Jennifer Abrams is an international educational and communications consultant for public and independent schools, universities and non-profits. Jennifer trains and coaches teachers, administrators and others on new teacher/employee support, having hard conversations, collaboration skills and being your best adult self at work.

In her over two decades at Palo Alto Unified School District (Palo Alto, CA, USA), Jennifer was a high school English teacher, new teacher coach, and professional development facilitator. She left PAUSD in 2012 to start her full time communications consultancy in which she works with schools and organizations across the globe.

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Pre-conference Title: Having Hard Conversations: Finding Your Voice Around What Matters

Description:
As colleagues, coaches or team leads, we often come up against situations where difficult topics must be addressed. What do we know about the best strategies for those moments? What questions should we be asking ourselves before we speak, and what environments are best for when we do speak? Based on Jennifer’s book, Having Hard Conversations, and her work with conflict and interpersonal communication, this session will provide participants with action plans and scripting tools for having those necessary hard conversations.

Erma Anderson is a former high school mathematics and physics teacher and Albert Einstein Distinguished Fellow of the United States Senate. She was a Senior Program Officer with the Research Council assisting in the development of the National Science Education Standards and a Christa McAulliffe Fellow with the National Foundation for Improvement of Education. She was a consultant with the Council for Basic Education’s Schools Around the World Project, developing and implementing a   protocol and series of professional development experiences that used student work to enhance the teaching and learning of mathematics and science. More recently she has been a consultant with international schools and the AERO Mathematics and Science project.

Pre-conference Title: Building Instructional Coherence Supporting Equity and Engagement in Mathematics

Description:
Instructional coherence means ensuring that every element of instruction — from core instruction to interventions to extended time—works together to advance grade-level student experiences. At the most basic level, a coherent instructional system builds academic and socioemotional supports that prepare the way for and extend grade-level learning. This means that students engage in instructional experiences that have a link and relationship with each other and with core grade-level instruction.

Building Instructional Coherence will be a deep dive into a core instructional model and the anatomy of a lesson. It will provide an opportunity to examine research-based teaching practices, key components of a well-designed lesson, and assessment strategies.  It will provide the consistent language, strategies, and focus required for coherency in all content areas. 

Goals of the session:

Share a consistent instructional model that incorporates research-based best practices for organizing, designing, and delivering instruction which supports mathematical proficiency for all.

Identify tasks that encourage the development of the characteristic behaviors (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition) of a mathematically proficient student. 

Strengthen the use of formative assessment strategies to gauge student progress towards proficiency and inform instructional decision-making.

When asked “Where do you live?,” Cathryn Berger Kaye often answers “in Los Angeles and airports.” Cathryn travels throughout the United States and globally, providing conference keynotes, in-depth institutes, and multi-day school visits with tailored education and learning resources. Her expertise spans service learning and global citizenship, intercultural understanding, creative curriculum design, social and emotional learning, youth engagement and leadership, effective teacher strategies, and environmental sustainability. Her work exemplifies best teaching practices modeling ideas and strategies you can put to use immediately. 

Cathryn is the author of The Complete Guide to Service Learning, two books with environmental advocate Philippe Cousteau – Make a Splash and Going Blue, and her first book Word Works—Why the Alphabet is a Kid’s Best Friend. She is a lead co-author of the International Baccalaureate Organization (IBO) CAS Guide for the Diploma Programme with additional influence on the Middle Years Programme and the Career-Related Programme. She is known for leading engaging and inspirational, memorable experiences that elevate the importance of what we do with youth every day.

Learn more at www.cbkassociates.com 

Pre-conference Title: Enlivening Service Learning for Global Citizenship

Description:
Engage in dynamic experiences you can bring directly to students that clear a pathway to global citizenship. See how the Five Stages of Service Learning provides a roadmap that deepens understanding of our complex and interconnected world. The process enables students to . . . 

• Conduct social analysis through action research - a method applicable to every research and inquiry task that elevates question-asking skills

• Authenticate community assets and needs - increase the ability to make mutually respectful local and global connections

• Participate in deep thinking – readily connect to social and emotional development and manifesting a more just community and world

• Reflect by choice on significant moments and learning - and enjoy the process of reflection

• Demonstrate what has been learned – including the process of learning along with what has been accomplished through service. 

Whether new to service learning or advanced, these practical ideas activate the ability to ignite your school community. Join with other EARCOS educators to establish a community of practice that will extend beyond the conference. Come ready to dive in! Extensive resources provided for all grades along with a multitude of interactions you can use immediately. Lively, creative, fun! 

Kim has been an educator in international schools since August 2000. Having lived and worked in Germany, Malaysia, Thailand and Japan, Kim has had a variety of roles in international schools, including (her favorite) instructional coach. Kim is the author of Finding Your Path as a Woman in School Leadership (Routledge), host of the #coachbetter podcast, and the creator of The Coach, Women Who Lead, and COETAIL certificate programs.

In addition to her work in education, Kim is also a competitive powerlifter, currently on the Thai National Team as the 63kg M1 representative for Thailand. Based in Bangkok, Kim is the Founder and CEO of Eduro Learning, where she supports educators and schools to develop sustainable and successful instructional coaching programs. Learn more about Kim and Eduro at: https://www.edurolearning.com.

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Pre-conference Title: 3 Steps to Building a Thriving Coaching Culture

Description:
Is your school working to build a coaching culture? Many schools in the EARCOS region are hiring instructional coaches and building coaching programs, but there is still a lot of uncertainty around what makes an instructional coaching program work. Some are successful, and others struggle.

Based on conversations with coaches, teachers and leaders in schools around the world (on my podcast #coachbetter and with my clients in The Coach Certificate and Mentorship Program) “coaching” is implemented in many different ways in international schools. This leads teachers and leaders to have a mixed understanding of what coaching is, why it’s valuable for schools, and how it works best in practice.

After working with coaches and schools building successful coaching programs since 2015 (and previously working in schools to build coaching programs myself), I have learned that there are 3 key elements necessary to create a thriving coaching culture in all school settings. But, the reality is that most schools are missing one - and they don’t even realize it! 

In this workshop, you’ll learn the value of developing a coaching culture to create a sense of belonging, as well as exactly what’s needed to create a thriving coaching culture. Plus, you’ll get the tools to identify the gaps in your coaching program so you can take action immediately! Are you ready to build the foundations of a thriving coaching culture in your school this year?

During the workshop, we'll explore ...

• Why coaching is valuable beyond “just” improving student learning

• How coaching can be instrumental in building a sense of belonging in schools

• Why all educators deserve a coach

• The 3 steps necessary to make coaching a success in any school setting.

• What successful coaching culture looks like at schools around the world.

• How to identify exactly what your school needs to create a thriving coaching culture.

• How you can leverage your coaching skills to make a bigger impact in your school setting.

• How you can get connected with a global network of coaches actively building a thriving coaching culture in their schools too!

This session is designed for aspiring and current instructional coaches, as well as any educator interested in understanding more about the value of engaging in the coaching process. Focused on practical take-aways, you’ll leave this session with a clear definition of coaching, a mini-toolkit of practical coaching skills, as well as an action plan specific for your school to help you take the next steps forward in building a coaching culture.

Myron frequently visits schools, conferences, and districts around the world to share his 25 years of practitioner and leadership experience. He helps educators generate ideas and navigate issues surrounding grading, assessment, reporting and student voice.

Myron’s published work includes numerous journal articles and his best-selling book, Grading Smarter, Not Harder– Assessment Strategies that Motivate Kids and Help Them Learn (ASCD, 2014). His second book, ‘Giving Students a Say! Smarter Assessment Practices to Empower and Engage’ was released in January of 2021. Check it out here, or click on the cover below.

Myron lives in Summerland, BC, Canada with his family. In addition to being an author and speaker, he fills a part-time role as Vice-Principal for Communicating Student Learning in his local school district – Okanagan-Skaha 67. 

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Pre-conference Title: From Passenger to Co-Pilot (to Autopilot?): Practical Ways to Assess WITH Our Students

Description:
For far too long, assessment is what we have done to students, not with them. If we are going to truly reframe and disrupt how students demonstrate their learning, assessment redesign must loom large on our collective radar. Research suggests the extent to which students perceive assessment to be authentic, formative for teachers and not reliant on external factors, the more they will engage in it.

Considering the potential power of student voice and self-reporting, this interactive presentation will focus on practical ways that we can invite students into the assessment realm as active co-pilots rather than sleepy passengers. And on the topic of pilots, how do we adjust the flight plan in the era of generative AI?

Join ASCD author, international speaker, administrator and teacher, Myron Dueck for this session featuring his new book, ‘Giving Students a Say – Smarter Assessment Practices to Empower and Engage.’

Part One:

Participants will consider the language, culture and research that foster a learning environment that supports a student-centered, inclusive assessment environment.

Participants will learn to construct clear, co-created student friendly learning targets that will guide instructional and grading decisions.

Part Two:

Participants will explore various approaches and strategies that creatively widen the window for all students to demonstrate understanding.

Participants will compile an array of transformative, ready-to-use assessment tools such as ‘Walkabout’ and ‘ESPN Math’ 

Participants will explore the design of rubrics that help fling the door open for students to analyze, evaluate and create.

Part Three:

Participants will explore the emergence of generative AI and the broader impacts for teachers around planning, brainstorming and education beyond 2023.

Participants will examine the concept of assessment redesign in the era of ChatGPT, and explore directions such as in-class assessments, non-textual demonstrations of learning and human interaction. Tools will include ‘Inquiry Pizza’ and the ‘Brown Bag Assessment’.

Meghan Hargrave has over a decade of experience working as an education coach and consultant.  Her work has taken her into K-12 classrooms across the globe to support teachers, coaches, administrators, schools and districts in practical methods and practices that move teaching and learning forward. Her expertise is in orchestrating educational initiatives, teaching goals, student data and beyond, to deliver customized professional development that meets the needs of all stakeholders. 

Before starting her own consulting work, she worked as a Senior Staff Developer at Teachers College Reading and Writing Project at Columbia University. At Columbia she was a Teaching Assistant for the Literacy Specialists program, supervised pre-service teachers and trained incoming Staff Developers. 

Meghan currently works with schools in a variety of curriculum-agnostic ways. Whether it be deep dive into teaching practices, an analysis of student data, audit of curriculum, or vertical alignment - customizing content to meet the need of each school or district is the most essential part of her work. 

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Pre-conference Title: Integrating Literacy Throughout the Day: Practical and Powerful Ways to Bring Deeper Reading and Stronger Writing into Content Area Studies 

Description:
It's rare to find a class where students aren't involved in reading and writing activities, whether it's crafting math explanations, producing lab reports, or delving into historical texts. Regardless of age, students are routinely called upon to engage in nonfiction literacy tasks that extend beyond the reading and writing classroom.  Having practical strategies for fostering deeper reading and stronger writing, particularly in nonfiction and content area studies, goes a long way. 

This session will provide participants with just that. Throughout the day, participants will learn about many effective and practical moves they can immediately bring into the content area classroom. We will explore the art of using read-aloud as a vehicle for deeper understanding and engaging students in meaningful talk, closely examine how notetaking and/or notebooking can be a productive way to further nonfiction learning, and even study how the art of argument writing might fit into your content area instruction. Come ready to be inspired, to walk away with customized materials and support, and to engage in meaningful work alongside others interested in the same topic. (Grades 2-8) 

Mike Kuczala has delivered keynotes, given presentations, facilitated professional development and taught graduate courses on 4 continents. His presentations, courses, books and videos have reached more than 100,000 teachers, trainers, corporate executives and parents.  He is also the coauthor of the Corwin Bestseller and Association of Educational Publishers’ Distinguished Achievement Award nominated, The Kinesthetic Classroom: Teaching and Learning through Movement, a book and philosophy that has changed the view of teaching and learning around the world.  Mike’s 2nd book, Training in Motion: How to Use Movement to Create an Engaging and Effective Learning Environment, was released in 2015 (AMACOM) and Ready, Set, Go! The Kinesthetic Classroom 2.0 (Corwin) was released in the summer of 2017.  His 4th book, The Peak Performing Teacher: 5 Habits for Success (Corwin) was released in February 2022. 

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Pre-conference Title: The Rejuvenated Teacher: 5 Habits for Success

Description:
This pre-conference session is a gentle reminder to move “you” back to the top of your to-do list! Cultivating focus, re-energizing oneself, and improving daily habits are essential for educators’ well-being and the good that they pass along to students. Because small changes are easier to plan for and realize, this experience will concentrate on the habits that are most likely to yield significant improvements. Grounded in new research connecting personal change to professional development, this session will build a bridge between mind and body to create a comprehensive path for success that guides educators in meaningful self-reflection by providing:

• Five critical practices to increase productivity and decrease anxiety including living the physical life, managing stress through changing your mind, practicing gratitude, morning routine creation, personal mission development, and goal setting.

• Hands-on experience in the five practices that guide participants in developing self-care strategies.

• A path to personal growth, power, wellness, and vision. This session is highly experiential and interactive! A sampling of activity includes meditation, autogenic training, cognitive reframing, gratitude mining and journaling, and much more.

Britta’s “spark” in education comes from collaborating to design authentic learning that contributes to the well-being of people and the planet. She uses phenomena-based inquiry, systems thinking, education for sustainable development, and project-based learning as the main ingredients in her learning designs.

As a former secondary science and social studies teacher and instructional coach, Britta’s career took her from the USA to Bolivia and then to Colombia. Britta earned her Master’s of Science degree in 2017 after conducting research on how project-based learning impacts student motivation and performance. She is currently the Director of Learning at the American International School of Jeddah in Saudi Arabia.

Britta co-founded the NGSS Partnership Project in 2020, aiming to bring educators together in a regional professional learning community that strengthens their collective efficacy in implementing engaging and effective science instruction. What the co-founders began with a partnership between two schools in Colombia has now brought together over 1,000 educators from 54 schools in Latin America in six multi-day thematic conferences and online courses. The EARCOS Educators Conference will be NGSS Partnership’s first engagement in the Asia region.

Heather Rich is the Lower School PYP Coordinator/Instructional Coach at TISA in Azerbaijan. Her current focus is using standards to structure conceptually-based units that promote action and international-mindedness. She is an advocate for equitable science learning at all grade levels, and believes science is where students can show the learning that transfers. 

Heather has taught internationally in her home city of New York, for over 20 years. She has been a K-12 instructional coach for Science, an Elementary homeroom teacher, and an English language acquisition specialist for MLLs. Educational passions include student-centered coaching, curriculum development, UdL, and language acquisition theory.

Heather teamed up with Britta McCarthy during the pandemic to found NGSS Partnership. From 2020 to 2023, NGSS Partnership put on six multi-day, virtual conferences, in-person workshops, and developed an online asynchronous course. NGSS Partnership’s purpose was to bring science teachers together throughout Latin America, deepen collective understanding of the Next Generation Science Standards (NGSS), and learn from each other’s practices. This is NGSS Partnership’s first time presenting in the EARCOS region.

Pre-conference Title: NGSS 2.0: Rebooting your Schools’ Science Program

Description:
The NGSS & K-12 Framework for Science Education call for  a massive pedagogical shift, providing equitable science learning through skills, concepts, and phenomena-based sensemaking. And though the NGSS (and AERO Science standards) just turned 10, many educators and schools are finding it challenging to get traction for their initial implementation or regain the powerful practices that lost ground in the pandemic. This preconference will clarify instructional and assessment shifts, and help you to determine what is needed in your classroom and at your school to get science learning back on track with best practices. This workshop will include a host of practical tools to make it happen.

Audience: This session is applicable to educators in schools that are beginning with NGSS or AERO Science standards implementation or who have implemented and need a reboot. Recommendation: Send two individuals from your site, so they have a thinking partner and can speak to the needs from different divisions.

Dr. Terry Roberts is a lifelong teacher and educational reformer as well as an award-winning novelist. As a student of intellectual history, he is fascinated by the power of dialogue to inspire critical and creative thinking. Since 1992, he has been the Director of the National Paideia Center, a non-profit school reform organization dedicated to making intellectual rigor accessible to all children. In addition to five celebrated novels, he has written extensively about public education, notably The Power of Paideia Schools, The Paideia Classroom, and Teaching Critical Thinking: Using Seminars for 21st Century Literacy (with Laura Billings). His most recent book is The New Smart: How Nurturing Creativity Will Help Children Thrive (2019, Foreword by Howard Gardner), in which he defines the sort of individual who will thrive in the year 2050, and how our schools can nurture that person.

Pre-conference Title: THE PAIDEIA SEMINAR: Creative Thinking Through Dialogue

Description:
This workshop is an introduction to the Paideia Seminar as an integrated literacy cycle built around formal instruction in reading, writing, speaking, listening, and thinking. The purpose of Paideia Seminar is to develop and advance students’ ability to think conceptually and communicate collaboratively. This one-day training includes an adult Paideia Seminar and addresses the key components of seminar facilitation. Participants will analyze each component of the seminar cycle, explore its various uses, and begin planning for its implementation in their classrooms. 

Date: Wednesday, March 20, 2024
Time: 8:30 - 16:30

WASC Self-Study Training

This one-day interactive WASC session will examine the WASC Guiding Principles and essentials of the Focus on Learning self-study process and the many ways it can be adapted to a school's situation to ensure a meaningful self-study process. The session will provide an opportunity for EARCOS educators to learn about strategies inherent in Focus on Learning that support the school's assessment of student learning in relation to schoolwide learner outcomes and academic standards. 

Date: Wednesday, March 20, 2024
Time: 8:30 - 16:30

Visiting Committee Member Training

This interactive session will:

1. prepare educators to serve on WASC visiting committees, emphasizing the roles and responsibilities of a WASC visiting committee member and

2. examine the WASC Guiding Principles and essentials of the Focus on Learning process and its adaptability to support continuous improvement and high-quality student learning and well-being.

AP Workshops are great opportunities for new and experienced AP teachers to explore the AP course and exam description for your subject, the AP Exam, and the AP Classroom resources that will help you plan and focus your instruction. Participants will get ready-to-use strategies, resources, and pedagogical tools shared by an experienced educator within the AP community. 

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Date: Wednesday, March 20, 2024

• Computer Science Principles

• Human Geography

• Microeconomics

• Physics C: Mechanics

• Precalculus

>> Click here to Register