, Fort Lau- June 23-30 December 15, 2018 dent Leadership Challenge derdale, Florida Summit Featuring Google for Education Colegio Roosevelt, Lima June 2-3 PowerSchool PSUG Latin America Sum- Colegio Roosevelt, Lima June 4-5 mit From Your Executive Director

Welcome to 2018! This promises to be a year of great and positive change for AASSA both in terms of the transition to a new Executive Director and a shift in strategic priorities for the organization. Dr. Dereck Rhoads will start his tenure as Executive Director on July 1st, at which point I will assume the role of Deputy Director for one year. Dereck was introduced at AASSA’s annual Business Meeting in Atlanta in December, and the following is his letter of introduction to the AASSA region:

Dear AASSA Community,

I am delighted to introduce myself to you as the incoming AASSA Executive Director. While I will begin working full time as the AASSA Executive Director in July 2018, I am already engaged in transitional work with the AASSA team.

Regarding my background and current work, I am presently the Chief Instructional Officer (CIO) for Beau- fort County School District in Beaufort, South Carolina. You may know Beaufort County by way of Hilton Head Island, which is part of our district. As CIO, I perform the leadership functions of what many know as an Assistant or Deputy Superintendent. Our district is a large and diverse public school district with over 22,000 students served by 32 schools. I am responsible for the development, implementation, and evaluation of all teaching and learning programs and operations in our school district.

My areas of responsibility include: strategic planning, curriculum, instructional supervision, assessment, state and federal accountability, special education, professional development, choice and innovative programs, technology, district administration, leadership development, accreditation/authorization, budgetary responsibilities, and Board Committees.

I am extremely excited to serve as the AASSA Executive Director. Prior to my current work in Beaufort County, I worked 12 years in Latin America including 7 years in the AASSA region. I taught in the region and then moved into administration while at the American School of Brasilia. My wife and I started our family in Brasilia where both of our now teenage daughters were born and raised until we joined the Amer- ican School Foundation of Monterrey, Mexico in 2005. In 2010, my family and I moved to Beaufort, South Carolina.

My leadership abilities and background match well with the responsibilities of the AASSA Executive Direc- tor. I truly love the AASSA region, and I am very excited to be “returning home” to my educational roots. I look forward to giving back and serving you and our entire region with the utmost dedication and care. I look forward to meeting you during the journey ahead, and please know you can count on me to always be available to help in any way I can.

Sincerely,

January 2018 Edition Page 4 Back to TOC Our Next Major Event AASSA Educators’ Conference 2018 Hosted by the American School of Quito, Ecuador

Pre-Conference: March 20-21, 2018 Main Conference: March 22-24, 2018 Hotel reservation deadlines: NH Hotel February 4th Hotel Quito 15th Registration Deadline: February 19th

Conference Overview

Two-day Pre-Conference Institutes (Tuesday & Wednesday, March 20 & 21, 2018) AAIE Innovation Leadership Certificate Session Athletic Administrator Institute …………………………………………. One-day Pre-Conference Institutes (Wednesday, March 21, 2018) Instructional Coaching Supporting and Measuring Growth for Students with Learning Disabilities Promoting Social Justice and Equity through Bilingualism (WIDA) Google Apps for Education Workshop and Certification Focusing on Growth: NWEA Data Coaching ..………………………………….…………

January 2018 Edition Page 5 Back to TOC Back to TOC Main Conference: March 22-24, 2018

The main conference will feature a wide variety of sessions, most of which will be collaborative by design: Teacher Workshops, Ted Talk workshops, job-alike cohort, and Edcamp sessions. There will be keynotes by Lee Crockett, Sara Wilkie, Suzie Boss and Monica Martinez. In addition, our featured presenters will offer the following workshops:

Lee Crockett Mindfulness and Heart Communication Future-Focused Learning: 10 Essential Shifts of Practice

Lee Ann Jung Assessment, Grading & Feedback: A Powerful GPS to Support All Learners Toward Meaningful Learning Support & Inclusion in International Education

Mariana Castro (WIDA) Accessibility through an Assets-Based Philosophy Formative Language Assessment Translanguaging: Leveraging the Language Practices of Multilingual Students

Sara Wilkie Learning to Learn: The “Why Bother? Of Documentation and Reflection #Q2Learn: Students Driving Their Thinking and Learning through Questioning: The Essence of an Innovative Learning Environment

Sue Easton (PTC) Leadership Tools for Teacher Leaders Curriculum Design for Teacher Leaders Assessment Alignment for Teacher Leaders Supporting Continuous Growth for Teacher Leaders

Suzie Boss Designing Projects for Inquiry and Innovation Stakeholder Engagement for School Change Students as Change Agents for the Planet

Monica Martinez (EdTechTeam) Google A-Z Google Apps Tips and Tricks Everyone is an Artist with These Tools Going Mobile with Google

Ken Shelton (EdTechTeam) Multimedia Design and Storytelling Visual Literacy and Visual Storytelling Storytelling, Creativity, and Communication through Effective Presentation Design Making Things Visible through Design

Beth Pfannl (ISS) & Yolanda Murphy-Barrena (AAIE) Women, Diversity and Leadership: The Power of the Pipeline International Leaders Wanted: STEP UP to Your Leadership Future

January 2018 Edition Page 6 Back to TOC Lynn Notarainni & Barbara Field (Curriculum Associates) Charting the Course of a Child’s Development through Smarter Assessment

Madeleine Maceda Heide Creating a Culture of Innovation and Transformation: An Ideation Mash-Up Becoming a Woman of Influence: Cultivate Your Own Voice and Don’t Be Held Back

Shoshana Blauer (NWEA) Telling Your Story with Growth Data: MAP and AdvancED

Silvia Tolisano Social Media for International Educators Digital Portfolios and Documenting Learning

Pat Handley (Center for the Collaborative Classroom) Inside the Collaborative Classroom: Student-Centered Literacy Learning Educating the Whole Child: Establishing the Teaching Practices for Social-Emotional Learning Relationships: The Heart of Literacy Learning Teach-Play-Love: Teaching Our Youngest Readers

Please visit the AASSA Educators’ Conference website for information, to register, and to reserve hotel rooms.

We hope to see you in Quito!

January 2018 Edition Page 7 Back to TOC Back to TOC Congratulations to the Newly-Elected AASSA Board of Trustees Board elections were held at December’s annual Business Meeting of the Association in Atlanta. Madeleine Heide was re-elected for a one-year term, and Jeremy Moore and Steve Mancuso were newly elected to the Board. Officers were then elected, resulting in the following structure through December 2018:

Madeleine Heide, President (2014-2018) Academia Cotopaxi, Quito, Ecuador

Catarina Song Chen, Vice-President (2013-2019) American School of Belo Horizonte, Brazil

Richard Boerner, Secretary (2016-2019) Graded School, Sao Paulo, Brazil

Eric Habegger, Treasurer (2015-2018) Colegio Nueva Granada, Bogota, Colombia

Jeremy Moore (2017-2020) Cayman International School, Cayman Islands

Steve Mancuso (2017-2020) Colegio Internacional Puerto la Cruz, Venezuela

We would also like to recognize the fine work of both Mike Martell who served for a maximum six-year term and Kelly Kramer who served for two years and is leaving the region at the end of this academic year.

Madeleine Heide, Kelly Kramer, Paul Poore Madeleine Heide, Mike Martell, Paul Poore

Finally, I would like to also publicly thank the entire Board for their leadership, support and the essential role they continue to play in the continued growth and development of AASSA.

January 2018 Edition Page 8 Back to TOC AASSA Strategic Planning Session

The AASSA Board held a strategic planning session in December facilitated by Teresa Arpin as part of a succession plan at a time of strategic organizational change. The following four strategic goals were adopted and will be the focus of AASSA’s development going forward: • AASSA will update its mission, vision, beliefs, governance, membership criteria and requirements.

• AASSA will review its programs and services to ensure alignment to its mission/vision

• AASSA will develop a future-looking, sustained and professional development plan leveraging school leadership capacity to build our network of schools for future-ready students.

• AASSA will assist member schools in attracting and retaining the best educators.

Save the Launch Date

Feb. 13th 2018

Join Dr. Syna Kistler for an exciting yearlong exploration into the essentials of human intelligence in a technological landscape where artificial intelligence continues to get “smarter.”

HI in the Age of AI

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Student equity in an Artificial Intelligence world: Ensuring a level playing field for all Human Intelligence to thrive.

Photo credit: © Alexandr Mitiuc. Purchased from: https://www.dreamstime.com

January 2018 Edition Page 9 Back to TOC Back to TOC International Educational Leadership Award

AASSA bestows an annual award on the individual who, in the opinion of the Board, best represents the following qualities and endeavors:

 Leadership for learning:- creativity in successfully meeting the needs of students in international schools  Communication:-strength in both personal and organizational communication  Professionalism:- constant improvement of administrative knowledge and skills, while providing professional development opportunities and motivation to others in the field of international education  Enhancing AASSA:-significant contributions toAASSA as an international organization

This year’s recipient is Michael Martell, Director of Lincoln School in Buenos Aires

Michael Martell, Paul Poore

January 2018 Edition Page 10 Back to TOC Student Scholarships and Awards

AASSA’s 2018 Margaret Sanders Foundation Scholarship Recipient

This year’s Margaret Sander’s Scholarship Award recipient from the AASSA region for his dedication to and embodiment of service to his school and community is Ethan Thwaites, a senior at the American International School of Kingston, Jamaica.

Ethan embodies the award Margaret Sanders envisioned when she created her scholarship foundation: he is an academically successful IB Diploma candidate, service-minded, and highly involved in all aspects of student life. Ethan is the President of AISK’s National Honor Society and has been on the honor roll throughout his Middle and High School years. He is involved in a wide variety of service activities from beach cleanups to fundraising to assist with the restoration of a local orphanage which was destroyed by arson. Since elementary school, Ethan has visited the National Children’s Home on a weekly basis to teach football, organize matches, and lead team-building exercises

Ethan’s reference writers all refer to Ethan’s integrity and always helpful, gentle and calm demeanor as well as his commitment to improving the lives of others.

Ethan’s award will be formally announced at the AAIE Conference in New York City in February. Congratulations, Ethan!

Ethan Thwaites

January 2018 Edition Page 11 Back to TOC Back to TOC AASSA Global Citizen Award (Sponsored by TIECARE International)

Deadline: Friday, March 2nd

The AASSA Global Citizen Award sponsored by TieCare International recognizes a student or group of students selected from AASSA Member Schools in good standing that has made exemplary contributions through a school and/or community-based service program which has led either to: greater international understanding, positive local or global change, addressing a global challenge, or changed lives—thereby setting an example for us all.

Each award may be up $1,000 with funds going directly to the school for delivery to the project or charity in the name of the student(s) involved with TieCare International’s sponsorship. The recipients of the award will receive a certificate fromAASSA recognizing their achievement.

Eligibility:

There may be only one submission per AASSA member school each year.

The project must be the work of the student(s).

Student applicants may be in any grade and must be able to clearly demonstrate the following award criteria: • Commitment to at least one program or undertaking which demonstrates exceptional involvement as a global citizen • Involvement in meeting a legitimate need • Actions that have led to greater international understanding, local or global change, addressed a global challenge, or changed the lives of people in a lasting and meaningful way

*Note: This award is not meant as recognition of academic achievement nor will students be considered based upon the sheer number of activities in which they are involved. It is, rather, recognition of an outstanding con- tribution to an organization, project or charity as described above.

Application Process: Please visit the AASSA website for details of the process: http://www.aassa.com/page.cfm?p=806

The deadline for submission of all items is March 2nd. Any applications that are incomplete or not submitted by this date will not be considered.

January 2018 Edition Page 12 Back to TOC Welcome to our Newest Associate Members

Center for the Collaborative Classroom Madison International Institute and Business School Miami Country Day School ORIGO Education University of San Diego Western University

An updated list of Associate Members appears on the AASSA website (http://www.aassa.com/page.cfm?p=466). Please support our region’s Associate Members by availing yourself of their services and products.

School-Based Institutes During the first semester, AASSA supported 13 school-based institutes and conferences that involved 1,285 participants. There are an additional 13 institutes scheduled for the second semester which appear in the Calendar of Events above. We hope our schools will take advantage of these low-cost, financially-sponsored events conveniently based in our region’s schools. School heads will be able to apply to host institutes during the 2018-2019 academic year in March. Stay tuned.

Join AASSA’s Blog! Please subscribe to the AASSA Blog by going to http://www.aassa.net/blog, enter your email in the right side- bar and then verify your email address. It’s that simple! Please also visit and participate in our other social media platforms:

http://www.twitter.com/AASSA_SA

https://www.facebook.com/AssociationAmericanSchoolsSouthAmerica

January 2018 Edition Page 13 Back to TOC Back to TOC A Glimpse Ahead to Next School Year’s Conferences

2018 AASSA Business Managers’ Institute July 16-18, 2018 Marriott Residence Inn, Aventura, FL

The first two days of the 2018 conference will be facilitated by architect Donna Zalecky and will focus on the process of designing and executing a school facilities development plan. The third day of the conference will feature a session by Akyean Matthews on maintaining facilities, presentations on two of our region’s schools, and an open space session.

The conference is designed for Business Managers, Heads of School, and any staff involved in the design and execution of building projects and on-going maintenance

Please visit AASSA Website for information and to register.

January 2018 Edition Page 14 Back to TOC 2018 AASSA Governance Conference for Board Members and School Heads

September 13-15, 2018

Marriott Dadeland Hotel, Miami

Our 2018 conference will be a culminating second phase of the unique and different learning event which was launched at the prior governance conference. The facilitators will be Kevin Bartlett, Teresa Aprin and Myron Dueck. A Pre-Conference will be held on September 13th, followed by the Main Conference on September 14 & 15.

Detailed information will be forthcoming and registration will open in early April.

Onward to articles from our members…

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January 2018 Edition Page 15 Back to TOC Back to TOC Merriam-Webster dictionaries are written to reflect the abilities and understanding of specific age groups and reading levels and are designed to help students engage with more complex text. Contact us to learn more about our full line of dictionaries for students in kindergarten through college!

If you have any questions or would like more information, please contact your Merriam-Webster representative, Cynthia Zimpfer [email protected] +1-862-250-0159

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January 2018 Edition Page 16 Back to TOC American School of Paris Fuels Social Media with User-Generated Content By Stephanie Griffin, Marketing Associate at Finalsite

While social media marketing has been around for nearly a decade, some schools are still struggling to find the time, budget, and resources to build and maintain a sustainable, successful strategy. With multiple target audiences — including current and prospective students and parents, young alumni, athletes, artists, etc. — it is easy for a school to feel overwhelmed by the beast of a project like this, and even more so disappointed by Facebook’s decline in organic engagement due to ads.

With social media’s complexity more than apparent, one of the easiest social media platforms to tackle with success is Instagram. The strategy is simple: post great photos and videos, every day. While algorithms are in place, they are not as advanced as Facebook’s, and that platform is still yet to be a total pay-to-play platform. After being inspired by these five school Instagram profiles, Janet Rubinstein, Communications Specialist at the American School of Paris, reached out in preparation of a new social media campaign they were planning for their students this past summer. Since 32% of teenagers consider Instagram to be the most important social network, there was no question taking this campaign to Instagram was the key to success.

“We wanted to run a photo campaign this summer using the hashtag #RebelsUnitedAroundtheWorld,” said Janet. “We wanted to ask our students to take a photo of themselves as they traveled the world this summer, post the photo with the hashtag, and share these photos throughout the summer on our Instagram account.”

The campaign recently came to a close as the new school year began, and Janet was excited about the overwhelm- ing success of something so simple. “The campaign was a big success, showing the global reach of our school community while keeping our students, faculty and staff connected in a fun and interesting way during the long summer vacation,” she said.

January 2018 Edition Page 17 Back to TOC Back to TOC #RebelsUnitedAroundTheWorld is the perfect example of how something simple, like a hashtag, has the power to unite your community and churn out lots of great authentic content. Here are three reasons why all schools should consider doing the same.

1) You Can Build Brand Awareness Using Social Media

Schools do content marketing to build brand awareness; it is as simple as that. And one of the easiest places to build that brand is on social media. A social media campaign allows your school to social media followers to promote and grow your brand awareness with virtually no effort from you (except brainstorming that unique hashtag, of course!)

In addition to the branded hashtag, the school gave participants a t-shirt to wear in the photos to promote the school. With more than 100 from the summer, the campaign definitely sparked interest among its participants — bringing the ASP brand to the forefront of hundreds — if not thousands — of new prospective students.

See where iSS can take you and your school.

Discover new opportunities new york, ny ifair® at our upcoming International Recruitment Conferences february 8-11, 2018 March 17, 2018 and Job Fairs. MaRRioTT MaRquiS TiMeS SquaRe

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January 2018 Edition Page 18 Back to TOC “Faculty, administration, and students - even graduating seniors - were invited to take part. All participants received a royal blue ‘Rebels United’ t-shirt,” said Janet. The shirt played an important role in this campaign as it plays a major part in the Rebels United school spirit initiative supported by the ASP Excellence Fund.

January 2018 Edition Page 19 Back to TOC Back to TOC ‘ASP Rebels’ is the name of the school’s sports teams and as Janet described, the school uses this term as a unique, identifiable and fun way to refer to students and teachers. “They are rebels in that, with a strong education and a goal of personal and academic excellence, they are becoming empowered to make positive changes in the world,” said Janet. “ASP Rebels like to question and challenge and enact change-all for the good.”

2) Involving School Community Led To Fresh, Authentic Content

We can’t express enough how beneficial authentic content is now becoming for your school marketing. While authentic content comes in many shapes and forms, it’s most organic form occurs on social media. Allowing an opportunity for your school community to share their own content - from blogs to photos - is another added value to your overall content marketing strategy. American School of Paris facilitated their social media campaign all on Instagram, with the help of individuals who participated. “The ASP community is comprised of over 50 nationalities. Its students demonstrate a wide variety of interests and the propensity to travel, on school and service trips on vacations, and also to simply return ‘back home’,” said Janet. “During the summer vacation of 2017, our special social media campaign, virtually spanning the globe, highlighted ASP student travel destinations and adventures, both locally and abroad.”

By involving the individuals who wanted to participate, it allowed the school to showcase where everyone was over the summer and the different experiences from its own students, faculty, and staff. “It was a fun, cultural journey, allowing students, teachers and staff to share amazing experiences, stay connected to each other despite distances and diverse experiences, and demonstrate to others the global unity, reach and power of ASP Rebels! We’ve also highlighted digital citizenship, and an atmosphere of fun and respect.”

3) Social Media Campaigns Are a New Way to Increase Engagement

Having a good social media presence isn’t just about posting content every now and then. You have to remember to engage with your audiences, whether it’s through photos and videos, posting at the ideal times when your followers are using social media, or interacting with them using reactions and comments.

By facilitating this campaign over the summer, American School of Paris encouraged engagement from its school community from day one, and it was a simple initiative. “Par- ticipants were just asked to share photos of themselves wearing the ASP ‘Rebels United’ t-shirt, and tell us where they were,” said Janet. Since the campaign started in late June, we’ve had individuals share their photos from France, Australia, Brazil, China, Japan, US, England, Italy, Mexico, Spain, Greece and more!”

January 2018 Edition Page 20 Back to TOC Since the beginning of the campaign, the school also saw an increase in their following on Instagram. “Our Instagram followers have increased 30 percent since the start of the campaign and our engagement and school spirit is through the roof,” said Janet. Now with the campaign over, the school is still keeping the engagement alive as they plan to close out the campaign with some big wins this fall. “We have some prizes coming up for those who participated,” said Janet. “Some winning categories include photo taken farthest from our school, the ASP Rebel with the most submissions, most intriguing photo in France, and more. All in all, we saw a great response and thought it was a nice way to raise awareness while staying connected with our community during the summer and then some.” ABOUT THE AUTHOR – Stephanie Griffin, Marketing Associate at Finalsite

Stephanie brings a fresh new marketing perspective with her background in social media, communications, and radio broadcasting. She is a co-producer for the Finalsite FM podcast network and is passionate about helping schools stay ahead of their marketing goals by tracking new trends and developments. She is also a practicing singer/songwriter and loves to expand her creativity in DIY projects.

January 2018 Edition Page 21 Back to TOC Back to TOC SUNY Buffalo State International Programs for International Educators

Master’s Degree in Multidisciplinary Studies-- An affordable and flexible degree designed for internationally-minded educators

• American/International Schools host the degree program on site

• Host school staff collaborate with Buffalo State staff to design a degree program that aligns with the professional development initiatives of the school and the goals of individuals in the program

• Courses apply across grade levels and curricula creating an opportunity to study with a diverse group of colleagues

• World-class instructors with extensive experience teaching international school educators

• Courses can be delivered on site, electronically, or through a combined approach of on-site/on-line depending on the course as well as the needs of the school

Over 1200 enrollees in almost 30 schools and a proud history of nearly 2500 graduates during the last two decades

SUNY Buffalo State also provides the option of graduate credit for professional development offered at American/International Schools.

For more information please contact:

I II

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January 2018 Edition Page 22 Back to TOC featuring 2018 TOUR #edtechteam #LatAmImpact

GUATEMALA SUMMIT COLOMBIA SUMMIT Jan 13 - 14 Feb 18 - 19 edtech.team/Guatemala2018 edtech.team/COL2018 Host: American School of Guatemala Host: Colegio Jorge Washington QUERETARO SUMMIT TAMPICO SUMMIT Jan 26 - 27 Feb 23 - 24 edtech.team/qro18 edtech.team/tampico18 Host: Instituto Thomas Jeerson Host: The American School of Tampico STUDENT SUMMIT GOOGLE CERTIFICATION Feb 15 March 21 edtech.team/CRstudent18 edtech.team/GetCerti edAASSA Host: Pan-American School, Costa Rica includes Google Level 1 & 2 Certi cations COSTA RICA SUMMIT CHILE IMPACT LAB Feb 16 - 17 April 27 - 28 edtech.team/CostaRica2018 edtech.team/ChileImpact18 Host: Pan-American School Host: Instituto Hebreo COLOMBIA IMPACT LAB April 31 - May 1 edtech.team/colombiaimpact18 Host: Colegio Nueva Granada Join us at these events or host your own at your school! -Early Bird and Group Rates of 5 or more are available -Google, Apple/iOS/iPads, Coding, Design, Makerspace -Contact us for more information [email protected]

January 2018 Edition Page 23 Back to TOC Back to TOC The Space BetweenThe Space theBetween Logs the – Logs EVAC – 2017 @ ColegioEVAC 2017 Internacional @ Colegio Internacional Puerto PuertoLa Cruz La Cruz (CIPLC) (CIPLC) By: Steve Mancuso, Ed.D., Superintendent Carrie Ward, 2nd Grade Teacher and EVAC 2017 Organizing Committee member

David Chojnacki, a friend and former Executive Director of NESA, used to talk a lot about the “space between the logs” being essential for a successful educators’ conference. In her poem Fire (see below), Judy Brown reminds us that “building fires requires attention to the spaces in between, as much as to the wood.”

At CIPLC we have a strong commitment to professional development� Each year, the schools of the Eastern Venezuela Activities Conference (EVAC) pool our talents and offer the annual EVAC Educators’ Conference, which alternates yearly between International School of Monagas in Maturin, and Colegio Internacional Puerto La Cruz (CIPLC) in Barcelona� This two-day conference draws on the expertise and passions of the EVAC educators to present new and interesting ideas to colleagues that inspire us to improve our craft� Also featured is a guest keynoter who brings their own perspective to the conference�

With the political situation in our region, and the ongoing rhetoric with our neighbors to the north, it is getting progressively more difficult to continue our strong commitment to professional development as we search for consultants and experts to work with our teachers� This year we were fortunate to have a local child and adolescent psychologist, Maria de los Angeles Rondon, who works with many of our school families, bring her perspective to the EVAC Conference� Her work with the children and families in our community offer her a unique perspective on the distinctive stresses that our families are facing in these challenging political and economic times�

Conscious of the need for “space between the logs” the organizing committee built in a lot of time for sharing, socializing, and job-alike sessions to give our delegates the chance to kindle personal and professional friendships� Two of the more popular sessions discussed the need for more outdoor play/learning and ways to include team building activities into your lessons� There truly were sessions for everyone on a wide variety of topics, including P�E�, study

January 2018 Edition Page 24 Back to TOC skills, using Book Creator, various Google apps, and more� Our Spanish teachers also presented how they are using the Writer's Workshop model in Spanish to support the literacy instruction delivered by their elementary colleagues� Even after the conference ended, many of the participants took advantage of our spectacular beachfront location to spend time on some of the most beautiful beaches of the Caribbean�

The positive feedback we have received from participants indicated that this was a successful conference� The quality of presentations, along with the keynote speaker, helped make this an EVAC to remember� Hopefully, the fire won't go out and we can continue to keep it burning all year long until the next EVAC conference!

Finally, CIPLC is grateful to AASSA for their support of the annual EVAC Educators’ Conference, and the opportunities it offered our delegates�

FIRE ~ Judy Brown

What makes a fire burn in the same way is space between the logs, we have learned a breathing space� to pile on the logs, Too much of a good thing, then we can come to see how too many logs it is fuel, and absence of the fuel packed in too tight together, that make fire possible� can douse the flames We only need to lay a log almost as surely lightly from time to time� as a pail of water would� A fire grows So building fires simply because the space is there, requires attention with openings to the spaces in between, in which the flame as much as to the wood� that knows just how it wants to burn When we are able to build can find its way� open spaces

January 2018 Edition Page 25 Back to TOC Back to TOC January 2018 Edition Page 26 Back to TOC What are Your Top Concerns in 2018? By Maria Castillo Diaz [email protected]

Every year Clements Worldwide releases its Clements Worldwide Risk Index (CWRI) to share key findings from participating organizations on their key losses and concerns over the past 6 months. In the Summer/ Fall 2016 edition, the international schools that were surveyed provided the following results as key risks:

How are Risks Evolving? As Clements has been participating in schools conferences around the world over the last year we have heard other key concerns from school such as: • Natural Disasters preparedness being challenged • Cyber extortion / threat / phishing claims on the rise • Worldwide recruiting of international employees has extended the schools’ liability exposures outside of the country in which it operates • Riots / strikes / terrorism exposures have greatly increased, which has exacerbated the need for political violence insurance • Developing economies are being more westernized making it easier to file lawsuits

January 2018 Edition Page 27 Back to TOC Back to TOC Key Insurance Policies to Review in 2018

Many of these challenges echo those described in the CWRI, particularly as it relates to liability. Clements has seen claims from injuries in a school play from using a prop gun, to liability against teachers when a student does not get accepted into a top school, to sexual abuse claims, to third party liability claims associated with a nearby terrorist attack. Liability, from an insurance perspective, is particularly complex given policy limits and exclusions. We suggest to frequently review existing policies to ensure that they have coverage across all (or at least most) potential exposures.

Cyber is another category that has become more convoluted over the past several years. In the past cyber was primarily related to data breaches. Now, the cyber category covers data breaches, but also criminal activities, including thefts, around cyber extortion and phishing. Therefore, policies must be reviewed to ensure they are covering the risks facing a particular school.

Finally, as we see more natural disaster claims, it is important to consider an emergency evacuation policy for your staff with multiple triggers for security or political violence as well as natural disasters. These policies also contain a salary continuation component which is a great financial resource for schools that often are required to hold reserves for contracted teachers’ salaries in the event the school cannot operate.

Help Us Provide You a Better Risk Forecast – Participate in the Clements Worldwide Risk Index

In the Winter/ Spring 2017 edition of the CWRI, not enough international schools participated in the survey to break out their responses to create a school specific section. Within the next month, Clements will be launching the 2018 survey. Please consider participating, as the data and insights we can share regarding the experiences of your peers is most valuable if we have enough engagement to analyze the school segment separate from the entire pool of responses. The survey only takes 10 minutes and is completely anonymous, but the results can help school administrators, directors, and business managers better plan for risks that could threaten your ability to fulfill your mission of providing the best possible educational experience for your mission.

If you interested in being notified when the survey is launched, receive a copy of the report as soon as it is ready or have any questions about it, please send us an email at [email protected].

January 2018 Edition Page 28 Back to TOC Better Learning Together Shop Nasco for the materials you need at prices you can afford. Over 1000 NEW items!

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January 2018 Edition Page 29 Back to TOC Back to TOC Increase Website Traffic, Inquiries and Enrollment With a New Website.

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January 2018 Edition Page 30 Back to TOC Nido de Aguilas Expands Professional Development Nido deOpportunities Aguilas Expands Professionalfor Local TeachersDevelopment in Opportunities Chile for Local Teachers in Chile By: Courtney Kupersmith

Nido de Aguilas, in collaboration with the Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP), and the Programa Inglés Abre Puertas (PIAP) of the Chilean Ministry of Education, welcomed over 60 teachers from the regions of Valparaíso and Araucanía in Chile, who participated in English Summer Town 2017 at Nido�

This professional development opportunity consisted of a series of workshops aimed towards improving the instruction of English as a Foreign Language, particularly in the public schools in Valparaíso and Araucanía�

Valparaíso English teacher Camila Jeria de San Antonio, who participated in this initiative, said the experience was very enriching and she would gladly return to another training� "The teachers were very well-prepared to receive us� All of the strategies presented were always very grounded, that is to say, when they presented some activity they gave us examples on how they have used them inside the classroom and what we could do in our classroom�"

Eleven Nido teachers facilitated sessions on the Use of Technology, Differentiation, Speaking Strategies, Reading & Listening Comprehension, Vocabulary Strategies, Student-Led Discussion & Class Projects, and Assessing the Four Language Skills�

Nido Middle School Language Arts teacher Beth Yates facilitated the workshop on Student-Led Discussion & Class Projects and shared that it was a wonderful opportunity to connect with local Chilean teachers� Students at Nido speak a variety of different languages as their native tongue, and “we had shared experiences about teaching non- native English speakers� We discovered certain concepts and phrases that are particularly difficult for our students to grasp in English� The workshop participants themselves were impressive in their level of English and their commitment to improving their strategies in the classroom.”

January 2018 Edition Page 31 Back to TOC Back to TOC Paz Nagelach, Chilean National Plan Director at Nido, said that the workshops “gave Nido the opportunity to share our unique pedagogy which is influenced by U�S� and Chilean thought and tradition with a larger community, while at the same time gave Nido teachers the chance to get to know and learn from the participants' experiences.”

On the second day of the workshop the participants received congratulations for their commitment to their professional growth from Heads of Education of the Araucanía and Valparaíso regions� Nido de Aguilas looks forward to developing more professional development opportunities to collaborate with the community, to continue sharing the Nido Way, and to make significant contributions to Chilean Public Schools�

January 2018 Edition Page 32 Back to TOC Big facts from the international schools market What does the market look like today?

9,301 4.86 458,000 $47.2 million billion Number of English Number of Total fee income (USD) -medium, K-12 Number of from international international schools students enrolled full time staff schools today

What are the leading countries And what about for for schools right now? student enrolment?

China – 807 schools UAE – 623,000 students UAE – 626 schools Saudi Arabia – 319,000 students India – 526 schools China – 309,000 students

How about the market in South and Central America? The top 5 countries for English-medium K-12 international schools Country International schools Student enrolment Mexico 221 102,000 Brazil 203 49,000 Argentina 167 85,000 Colombia 76 48,000 Peru 68 43,000 Latest data from ISC Research from 18th December 2017

All the latest data and intelligence on the international schools market in South and Central America is available in the new Market Intelligence Report for Latin America from ISC Research Data, intelligence & school development expertise on the worlds K-12 international schools market since 1994 ISC Research is the leading provider of data and intelligence on the world’s international schools market, supporting school expansion and development. [email protected] Benchmarking +44 (0) 1367 246 009 reports available www.iscresearch.com © ISC Research 2018

January 2018 Edition Page 33 Back to TOC Back to TOC

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January 2018 Edition Page 34 Back to TOC InnovateInnovate 2017: 2017:Educators Educators from Around from the AroundWorld Gather the atWorld Graded for Gather at GradedProfessional for Professional Development Development By: Shauna Hobbs-Beckley, Director of Teaching and Learning Graded, The American School, Sao Paulo

Every two years, Graded develops and hosts the Innovate Conference� This year, from October 19-21, educators from around the world visited Graded to learn about innovation in education from experts, faculty, CEOs, and students�

The Innovate Conference was unique not only for the topics it covered, but also for it's ability to engage students and parents alongside faculty members� By including parents and students, the conference brought greater depth to teaching and learning and provided opportunities to develop common understanding and vocabulary� Further, Graded opened it's doors to the broader community enabling greater support for ongoing professional development of Graded faculty�

This year, Innovate focused on personalizing the conference experience� Participants were asked to create their own program, based upon their goals and how they learn best� Innovate invited all stakeholders in education to take part—administrators, coaches, teachers, counselors, specialists, and assistants—while featuring students at the heart of this endeavor�

The selection of Keynote and Deep Dive speakers for the 2017 Innovate Conference intentionally focused on the areas of the Strategic Plan that support Graded’s mission and vision. The goal of the conference was professional development that is job-embedded and continues beyond the three days of Innovate� Innovate featured several prominent speakers from around the world�

One focus of Graded’s Strategic Plan is to “deliver inspirational instruction that addresses the academic needs of every student�" Dr� Virginia Rojas, who conducts professional training on effective programs and strategies for English learners from preschool through grade 12 for English as a Second Language (ESL) and classroom teachers, specializes in developing academic English as an Additional Language (EAL) and in providing access for English- proficient bilinguals through differentiated instruction and progressive scaffolding� Dr� Rojas offered an opportunity to obtain a micro-credential that focused on collaborative planning implementing effective instruction and using strategic co-teaching models�

In his presentation titled “Tomorrow-Ready Education: Preparing Students for the Challenges of Today and the Promise of Tomorrow,” Dr. Mark Milliron focused on one of Graded’s Strategic Plan goals, to support and initiate best practices in teaching through research, innovation, and evaluation� Dr� Milliron is an award-winning leader, author, speaker, and consultant who works with universities, community colleges, K-12 schools, foundations, corporations, associations, and government agencies across the country and around the world�

January 2018 Edition Page 35 Back to TOC Back to TOC He is co-founder and chief learning officer of Civitas Learning, a social-purpose corporation� Dr� Milliron also serves as executive director of the Next-Gen Leadership Academy, a program dedicated to grounding rising educational leaders in the issues and innovations of the day, and developing the leadership skills necessary to help institutions thrive in dynamic times�

The future is coming fast—faster than ever—and the world of education is working hard to keep up. Dr. Milliron’s presentation dove into conversations on five vital focus areas that will help Graded get ready to help students prepare for the challenges of today and the promise of tomorrow� The five focus areas that Dr� Milliron explored were: ● building out an integrated infrastructure that brings together the best of facilities, online and mobile tools, and augmented and virtual reality ● optimizing a learning mix that includes more fluid and increasingly digital curricular resources and strategies, including open education, accelerated learning, competency- based education, game-based learning, and more� ● doubling down on the importance of psychosocial factors, including belonging, purpose, mindsets, tenacity, grit, and social and emotional learning (SEL) ● making the most of analytics platforms and apps powered by data science and design thinking to help us and our students learn well and finish strong ● embracing the imperative to champion “tomorrow-ready learning” grounded in rich tradition, but tuned for the fast-moving dynamics of the road ahead�

Alan November is an international leader in education technology� He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor� He has been director of an alternative high school, computer coordinator, technology consultant, and university lecturer� He has helped schools, governments, and industry leaders improve the quality of education through technology�

Mr. November’s presentation, “The Emerging Culture of Teaching and Learning,” focused on supporting and initiating best practices in teaching through research, innovation, and evaluation and effectively preparing students to handle the academic and cognitive demands and skills necessary for success beyond high school� He discussed how access to timely information and communication tools empowers educators to address the individual learning needs of their students�

January 2018 Edition Page 36 Back to TOC

Dr� David Conley is a national thought leader in several areas including college and career readiness, student ownership of learning, systems of assessment, and new models of educational accountability� He has conducted numerous research studies on what it takes for students to be ready to succeed in college and careers, and he writes extensively on this topic� He has published multiple articles and policy briefs, as well as three books in this area, including his most recent book, Getting Ready for College, Careers, and the Common Core: What Every Educator Needs to Know.

Dr. Conley’s presentation, “Complexities and Multi-dimensions of College and Career Readiness,” addressed the issue of effectively preparing students to handle the academic and cognitive demands and skills necessary for success beyond high school� Most schools focus on content knowledge acquisition as the holy grail of schooling� However, college and career readiness are far more complex and multidimensional than merely knowing the skills to get into college or get a job�

Dr� Conley's presentation asked the questions, "What happens when students can learn much of what they need for college and careers outside of school, on the internet, and elsewhere? What is the value of school? And what will colleges want to know about students in an era when the emphasis is on a host of thinking skills that require content knowledge but go well beyond simply repeating facts?"

Finally, collaborating with students during this conference made Innovate innovative� The three days included keynote addresses from education experts, and students engaged in presentations including facilitating transparent conversations with teachers�

Throughout the entire conference, Start Up Stay Up, an exciting 48-hour social entrepreneurship boot camp for students in grades 9-12 was running� The event culminated with a Shark Tank-esque venture capitalist panel�

Education is constantly changing� Graded honors the work of our faculty and their need to grow through its focus on professional development� The Graded Strategic Plan highlights elevating professional growth and practices by investing in effective, innovative teachers, staff, and leaders� Innovate is the Graded approach to meeting the needs of our faculty and students by valuing their professional growth and professional learning��

January 2018 Edition Page 37 Back to TOC Back to TOC January 2018 Edition Page 38 Back to TOC PROTECT YOUR SCHOOL AND STAFF.

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January 2018 Edition Page 39 Back to TOC Back to TOC Colegio Nueva Granada Hosts Second Colegio NuevaAnnual Granada LearningHosts Second Center Annual LearningSymposium Center Symposium

Catalina Artunduaga, Learning Center Director & Maria Paula Camargo, Associate Learning Center Director

Colegio Nueva Granada proudly hosted it’s second annual Learning Center Symposium on September 21 and 22, 2017. Over 70 educators from schools around Colombia as well as from 6 other countries in Central and South America (Guatemala, Argentina, Trinidad and Tobago, Peru, Panamá and Chile) attended the event, where the theme was “Response to Intervention to Maximize All Learners”.

During two intensive days, educators attended interactive sessions that allowed them to advance and enhance their school’s inclusive education programs and research-based practices. These sessions were tailored for interdisciplinary team members who facilitate growth, potential, and independence in their students with learning challenges.

This year, the Symposium featured international speakers Dr. Kevin Feldman and Dr. Ed Ellis, who delivered keynote presentations about 21st Century Literacy and Response to Intervention. Other topics for the sessions led by CNG staff included Multi- Tiered Systems of Support, dyslexia, co-teaching, implementing peer networks of support, social skills instruction, Tier 1 and Tier 2 interventions in Middle School, among others. Participants were also able to attend Q&A sessions with the Learning Center Director and Associate Director.

January 2018 Edition Page 40 Back to TOC Feedback from attendees at the end of the Symposium was overwhelmingly positive. Participants commented on the high quality of the presentations, including how engaging, knowledgeable, and clear the presenters were. Educators appreciated the wide variety of topics covered, as well as the great amount of information they received in each session. Many of the participants expressed their desire to continue holding this type of meetings, in order to continue learning from other educators around the region, sharing experiences in moving forward with inclusive education in their schools, and creating a supportive network among colleagues.

Looking to the future, CNG plans to continue hosting the Learning Center Symposium and adapting its format and content based on the needs of educators in the region as we continue enhancing our inclusive education programs.

January 2018 Edition Page 41 Back to TOC Back to TOC Accredited. College-Prep. Online.

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January 2018 Edition Page 42 Back to TOC 7th Annual Lincoln Educators’ Conference “Dream Bigger, Aim Higher” By Phil Giansante, Yau-Jau Ku, Juan Masdeu, Leandro Segura LEC Organizing Team, Asociación Escuelas Lincoln

On September 8 and 9, 2017, Asociación Escuelas Lincoln hosted the 7th Annual Lincoln Educators’ Con- ference (LEC) held in Buenos Aires, Argentina. This year’s theme was “Dream Bigger, Aim Higher” bringing in over 300 educators from 40 educational institutions (35 from Argentina and 5 International) taking part in 70 diverse workshops focusing on strands in language for learning, social emotional, assessment and teaching toolkit.

Julie Smith kicked off with a powerful and eye-opening keynote emphasizing the important role that all educators have in supporting students with media literacy. In addition, conversations took to twitter using #LEC2017 as another platform where participants celebrated each other, shared resources, and reflected upon their learning experiences.

January 2018 Edition Page 43 Back to TOC Back to TOC The heartbeat of LEC 2017 has always been driven by outstanding teacher workshops and their participants resulting into two incredible full days of learning. It truly becomes an opportunity for individuals to hear from new perspectives and begin long-lasting professional partnerships.

January 2018 Edition Page 44 Back to TOC No conference is complete without highlighting and honoring the host country of Argentina. LEC 2017 offered a traditional Argentine asado for lunch as well as a social hour featuring a live tango show. Our Parents at Lincoln (PAL) helped organized an Artesan’s fair featuring many talented and crafty parents of the community. Finally, Lynn Kachmarik closed out LEC 2017 with a highly energizing keynote filled with laughter and smiles incorporating the value and importance of character for ourselves as teachers and more importantly, our students.

Thanks to the generous sponsorship of AASSA, LEC 2017 took the theme to heart and also featured six presenters offering a deeper dive into each of the strands listed above. Lincoln was honored to host such a dynamic group. Many thanks to each of the featured presenters that you see below, each of whom either facilitated conversations, demonstrated new strategies, or provided thought provoking insight in their respective areas of expertise.

● Julie Smith, Media Literacy Professor, Webster University ● Larry Gilbert, Follett Destiny ● Lynn Kachmarik, True Brand Sports ● Margo Gottlieb, WIDA Key Uses ● Terri Howard, NWEA MAP ● Silvia Rosenthal Tolisano, AmplifiEDUcation

We look forward to “dreaming even bigger” and “aiming even higher” next year for the 8th Annual Lincoln Educa- tors Conference. We hope to see you there! If you would like to get on the mailing list for LEC 2018, please contact us at [email protected]

January 2018 Edition Page 45 Back to TOC Back to TOC International Education Programs Master’s Degree • Graduate Certificate • International Licensure

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International Elementary PK-6 Licensure and Master’s Degree The International Elementary licensing certificate and Master's Degree program prepares teachers to work in highly diverse international elementary schools. Gain the skills and credentials to teach elementary students both in the U.S. and overseas through our unique international teacher education program. International ESOL Program Highlights PK-12 Licensure and Master’s Degree The International ESOL licensing certificate program and Master's Degree • High quality and research-based prepares teachers to work in international school English language classrooms graduate degree program (PK-12). You will be licensed to work in ESOL classrooms to support and differentiate instruction for highly diverse learners. • Earn a teaching license & masters degree while living overseas Advanced IB Studies • Flexible online and hybrid classes with Graduate Certificate and Master’s Degree short summer programs Enroll in Mason’s Advanced IB Studies program and join the first university • Consistently ranked among the top 50 in North America to gain recognition from the IBO as a leader in IB Schools of Education in the nation (U.S. teacher preparation. Fully online certificate courses allow you to choose your News & World Report) specialization in Primary Years Programme (PYP), Middle Years Programme • Up to 60 % off tuition for international (MYP), or Diploma Programme (DP). cohorts • 1,200+ alumni teaching in over 40countries Making a difference in the world cehd.gmu.edu/international

January 2018 Edition Page 46 Back to TOC RealReal Data Data - Let’s - Let’s Improve Improve Learning Learning Nikki Ellwood Director of Teaching and Learning Colegio Maya, Guatemala

On November 6th and 7th Colegio Maya, Guatemala was proud to host the Real Data - Let’s Improve Learning workshop, facilitated by Jennifer Sikes� Twenty-eight teachers and administrators from six different schools congregated with one objective in mind - to implement a sensible approach to data designed instruction�

We started by taking stock of the range and variety of data being collected in our schools, from the more informal, observational types of data collected relating to our youngest children, to the more formal, sometimes external and less frequent data being collected from our older students� I think we were all surprised to see just how much data is being collected, which made our desire to use it even stronger�

Our challenge was then to take this inventory and begin to find a way and find a practical approach to using it to guide our instructional practices� Together, we worked through the Data Meeting Cycle, as outlined in “How Teachers Can Turn Data Into Action”, by Daniel R� Venables�

January 2018 Edition Page 47 Back to TOC Back to TOC

By exploring this practical approach using real data from our own schools we were able to build our own capacity for analyzing specific data pieces and using these to develop instructional goals and action plans� We considered potential pitfalls and cautions in relation to implementing the system and discussed protocols that could be used to avoid them� We created timelines for implementation of data cycles at our own schools and promised to continue our data dialogues within the professional network we had developed over the two days� At Colegio Maya we now have a group of twelve teachers who will be piloting the data cycle model during semester two, with the aim of rolling it out more widely during 2018/19�

Using the data we collect in our schools in a way that really improves student learning will be an ongoing challenge for all of us, but it was great to be presented with a practical and manageable approach to really using our data in a meaningful way during this workshop. Jennifer’s down to earth, flexible, open and honest approach to facilitating this workshop was appreciated by all, leaving us excited and prepared to move beyond analysis and start taking action with our data�

January 2018 Edition Page 48 Back to TOC The Rising Tide The RisingSUNY Tide - Masters SUNY Program - Masters @ Lincoln Program @ LincolnCohort Cohort 1 1

By: Agustina Matavos, Ana Moyano, Belén Rivero y Hornos, Laura Rock, Naomi Barbour, Cristina Erazo and Barbara Noel

Introduction (by Barbara Noel)

This Saturday morning, at Starbucks, on a sunny spring morning cyclists, joggers and families come in to start their long weekend with frappuccinos to-go� Instead, SUNY masters students hunch over the long table clutching their lattes as they peer into each other’s literature reviews and research plans� They have been studying together since October 2014 and are now reaching the end of their program� Someone pipes up with the following anecdote that colleagues frequently ask questions running along the following lines: “Was it worthwhile going through the master’s program?” This is an important question to answer with two other cohorts coming behind and in the midst of a lot of extra work at school�

Upon hearing their discussion, the following quote comes to mind and I am reminded that our program promotes a continuous dialogue between what teachers have been studying and the changes we are implementing toward our new school direction�

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“A rising tide lifts all boats.” John F. Kennedy

Our discussion turns toward examining the direct impact on student learning� It then turns toward exploring the program effect on professional collaboration and collective teacher efficacy across all divisions and content areas in English and in Spanish� The following sections bring you into our mocha-infused discussion and attest to this ripple effect showing how Lincoln’s goal for creating One School-One Curriculum is becoming a reality�

A chance for genuine collaboration across the school (by Naomi Barbour)

How often we have heard the call for greater collaboration across the three divisions of Lincoln School: elementary, middle and high� During my time here, different plans have been put in place to try and foster the exchange of ideas, experiences and knowledge between the sectors� But in reality it has been a challenge for us� So it struck me as I sat around the table at Starbucks with colleagues from elementary, middle and high school - the past four years have been what we’ve been striving for all this time: a genuine and positive collaborative experience. I’ve learned so much from my teachers on this course, but I’ve also learned a great deal from my classmates. It’s clear that there are many benefits of this kind of extended shared learning experience, not just on a personal level, but for the school as a whole. We’ve had a chance to delve into all the current research in our areas and discuss its implications for our classrooms, as well as align our approach across the school� The impact has been felt most strongly in the support of our multilingual learners. We’ve moved very firmly away from a deficit-based model, where English Language Learners need to be “fixed” before they can join the rest of their classmates. Instead, we’ve incorporated models of scaffolding, differentiation, co-planning and co-teaching into our everyday activities. This all involves other teachers who aren’t our SUNY classmates, spreading the impact of the course� Of course, the most important outcomes are felt by our students, who are now taught by teachers with a deep appreciation of the strengths that they bring to our school and a greater awareness of how to support them in accessing the benefits of their multilingualism. Over the coming months, I’ll be carrying out action research related to the use of metacognition to encourage oral participation in class and will write up the results as my thesis� As the course nears completion, I want to thank the talented and dedicated women who have been my companions on this course and also the school for giving me this opportunity to keep learning�

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An Opportunity for Growth - (by Belen Rivero y Hornos)

Lots has changed since starting the SUNY master’s program three years ago, but as I reflect back, the most striking difference is my role as an educator� In 2014 I was working as a first grade aide� My background had been in social work, not education, so when school offered this opportunity I was quick to sign up. And I’m so glad I did. Despite the stress of deadlines and the countless weekends devoted to classes, the benefits of having undertaken this endeavor are well worth it. That’s not to say it was easy� Juggling a full time job, a part-time master’s program, and a new baby hasn’t been a breeze. I needed a big support group to stay on track. Thanks to understanding professors, lovely colleagues, and an encouraging husband, I was able to pursue my personal desire for growth. Today I’m working in the High School Language and Learning Center. This professional growth is completely related to my participation in the master’s program� The skills I learned over the years have had a direct impact on my ability to do my job well, and have, therefore, directly affected students as well� Since participating in this program I have learned to be more reflective, collaborative, and resourceful. I’ve noticed a change outside of myself as well� Many of my colleagues come to me for ways to improve student learning, they receive me well in their classrooms, and involve me in their planning meetings� Thanks to a reflective assignment for our most recent course, I experienced a sort of cognitive shift where I finally understood my own self-efficacy� The confidence I have now as an educator could only come from being well informed and up to date on research and strategies related to language acquisition. I am currently working on an action research project where I’m intertwining my interests in education and psychology� Through the rest of the school year I will be investigating ways to improve student’s self-efficacy as a result of being more engaged in class�

An Inspiring, Challenging, and Highly Rewarding Journey (by Ana Moyano)

The superintendent’s email arrived in my mailbox. It was an invitation to be part of the first cohort in the Multidisciplinary Master’s program. I was immediately intrigued by the idea of starting a “high-quality professional development opportunity designed to meet the needs of teachers, working in an ever-changing teaching environment”, as he described it. A week after, I was doing all the necessary paperwork for entering the SUNY program� Almost four years later, I find myself writing my thesis, feeling proud of not only what I have accomplished but also how much I have grown as an educator. Taking part of the Master’s program has undoubtedly impacted my teaching: it has provided me with a great amount of theoretical and research based knowledge regarding the latest and most efficient practices, which I can now share with some of my colleagues, and, on occasions, with parents at conferences� What is more, not only has it reconfirmed my passion for this profession but most importantly, it has reaffirmed my commitment to advocating for our English learners. The Master’s program has helped me to

January 2018 Edition Page 51 Back to TOC Back to TOC

discover the different ways learners can develop their academic language, and gave me the confidence to share it with content teachers to make input more comprehensible in their classes� This year, a new practice of collaboration was implemented in the 8th grade Math class� The ELL, Math teacher and I are collaborating to provide the necessary scaffolds for our ELLs and Learning Center students� Our shared goal is that every student in that class, despite their language or learning needs, is capable of meeting grade level standards while developing their academic language� This became the focus of study for my thesis, as I am very enthusiastic about being part of this committed team and eager to see the results on students’ achievement. My great take away is the plethora of strategies and tools that have already been incorporated into my practice, knowing the rationale behind their use and the positive effect on my students� I feel truly thankful for this professional development opportunity offered to Lincoln staff!!

A Shared Path to Lifelong Learning (by Cristina Erazo)

Often times studying a postgraduate program is a lonely journey; however, being part of the SUNY masters has been the opposite� This adventure has been full of professional and personal interactions, and has led to the building of professional capacity through shared work and much enthusiasm for our careers and jobs� The most powerful effect of the program on my practice is the professional web I now feel part of, which provides a solid foundation for continually rethinking and improving my work� The whole process made me reframe the way I monitor students’ progress, design my lessons, collaborate with teams of teachers on differentiating for our learning support students, and more importantly, given me the tools to create innovative systems of support based on technology and language for learning� One such system is providing students with language strategies to promote their participation in the collaborative learning that increases day by day at Lincoln� In my Study Skills class, students now use of self-recorded videos for oral presentation skills and academic conversations� They audio record through engaging apps that help students listen to their own thinking to then build clearer and more complete discourse using academic language that we scaffold for them� Also, students are now more aware of how to resource their home languages to support their learning� It is all about metacognitive growth�

Approaching the end of the master’s program, I have decided to focus my interest on student questions� I plan to evaluate the effectiveness of language scaffolds facilitating students to ask thought-provoking questions to channel their interests toward authentic learning� I am grateful that, thanks to the knowledge I acquired through this program, I can undertake this study and help create opportunities for full participation and equity in our collaborative classrooms�

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Transformative Learning and Collaboration- (by Laura Rock)

Four years ago I sat in the first class of the SUNY Master’s program ready to learn new ideas and ways of working with our ELL population at the Highschool level� I was excited with the direction our school was purposefully embarking on designing programs to purposefully take into account our language and learning students� I had a new colleague working with me in the Center, the fifth ELL Support/ English teacher in seven years, and we would be taking the course together� I hoped that this shared experience would allow us to build on a common understanding to devise a collaborative direction for the High School Language and Learning Center� Little did I know then that taking these courses together would not only meet that goal, but would be the beginning of a new and transformative direction for the Center� Our shared passion and belief in our students was the building block in defining the direction, and this Master’s program rested on that, providing us with current research and a space for dialogue to reach a common understanding� Another issue I hoped would be addressed was how to better meet the needs of students who lacked academic language skills in not only English, but in their native language as well, and if this lack of academic knowledge was the primary reason for their learning disability, and if not, how much of a role was it playing� These courses allowed me to delve into the research and practice around this question and have given me the confidence to address these complex issues more cohesively�

The program itself been transformative for the manner in which I address students and their teachers, building my competence in seeking out ways to collaborate� One department I have focused on has been the Math Department, specifically with grade 9 and 10 teachers, in creating vocabulary and discourse assistance for writing Math essays� As my collaboration with these teachers has increased, my curiosity has piqued into finding concrete ways to increase the analytical and higher order thinking skills that students need to be successful in High School Math classes� Prominent current researchers in the field of Mathematics have concluded that students with solid skills in working with fractions go on to develop these necessary skills� For this reason, my research project will be about looking for patterns and effects when High School Language and Learning students are provided with mini classes designed to reinforce and strengthen their competencies in working with fractions, by primarily focusing on building conceptual mastery� Regardless of the outcome of this project the sharing of a common purpose, collegiality among fellow teachers and growing collaboration in the high school has made this endeavor more than worth of my time and effort�

January 2018 Edition Page 53 Back to TOC Back to TOC

Una Vuelta de Tuerca a mi Experiencia Educativa - (by Agustina Matavos)

[A Complete Turn in my Educational Experience]

Four years have gone by since this journey began. I remember our superintendent’s meeting with the ES Spanish department encouraging us to take a leap, to challenge ourselves and so I did� I have always loved teaching� Sharing my passion for the Spanish language and Argentine culture with my diverse group of students has been fulfilling� The SUNY program allowed me to expand my expertise while doing what I love� With each course I took I could see how my own educational beliefs and teaching practice were reshaped and the impact it had on my students’ learning� During this journey, not only was I changing, but the school was too� The Spanish department was restructured, shifting from a proficiency level structure to a more inclusive one: the immersion classroom. This was a new challenge but I felt prepared. The SUNY Master’s program of study had provided me with methods and strategies based on current research to better meet my students’ need.

Due to a deep process of contemplation and self-reflection on my own practice during these four years, a question lingers: Am I providing my students with the best learning experience? This is the fundamental question leading me to where I am now� I am currently working on an action research project on the effect of pre-assessment and formative assessment on differentiation and its impact on student performance in the Immersion classroom�

Looking back, I can say that being part of this group has proven to be a most rewarding experience� Not only did I grow stronger and more confident on my own skills as a teacher, but I also got to know colleagues from different school divisions and departments which otherwise I would not have had the chance to do� We collaborated, exchanged thoughts and ideas, laughed, but moreover I learned from them� It was with them and thanks to their support that I grew as a professional and a person� I am thankful to the school for this unique and enriching opportunity�

Conclusion

The energy we feel at the end of our Starbucks Saturday is more than caffeinated because it is fueled by the sense that our professional identity aligns with moral purpose and rising mastery� As we turn out the door, we catch a glimpse of Rio de la Plata dotted with colorful kitesurfers and sailboats� The tide is in and ripples toward the banks�

January 2018 Edition Page 54 Back to TOC THOUGHTFUL SOLUTIONS When it comes to technology management, there is the ideal, and there is reality. We take the time to evaluate the challenges of your OUR APPROACH situation, then help Technology pivot you pivot in areas of staﬃng, strategy, and systems.

January 2018 Edition Page 55 Back to TOC Back to TOC FromFrom Vulnerability Vulnerability to to Empowerment: Empowerment: ReflectionsReflections onon a Coachinga Coaching Cycle Cycle

By Agustina Matavos, 5th Grade Spanish Teacher at Asociación Escuelas Lincoln, Buenos Aires, Argentina.

“Let’s do a coaching cycle...” When those words were said to me, I froze� I did not know what to expect, what to do. I was out of my comfort zone. Yes, I know… we have to step outside our comfort zone if we want things to change, if we want to grow as professionals and as human beings� But I was in fear, fear of the unknown� As teachers we are used to being the one in control, the leader in the classroom, the knowledge bearers� We are IN CONTROL� We prepare the lessons, we set the goals and expectations for our students, we manage every step of the way� So when I heard those words all the self-assurance I had, melted away� Were they going to evaluate me? Furthermore, where they going to judge me? I believe that as human beings we are all afraid of feeling vulnerable and I was not the exception�

Barbara, the learning coach, and I scheduled a time to meet back in September� This meeting was key as it unveiled the fundamentals of a Coaching Cycle: a non-judgmental process in which both coach and coachee work together in order to accomplish a goal for students and teacher learning� Whew…I was happily relieved! I was not going to be assessed by her, to the contrary, she was there to collaborate with me, to help me put into words my thinking and when necessary to guide me� Furthermore, Barbara set her own goal to coach in Spanish, my first language but not hers, which helped to give the process a sense of equality and easiness� So this was the beginning of a fulfilling and mind-shifting experience�

A Revelation

The coaching cycle lasted one month and it was based on the Language Arts unit: leyendas� Leyendas are traditional stories created hundreds years ago by the natives with the aim to explain the origin of the elements of nature� For instance, the origin of a river or a volcano� These stories can be found in multiple South American countries�

It was in that first day, in our first planning meeting when Barbara asked me how I was planning to pre-assess my students’ knowledge on the topic that I had an epiphany:

I have not been formally pre-assessing my students’ knowledge.

I have to admit that due to the fact that I have been teaching the same content for the last 8 years, I was being guided by preconceptions and ideas about what my students’ knew. Naturally, pre- assessment as a tool to differentiate, became my goal�

As I previously said, a coach’s role is to help us mediate our thinking by promoting a cognitive shift. Well, she did!

January 2018 Edition Page 56 Back to TOC GLOBAL CITIZENSHIP is the center of everything we do at CIS

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Connecting Students with Accredited Universities around the World

Recruitment Services for Schools, Educators and Leaders

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January 2018 Edition Page 57 Back to TOC Back to TOC

Re-Energized

I am the kind of teacher who loathes stagnation� I am eager to learn and try new things but always within a safe environment� But, had my main fear come true? Was I being stagnant or, as we say in Spanish “¿Me había achanchado?” I wasn’t going to allow it.

Barbara and I had weekly meetings and she regularly popped into my classroom� What at first felt strange, as I am not very fond of being observed, ended up being a natural and easy going situation� Moreover, after each observation we had reflective conversations which helped me rethink my practice encouraging me to make changes� I felt re-energized!

The array of activities varied according to the students’ needs and language proficiency. Due to the information gathered during the pre and formative assessments, I was able to better scaffold students’ learning.

January 2018 Edition Page 58 Back to TOC

Data and More Data

January 2018 Edition Page 59 Back to TOC Back to TOC During the Coaching Cycle data was key to keeping track of the learning process, aka formative assessment� Even though I always keep a record of my students’ progress, this time it was more thorough� Having clear criteria of success is vital to be able to collect data. At this point Barbara’s aid was fundamental� As my coach she helped me create a data collection chart that was a visual and clear tool to record students’ progress.

Empowerment

By the end of the Coaching Cycle I felt renewed and empowered� What started with making me feel vulnerable and afraid, ended up being a mind shifting and enriching experience� I grew as a teacher and became more confident of my own tools and strategies� Even though it was a long reflective process, it was worthwhile� Having a knowledgeable, experienced but most important, humble coach is the key to success� Barbara was able to listen to me and to guide me through this process� She was never judgmental nor did I feel she was evaluating me� It was through our reflective conversations that I was able to see what I was lacking, what I wanted to focus on in order to improve my practice� By now you might have guessed and you are probably right�� Using pre-assessment as a tool to better differentiate is what I will focus on� I highly recommend the experience to anyone who is open to moving from a stage of vulnerability to a more empowered one�

Don’t we teachers want to provide our students with the best learning opportunities? Unless we are willing to become learners ourselves and step outside our comfort zone we are far from becoming the best teachers we could be� I am glad I did�

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310911 1/18 January 2018 Edition Page 61 Back to TOC Back to TOC Going A Step Further in SLL with WIDA Can DO Descriptors: Students’ Self-assessment By: Leticia Daza, MS SLL Teacher Asociación Escuelas Lincoln - Buenos Aires, Argentina [email protected] @DazaLeticia

Anyone who has been teaching and/or learning a new language knows that this process develops over an extended period of time. Students learning a new language, according to the Natural Approach, move through five predictable stages before reaching the Language Acquisition in the new language: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency (Krashen & Terrell, 1983). However, the length of time each student spends at a particular stage may vary greatly depending on many factors including exposure, family background, motivation, etc. Therefore, as a Spanish Language Learner teacher (SLL), one of my main objectives is to analyze my students’ com- municative competencies’ different needs during each stage of the Language Acquisition process. Undoubtedly, I need to help them achieve a proficient level of Spanish that permits them to function independently in every context in the four domains of language competency: reading, writing, speaking, and listening. That’s the reason that I use the WIDA Can DO Descriptors in Spanish (Descriptores PODEMOS).

The Descriptores PODEMOS provide a clear overview of our SLL’s performance at six different levels of each domain of the language proficiency (being level 6 the reached1 stage of language development). Each level is accompanied with rubrics that stress what our SLL students can do at the end of the different levels of the language development. Conse- quently, it is absolutely important to link instruction for each student at his or her particular stage of Language Acquisition in each of the different domains of language competency.

With my SLL colleagues in MS, we use the Descriptores PODEMOS with our students to make placements for our new- comers; to make new placements by moving our students through the different Language Acquisition levels, and to adjust and differentiate instruction during the whole school year. The Descriptores PODEMOS has helped us enormously in reaching a mediation across all our different points of views with a student writing sample, audio, reading, etc.

On the other hand, the Descriptores PODEMOS, also helped me to show my students individually where they are according to the different levels and domains of language development that the rubrics provide us. I am a strongly believer on the power of involving my students during their learning process, because if they know that they are part of it, they become more conscious, engaged, curious, and can lead their own learning. But, why not go a step further? So, I decided not only to share the rubrics with my students, but also I showed them how to use them to make a self-assessment and to reflect and set their own learning goals to advance to the next level.The following is my experience.

This school year, at the end of the first trimester, I gave my students placement tests to analyze their progress and find out where we needed to put more effort in. As always, when they finished them, they started asking me: “Which one is my level?” This time, I decided to show them with examples what the statements of the rubrics aimed at each level. I was really surprised on how they reacted; they were ready to make their own evaluation on their Language Acquisition! They all started placing themselves on the appropriate proficiency level for each language domain. I could hear my students say: “I am high in writing and reading!” or “I need to work on oral” or “I feel ready for the next level!” Thru this, they had a clear understanding of where they are linguistically and also where they needed to work on to make improvements during this process. Later, they all started writing their own language proficiency goals to reach the next level.

I am very excited with the results of showing my students how to make their own self-assessment and setting their goals by using the Descriptores PODEMOS. It took us time, a couple of hours, but it was totally worth it. I honestly didn’t expect such a high level of commitment from them. I used to think that the most immeasurable reward that I could get as an SLL teacher was seeing my students learn and progress during the Language Acquisition process, but it wasn’t the only one.

1 The descriptors in Level 6 represent the language performance of students who have met all the criteria for Level 5.

January 2018 Edition Page 62 Back to TOC Another important reward that I can receive from them, is seeing how they become conscious, engaged and in charge of their own learning. Finally, all the information gathered with their self-assessments and goals, allowed me to work within my students’ zone of proximal development in order to scaffold their learning.

The pictures below were taken during the self-assessment process.

Resources:

Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

WIDA:Can DO Descriptors / Descriptores PODEMOS https://www.wida.us/standards/CAN_DOs/

January 2018 Edition Page 63 Back to TOC Back to TOC Commission on International Education Supporting transformative approaches to teaching and learning worldwide

LEARNING “...education is not about teaching or knowledge transmission. Rather it is about supporting learning. ACE provides an excellent framework and process that can help schools start the shift.”

Yong Zhao, Ph.D.

Visit our website to learn about ACE, our groundbreaking accreditation framework. January 2018 Edition cie.neasc.org/ACEPage 64 Back to TOC Co-Teaching in Writer’s Workshop

By: Emily Raasch and Sean Fleming, Colegio FDR, Lima

What is Co-Teaching? Teaching can be a lonely profession. Not, though, when you are co-teaching. When two or more teachers work together the outcome can be outstanding! Co-teaching allows two teachers to work together in the same room at the same time for the benefits of all the students. Many authors have explored the various models (see Marilyn Friend) such as, One Teach/ One Watch and Team Teaching. During October and November of 2017 Ms. Emily Raasch, 8th grade ELA teacher and Mr. Sean Fleming, EAL teacher, co-taught an 8th grade Narrative writing unit at Colegio Roosevelt. The outcomes were outstanding.

Narrative Pretest To begin the unit on narrative writing we gave students a pre-assessment. Without giving them too much information nor reminding them of what they might include, we asked them to write a narrative that had a problem and a solution. The goal was to see what they know on their own. After the assessment, we collected the writing and charted what they could do, again, on their own. To create the chart we asked, “Do they show evidence of the area: yes (√), no (-) or sort of (~)?”

Teaching With the results in hand, we created a series of lessons to address needed areas. Most areas needed instruction. Ms. Raasch and Mr. Fleming planned the lessons together and we joined our resources. For the mini-lessons we were both up front in a team teaching format. Mr. Fleming presented most of the writing lessons (Ms. Raasch had presented most of the reading lessons) with the support of Ms. Raasch. In this way, Ms. Raasch could add commentary and details as she noticed where students needed more support. When Ms. Raasch presented, Mr. Fleming added details to support Ms. Raasch and the students’ understanding. This is one of the benefits of co-teaching: more eyes in the classroom for more noticing and better teaching. This allowed us to adjust our instruction mid-stream.

Conferencing While there is magic in sharing the stage with a colleague, the real magic comes in the personalized instruction that the students received as they worked. With two teachers in the room we were able to hold twice as many conferences with students. We frequently checked in with students to guide their thinking as they wrote. The goal, of course is to teach the writer and not the writing. We wanted our coaching to encourage thinking that students could use in all their writing. Instead of coaching about the mood of this story we coached for ways authors create mood, giving students a tool they could use. Instead of asking for more description about a specific scene or a character inthis story, we used examples to show how authors describe scenes and character. While we want this piece of writing to improve, the larger goal is to give students more tools for all writing.

January 2018 Edition Page 65 Back to TOC Back to TOC Post Test During the class period after the publishing party, students created a list of ideas that they had learned in the narrative writing unit. We then presented the students with a prompt and asked them to write a narrative.

Wow! Not only did the students produce some wonderful narratives that we coached them on, but the difference between the pre-test and the post-test were amazing. Most stunning was the use of paragraphs to divide ideas and the use of dialogue to forward the plot and provide characterization. They learned what we taught.

Yes, there are still challenges and no, the writing was not perfect. Many of the skills they learned and freely demonstrated without coaching, though, are skills that can be applied in other writing situations. Creating strong beginnings, thorough descriptions, and relevant evidence are skills that can be applied in new situations. We will see if that happens as we begin Opinion writing next week.

We also noticed that now, when given the choice between independent “free” reading and “free” writing, the majority choose writing. This was not the case before this writing unit; before this, students would only read during choice time and only write if required to do so.

Another gain, though not quantifiable, is the relationships that we built with the students. Both of us noticed more communication with students inside and outside of class. As we conferenced with the students in class they became more comfortable asking questions about their writing; they began to see themselves as writers.

January 2018 Edition Page 66 Back to TOC Student 1 Before After

Student 2 Before After

January 2018 Edition Page 67 Back to TOC Back to TOC The Co-Teaching Relationship We must also mention the relationship we developed with each other as co-teachers. We trust each other completely. As we work together we know that the floor is open for each of us to contribute to the lessons as-we-go, much as the commentator might add details, “color” to the sports announcer. The best planned lessons can be improved. Having two brains and four eyes makes that happen. Additionally, our ongoing work has become a continuous professional development session for both of us. Daily we learn from each other as we watch the teaching and the conferring. We bounce ideas and questions around and try new solutions. This type of PD is priceless!

Next Steps As we move forward to the next unit we still have challenges. The biggest challenge is time for planning. In a busy school with a thousand moving parts and changing schedules, we work hard to find time to plan together; the less time we find, the less cohesive our teaching. We have found that using online documents helps a great deal. We are still getting better at conferencing/ and coaching (a forever process). It is tempting to coach the writing but that is a short-term solution. We work toward coaching the writer in ways that will transfer to other writing. We want to build capacity in our students much in the same way we are building capacity in each other.

We do this work because we know the benefit of co-teaching!

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January 2018 Edition Page 69 Back to TOC Back to TOC The Self-Study Process THE SELF-STUDY PROCESS by Neil Bunting, Greenfield Community School, Dubai, United Arab Emirates

Having just completed the self-study process for accreditation at Greenfield Community School (GCS), Dubai, I thought it would be useful to share some of the benefits of the process for our school, and also, from what I have seen from other schools that I have visited as part of the visiting team.

First, and foremost, the self-study process enabled all of our school community – all stakeholders – to contribute and give their opinion and thoughts on life at GCS. These contributions were invaluable in establishing 360-degrees, holistic view of the school.

HAVE A VISION The schools that I have observed that have made the best use of the self-study had a clear vision in terms of how they wanted the self-study to drive school improvement. These schools – and the leaders who were responsible for leading, directing and shaping the self-study – were very purposeful and thorough in their approach. Most important of all they were transparent. They understood perfectly how the self-study process must accurately reflect the current state of the school. They had bold ambitions for the future – which had been shared and agreed through a collaborative process with the parents, staff, students and board – but those ambitions were based on an accurate reality check of the current state of play.

The spirit of the self-study encourages schools to work collaboratively and closely with the visiting team, and to understand from the outset that the visitors are there to support them, to prompt, to make suggestions and to encourage the growth of the school. The schools that make best use of the process buy into the developmental model and accurately understand and analyze their school’s strengths and areas for further development.

LOOK BACK The self-study can take up to 18 months, which gives the school plenty of opportunity to analyze itself. At GCS, Gary Mallon, the Head of Primary, and myself, who led the process, found it a very rewarding and revealing process to look back through the institutional records of the school dating back over the last 10 years since it was founded. Gary led the process of creating the Preliminary Report*, and started the ‘journey’. Being new to the school, as I was when the self- study started, the Preliminary Report was a key starting point. It was illuminating to study the changes and development that had gone on, as the school grew from a primary school to a large

January 2018 Edition Page 70 Back to TOC thriving four programme IB continuum school, as it is today. We were very indebted to the institutional knowledge of teachers, parents and indeed students who had been there from the start.

DIFFERENT PERSPECTIVES The students play a key role in the self-study. Their perspectives and desires for school improvement are crucial to take into account. As are those parents who have stayed loyal, and those ‘elder statesmen’ and teachers who can reflect and share on all of that change.

When we were creating our self-study at GCS – and this is the second self-study I have been involved in – we were constantly asking for different contributors’ opinions, and we ensured in setting up the committees that we included a cross section of all areas of the school from KG to G12, PYP to MYP to DP and CP, the finance team, accounts, security, reception staff, nurses and many others. We looked for staff, for the key committee roles, who were planning to remain at GCS for the 18-month journey to prevent institutional amnesia. We also included new staff to get their fresh perspective on the school.

The self-study is a great deal of work and when it’s complete – after painstaking review and editing - it is always cut back to a leaner and more concise version at the end. Aided by the accreditation protocol structure, it presents a thorough analysis of a school and a document to be proud of. As a visiting team member, I enjoy immensely reading the self-study, but I am also itching to get in the school and see how it shapes up in reality. This correlation is crucial.

If your school is considering the CIS International Accreditation process I would thoroughly recommend it. I would also research what is involved and ensure you have the time and the resources to do justice to it, and to do it properly. It is important to look carefully at the scheduling of it in your school calendar. If you have some members of your team that have done it before that will certainly help. The visiting team is very helpful and is here to help your school. The visiting team are peers and professionals, giving up time in their own schools, to support the growth of your school. They care passionately about education, students and learning. You will certainly find them approachable and supportive.

January 2018 Edition Page 71 Back to TOC Back to TOC *The Preliminary Report is a part of the 8th Edition Protocol.

Neil Bunting is a vastly experienced international school learning leader from the UK, with expertise in setting up new school ventures and leading successful school change in Indonesia, Oman, Saudi Arabia the United Arab Emirates. Neil is now taking up a new position as Founding Principal in China. Neil is an informed leader, flexible enough to choose which style will bring the best results, in the cultural context in which he is working. Neil is very involved in current international educational debate and shaping the future of education. Neil is an IB workshop leader and is a passionate about the values of the IB programme. Neil presents at education conferences around the world. Neil is a CIS 8th Edition Team Visitor and has successfully taken schools through the process of CIS / NEASC accreditation.

Gary has a wealth of international educational experience spanning the UK, Middle East and South America. After graduating from The University of Birmingham with a BA (Hons.) and a Postgraduate qualification in Education, he began his teaching career in 1998 at a Primary School in the UK. In 2001 Gary joined the HRH Sheikh Rashid School for Boys in Dubai, followed by a move to South America in 2005 to work at the British School of Caracas and later The Grange School in Santiago de Chile. In 2013 Gary returned to Dubai to join Greenfield Community School, initially as Deputy Head and later as Head of Primary. Gary is a CIS /NEASC Accredited School Evaluation Team Member as well as an NPQSL / NPQML Facilitator. Gary worked with Neil on leading the CIS accreditation process at GCS.

January 2018 Edition Page 72 Back to TOC

CompassCompass Education’s Education’s Systems Systems ThinThinkingking and and Sustainability Sustainability Workshop Workshop at the International School of Havana: Learning to Make a Difference! at the International School of Havana: Learning to Make a Difference! By: Berrin Schofield, Curriculum Coordinator, International School of Havana

Schools are truly complicated places; we are educating a generation of learners that face an increasingly complicated and unknown future. Educators the world over continually ask the question: what do our students need to know? While there are a myriad of answers, there are some things that we can learn and teach that are universally applicable and will remain so in the future. These are our levers with which, as educators, we can quite literally change the world.

Systems are everywhere and sustainability is much more than an environmental catch cry. If one wishes to make lasting change one must first understand the system in which the desired change resides. This is true if the change is to government policy, corporate behavior or a school’s homework practices. The concepts and skills of Systems Thinking, Sustainability, and Sustainable Development are key. Equipping learning communities with the tools to see systems, act sustainably and make lasting authentic change is empowering for individuals and, unquestionably, essential for the future.

Over the weekend of the 1st of October, 32 highly diverse and talented individuals completed Compass Education’s Level 2 Educators course, hosted by the International School of Havana. During two full days, participants took a deeper dive into the concepts of Systems Thinking, Sustainability and the tools available to Compass Educators with a focus on initiating and sustaining change.

January 2018 Edition

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Our Systems and Sustainability “gurus” were Robert Steele, co-founder of Compass Education and Michael Lees, Director of the International School of Havana. Zoe Perry, who recently completed Level 2 certification at NIST Bangkok provided additional expertise. Together they facilitated our journey around “The Compass”, under the “Ice Berg”, and through “The Pyramid” while not dropping “The Hoop”. Thank you to the facilitators and to all the participants for an engaging, collaborative, personally reflective, challenging, highly enjoyable and transformational experience.

Thank you also to our major sponsor, Association of American Schools in South America (AASSA) and the Hotel Mercure Sevilla for providing the venue for this event. Without such support this valuable experience would not have been possible.

January 2018 Edition Page 74 Back to TOC Implementing Character Counts! at Colegio Alberto Einstein Quito, Ecuador Laura Sarmiento, MSc in Psychology Student Support and Psychology Department, Colegio Alberto Einstein Images by Mauricio Vega, Graphic Designer, Colegio Alberto Einstein Twitter: @einsteinecuador

Colegio Alberto Einstein is currently implementing Character Counts! with the aim of providing a coherent structure to the values aspect of our school culture. When asked to coordinate the implementation of this program, I knew it would be an exciting adventure with many challenges and opportunities for growth. Today marks six months since the beginning of the implementation and our school is proud of what we have achieved together so far. The following reflection seeks to share our experience in the first steps of implementing Char- acter Counts!.

About Character Counts! Character Counts! is a program that provides a framework of practical strategies to foster a positive school climate by infusing six core ethical and performance values. These values are promoted through a designated color and (especially for younger students) animal mascot. The program ultimately seeks the development

January 2018 Edition Page 75 Back to TOC Back to TOC of social, emotional and character skills in students, and indeed in the whole school community. Character Counts! materials are available in Spanish as well as in English.

In order to become an officialCharacter Counts! school, a two year implementation process that includes training and structuring of the program is required.

Training and certification

To best prepare for Character Counts!, we chose to train as many of our educators as possible by having two Character Counts! trainers come to our school to deliver a three-day workshop. We were able to offer extensive training to all principals/section heads, all homeroom teachers, and at least one teacher from each academic department. By the end of the workshop, we had trained over 40 staff members and were officially certified as a Character Counts! school.

Structuring the Program’s Implementation Following certification, we developed a structure to best implement Character Counts!. Knowing that the program would take years to be fully integrated, we decided that our main objective during Year One was for the school community to become familiar with the values and empathize with the program. With this in mind, we chose to divide the school year into six segments, each corresponding to one of the six values. During each segment, we focus on the benefits of the chosen value by performing dynamic activities with students and by keeping school members informed. Our goal in Year Two is to focus more on integrating Character Counts! into the school’s curriculum.

January 2018 Edition Page 76 Back to TOC Visually Transforming the School

Emphasizing aesthetics helped make the early stages of the program more noticeable. We wanted to create an exciting and easily identifiable environment that promoted the program. Therefore, we strategically chose areas throughout the school to paint with Character Counts! colors. Our graphic designer created our own logo that is included in our agendas, classroom decorations, and yearbooks along with the program’s colors and animal mascots.

Involving the School Community While Character Counts! ultimately seeks the development of values in students, the main path to achieve this is through adults modeling these values in their daily lives. With Kotter and Cohen’s (2002) “see-feel-change” model in mind, our aspiration is to move people emotionally in order for them to view the program as a positive change and to participate actively. In order to accomplish this, we conduct motivational workshops addressed at different community members and we hold fun and exciting events, such as our launch party.

Character Counts! in Action Keeping both students and teachers motivated, in my opinion, is the biggest challenge to a successful implementation. This is why the program needs to be viewed as a team project that is flexible, dynamic, and co-created with all school members. We have worked to achieve this by involving students and teachers in the participation of different activities such as:

January 2018 Edition Page 77 Back to TOC Back to TOC ● Painting murals ● Creating campaigns ● Acting out plays for preschoolers ● Performing dance sequences for the launching of new values ● Creating photo booths and documenting events ● Spreading information about the program through social media ● Reflecting through stories, videos, quotes and readings

Moving Forward The past six months have been an exciting and productive time at Colegio Alberto Einstein. While we have successfully addressed important parts of Character Counts!, we still have a lot to achieve in the coming years.

We hope you have found this reflection useful and we welcome any suggestions. Feel free to contact us at: [email protected].

References: - Character Counts website https://charactercounts.org/ - Kotter, J. and Cohen, D. (2002) The heart of Change - summary. Soundview Executive Book Summaries, vol. 24, no.11, Pennsylvania 19331 USA

January 2018 Edition Page 78 Back to TOC Simple Meeting Hack: Change your Agenda

Terrie Temkin, Ph.D. CoreStrategies for Nonprofits, Inc.

Regardless of your role in your school, or where in the Americas that school is found, I have no doubt that you have spent more time in meetings than you ever would have cared to. At times, you probably have rolled your eyes and silently agreed with the quote often misattributed to Star Trek’s Captain Kirk: “Meetings are events where minutes are kept, and hours are wasted.” While I wish I could tell you that meetings are on their way out, with a great alternative on the horizon, I don’t see that happening in any of our lifetimes. It therefore behooves us to maximize the effectiveness of the meetings we must attend.

Fortunately, there is one simple hack that can make a big difference in how people perceive the value of a given meeting. That involves changing the format of your agenda. Yes, I’m asking you to throw out the traditional agenda that kicks off with minutes and reports, then moves through old business, and new. Why? Minutes, reports and much of old business deal with what has already happened. As a colleague of mine used to say, “It’s too late to screw up the past!” We need to be dealing with the future. What can, or should, we be doing to make a difference in the future lives of our students, parents, faculty, staff, and community members? Besides, those discussions are far more interesting and engaging.

I work with a lot of boards of nonprofits and NGOs. A number of years ago many boards started adopting consent agendas, where items not requiring discussion are bundled together for a single up or down vote. The underlying concept was to shave off the often-significant time spent on routine items and allow more time for strategic discussions. Unfortunately, few organizations manifested this time savings because they rarely used consent agendas correctly. Too many of the boards still asked for discussion on each item within the consent agenda before holding the single vote, or they included too few items on it. I like consent agendas and advocate for their use, but implore that you use them to your advantage. The consent portion of your agenda can be used for: attendance; minutes; correspondence; updates on goals or publicity requiring no action; committee, officer, principal, or superintendent accounts; compliance reports requiring no action; and, pro-forma recommenda- tions. For a tip sheet on using consent agendas more effectively,click here.

There is so much more that you can do to make your meetings more strategic than just adopting a consent agenda – which, by the way, I would make the last item on your agenda, so you have plenty of time to discuss the critical and forward-thinking issues before those at your meeting. The first is to print your school’s mission, vision and value statements on the agenda and make sure that your meeting participants are always considering these in every discussion. If this isn’t happening organically, appoint a “mission-caller” to constantly ask the rest of the group, “How does this relate to our mission?” “Is this option going to get us closer to our vision?” “Is this decision in line with our values?”

January 2018 Edition Page 79 Back to TOC Back to TOC Make your strategic initiatives the first item of business at each meeting. Schedule enough time to hold substan- tive discussions and arrive at considered decisions where appropriate. The focus of these discussions should be on the goals to which the group has previously committed, or issues of a strategic nature that have come up that could impact the school and/or its stakeholders in some way. If, when sending out the agenda, you include sufficient background material, your participants will be able to speak to the topics more intelligently. And, if you encourage them to think outside of that proverbial box, ask questions, and push back against the status quo, their interactions will end up being more strategic.

One technique that can help you concentrate on those things that must be discussed because of their potential for positively or negatively impacting the school is the “BTW (By the Way) Talk.” Invite meeting attendees to share what they have heard in other contexts since the group last met (“By the way, I learned…”). For example, consider how valuable even an extra few day’s-notice might be to learn that a new school is being built in your community with all the bells and whistles, and that it is going to promote itself as an international school – a market you have had to yourself for years. Everyone associated with your school has access to this sort of information at one time or another. Building time into the agendas of your various cohort meetings allows you to bring this information to the fore, discuss it, and keep your group focused on the strategic.

I would also include cohort education on every agenda. You are an educational institution after all! Depending on the content, you might allot just a couple minutes or quite a bit of time. But, the value of these sessions can’t be over-stated. The more those who are involved with your institution know about your mission – including student success stories, statistics, strides being made in admission to highly-ranked schools overseas, etc. – and your community – its changing demographics and trends – the better able they’ll be to make strategic decisions. Be creative in how you share this information. (Remember how deadly those reports are!)

Try building your agenda around these foci – each of which engages your different meeting participants in meaningful discussions and encourages them to share their intellectual capital. I guarantee all the seats around the table soon will be full. And, your decisions will be better.

See a sample strategic agenda here. (While aimed at your board, the structure is equally applicable to your faculty, staff, parent and community meetings.) ______

Terrie Temkin, Ph.D. is an internationally-recognized governance and planning expert, as well as the editor of You and Your Nonprofit Board: Advice and Tips from the Field’s Top Practitioners, Researchers and Provo- cateurs. She is a founding principal of CoreStrategies for Nonprofits, Inc., which interweaves business development, governance, board development, fund development, PR/marketing and public policy to strengthen organizational capacity. Contact her at 1-888-458-4351 Ext. 83 or TerrieTemkin@CoreStrategies4Nonprofits. com. Meanwhile, check out the CoreStrategies’ website for other articles and resources at www.CoreStrate- gies4Nonprofits.com.

January 2018 Edition Page 80 Back to TOC Dialogue Circles: A Collaborative Classroom Routine to Promote Active Learning By Sherina Isolica and Ana Carolina Nalini Pueri Domus, Sao Paulo [email protected] [email protected]

“None of us is as smart as all of us”. Kenneth H. Blanchard

“Don’t think you have to have it all figured out by yourself. Learn from others in the class and ask for help.” Adapted from “Some Thoughts About the Harkness Table” by Ralph Sneeden, Cindy Adams

Sustainable learning must not only be active but also student centered and meaningful in order to be effective and productive. In a bilingual setting in which students are navigating through content in a second language, there must be many opportunities to extend the language used and to collaboratively seek deeper meaning and understanding. We at Pueri Domus have noticed that the use of dialogue circles as educational routines in classrooms are very effective not only in enhancing language acquisition but also in increasing student motivation, engagement and performance in their learning processes in all ages and in all content areas.

What is a Dialogue Circle? The origins of the word dialogue come from the Greek word dialegesthai, which shares a root with word of “dialect”, implying conversation about what is shared and what is different.

Dialogue Circle is a platform provided to share knowledge responsibly about a specific topic. The Circles are shared explorations towards greater understanding and meaning. They are conversations in which participants make a conscious and deliberate attempt to suspend their assumptions and instead focus on both individual and group learning. This process builds a learning environment in which change can occur. It is a process during which students try to answer an open-ended question and for that, they need to fully comprehend the guiding question, identify what they don’t know in order to co-construct a collective response which meets the learning expectation while using academic language.

The Benefits of a Dialogue Circle This routine is a metacognition process that makes the connection between reading, writing and oral language in the classroom. As it is student centered, it allows collective learning to take place. Moreover, during content based conversation, students become accountable for their contributions and they develop a deeper understanding by considering multiple perspectives of the same topic. Dialogue Circles also provide valuable opportunities for students to comprehend and produce academic vocabulary when expressing ideas, doubts and opinions related to the content area. This routine takes into account differentiated learning according to readiness, interest, and learning profile.

January 2018 Edition Page 81 Back to TOC Back to TOC Testimonials “Our last unit of investigation in grade two was about weather, and how it affects our daily lives in terms of clothing, leisure, calendar, etc. and we decided to work with dialogue circles to empower the kids during the process of learning, giving them the chance to talk about their previous knowledge about the subject studied and also giving them the chance to change their minds based on others’ opinion while listening to their friends ideas, instead of providing teacher-centered instructions only, as students usually accept the teachers’ speeches as unquestionable statements and don’t take their own experiences into account.

With only a few guiding questions, the students co-created rich conversations about the subject with barely no teacher intervention, and it was brilliant to see them realizing that they had some knowledge about the topic without the teachers providing any previous information. After we started using dialogue circles in the classroom, students showed more confidence to talk and express their opinions, including students who barely participated in any discussions in the classroom, taking a stand in small group discussions and during teacher led lessons as well”.

Educator:Valeska (Beit Yaacoov, São Paulo)

“During an English Prep Course I taught to Middle School students, I made use of the dialogue circle as a way to evaluate the academic vocabulary acquisition of the class at a specific point of the teaching process. A week before the circle day, I told the students that they should prepare themselves to present some answers to questions related to the main topic, which was World Cultures. After this preparation week, they came to class with some consistent replies for the questions I proposed. My main concerns were: helping them review and use the correct words to support their arguments, and leading them through the dialogue. My impression about the dialogue circle has always been that it is a very useful technique for vocabulary acquisition and discussion training. During a dialogue circle, the students are prepared, under the teacher’s orientation, for classic discussions situations, in which not only do they have to know specific academic vocabulary, but also know how to perform in a public deliberation.”

Educator: Caio (Escola Pueri Domus,São Paulo)

“Dialogue Circles enables students to communicate about a specific topic using appropriate vocabulary. The routine also helps students reflect on and understand different points of view. It is very effective when the teacher needs to observe communication skills and/or content knowledge as the routine really makes thinking visible.”

Educator: Tania Grade 5 (Escola Pueri Domus,São Paulo)

“The Dialogue Circle helped me a lot. In the outer circle I could take my time to get a better idea of the topic and I had time to organize my ideas.”

Student: Lucas, Grade 6 (Escola Pueri Domus,São Paulo)

January 2018 Edition Page 82 Back to TOC Setting Up

There are four main parts to a Dialogue Circle which can also be divided by input and output. Prior to the Dialogue there must be a guiding question related to the content being developed and the learning expectation.

Input Phase: Guiding Question and Input Sessions Output Phase: Dialogue Circle and Output Written Production

Part 1: Guiding Question This is the phase in which your students become curious and motivated in order to find an answer to an intriguing open ended question. Guiding questions must be: *Content based; *Relevant to curriculum and expectations; *Comprehensible; *Cognitively demanding; *Open ended.

Part 2: Input Sessions This is the phase in which the teacher is accountable for providing the students with academic vocabulary, language structures, content, differentiated informational material, visual aids such as word walls, maps, pictures, graphic organizers and mini lessons. Scaffolding is crucial to the input sessions to guarantee as much comprehension as possible.

January 2018 Edition Page 83 Back to TOC Back to TOC Part 3: The Circle There are two circles: one inner and one outer, both with clear expectations and roles. The Dialogue is driven by curiosity, learning, respect and working with differences. There is active learning going on in both and students are motivated to join the inner circle every time they have something to contribute to the discussion or to ask.

The inner circle: Four or more pre selected students join the inner circle while the other students are in the outer circle. The inner circle is responsible for developing a conversation aiming to find an answer to the guiding question based on the input material and previous class discussions.

The outer circle: The students joining the outer circle should actively listen to the inner circle. They can take notes and prepare themselves to join the inner circle later on.

Both circles provide students opportunities to deepen prior knowledge, change hypothesis and to make valuable connections. Furthermore, it is a chance for students to organize their thoughts and ideas before having to generate a written response, which is structured and academic.

Guidelines for a Dialogue Circle: Everyone is expected to contribute by: *coming prepared for the circle with mind maps, reading done, appropriate vocabulary and accountable talk *organizing, leading *summarizing, restating, clarifying *offering examples from input material * asking questions *commenting or giving an opinion *making a suggestion *asking for clarification

January 2018 Edition Page 84 Back to TOC *reacting to comments *analyzing a text, a comment, or the discussion itself *restarting the discussion *filling in a gap *arguing a point asking for new information *asking for comments or reactions *making connections

source: https://katherinecadwell.com/socratic-dialogue-class-expectations/

Part 4: The Output This phase is the final part of the process in which students should ideally produce an academic written response to the guiding question. The students must be fully aware that their responses demonstrate that learning and language acquisition have taken place. The teacher should use rubrics and models to assess the production. Examples of output could be: compare and contrast, book reports, personal response, informative text, journal entry, descriptions and opinion writing.

January 2018 Edition Page 85 Back to TOC Back to TOC Conclusion We have noticed that, as with any process, the students need to be well prepared for Dialogue Circles and they need to be offered constant opportunities to be part of this collaborative experience. With this routine we have observed that students learn to assume responsibilities, take ownership in creating their knowledge and learning the importance of their contributions towards a common goal. We have also seen that during the process the students gain a real understanding that to communicate effectively, they need to state their ideas clearly and as such active listening is a vital skill. “In order to be proficient and productive students, English-language learners (ELLs) need many opportunities to interact in social and academic situations. Effective teachers encourage their students’ participation in classroom discussions, welcome their contributions, and motivate them by such practices.” Cazden, 2001; Stipek, 2002 The Authors Sherina Isolica is currently a Middle School coordinator in a Bilingual School in São Paulo, Brazil. She holds a B.Ed in Education and a B.Ed in Business Administration, as well as TEFL certification. She worked as a TEFL teacher for 10 years and has been working with bilingual education for 15 years. She has published 4 articles : Digital Pathways, Class Meetings , Mentoring Programs and Integrating Performing Arts and Language Arts to generate output and promote Cooperative Learning.

Ana Carolina was born in Brazil, grew up and worked in Brazil. She holds a B.E in education and CELTA certification. She worked as a TEFL teacher for 17 years and has been working with bilingual education for 7 years. Resources: Dialogue circles: http://www.qcaa.qld.edu.au

Ritchart,R .(2011) Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners

Stephen Krashen’s Theory of Second Language Acquisition: http://www.sk.com.br/sk-krash.html

Fortune Tara W. and Tedick Diane J. (eds)(2008): Pathways to Multilingualism: Evolving Perspectives on Immersion Education.

Met, M (1991). Learning Language through Content: Learning Content through Language

Lyster, R (2007). Learning and teaching languages through content: a counterbalanced approach. Philadelphia: John Benjamins.

Swain,M; Deters, P (2007). New mainstream SLA Theory: Expanded and Enriched. Modern language journal, 91, 820-836.

Swain, M; Lapkin, S (1995). “Problems in Output and the Cognitive Processes They Generate: A Step Toward Language Learning”. Applied Linguistics 16:371-391.

Sneeden, R; Adams,C “Guidelines for Socratic Seminar” and Peter Forbes “Some Thoughts About the Harkness Table”, “Introduction to Dialogue, Whole Thinking Retreat” https://katherinecadwell.com/socratic-dialogue-class-expectations/

January 2018 Edition Page 86 Back to TOC Journeys Toward Inclusion Institute Journeys Toward Inclusion Institute Paola Torres de Pereira, Elementary Principal [email protected] Blog

On November 17 and 18, 2017, Academia Cotopaxi hosted its first Journeys Toward Inclusion Conference. We are very grateful for the passionate participation of each of the educators who joined to engage in collaborative discussions and learning around inclusion. We intended to spread an interest in inclusion models both locally and internationally. So much more than mere interest happened! Educators shared their school stories, partnerships evolved and specific actions are taking place in many schools.

One of our 12th grade students stood in front of a full auditorium presenting the closing speech for the first day of the conference. He told us his story, how his mind works in different ways, how his fine and gross motor skills present challenges… He shared that he learns really important skills (eating neatly, zipping my backpack, doing homework…), and that he has many strengths. He highlighted how good he is at public speaking and how much he enjoys it. He said this articulating with difficulty, as his hands shake a bit and his fingers moved involuntarily. He ended by telling us that he has plans to graduate and go to college! The 230 participants who came from different cities in Ecuador, Peru, and Venezuela filled the auditorium applauding for inclusion.

During the first afternoon of the conference, we heard inspiring stories from parents, teachers, and students who advocate for the special rights of children who present non-typical needs. The 20 different workshops held on November 17, 2017 were led by Cotopaxi staff and included a wide spectrum of topics all related to inclusive practices.

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On Saturday, Kristen Pelletier, founding Co-Director and Design Team Member of the Next Frontier Inclusion (NFI) collaborative, and trainer for the Teacher Training Center, and Education Across Frontiers, led a day of professional development for teachers from the local, international, and public sectors. Participants processed principles, and practiced practical strategies to take away and use in an inclusive classroom so that all children can access the curriculum and thrive.

Cotopaxi ran this learning endeavor offering simultaneous translation to Spanish allowing us to reach not only educators in private international schools, but also extending to connect with local government agencies and teachers in public schools in Ecuador. We believe that all children can learn, and intend to continue our journey so that there are more and more students with mild, moderate and intense needs experiencing academic and social inclusion. We envision that there will also be more and more seniors who graduate from inclusive settings, feeling confident to speak about their learning lives and helping us to lean into their minds designing schools that embrace all students.

January 2018 Edition Page 88 Back to TOC Are you a teacher or administrator looking for a job in Latin America or the Caribbean?

The AASSA Recruiting Service The AASSA Recruiting Service is specific to Latin American and Caribbean International Schools.

• Typically, there are over 350 positions available annually • Our schools vary in mission and size and offer a range of curriculum including “American international,” Advanced Placement, International Baccalaureate, as well as country-specific programs. • Contracts may include housing, medical benefits, shipping allowance, transportation, home leave and competitive salaries. • Annual recruiting fair in Atlanta, Georgia (First week of December) TO REGISTER AS A CANDIDATE AND FOR MORE INFO CLICK HERE Please contact us if you have any questions: Esther Nicolau, Paul Sicard or Paul Poore Phone: 954-436-4034 Email: [email protected]

January 2018 Edition Page 89 Back to TOC Back to TOC An Open Reflection on my Practice: Semester One of Teaching Abroad

Mary Davenport, High School English teacher, Graded- American School of Sao Paulo, Brazil.

“As I draw the curtains on the sleepy eyes of 2017, my mind turns to the power of reflection. It is my first semester teaching internationally. How has it gone? What are my strengths? What are my next steps?

At the end of the semester, I presented a survey eliciting student feedback. It is a survey provided by my school leadership that I modified for what matters to me most as a teacher. Here are the results (prompts are at the top). Some thoughts:

. I need to improve in clarity. 1, “In this class the expectations for assignments, quizzes, tests, homework, summatives are clear.” 2, “In this class I am clear about the goals, standards, objectives.” In both of these categories, I scored an average less than 4. As I have wrestled with before, my current school is adopting Ken O’Conner‘s approach to grades: that is, no grades. Or accurate grades. Or standards-based grading. Or… well, you can see why my students are unsettled with this aspect of my instruction: so am I! As with all initiatives, it is not the theory with which I am at odds, but rather the annoyingly messy implementation. I think this also ties into the below 4 score in “My teacher is fair” category. Here are my plans to address this: 1, more class models and collaborative scoring of work 2, student self-assessment and reflection 3, soliciting continued feedback from students about this aspect of my teaching 4, deliberate introductions and thorough explanation of assessments and 5, being targeted with and explicit about the alignment among homework, formatives and summatives. Those are the easy ones (insert giggling emjoi here). More nuanced but none-

January 2018 Edition Page 90 Back to TOC theless necessary: the intentional offering of opportunities for ambiguity (never accidentally). I know that students need to tolerate and negotiate ambiguity to be successful in the real world. But sometimes this is at odds with grading policies, especially in a competitive school like mine. I want to work on transparency regarding this. And yes, well, that is ambiguous. Hopefully, I’ll work through it like my students will!

. I am proud of the level of rigor I have maintained this semester. 1, “My teacher challenges me to think critical- ly and analyze information.” 2, “In this class I feel challenged.” This has always been the hill I will die on.I will not insult my students by lowering expectations for them.They deserve better. And yes, it is shreddingly painful while I’m establishing that 1, yes they can 2, no I will not back down 3, this comes from a place of love and 4, that’s right, now here we go. One of my greatest points of pride as an educator is the number of alumni who have told me my class prepared them for the intensity of college. I may not be liked, but I make a difference.

But therein lies the rub: I want to be liked. And this has been the dominant reflection in my mind this break. Today marks two weeks since I have last seen my kiddos; and I won’t see them until January 23rd. I miss them. Do they miss me? Am I a part of their lives more as than just a taskmaster?

To be fair, I don’t think it’s about being liked. That is superficial. But it is about a connection, which is exactly why I asked this question on the survey: “I feel connected to Mrs. Davenport.” This also scored below a 4 average. And out of all the other numbers, I am NOT. okay. with. this. average. And really, connection shouldn’t be about average: it should be percent- age. 100% of my students feel connected to me. I am connected to each. and. every. human. in. my. charge.

And so, more than anything else, this is what I want to work on next semester. And it has a face. This student doesn’t do well. And this student sits in class, quiet, anonymous, hidden. I do not know this student. I am annoyed by parental blame on me rather than student ownership. And I have probably taken it out on this student. And I know this student probably rated me low on so many aspects of the survey.

I have failed this student. I have let it become personal instead of professional. I have neglected our connection. But that was 2017. Look out, this student, I am coming for you.

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