VOL. XXIII No.3 NEWSLETTER Spring, 2012 Upward and Onward t the Tri-Association’s began after the 2010 Earthquake. 31st Annual Educators’ A group of International Educa- Conference, we will con- tors came together, lead by Mr. Atinue to move upward and on- Forrest Broman to begin a pro- ward, providing our educators gram to build a school and run it and students with the skills they for children needing help and ed- will need in the 21st Century. The ucation. The presentation of the conference will support our vision ward will be made at our 2012 of Success for all Students. The Conference. Conference venue this year will be Cartagena, , and the On Friday, the Association will dates are September 24-28, 2012. present to the Lincoln Interna- tional Academy , the 2012 Com- We are very pleased to have Pam munity Service Award for their Allyn, Executive Director of Lit- outstanding Program Entertain- World, a global organization advo- ing for a Clause E4C. cating for worldwide literacy in all Hilton Hotel Cartagena children. Ms. Allyn is the author of Tim Burns is an educator and author, The Jorge Washington School many books for teacher and families and she whose background includes over thirty community, with the leadership of Mr. is the Global Ambassador-at –Large for years of experience as a high school Michael Adams will be our conference Scholastic’s Read Every Day Campaign. teacher, counselor, First Offender Pro- host. The conference is scheduled for Her Keynote Address, “Be the Story: A gram facilitator, adolescent and family September 26-28, 2012, at the Hilton New Era for the Power of Narrative in Chil- drug-treatment program director, univer- Hotel Cartagena. Our pre conference in- dren’s Lives”, will inspire us to use Litera- sity instructor and professional develop- stitutes will take place on September 24 ture and children’s own stories to transform ment specialist. On Friday in his keynote, & 25 at the Hilton Hotel the teaching of reading and writing. he will explain why Three Brains are Bet- This year’s conference, will include the ter than One: Integrating Brain, Body and Drs. Susan Baum and Hank Nicols will following institutes: Heart Intelligences for Engaged Learning. keynote on Thursday showing that Sci- Pre-Conference Institutes ence on developing brains demands that The Children for Haiti Project will be September 24 & 25, 2012 we change educational pedagogy to meet given the 2012 Paul G. Orr Award its out- •No More Excuses! Must Do High the needs of today’s learners as they share standing work in benefit of the most Leverage Practices for International with that differentiation is not just a buzz- needy children in Haiti. The project word anymore. School Leaders–Ms. Bambi Betts. Con’t. on pg. 2 INSIDE

Pgs. 4 Regional News Pg. 18-23 Poetry of Science Pg. 26 Beautiful Faces

Pgs. 6-8 Notes to Students Pg. 24 Entertaining for a Cause Pg. 31 Information Page

Pgs. 10 -16 Teachers as Mediators Pg. 24 Recruitment Fairs Pg. 32 Member Associations Con’t. from pg. 1 • Tribes Institute, Dr. Judith AP • Apple iBooks, Mr. Dan Fossey lum Areas, Mr. John Canuel •Literacy Institute: Lifting the Level of •What is cooking in a Live Math Class- •Active Science: Using Project-based Literacy Instruction to Maximize Stu- room K-8 grades, Ms. Marcy Cook Science Design Challenges to Pro- dent Achievement •Effective Conflict Management mote Critical Thinking Skills, Dr. • AP Institute Strategies for Schools, Mr. Richard Griff Jones Barbacane, Ms. Joanne Cashman and • Thinking Globally: Using Interactive September 25 Ms. Debra Grabill Warm-Up Activities to Infuse Global •Stumbling Blocks to Learning: Identify- •Let’s Develop Curriculum for your Issues into the K-12 Science Curricu- ing the warning signs, Dr. Susan Grant Country/Regional Studies Courses, lum, Dr. Linda Cronin Jones •Tri-Association GeoNet/Virtual Ms. Jaye Zola • Finalsite School Project, Mr. Nigel Robinson •Is Talking Discussion? How to Bring • NWEA Map Assessment •SACS/CASI AdvancED QAR Train- Student Voice into the Classroom, Ms. •Integrating Art and Primary Sources ing Institute, Mr. Steve Sibley Jaye Zola into Social Studies, Mr. Jaye Zola • NEAS&C Accreditation Workshop, •Making Prevention Fit, Ms. Desirae •Teaching Controversial Topics with Mr. Pete Woodward Vasquez Rigor and Balance, Mr. John Zola •CIS Counselors’ Institute. Ms. Paula • Map Users Group (MUG) Meeting •The Strategies for Engaged Learning: Mitchell •Prevención y Detección de Conductas Using Movement, Rhythm and Cre- Autodestructivas en Adolescentes, ative Play to Facilitate Classroom Concurrent Session Ms. Sandra Ayales, MSc. Learning, Mr. Tim Burns September 26-28, 2012 •Habilidades Comunicacionales en la • The Amazing Teen Brain: A Work in Era de la Información, Ms. Sandra Ay- Progress, Mr. Tim Burns •Having Hard Conversations, Ms. Jen- ales, MSc. •Algebraic Thinking Experiences for One nifer Abrams •Creating Teaching Techniques in and All: Grades 3-8, Ms. Marcy Cook •Habits of the Mind for the School Today’s Music Classroom, Dr Russell •Make It, Move It and Shake It Up, Dr. Savvy Teacher, Ms. Jennifer Abrams Robinson Susan Baum and Dr. Hank Nicols •Digital Story Telling, a New Strategy •Teach Concepts through Poetry and • Make It Rich, Mr. Kevin Simpson for Language Arts and Other Curricu- Song, Dr. Russell Robinson • Practice What You Preach: Common lum Areas, Mr. John Canuel •La Producción Efectiva del Trabajo en Core Standards for Mathematical •Students Work Shares: Creating Com- Equipo, Lic. Virginia Espinosa Practice K-12, Mr. Kevin Simpson mon Visions about Student Writing, Jiménez •Developing Global Citizenship across Mr. Vincent Ventura •Felicidad y Aprendizaje, Dr. Annie the Curriculum, Dr. Edgar Miranda •Keeping Up with Students Ideas Fro Acevedo •The World Virtual School Geo Net Integrating Technology into Literacy, •Update on College Admissions and Project, Mr. Nigel Robinson Ms. Lisa Stone Financial Aid in the United States, Dr. •Flipping the Classroom-One Lesson •Improving Student Behavior: Strate- Michael Sexton at a Time, Mr. Ernest Peterson and gies You Can Use Next Monday, Dr. • AP Update Mr. Nigel Robinson Judith Felton •The Universe Story as a Basis for Em- •The Happy Dividend: Recognizing • Study Skills and Metacognition: Un- bracing Diversity in Education, Dr. and Positive-Reinforcing our Faculty derstanding the Neuro-development of Karen Burke Staff, Ms. Elisa del Carmen Penela How Children Learn, Dr. Susan Grant •Generational Savvy, Recruiting, Re- Quuintanilla •Thinking and Collaborating: Two taining and Supporting Employees of • Colegio Bolivar and Plastic Pollution Non-Negotiables in Schools, Dr. Jane All Generations, Ms. Jennifer Abrams Coalition, Ms. Maggie Chumbley and Ellison •Taming the Wild Texts: Helping Chil- Mr. Manuel Maqueda Transitions, Dr. Jane Ellison dren Who Struggle to Overcome Fear •Simply Teaching with Technology, •Scored Discussions: A Means of and Become Courageous Readers, Ms. Lynn Notarainni Grading Student Discussions, Mr. Ms. Pam Allyn •Building Caring School Communi- John Zola •New Skills, New Horizons for Child ties, Ms. Pat Handly •Teaching Strategies that Engage AND st Writers of the 21 Century, Ms. Pam • Las TIC como Invocación en el Pro- Assess Students, Mr. John Zola Allyn ceso de Enseñanza-Aprendizaje, Lic. •Rescuing Children from the Entitle- •Digital Content in the Classroom, Mr. Dione Isabel Astrudillo, Lic. Sandro ment Trap, Mr. & Mrs. Richard Eyre John Canuel Hernández, Lic. Daniel Rodriquez •Teaching Children Values, Mr. & Mrs. •Digital Storytelling, a New Strategy •Estrategias Pedagógicas para Mejorar Richard Eyre for Language Arts and other Curricu- los Estilos de Aprendizaje, Lic. San-

2 Con’t. on pg. 4

Regional News

TRI-ASSOCIATION April 18-22 March 3-7 Large School Volleyball Basketball Inf. & Juv. A, Boys and Girls The Tri Association Board held its second Colegio Decroly Americano ASFG winter meeting in Boston at the Westin Hotel Guatemala on February 9. March 21-25 TBA Soccer Inf. & Juv. A, Boys and Girls The Association will hold its 31st Annual Ed- General Directors Meeting AS Pachuca ucators’ Conference in Cartagena, Colombia, Miami September 26-28. The Pre Conference Insti- April 20-21 tutes will take place on September 24 & 25. ACCAS Arts Festival and Creative Writing The Conference will be held at the Hotel Peterson School Hilton Cartagena. ACCAS members held their General Busi- ness Meeting in Atlanta, Georgia at the Gran May 18-20 AASCA Hyatt in Buckhead at 6:00 p.m. on December Directors & Athletic Director Meeting AASCA Calendar of Events 2011/2012: 1, 2011. ASPV February 15-19 Drama Festival ACCAS Colombia 2012 Schedule of Events INVITATIONAL EVENTS Country Day School Costa Rica March February 16-18 Curriculum Leaders Job-Alike Model U.N. (grades 6th-12th, English) February 29-March 4 ASFM Invitational Soccer March 7-10 Lincoln School February 24-26 ACCAS Drama Festival, 7th year Costa Rica Soccer Rápido (fútbol 7) Juv. ABC Colegio Dominico-Americano Cancún March 7-11 Middle School Choir March 28 March 9-11 Marian Baker School ACCAS Islands Spelling Bee, 4th year Math Counts Competion, Grades 7-8 Costa Rica Colegio Dominico-Americano JFK Querétaro

March 15-18 April March 24 Invitational Cross Country ACCAS Islands Soccer Tournment, 4th year Regional Competition Colegio Americano de Guatemala Destination Imagination Guatemala September TBA March 21-25 Island Planning Meeting ISR Small School Volleyball AS Puebla Mazapán School Honduras ASOMEX ASOMEX ACTIVITIES CALENDAR 2011/12 April 25-29 Environment (grades 7-12) April 12-16 Cancún Principals’ Conference February 11-15 Balboa Academy Soccer Juv. B & C, Boys and Girls Panama Puebla

Con’t. from pg. 2 dro Hernández •The Anxious Mind Can Not Learn, Canizales • RenWeb, Mr. Mark Wile Dr. Susan Baum and Dr. Hank Nicols •Todo Final Trae un Inicio, Lic. San- • K12, Mr. Michael Spencer •Dealing with Unknowns/Variables in dra Ayales, MSC •Happiness and Learning, Dr. Annie a Variety of Ways-Grades 6-8, Ms. •Worrying about Worries: Strategies to Acevedo Marcy Cook Help Counselors and Teachers Deal •The 4 Cs and Science: Incorporating •Mathematics Program Virtual Tool with Anxiety in Children, Lic. Patri- 21st Century Learning and Innovation for Leadership Teams and Adminis- cia Marti Skills into K-12 Curriculum, Dr. Linda trators, Mr. Kevin Simpson We look forward to having all of you Cronin Jones and Dr. Griff Jones •Destination Imagination: A Transfor- with us in Cartagena for the 2012 Tri-As- •Lesson Study as Professional Devel- mative Journey, Ms. Jessyca Eve sociation Conference. opment Nirvana, Ms. Pat Handly Canizales and Mr. Francisco Javier 4 5 NOTES TO A 21st-CENTURY STUDENT WILLIAM G. DURDEN* •Work hard but mask the effort in the lieve strongly in what you pursue and o give purpose to learning in the end product, just as a fine literary it must be far bigger than yourself. 21st-century classroom, in the work looks effortless but stands upon • Look at objects and people straight on course of mentoring k-12 and col- hours of hard work. and seek to know precisely what de- Tlege students, I often share lessons I have •Approach a subject or task from many fines them singularly and collectively. found useful in navigating challenges and perspectives—connect disparate areas opportunities in today’s complex world. • Remember that nothing is more mys- where others just see a blank. These lessons do not constitute a formal terious than a fact closely examined. curriculum, but inform my own ways of •Live on the “diagonal.” Look for an- •Just because something is allowed acting and are often incorporated infor- swers where others have not already legally does not mean that option mally as guidelines for reflection and ac- tread. complishment within the communities should be exercised. Good judgment with which I associate. They represent a is the arbiter. benchmark against which actions in the •Know that rights are linked to respon- community might be guided and judged. sibilities. People often proclaim their The lessons are divided into two cate- rights but do nothing to either guaran- gories, those that have been directly com- tee those rights or assume the personal municated to me by my own mentors responsibilities that uphold them. throughout my life and those that I call “A 21st-Century Skill Set—the Dickinson • Question the simplicity of an either/or Dimensions” that inform the community approach to life. Find meaning in the I now share at Dickinson College. “grey” area and see it as substantive— an active force. Lessons Learned from My Mentors •Live in the connective tissue as well (from reading or conversations): as in the bone—that is, appreciate the qualitative and associative as well as •Attempt to meet and speak with the the quantitative and orderly dimen- great people of your time—approach sions of life. them civilly and in an informed man- ner. Ask them to share their advice Dr. William G. Durden •Find meaning in contradictory ideas as about how to live an engaged life pro- a step to maturity and pragmatic ac- fessionally and personally. Ask them •Don’t worry about having a life plan— tion. about their passion and motivation for rather, be prepared for chance; when it what they do. A 21st-Century Skill Set—The Dickinson occurs, recognize and engage it. Dimensions: • Be out in the world—engage it safely •Seek a tough mentor—not a “yes-per- •Write and communicate clearly, per- and vigorously, as it is only in this way son” who artificially builds up your suasively and logically in more than that things happen. self-esteem. In general, beware of syco- one language. •Live intensely during your first 25 phants offering you unearned praise. •Possess a global sensibility that per- years, since during that period you will •Leadership is often narrative—story- mits you to be comfortable in the essentially establish the patterns of telling—with a protagonist, a plot and world, and engage it without hesita- your life. a foil. tion or anxiety. •Never underestimate or belittle any •Boredom and repetition are essential •Listen well to others and realize that experience you have had in your life. parts of leadership as leadership con- not all good ideas issue from you Think about the knowledge and skills sists primarily of telling a story again alone or from those who speak only you have gained. You never know and again and in such a compelling English. what might come in handy in another manner that others want to be a part of context. it. Each repetition must sound as if it •Appreciate the quantitative dimension in human knowledge while simultane- •Develop the ability to anticipate were being delivered for the first time ously comprehending that it is highly events. Visualize the endpoint—vari- with passion and urgency. dangerous to believe that all truth can ous possible endpoints—before they be incorporated in a single digit. occur, as it is good to have “already • Do not underestimate the role of pas- been there.” sion in your profession—you must be-

6 Con’t. on pg. 8

Con’t. from pg. 6 •Appreciate that we live in a world with •Internalize a sense of civility and re- tended by the college’s founder, Dr. dwindling natural resources. There is spect for other peoples that considers Benjamin Rush, and his friend and fel- no need to consume more than is nec- the interactive protocols of a variety of low revolutionary, Thomas Jefferson. essary. cultures—in more old-fashioned terms, employ “good manners.” These “Notes” are highlights of a keynote •Value the entrepreneurial capacity of address delivered Oct. 13, 2010, in Mon- human beings and cultivate it to pur- • Develop a personal voice and use it to terrey, , at the annual meeting of poseful and beneficial ends. speak out confidently, yet civilly, on The Tri-Association: The Association of • Gain a comfort level with uncertainty issues that matter. American Schools of Central America and ambiguity as these qualities will Colombia-Caribbean and Mexico. My define much of the professional and •Appreciate the key moments of under- speech included the following—I personal life you will encounter. standing and misunderstanding that lamented the demise of mentoring in have occurred through the ages in the American education as well as the move- •Appreciate that change is inevitable humanities, the sciences, the arts and ment away from teachers and administra- and can be engaged productively. Re- the social sciences and apply them to tors incorporating their own—sometimes member that today’s novelty is tomor- grasp contemporary challenges and “colorful”—personalities into the class- row’s tradition. opportunities. room setting. I elaborated upon many of •Recognize that all that is “different” is the points above with examples from my not necessarily good or virtuous. • Appreciate that the liberal-arts educa- own life, and I cited three “movements” Some historical differences within cul- tion you gain at Dickinson is ulti- in contemporary education—the self-es- tures conflict with our global society’s mately pragmatic and commits you to teem movement, a radical quantitative ac- contemporary understanding of ethics engage democracy in all its manifes- countability and “either/or” thinking— and morals. tations—from citizenship (both histor- that often conflict with the lessons and the ically informed and entrepreneurial) to 21st-century skill set outlined above. •Gain the ability to distinguish fact employment to public service. This from rumor both in direct human con- commitment defines a distinctively tact and on the Internet. “useful” American education as in- *President, Dickinson College

8

TEACHERS AS MEDIATORS OF SELF-DIRECTED LEARNING

“The success of an intervention depends on the inner condition of the intervener.” Bill O’Brien

ARTHUR L. COSTA, ED. D.* impact of information coming to the states: “One of the most interesting and eachers, with the clear intention of awareness of the learner. One way they do exciting aspects of mediated learning . . . promoting students’ self-directed- that is by posing questions that bring con- is that the quality of interaction not only ness, use certain verbal and non- sciousness to the visual, auditory, and changes the structure of behavior of the Tverbal communication tools. The teacher kinesthetic systems in which experiences individual, not only changes the amount becomes a “mediator”—facilitating the are held. This activates the neural path- and quality of his repertoire, but–accord- cognitive growth of students. This article ways of the original experience, and in ing to increasingly powerful sources of describes what it means for a teacher to looking back, recovers omitted and some- evidence from fields of neurophysiology assume the identity of mediator, it defines times valuable information. For example, and biochemistry–changes the structure self-directedness and stresses the impor- you might ask a student to recall the events and functioning of the brain itself in very tance of a teacher’s conscious use of cer- of a lesson. Should the student report only meaningful ways.” tain verbal and nonverbal skills to engage what he/she remembered seeing, you and transform (mediate) student’s cogni- might ask her to elaborate about what she Ian Jutes (2006) reports that over the past tive growth. also heard. Such a mediated learning ex- 20 years, as a result of new scanning perience enhances the detail and quality of techniques and combined with neuro- Being a Mediator information necessary for self-assessment. science and neurobiology research, the The word mediate is derived from the Accuracy in self-assessment is a critical brain is highly adaptive, and is constantly word middle. Therefore, mediators inter- prerequisite to self-directed learning. reorganizing itself based on the intensity pose themselves between a student and and duration of input or experience. Orn- their learning task. Based on the work of As a mediator, you do not solve problems stein (1991) claims that “to make a per- Reuven Feuerstein’s “Mediated Learning for students. Rather you help the student an- sonal change, we have to be able to Experience,” (Feuerstein 2000) the medi- alyze a problem and develop his or her own observe the automatic workings inside ator intervenes in such a way as to en- problem-solving strategies. You help a stu- ourselves.” This requires the kind of con- hance the student’s self-directed learning. dent set up strategies for self-monitoring sciousness evoked by mediation. He de- Feuerstein suggests that planning for and during the problem-solving process and, scribes the brain as having a neural reflecting on learning experiences acti- upon completion you invite the student to re- selection system that wires up the nerv- vate these knowledge structures. With flect on and learn from the problem solving ous system differently depending on the mediation, existing knowledge structures process to find applications in future chal- demands on the organism. Managing and can be made more complex through more lenges Thus, a skilled you help the student developing the mind is to bring automatic connections. The structures also can be become more self-directed. A mediator: processes into consciousness. altered to accommodate new understand- •Is alert to the mediational moment—usu- ings, or they can be made obsolete be- ally when a student is faced with a com- What is Meant by Self-Directedness? cause some new experience has caused plex task, dilemma, discrepancy, or the creation of a new knowledge struc- conflict the resolution of which is not im- A self-directed person can be described ture. This sifting and winnowing of prior mediately apparent. as being: knowledge structures constitutes learning. •Facilitates students’ mental processes as •Self-Managing. They approach tasks As Feuerstein states, “Mediated learning they understand more completely their with clarity of outcomes, a strategic is an experience that entails not just see- own challenges, make their own deci- plan, and necessary data. They draw ing something, not just doing something, sions, and generate their own creative ca- from past experiences, anticipate suc- not just understanding something, but pacities. cess indicators, and create alternatives also experiencing that thing at deeper lev- •Helps students become continuous self- for accomplishment. els of cognitive, emotional, attitudinal, directed learners. energetic, and affective impact through •Maintains faith in the human capacity for •Self-Monitoring. They establish the interposition of the mediator between continuing intellectual, social, and emo- metacognitive strategies to alert the the learner and the experienced object or tional growth. perceptions for in-the-moment indica- event (stimuli). In such a context, learning •Possesses a belief in his or her own ca- tors of whether the strategic plan is becomes a deeply structured and often a pacity to serve as an empowering cata- working or not and to assist in the de- pervasive and generalizable change.” lyst for students’ growth. cision-making processes of altering the plan. Mediators influence the intensity, flow, di- Feuerstein believes that mediation pro- rectionality, importance, excitement, and duces new connections in the brain. He •Self-Modifying. They reflect on, eval-

10 Con’t. on pg. 12. 11 Con’t. from pg. 10. uate, analyze, and construct meaning Table 1 Mediator’s Questions for Self-Managing from the experience and apply the learning to future activities, tasks, and Self-Managing People Approach Examples of Teacher’s Mediational Questions Tasks With: challenges (Costa and Garmston, Clarity of outcomes What specifically do you want to accomplish by doing 2001). this project? A strategic plan What is your plan or strategy for approaching and •Self-directed people are resourceful. completing this project? They tend to engage in cause-effect Necessary data What information have you already gathered about this subject? thinking, spend energy on tasks, set Knowledge drawn from past What effective strategies have you used before in challenging goals, persevere in the face experiences projects like this? of barriers and occasional failure, and Awareness of alternatives for What might be somealternative strategies you have in accurately forecast future perform- accomplishment mind to accomplish these goals? ances. They proactively locate re- Anticipation of success indicators How will you know that your project is successful?

sources when perplexed. Seeking constant improvement, they are flexible Furthermore, you pose questions (see Table 2) so that during the event, the student will be in their perspectives and are optimistic alerted to cues that would indicate whether their strategic plan is working or not and to as- and confident with self-knowledge. sist in the conscious application of metacognitive strategies for deciding to alter the plan They feel good about themselves, con- and select alternatives. trol performance anxiety, and translate Table 2 Mediator’s Questions for Self-Monitoring concepts into action.

Self-Monitoring People: Examples of Mediational Questions Structured Classroom Conversations Establish metacognitive strategies to What will guide your decisions about . . .? alert the perceptions for in-the- What are some of your predictions about how this The talking cure can physically change moment indicators of whether the project will turn out? strategic plan is working or not and What will you be aware of to let you know that your the brain and. . . .anytime you have a to assist in the decision-making strategy is working? change in behavior you have processes of altering the plan a change in the brain. Lewis Baxter After the event, and if conditions are favorable, you may also invite reflection to maximize meaning making from the experience (see Table 3). Meaning is made by analyzing feel- In any classroom there is a constant “din” ings and data, comparing results with expectations, finding causal factors, and projecting of idle chitchat. This is not a criticism but ahead to how the meaning may apply to future situations. rather realty. Such dialogue is what makes groups congenial: birthdays, sports, bad Table 3 Mediator’s Questions for Self-Modifying hair days, and humorous events. All essen- tial for welding individual students into Self-Modifying People: Examples of Mediational Questions bonded groups. It is not necessarily, how- Reflect on As you reflect on your project, what feelings (or ever, growth producing. We also need thoughts, or impressions) do you have about it? Recall What are you recalling that leads to those impressions structured dialogue. Evaluate What is your sense of the project‘s effectiveness? Analyze What might be some factors that contributed to your Being conscious of their purpose to create success? self-directedness in others, mindful teach- How does your completed project compare with what ers seize opportunities, both planned and you envisioned? Construct meaning from the As a result of working on this project, what insights or informal, to use their language tools delib- experience new learnings are you forming? erately to achieve these goals. For exam- Apply the learning to future As you anticipate future assignments of this type, what ple, when a student or group of students is activities tasks and challenges big ideas will you carry forth to those situations? planning a project (such as doing an inves- tigation, writing a report, preparing a demonstration, conducting an experiment, Teaching Tools That Build Trust and Rapport etc.) you carefully construct and pose ques- Mediators know that the neocortex of the brain shuts down under stress. The greater the tions intended to engage the mental stress, the greater the shutdown. Under great stress, we lash out, run away in terror, or processes of self-management. Those ques- freeze up. Subtleties of body language, voice tone, pausing, implied value judgments, tions are invitational, open ended, and cog- and embedded presuppositions in our language all have an effect on students’ comfort and nitively complex, as shown by the thinking. The neuro-systems that process nonverbal signals and feelings are as important examples in Table 1. to thinking processes as they are to establishing a trusting relationship necessary for self- reflective learning.

12 Con’t. on pg. 14.

Con’t. from pg. 12. Trust is belief in and reliance on a teacher’s reacts to the carbon dioxide increase To paraphrase effectively, mediators consistency, skills, and integrity developed much in the same way that it responds to must: over time. Mindful teachers know they threat by releasing hormones that support cannot manipulate a student into a relation- the fight-or-flight response. In addition, •Listen and observe carefully to under- ship of trust and rapport, but they can draw the human brain is hardwired to detect stand the content and detect emotions on specific nonverbal and verbal behaviors threat, which results in decreasing blood of the student. to nurture the relationship. For example, flow to the frontal lobes and increasing direct eye contact, a concerned voice and flow to the brain stem. When we hold our •Signal your intention to paraphrase. facial expression are better at conveying breath or perceive a threat, thinking is This is done by modulating intonation empathy than are words (Burgoon, Buller, negatively impacted (Zoller, 2005). Ac- with the use of an approachable voice & Woodall, 1996). In addition, the tion, not thought, becomes the priority. and by opening with a reflective stem. teacher’s matching of the student’s ges- Pausing in appropriate places during the Such stems put the focus and emphasis tures, posture, or voice qualities con- delivery of content supports group breath- on the student’s ideas, not on the tributes to rapport. Some scientists refer to ing and establishes a low-threat environ- teacher’s interpretation of those ideas. this phenomenon as “mental state reso- ment, thus allowing students to think nance” when people are in a form of align- more clearly and effectively (Garmston, For example, reflective paraphrases should ment. Taken together, these have an 2005). avoid the pronoun “I.” The phrase “What I enormous impact on feelings of connect- think I hear you saying . . .” signals to edness and rapport. Such an alignment per- Sometimes periods of silence seem inter- many speakers that their thoughts no mits a nonverbal form of communication minably long. But if trust is the goal, stu- longer matter and that the paraphraser is that the student is being “understood” in dents must have the opportunity to do now going to insert his or her own ideas the deepest sense; they are “feeling felt” by their own thinking and problem solving. into the conversation. Instead, the follow- the teacher (Caine & Caine, 2001). Your silence after asking a question com- ing paraphrase stems signal that a para- municates, “I regard you as sufficient; I phrase is coming: The safer the student feels, the greater the trust your processes and knowledge; also access to neocortical functioning.When I trust that you know best the time you •“You’re suggesting . . .” students experience stress, there is an al- need to formulate a response.” tered blood flow and changes in activity •“You’re proposing . . .” patterns in the brain. The body-mind func- Paraphrasing. One function of a para- tioning is minimized. The learner is less phrase is to acknowledge a student’s com- •“So, what you’re wondering . . .” flexible and survival patterns override pat- munication and is a strong trust builder. tern-detection and problem solving. Stu- When people feel they are being under- •“So, you are thinking . . .” dents “lose their train of thought” and stood, they breathe more deeply. Deeper resourcefulness. The teacher knows that all breathing provides more oxygen to the •“So, your hunch is . . .” communications are important and pays at- brain. As stated earlier, oxygen is an es- tention to physical signals. sential resource for thinking. Empathic Acknowledging. To acknowledge is not to paraphrasing changes blood chemistry agree but to signal, “I got your communi- Verbal Response Behaviors and helps the student maintain a resource- cation” or “I am understanding your view ful state. point.” In “Western” cultures, this is ac- Skillful teachers intent on engaging the complished by nodding the head or using mind are aware of employing and monitor- Paraphrasing lets students know that you “subverbals,” like the phrase “uh huh.” Not ing their own use of certain nonjudgmental are listening, that you understand or are all cultures use these cues, however. response behaviors. Their intent is to en- trying to understand them and that you hance the quality of communications, care. Since a well-crafted paraphrase Probing and Clarifying model skillful listening, and create a feel- communicates, “I am trying to understand ing of trust and rapport with their students. you—and, therefore, I value what you Clarifying signals that you caress enough While nonverbal communications may have to say” and establishes a relationship to want to understand what a student is convey much of the meaning in a dialogue, between students and ideas, questions saying. Clarifying is not meant to be a de- the words you choose—and how you state preceded by paraphrases will be per- vious way of redirecting what a student is them—also have a strong effect. Mediators ceived similarly. Questions by them- thinking or feeling. It is not a subtle way create a nonjudgmental environment in selves, no matter how well constructed, of expressing criticism of something the which students feel safe to experiment and put a degree of psychological distance be- student has done. The intent of probing and risk. This environment can be partially cre- tween the asker and the asked. Paraphras- clarifying is to help you, the teacher, better ated through the response behaviors of ing creates a safe environment for understand the student’s ideas, feelings, silence, acknowledging, paraphrasing, thinking. and thought processes. However, clarify- probing, and structuring. ing not only assists the teacher’s under- Mediational paraphrases reflect the standing, it also sharpens the perceptions Pausing (Silence, Wait-Time). Using wait- speaker’s content and the speaker’s emo- and understandings of the student. time before responding to or asking a ques- tions about the content. The paraphrase tion allows time for more complex reflects content back to the speaker for Clarifying that is proceeded by a paraphrase thinking, enhances dialogue, and improves further consideration and connects that re- helps make clear that the probe for more de- decision-making. Pausing during the con- sponse to the flow of discourse emerging tail is for understanding, not judgment or in- versation allows the listener to breathe within the group. Such paraphrasing cre- terrogation. Clarifying contributes to trust while the message is delivered. Breathing ates permission to probe for details and because it communicates to a student that is essential for supporting cognition. elaboration. Without the paraphrase, prob- his or her ideas are worthy of exploration When we hold our breath, the carbon diox- ing may be perceived as interrogation. and consideration; their full meaning, how- ide levels in the blood increase. The body ever, may not yet be understood.

14 Con’t. on pg. 16.

Con’t. from pg. 14. Structuring meaning. In the first group, the ability to New York: Basic Books. accurately self-assess declined as students A safe, trusting relationship exists when became more dependent on the teacher for Edwards, J. (2004). Cognitive Coach- your students know what is expected. an assessment of their behaviors. In the ingSM: A Synthesis of the Research. High- When expectations are unclear, students group in which teachers only reflected their lands Ranch, CO: Center for Mindful spend their energy and mental resources understanding of student reports, accuracy Mediation. interpreting cues about what the teacher re- increased. Self-assessment also led to im- ally wants and detecting any hidden agen- provements in student behaviors. Feuerstein, R. (2000). Mediated learning das. With structuring, the teacher clearly experience. In A. Costa, (Ed.), Teaching for and deliberately communicates criteria for Mindful Mediation enhances the capacity Intelligence II: A Collection of Articles. Ar- excellent work, expectations about the pur- for accuracy in self-assessment. This is the lington Heights, IL: Skylights. poses for and use of resources such as time, foundation for self-directed learning for space, and materials. Structuring generates both adults and students. Becoming a me- Garmston, R. (Ed.). (2005). The Presen- a common understanding of the purposes diator of others’ cognitive growth, how- ter’s Fieldbook: A Practical Guide. Nor- for the lesson, the roles that each student ever, takes time and practice to consciously wood, MA: Christopher Gordon should play, time allotments, the placement employ these behaviors in the flow of con- of the teacher and the students in the class- versations. It sometimes means relinquish- Garmston, R., & Wellman, B. (1999). The room during the lesson, etc. ing old habits and identities. However Adaptive School: A Sourcebook for Devel- challenging this is, the benefits outweigh oping Collaborative Groups. Norwood, In Summary the tasks of “unlearning” what had become MA: Christopher Gordon. habitual. Teachers who mediate experience Why self-directed learning? In one study greater feelings of power and satisfaction Jutes, I. Understanding the Digital Kids: reported by Carol Sanford (1995), team in observing others become more self-re- Teaching and Learning in the Digital Age. members in a corporate setting listened to liant and resourceful, and in applying these The InfoSavvy Group Presentation at the feedback from peers, supervisors, and sub- tools and skills in their own personal lives Leadership Conference of the Near East ordinates about how to be better workers. at home, and in the community (Edwards, and Southeast Asia International Schools. The hypothesis is that if they got quality 2004). Muscat, Oman, October 21, 2006. feedback about their performance, they would be able to improve the effectiveness References Ornstein, R. (1991). The Evolution of Con- of their teamwork. The exact opposite oc- sciousness: Of Darwin, Freud, and Cranial curred, with feedback undermining the Burgoon, J., Buller, D., & Woodall, W. Fire—The Origins of the Way We Think. goals of producing improved performance. (1996). Nonverbal Communication: The New York: Prentice Hall Press. As a result the company initiated systems Unspoken Dialogue, 2nd ed. New York: of self-reflection and self-assessment for McGraw-Hill. Sanford, C. (1995). Feedback and Self-Ac- employees. countability: A Collision Course. Battle Caine, G., & Caine, R. (2001). The Brain, Ground, WA: Springhill Publications. In another study, nine- and ten-year-old Education and the Competitive Edge. Lan- students were asked to self-assess behav- ham, MD: Scarecrow Press. Zoller, K. (2005). The New Science of iors on which they were working. In one Non-verbal Skills. In R. Garmston (Ed.), group, students reported self-assessments Costa, A. and Garmston, R. (2001) Cogni- The Presenter’s Fieldbook: A Practical to teachers who reflected back what stu- tive Coaching: A Foundation for Renais- Guide (pp. 119–138). Norwood, MA: dents were saying and then added a few sance Schools. Norwood, MA: Christopher Gordon. observations of their own. In another Christopher Gordon. group, students reported self-assessments *Professor Emeritus, California State and teachers listened, paraphrased, and Edelman, G. (1987). Neural Darwinism: University, Sacramento sometimes would ask questions to clarify The Theory of Neuronal Group Selection.

ToTo all students, teachers, parents, and staff of Tri-Association schools: May you have a relaxing, enjoyable, carefree vacation and return to your schools refreshed and renewed.

16

THE POETRY OF SCIENCE: A TOOL FOR ASSESSING ELEMENTARY STUDENT SCIENCE JOURNALS

JENNIFER C. MESA, MICHELLE L. riences growing plants from seeds and What is POETRY? KLOSTERMAN, & LINDA L. CRONIN- share information they remember from a The acronym POETRY stands for Predict, JONES previous week’s video about the life cycle Observe, Explain, Think, Reflect, and nquiry-based science offers rich of plants. Yearn to learn more (Figure 1). POETRY hands-on and mind-on experiences was adapted from White and Gunstone’s that encourage students to ask and POE (Predict-Observe-Explain) strategy Isearch for answers to their own ques- (1992), which is typically used to guide tions. Writing about inquiry-based sci- student learning during an inquiry-based ence experiences can provide students with science investigation or demonstration. opportunities to communicate their ques- While the POE strategy focuses on three tions, observations, and reflections while science process skills, POETRY focuses expanding our instructional and assess- these three science process skills as well ment options as teachers. But how can as higher-order processes (thinking and teachers encourage and assess student reflecting) and scientific habits of mind writing in science? POETRY is an au- (yearning to learn more). In addition, thentic assessment tool that can be used while POE is primarily designed for use to analyze elementary student science in inquiry-oriented science lessons, PO- journal entries and track the development ETRY focuses on process skills, thinking of both language arts and science skills skills, and habits of mind that represent and concepts. essential elements of inquiry in both sci- ence and language arts contexts. What is a science journal? Dr. Linda Cronin Jones The terms science journal and science How does POETRY unite science and notebook are often used interchangeably. language arts? Understanding that time is Although both provide students with op- As evidenced in these examples of science a limited commodity in elementary class- portunities to write about their individual writing, journal entries are more flexible in rooms, POETRY was designed to incor- science learning experiences, journals and their format and contain written and drawn porate key elements of both national notebooks differ significantly in both for- observations and interpretations of obser- language arts and national science stan- mat and purpose. Consider the following vations as well as personalized reactions/ dards. As illustrated in the heuristic in examples: perceptions (Dirnberger, McCullagh, & Figure 1, combining science and lan- Howick, 2005). Science notebook entries guage arts skills in one assessment tool Example 1: are more formal and structured and focus was both logical and desirable because so In Mr. Mendez’s classroom, students on the collection, organization, and objec- many of the skills standards for the two record their observations and measure- tive analysis of evidence. Common com- subjects clearly complement and rein- ments from an investigation of the phys- ponents of science notebook entries include force each other. For example, the Na- ical properties of water (cohesion and written observations, scale drawings, dia- tional Science Standards require that adhesion) in their science notebook. They grams, and numerical data such as charts, students “use data to construct a reason- also paste their instruction sheet and copy data tables, and graphs. Thus, science note- able explanation,” while the National Language Arts Standards require students notes from the board into their notebook. books are primarily used to collect and or- to “gather, evaluate and synthesize data ganize data and other empirical evidence Example 2: from a variety of sources” (IRA/NCTE, while science journals provide a vehicle for In Mrs. Nelson’s classroom, students 1996; NRC, 1996). critical and creative analysis and reflection. record their predictions, observations, and Simply put, science notebooks focus on measurements during an investigation of Once the heuristic was developed, three recording what students have done while seed germination in their science journals. different scoring guide versions were cre- After completing the investigation, they journals focus on what students have ated. These three scoring guides (a tradi- reflect on their predictions and use their learned. The process of writing in a science tional rubric, a holistic rubric, and a own observations and measurements to journal often leads to greater conceptual checklist) differ only in their format; the explain what factors are essential for seed understanding in science because such language used in each is identical. De- germination. Students are also encour- writing is a constructive, reflective, and pending on your preferences, you can use aged to write about their own prior expe- personalized process (Harmelink, 1998). any one of these three versions to evalu-

18 Con’t. on pg. 20.

Con’t. from pg. 18 ate your own students’ individual science “scored” using Version A of the POETRY physical state of the substance. Although journal entries or entire journals. tool. she came to different conclusions (solid vs. liquid) for different tests, there was lit- How can I use POETRY as an assessment Entry #1 tle evidence of thinking because she did tool? To determine if the POETRY as- The first entry received an overall rating not attempt to summarize and compare sessment tool was understandable and of developing for two reasons: 1. the the relative number of tests that indicated easy to use when analyzing student jour- entry indicated a limited understanding of solid vs. liquid but instead formed sepa- nals, we worked with a local 3rd grade how to make good predictions, observa- rate conclusions for each test. Further- teacher who had her students keep sci- tions, and explanations; and 2. the entry more, in this entry, she did not reflect on ence journals for an entire school year. In did not include significant examples of her experience or indicate a yearning to order to get a more authentic picture of thinking, reflection, or yearning to learn know more. how science journals are actually used in more. In this early entry, the student elementary classrooms, we did not wrote about an activity investigating a Although the predictions and observa- prompt her with specific instructions re- mysterious substance called “goo yuck.” tions in the first entry were more charac- garding the content or format of the jour- She was challenged to conduct several teristic of a science notebook, the student nals nor did we provide any specific different tests to determine if goo yuck used several language arts skills to de- writing prompts. In order to determine if was a solid or a liquid. The student pro- the POETRY assessment tool could be vided a prediction and a list of observa- velop her ideas. Accessing prior knowl- used to identify differences in the quality tions, but she did not provide any edge of the terms liquid and solid was and content of student science writing reasoning for her predictions nor did she necessary to form an appropriate predic- over time, three journal entry samples provide much detail in her observations. tion, organizational strategies were used were selected from the beginning, middle, The beginning of an explanation can be to communicate the observations in a list and end of one 3rd grader’s science jour- seen at the end of the entry where she at- appropriate for science, and the use of nal (Figures 5-7). Each entry was then tempted to draw a conclusion about the symbols in her explanation showed Con’t. on pg. 22.

20 21 Con’t. from pg. 20 knowledge of alternative perature ranks of the rock and forms of technology (e.g., Interestingly, with no prompt- forms of written language. road) did not include detailed reading a thermometer) to ing, the student drew on her descriptions. As in the first support her ideas. own knowledge of phonics to Entry #2 entry, her explanation was not examine and comment on the This second entry received an supported with evidence, no Entry #3 sounds in the word “lichen” overall rating of basic. More alternative explanations were The third entry would receive which is characteristic of mak- POETRY skills were included included, and no evidence of an overall rating of developing ing predictions in language and the entry contained more higher-order thinking was in- because it contained fewer arts. Another language skill detail, but the student still did cluded. The second entry did POETRY elements and lacked demonstrated in this entry was not demonstrate an under- contain some evidence of re- supporting details for each el- the use of a word web to com- standing of alternative expla- flection when she described ement. This third entry was municate the meaning of the nations or a desire to know the process of reading her much stronger in terms of lan- term lichen. This is character- more about the topic being ex- thermometer. However, noth- guage arts skills than science istic of making observations plored. In this entry, the stu- ing in her writing indicated a inquiry skills. In terms of sci- and explanations in language dent was asked to reflect on an yearning to know more. ence skills, she did not offer a arts. energy lab conducted the pre- prediction. She proposed that vious day. Her prediction was Regarding language arts lichens can only live in spe- What can POETRY tell you advanced because she used skills, her basic language cific types of locations (expla- about a student’s thinking and several past experiences with skills did improve in the sec- nation) but did not provide understanding? Analyzing heat and energy (such as her ond entry. Her predictions, ob- any of her own observations these three journal entries pro- classmates’ water fountain servations, and explanations to support her claim. The vides valuable insights into choices and the coolness of were more detailed and em- entry consisted of things she this student’s mastery of three grass) to make the prediction ployed a greater use of sym- was told about lichens but did science process skills, two “I thought the grass was going bols to convey meaning (e.g., not include evidence of any of higher-order thinking skills, to be the coldest.” Her obser- emphasizing “energy” by sur- her own thinking, reflection, and an essential scientific vations were basic because rounding it with rays like the or yearning to learn more habit of mind. Without the aid several of them (such as tem- sun). She also used alternative about lichens. of a tool such as POETRY, a Con’t. on pg. 23.

The traditional rubric for scoring. The holistic rubric combines each element of the POETRY assessment tool into advanced, proficient, basic, and developing categories, while the scoring rubric breaks each of the POETRY elements into three categories, each of which is evaluated as eadvanced, proficient, basic, or developing.

22 teacher might conclude that ing to learn more about the entries, you may find that you ment of BOTH language arts since the second and third en- world around them. need to provide more or less and scientific thinking skills in tries were longer and more de- structure in a science inquiry the process! tailed than the first, this How else can POETRY be activity, provide more explicit student’s scientific thinking used to assess student learning instruction regarding how to References and understanding signifi- and improve instruction? make good predictions and Dirnberger, J.M., McCullagh, S., cantly improved over the Other classroom teachers can observations, provide more & Howick, T. 2005. Writing and course of the school year. use POETRY as both a forma- examples or prompts to pro- Drawing in the Naturalist’s However, when examined tive and summative assess- mote thinking, provide more Journal. The Science Teacher more closely, results of the PO- ment tool. In its simplest links with previous learning to 72(1):38-42. ETRY assessment indicate application, it can be used to promote reflection, or even in- International Reading Association that while this student’s lan- assess individual journal en- clude more creative/unusual and National Council of Teachers guage arts skills improved, a tries regarding one specific experiences to stimulate a of English. 1996. Standards f o r corresponding growth in her science inquiry activity and greater yearning to learn the English Language Arts. ability to think scientifically future instruction could be ad- more. Newark, DE: International Read- did not occur. In this case, the justed to address identified ing Association. teacher we worked with as- areas of weakness. As a more Regardless of how the scoring sumed that her students’ abil- holistic assessment, multiple guides are used, POETRY of- Gunstone, R. F., & White, R. ity to think scientifically student writing samples could fers a more complete picture 1992. Probing Understanding. naturally improved as a result be scored and compared of your students’ mastery of London: Falmer Press. Harmelink, K. 1998. Learning of required journaling time. throughout the year to docu- the skills and habits of mind the Write Way. The Science She now realizes that her stu- ment student growth and used in true scientific inquiry Teacher. 65(1):36-38. dents need more specific progress over an extended pe- while also assessing develop- prompts for journal entries, riod of time. ment of key language arts National Research Council. especially if her goals include skills. This easy-to-use tool 1996. National Science Eduction helping students improve their POETRY can also be used to can help you get the most of Standards. Washington, D.C.: ability to think and reflect and inform your own instruction. your classroom journaling National Academy Press. promoting a desire or yearn- After scoring student journal time and promote the develop-

23 ENTERTAINING FOR A CAUSE MARÍA FERNANDA CASTILLO AND to fulfill, we decided to visit the children Our goals are to enlarge the center to pro- VANESSA SOLÓRZANO* once a week to teach them arts and crafts vide shelter for more children receiving he year 2007 was a memorable and play games with them, and become medical treatment, to buy new toys, a one for Lincoln International their friends. swing set, clothes, and a dining table for Academy and the Nicaraguan the children. Tcommunity. It marked the beginning of We divide our efforts between entertain- Being a member of Entertaining for a E4C (Entertaining for a Cause), a service ing the children and fundraising. Arts and Cause has been the best experience of our learning group created with the purpose crafts activities not only serve to distract community service life. We are thankful of providing a moment of happiness to the kids, but also help them develop their for the opportunity to bring joy to these children battling cancer at Hospital La creativity and learn the virtues of orderli- children, to give them a break from real- Mascota. ness, moderation, determination, confi- ity, and to show them that they are loved dence, and generosity. In addition, E4C and that they are not alone in this world. As Mother Theresa said, “The miracle is participants transmit the Catholic faith to And we are proud that, of all the other not that we do this work, but that we are the children. Every year, the kids partici- community services we participate in, happy to do it.” As LIA students became pate in the Purísimas to venerate the Vir- E4C has had the greatest influence in our more aware of the difficulties children gin Mary. The E4C children with cancer face, we decided to start act- also enjoy the piñata ritual ing and make a change. with its music and festive at- mosphere that raises all spir- Five years ago, children from various its. Other activities include cities in Nicaragua went to the capital for dancing, sports, and other treatment. To their surprise, they were games. told that they could not stay there because their condition wasn’t “as bad” as that of E4C participants raise the other children sleeping at the hospital. So funds needed for our activi- they had to sleep in the streets. ties and to support the cen- ter. Fundraising events We created E4C to provide these children include bake sales, jeans and their families with a place to live days, dress down days, Members of Entertaining for a Cause E4C with cancer patients at the Shelter in La Mascota Hospital. while the children received treatment. bracelet sales, and raffles at However, providing them with shelter school. We buy all the sup- was not enough. Equally important, the plies for activities with the children and lives. Interacting with these children has children needed distraction and love to provide for their basic needs and those of made us appreciate the health, education, deal with what they were going through, their parents. E4C participants also help and resources we have been blessed with, a moment at least once a week when they with the maintenance at the center. Part of and it has enabled us to use these bless- would just forget about what was going the money we raise is used to pay work- ings for the benefit of others. E4C has on in their lives, and have fun with a ers at the center. taught us that the word entertain is a pow- group of people interested in their well- erful one, that it can change peoples’ being. That is how Entertaining for a In 2007, our group consisted of seven lives. Cause received its name. members. Today there are forty. The shel- ter has been completely remodeled. E4C *Class of 2013, With a clear vision and a concrete mission has members at two schools in Nicaragua. Lincoln International Academy

Overseas Recruiting Fairs 2011-2012 DATE LOCATION ORGANIZATION March 16-18 Bangkok, Thailand Search Associates May 20-22 London, England CIS April 27-29 London, England Search Associates June 10-12 Fairfax, Virginia ISS June 21-23 Bethesda, Maryland Search Associates

24

THE BEAUTIFUL FACES OF THE TRI-ASSOCIATION'S SPECIAL EDUCATION CERTIFICATE PROJECT Ana Maria Carvajal

Andrea Castillo Angela Torres Angelica Vaccaro Ariana Linger

Carmen Reyes Cathy Vorbeck Claudia Casanovo Claudia Mora

Gabby Sanchez Gigi Mejia Guadalupe Yllan Helen Perez

Karen Lam Keisha La Beach Lina Bravo Lisette Lombard

Marcella Diaz Mariela Lalama Mary Ann O’Connor Melissa Jimenez

Nyasha Warren Odette Rumie Renee Roster Vicky Solorzano

26

United States Department of State Office of Overseas Schools Announcing . . . Summer 2012

June 17-18 & board, and leisure activities are included in the base fee. Fee New College Counselor Workshop support is available for A/OS assisted schools. Online registration A two-day workshop provided by the College Board at Georgetown will be available October 2011. University, Washington, DC. For counselors new to college counseling and who are participating in the summer institute. Fee supported. June 25-29 Jefferson Overseas Technology Institute (JOSTI) June 18-21 The 19th annual state-of-the-art technology information/training for Summer Institute for International Admissions administrators, teachers, and tecchies will be held at the Thomas A four-day College Board information/training institute specifically Jefferson High School for Science and Technology, Fairfax, VA. for college guidance counselors in American/international schools. Seventy-five (75) participants by application. Tuition, room, and Fee supported. Scholarships available for A/OS assisted schools. board are free.

June 17-22 July 10-11 American Education Reaches Out: Standards Based Curriculum Directors New to A/OS School (AERO: SBC) A two-day workshop at the U.S. State Department, Office of Six institutes at the Potomac School (McLean, VA): Overseas Schools, to inform and support school heads new to A/OS Academic Leaders (for curriculum coordinators and administrators); schools. Invitational with all local costs supported. AERO: SBC Workshops on curriculum design in: English Mathematics Social Studies World Languages Science Preference will be given to administrator/curriculum coordinator Applications available January 3, 2012 and teacher teams. Tuition, room, and board are free. in American-Assisted Overseas Schools June 24-28 Three institutes sponsored by AAIE with the cooperation of The Office of Overseas For more information contact: Schools: Your Regional Education Officer Early Literacy Intervention Strategies www.state.gov/m/a/os/c1686.htm Presented by Dr. Karen Burke

Translating Brain Research into Effective Language Instruction Presented by Dr. Virginia Rojas

Addressing Stumbling Blocks to Learning: What to do and When to Do It Presenter TBA

The Institutes will be held at NOVA Southeastern University, Main Campus, Fort Lauderdale, Florida. They will highlight the most recent research and applied strategies in education. Tuition, room

28 29 Recruitment Resources

AASSA Tel: (44) 1730-268244 Kingston, Ontario, K7M5R7 Canada TESOL CONVENTIONS DEPARTMENT 14750 N.W. Fax: (44) 1730-267914 Tel: (613) 533-6222 1600 Cameron Street, Suite 300 77th Court, Suite 210 http://www.cois.org/page.cfm?p=4 for teachers Fax: (613) 533-6691 Alexandria, VA 22314-2751 Miami Lakes, FL 33016 http://www.cois.org/page.cfm?p=5 for adminsitra- e-mail: [email protected] Tel: (305) 821-0345 tiors Website: http://educ.queensu.ca/careers Tel: (703) 836-0774 Fax: (305) 821-4244 Fax: (703) 836-7864 e-mail: [email protected] CIS (AUSTRALIA) SEARCH ASSOCIATES P. O . B o x 3 6 7 P. O . B o x 6 3 6 TEACHER RECRUITMENT INT’L ACSI Kilmore 3764 Dallas, PA 18612 Assoc. of Christian Schools Int’l Victoria, Australia Tel: (570) 696-5400 P. O . B o x A 1 3 1 7 P. O . B o x 3 5 0 9 7 Tel: 61 3 57 811 351 Fax: (570) 696-9500 Sydney South, NSW, Australia 12355 Colorado Springs, CO 80935-3509 Fax: 61 3 57 811 151 Website: www.search-associates.com Tel: (61) 2 9328-3930 Tel: 729-528-6906 www.cois.org/page.cfm?p= Fax: (61) 2 9328-3863 Fax: 729-531-0631 SEARCH ASSOCIATES CANADA e-mail: [email protected] Website: www.acsi.org ISS-INTERNATIONAL SCHOOLS SERVICES RR#5 Belleville e-mail: [email protected] P. O . B o x 5 9 1 0 Ontario, Canada K8N 4Z5 Website: www.triaust.com Princeton, NJ 08543 Tel: (613) 967-4902 CAREERS IN EDUCATION JOB FAIR & EXPO Tel: (609) 452-0990 Fax: (613) 967-8981 TRI-ASSOCIATION VIRTUAL JOB FAIR e-mail: [email protected] 41 Hartfield Road Fax: (609) 452-2690 Dr. Barry McCombs Toronto, Ontario e-mail: [email protected] Canada M9A 3C8 Website: www.iss.edu SEARCH ASSOCIATES UK & IB International Educators Society Tel: 416-239-9523 P. O . B o x 1 6 8 380 Bastian Lane Fax: 416-234-8733 INTERNATIONAL SUPPLY TEACHERS Chiang Mai 50000, Thailand Colville Wa 99114 Tel: +66 53 244322 e-mail: David @Marskell.CA FAX: 44-20-7681-2110 Tel: 509 685 0284 Website: www.Careers-in-Education.com e-mail: [email protected] Fax: +66 53 260118 e-mail: [email protected] Fax: 509 685 1235 CARNEY, SANDOE & ASSOC. JOBS IN EDUCATION/EMPLOIS EN ÉDUCATION Website: www.search-assoicates.co.uk email: [email protected] Recruitment & School Services Ms. Rumeet Toor Websites: www.internationaleducatorssociety.com SEARCH ASSOCIATES, BETHESDA, MD 136 Boylston Street 2509 Pollard Drive www.tri-association.org Boston, MA 02116 Mississauga, ON L5C 3G9 Tel: (484)356-0971 Tel: (800) 225-7986 e-mail: [email protected] Tel: 905-272-0277 or Website: www.search-associates.com Fax: (617-542-9400) 1-888-272-0767 UNIVERSITY OF NORTHERN IOWA www.carneysandoe.com Websites: www.jobsin education.com SOUTHERN TEACHERS’ AGENCY Cedar Falls, IA 50614-0390 www.emploiseneducation.com 7 Elliewood Ave, Suite 2A Tel: (319) 273-2083 CIS Charlottesville, VA 22903-2603 Fax: (319) 273-6998 Council of Int’l Schools QUEENS UNIVERSITY Tel: (434) 295-9122 21 Lavant Street Education Career Services Fax: (434) 295-6448 e-mail: [email protected] Petersfield Hampshire Faculty of Education e-mail: [email protected] Website: www.uni.edu/placement/overseas GU32 3EL England 511 Union St. Website: www.southernteachers.com

30 INFORMATION PAGE The Association of American Schools of Central America, Colombian-Caribbean and Mexico Association Info Telephones: AASCA Linda Niehaus ACCAS Alba Salcedo Office ASFQ: 593-2-247-2975 ASOMEX Paul Williams ext. 103 Executive Director Mary Virginia Sánchez Executive Director 2012/2013 Sonia Keller Home: 593-2-244-9141 (office) Regional Education Officer William H. Scotti 593-2-224-2996 Editor Mary Ellen Fieweger Layout/Design Impresora Flores Faxes: 593-2-243-4985 593-2-247-2972 Send all inquiries and suggestions to: Executive Director (ASQ) c/o U.S. Embassy Quito, Unit 5372, Box 004, Mail: c/o U.S. Embassy Quito APO AA 34039, Unit 5372 - Box 004 e-mail: [email protected] APO AA 34039-3420 http://www.tri-association.org The newsletter is published and distributed free of charge three times a e-mail: [email protected] year by the Association of American Schools of Central America, http://www.tri-association Colombian-Caribbean and Mexico.

ROM THE Corporate Members F Buffalo State, SUNY Dell Connected Learning ASSOCIATION’S Houghton Mifflin Harcourt Company ISS International School Services K12, Inc. EXECUTIVE Search Associates DIRECTOR TIE Care Associate Corporate Members Sponsoring Members any thanks to all the ATD American Cengage Learning Editors AdvancED SACS/CASI directors and teach- CIS Council of International Schools AISH Academy of International ers who have con- Developmental School Heads Mtributed articles to the DYMO/Mimio Interactive Teaching Buffalo State, SUNY Technologies College Board newsletter. Edulight Group: Developmental Studies Center DYMO/Mimio Interactive Teaching Please keep them coming, / Pearson Education Teacher Created Materi- Technologies along with photos of your als / Perma Bound Books George Mason University – Fast Train Framingham State University Program school, projects, and student George Mason University-Fast Train Programs ISS International School Services and staff events. Infosnap NAESP ISI Insurance Services International Lehigh University NEAS&C Deadlines: McGraw Hill Pearson Education Pearson Educational Assessment Group PTC Principals Training Center Rediker Software, Inc. Search Associates May 15, 2012 Vol. XXIV #1 University of Alabama Tecnológico de Monterrey September 1, 2012 Vol. XXIV #2 Walden University TIE Care University of Alabama February 1, 2013 Vol. XXIV#3 Walden University

31 Cap Cana Heritage School American School Foundation of Monterrey Colegio Bilingue New Horizons Yazmin Estrella, Director Jeff Keller, Director General Priscilla Comer de Garrido P.O. Box #025491 Apartado Postal 1762 Avenida Sarasota #51 CPS PC26967 Monterrey, N.L. México 64000 Santo Domingo, Dominican Republic Member Associations Miami Fl. 33102-5491 [email protected] [email protected] [email protected] American School of Durango Colegio Bilingüe Santa Marta AASCA Mazapán School Carol Morgan School Abel Valdez, Director Lucy López, Director COSTA RICA Martha Counsil, Director Jack Delman, Director Apartado Postal 495 Troncal del Caribe MIA 951, 1601 NW 97 Ave. CE # 7660 Durango, México 34000 Urbanización San Francisco American International School P.O. Box 025365 P.O. Box 025273 [email protected] Santa Marta, Magdalena of Costa Rica Miami, FL 33102-5365 Miami, FL 33102-5273 Colombia Charles Prince, Director [email protected] [email protected] American School of Pachuca [email protected] P.O. Box 4941-1000 Nicéforo Ramírez, Director San José, Costa Rica NICARAGUA Colegio Domínico Americano Valle de Anahuac S/N Cayman International School [email protected] Alba Salterio, Director Fracc Valle de San Xavier CP 42086 Jean Caskey, Director American Nicaraguan School CPS # 2073 Pachuca, Hdo., México P.O. Box 31364 SMB Country Day School Gloria Doll, Director P.O. Box 14920 [email protected] Grand Cayman, Cayman Islands BWI Greg MacGilpin, Director c/o U.S. Embassy Managua Coral Gables, FL 33114-9020 [email protected] Apdo. 11-39-1250 Unit 2710 Box 7 APO AA 34021 [email protected] American School of Puebla Escazú, Costa Rica [email protected] [email protected] Francisco Galicia, Superintendent Colegio Euroamericano [email protected] Apartado Postal 665 de Monterrey, A.C. Lincoln Internacional Academy International School of Sosúa Puebla 72000, México Dorothee Cavazos, Director Lincoln School Adolfo J. González, Director Craig Selig, Director [email protected] Blvd. Diaz Ordaz # 250 Ote. Jack Bimrose, Director NICA Box 250 Sosúa, Dominican Republic Col. Santa María P.O. Box 1919 P.O. Box 527444 [email protected] American School of Puerto Vallarta Monterrey, N.L 64650 San José, Costa Rica Miami, FL 33152 Gerald Selitzer, General Director México [email protected] [email protected] MC School Apartado Postal 2-280 [email protected] Olga Salcedo, Director Puerto Vallarta, Jalisco, Marian Baker School St. Augustin Preparatory School JP 100778 México 48300 Colegio Gran Bretaña Linda Niehaus, Director P.O. Box 02-5284 [email protected] Maureen Fleming,Director Apartado 4269-1000 José Oyanguren, Director Del Club Terraza, 2.4 Kms.al sur Miami, FL 33102-5284 Carrera 51 ·215-220 San José, Costa Rica [email protected] Colegio Americano de Saltillo Bogotá, Colombia [email protected] 400 mts al oeste Managua, Nicaragua [email protected] Jorge Alanis, Director [email protected] Pan-American School [email protected] Apartado Postal 45 Suc. “C” Alegría Lores Lores, Director Santiago Christian School Saltillo, Coahuila, México 25000 Colegio International del Caribe Aptdo. Postal de Belén, Heredia PANAMA Seth Cohen [email protected] Vicente McIntosh, Headmaster Costa Rica, C.A. 8400 N.W. 25th St. Ste. 110 8153 Margarita St. Colon [email protected] Balboa Academy BM #2-30555 American School of Torreón Republic of Panama Jean Lamb, Director Doral, FL 33122 Makhloof Ouyed, General Director [email protected] EL SALVADOR c/o U.S. Embassy Panama [email protected] Ave. Maya y Nogal Unit 0945 Colonia Torreón Jardín Cotopaxi Academy American School of El Salvador APO AA 34002-005 St. Joseph’s School Torreón, Coahuila 27200, México William Johnston, Director Ken Templeton, Director [email protected] Janet Reyes, Director [email protected] c/o U.S. Embassy Quito (Coto) P.O. Box 01-35 CPS-9797 Unit 5373 San Salvador, El Salvador International School of Panama P.O. Box 149020 Colegio Columbia APO AA 34039-3420 [email protected] Linda La Pine, Director Coral Gables, FL 33114-9020 Laura Guajardo, Director [email protected] Colegio Internacional San Salvador c/o U.S. Embassy Panama [email protected] Poza Rica 507 - Col. Petrolera Unit 4945 Tampico, Tamps 80110, México dirgene- Crossroads Christian Academy Chester S. Stemp, Principal St. Michael’s School [email protected] Scott Bose, Director Apartado Aéreo 05-15 APO AA 34002-008 [email protected] Michelle Morel, Director [email protected] PTY-07681601 W.W. 97th Ave. San Salvador, El Salvador CE-110 1733 North West Ave P.O. Box 025207 [email protected] ACCAS Miami, FL 33126-1112 Colegio Inglés Miami, FL 3310-5207 Colegio Maya El Salvador, COLOMBIA [email protected] Alejandra Garza de Tapia, [email protected] S.A. de C.V. Director General Ma. De los Ángeles de Parker, Director Altamira International School The Ashton School of Santo Domingo Apartado Postal 585 Discovery School Colegio Maya Priscilla Ruiz de Vergara, Director Ines Gygax, Headmaster Garza García, NL, 66220, México Debra Giles, Director Calle Poniente Bis y Pasaje Verde #476 Carrera 50 # 79-136 Jacinto Mañón No. 16, Ens. [email protected] c/o U.S. Embassy Tegucigalpa Colonia Escalón, San Salvador , Colombia Paraíso Unit 2915 El Salvador, C.A. [email protected] Santo Domingo, Dominican Republic Escuela Americana de Tampico APO AA 34022 [email protected] [email protected] Emma Salazar, General Director [email protected] Calle Hidalgo s/n Colonia Tancol Panamerican School of El Salvador Ruth Allen, Director ECUADOR Tampico, Tamps, México 89000 Golden Valley School Claudia Pardo, Director Intercor La Mina [email protected] Ana Maria Bernini VIP SAL 809 P.O. Box 02-5573 American School of Quito Patrick Miller P.O. Box 52-5364 Miami, FL 33102-5573 Susan Williams, Director General Instituto San Roberto 2011 N.W. 79th Ave. Miami, FL 33152-5364 [email protected] P.O. Box 1701157 Campus San Agustín Miami, Florida 33122-1612 [email protected] Quito, Ecuador Hortensia Prieto, Superintendent [email protected] [email protected] Ave. Real San Agustin # 4 GUATEMALA Colegio Bolívar Joseph Nagy, Director San Agustín 66260 International School of Aruba Apartado Aéreo 26300 Colegio Menor Garza Garcia, N.L., México Ms. Sarah Putnam, Director American School of Guatemala Andrew Sherman, Director [email protected] Wayaca 238 A Rob Gronniger, Director Cali, Valle, Colombia [email protected] Cumbayá, via Pillhua s/n Aruba-Dutch Caribbean Section 1783, POB 25339 Ecuador International School of Cancún [email protected] Miami, FL 33102 Colegio Granadino Tel: (593-2) 289-6472 Nancy Marroquín, Director [email protected] Fax: (593-2) 289-4419 Calle de Acceso MZ 17 Lote 36 SM 309 International School of Curacao Robert Sims, Director Margie Elhage-Cancio, Director Apartado Aéreo 2138 [email protected] Rancho SINAI Colegio Americano del Sur Cancún, Quintana Roo 77500 P.O. Box 3090 Robert Elser, Director Manizales, Colombia Koninginnelaan z/n [email protected] HAITI México Km.92.5 Carretera a Mazatenango [email protected] Curacao, Netherlands Antilles Sta. Lucia Cotzumalquap, Escuinta [email protected] Union School Guatemala Marie-France Jean-Baptiste, John F. Kennedy School [email protected] Michael Adams, Director Instituto Thomas Jefferson Apartado Aéreo 2899 Superintendent Mirtha Stappung, Director Campus Guadalajara Cartagena, Colombia P.O. Box 407139 Apartado Postal 93 Melody J. de Martín del Campo, Colegio Decroly Americano Lynx AIR/UNSCN Querétaro, Qro., México 76000 Martha Maristany, Director [email protected] Director Ft. Lauderdale, FL 33340 [email protected] Ramal La Tijera No. 1753, Fomento Educativo Colegio Karl Parrish [email protected] Sección 2941 Fracc. Amapas Laura Horbal, Director Municipio de Tlajomulco de Zúñiga, P.O. Box 0253-39 Apartado Aéreo 52962 JAMAICA Kenneth Peterson, Director Miami, FL 33102 Jalisco, México Barranquilla, Colombia Huizachito #80 [email protected] [email protected] [email protected] Hillel Academy Lomas de Vista Hermosa Peggy BleyBerg, Director , México D.F. 05720 Inter-American School Colegio Maya Colegio Nueva Granada 51 Upper Mark Way [email protected] of Quetzaltenango Ambler Moss, Director Eric Habegger, Director Kinsgton 8, Jamaica WI Michael McNabb, Director c/o U.S. Embassy Apartado Aéreo 51339 [email protected] P.O. Box 526125 Unit 3326 Bogotá, Colombia Charles Zeller, Director Miami, FL 33152-6125 APO Miami 34024 ehabegger@cng. edu VENEZUELA 78657 Autumn Lane [email protected] [email protected] Colegio Panamericano Palm Desert, CA 92201 Escuela Campo Alegre [email protected] Metropolitan School of Panama Interamerican School Steve Desroches, Director Nicolas Reeves, Director Apartado Aéreo 522 Jeff Paulson, Superintendent Carl Wieburg, Director 8424 N.W. 56th St. INVITATIONAL MEMBERS Edifico #104 Boulevard La Montaña Bucaramanga, Colombia Ave. Vicente Bonilla [email protected] Suite CCS0007 Apartado 1681 Doral, FL 33166 Academia International Arabe Panameña Ciudad del Saber Fca. El Socorro, Zona 16 GI School [email protected] Berta Marinas de García Clayton 01901 Guatemala, Guatemala United Nations Street, Margarita Panamá City, Panamá [email protected] Jaime Urazán, Director Apartado Aéreo 664 ASOMEX Colon City, Republic of Panama nicholasreeves@the MEXICO metropolitanschool.com HONDURAS Armenia, Colombia [email protected] [email protected] American Institute of Monterrey Notre Dame School American School of Tegucigalpa Elizabeth Huergo, Director Albert Einstein School Liceo Inglés Raquel Katzkowicz, Director María Luisa de Ruiz-Alma, Director Liliana Jenkins, Director Diane Zauscher, Director Apartado Postal 136 Calle Manuel de Jesús Troncoso No. 52 c/o U.S. Embassy Tegucigalpa Colonia del Valle 66220 Ave. Diego Vasquez de Cepeda N77-157 Apartado Aéreo 2096 y Alberto Einstein (Carcelén) Ens Paraíso Tegucigalpa, Honduras Pereira, Colombia Garza García, N.L., México Santo Domingo, Dominican Republic [email protected] [email protected] Quito, Ecuador [email protected] [email protected] [email protected] Escuela Internacional Sampedrana The Columbus School American School Foundation A.C. Ross University Preparatory School Ron Vair, Director Paul Williams, Director Alliance Academy International Mary Grogan, Principal Susan Jaramillo, Superintendent David A. Wells, Director Apartado Postal 565 Apartado Aéreo 60562 Bondojito 215 P.O. Box 266 San Pedro Sula, Honduras Colonia Villalengua 789 y 10 de Agosto Roseau, Commonwealth of Dominica Medellín, Colombia Casilla 171106186 [email protected] [email protected] México D.F., México 01120 [email protected] [email protected] Quito, Ecuador Happy Days/Freedom High School DOMINICAN REPUBLIC [email protected] [email protected] St. George School Norma Victoria Chávez, Director Karina Pablo, Director Luis Chávez, High School Principal American School of Santo Domingo American School Foundation of Guadalajara American International School of Kingston Calle Portofirio Herrera No.6, 2227 NW 79th Ave. #48 A. Wyters, Interim Director Janet Heinze, Director General Brian Hovarth, Director Ensanche Piantini Doral, FL 33122 EPS P-2240 - P.O. Box 02-5261 Apartado Postal 6-280 KIN 1399 PO Box 25580 Santo Domingo, D.N., [email protected] Miami, FL 33102-5261 Guadalajara, Jalisco, México Miami, FL 33102-5580 Dominican Republic [email protected] [email protected] [email protected] [email protected] [email protected] 32 THE ASSOCIATION OF AMERICAN SCHOOLS OF CENTRAL AMERICA, COLOMBIA-CARIBBEAN & MEXICO ANNUAL Calendar 2011 / 2012 Data Driven Dialogue: A Facilitor's Guide to The Tri-Association and the Virtual School Project Having Hard Conversations Collaborative Inquiry Location: Hotel RIU Panama Plaza Location: Hotel RIU Panama Plaza Panama City, Panama Panama City, Panama Date: October 11, 2011 Dates: October 10 & 11, 2011 The Impact of Our Learning Preferences on Teach- Tri-Association Annual Educators' Conference ing, Learning and Behavior in the 21st Century Location: Hotel RIU Panama Plaza Location: Hotel RIU Panama Plaza Panama City, Panama Panama City, Panama Dates: October 10-14, 2011 Dates: October 10 & 11, 2011 AP English Language and Literature Tri-Association Board Meeting Location: Hotel RIU Panama Plaza Location: Hotel RIU Panama Plaza Panama City, Panama Panama City, Panama Dates: October 10 & 11, 2011 Date: October 11, 2011 AP World History ASOMEX Directors' Meeting Location: Hotel RIU Panama Plaza Location: Hotel RIU Panama Plaza Panama City, Panama Panama City, Panama Dates: October 10 & 11, 2011 Date: October 11, 2011 12:00 p.m. SACS/CASI AdvancED Institute:The Lead Evaluator ASSCA Directors' Meeting Location: Hotel RIU Panama Plaza Location: Hotel RIU Panama Plaza Panama City, Panama Panama City, Panama Date: October 10, 2011 Date: October14, 2011 2:15 p.m. Keeping Schools Healthy: The Economic Bedrock SACS Chief Administrators’ Conference Location: Hotel RIU Panama Plaza Location: Gran Hyatt Buckhead Panama City, Panama Atlanta, Georgia Date: October 11, 2011 Dates: November 29-December 1, 2011 Practial Skills for Teacher Leaders to Transform Tri-Association Board Meeting Teaching, Learning and Relationships in Schools Location: Gran Hyatt Buckhead Location: Hotel RIU Panama Plaza Atlanta, Georgia Panama City, Panama Date: November 29, 2011 Date: October 11, 2011 Time: 11:15 a.m.-12:45 p.m. How to Develop Positive Relationships and Reduce Tri-Association Annual Business Meeting Conflicts in Your School Location: Gran Hyatt Buckhead Location: Hotel RIU Panama Plaza Atlanta, Georgia Panama City, Panama Date: November 30, 2011 Date: October 11, 2011 Time: 5:30-6:30 p.m. Supervising Your School's Reading and Writing Pro- ACCAS Regional Meeting gram: Stategies to Maximize Teacher Growth and Location: Gran Hyatt Buckhead Student Learning Atlanta, Georgia Location: Hotel RIU Panama Plaza Date: November 30, 2011 Panama City, Panama Time: 6:30-7:30 p.m. Date: October 11, 2011 SACS/CASI AdvancED Institute: Acreditation Stan- AAIE Conference dards and Adaptive Schools for School Improvement Location: Hotel Westin Copley Place Location: Hotel RIU Panama Plaza Boston, MA Panama City, Panama Dates: February 9-12, 2012 Date: October 11, 2011 CIS/NEAS&C Institute NAIS Annual Conference Location: Hotel RIU Panama Plaza Location: Seattle, Washington Panama City, Panama Dates: February 29-March 3, 2012 Date: October 11, 2011 CIS/Tri-Assciation Counselors' Workshop NAESP Annual Conference Location: Hotel RIU Panama Plaza Location: Seattle, Washington Panama City, Panama Dates: March 22-24, 2012 Date: October 11, 2011 Special Education Certificate Program Special Education Certificate Program Location: Hotel RIU Panama Plaza Location: Hotel Quito Panama City, Panama Quito, Ecuador Date: October 11, 2011 Dates: June 24-July 6, 2012