Pre-conference Presenters

Aaron Beighle

Reimagining Physical Education: Exploring a Way Forward

Description:
Envision a future where PE transcends boundaries, ignites meaning, and fosters holistic development in every learner. Sound appealing? Join us for a transformative journey in our full-day workshop exploring the essence of physical education and challenging conventional practices. Through active engagement and classroom discussion, we will look to define a brand for physical education through the lens of teacher values and perceptions. We will delve into the characteristics of a physically literate individual and the implications for curriculum design and instruction. The day promises to offer valuable insights, ideas, nuggets, and strategies while provoking thought and challenging your practice into the future.

Biography

Dr. Aaron Beighle is an internationally recognized scholar of physical education and school-based physical activity promotion at the University of Kentucky. Beighle regularly collaborates with schools and organizations interested in physical education as well as youth physical activity promotion. He has written over 100 research-based and practical articles and six books, most notably Dynamic Physical Education for Elementary School Children. Aaron recently contributed to making this book's widely used lesson plans available via dynamicpeasap.com. Dr. Beighle presents nationally and internationally on strategies for maximizing the impact of movement to address the physical, mental, cognitive and social needs of students. In addition, Aaron works with many educational organizations to address well-being via whole-school physical activity promotion for the entire community. Beighle holds a steadfast commitment to helping physical education guide ALL students on a journey that makes physical activity a meaningful part of their lives.

Joel Birch

LEGO® Serious Play®: A Preconference Crash Course for the Courageously Playful Leader

Description:
Can we do a better job of the really important conversations in our schools by approaching them over a big pile of LEGO? Conversations like strategy, culture, community engagement, and even recruitment?

LEGO Serious Play is a powerful (and playful!) method for harnessing the full range of expertise and perspectives on your team to solve complex problems. It helps your people to embrace complexity, communicate powerfully, and better exercise their creativity. Every participant gets to approach the ideas at hand from a cognitive starting point that resonates for them, be drawn to consider them from multiple perspectives, then bring them to conversation in a way that levels the playing field of personality, experience, tenure, and standing group dynamics.

LEGO Serious Play was developed inside the LEGO Group around the turn of the 21st Century as a process to give depth, form, and flexibility to strategic planning, and since 2010 has been available under an open-source, community-based model. This has allowed a broad field of practice to emerge, and given it an ever-evolving new home in a huge range of contexts.

You know you’ve got a school full of smart people, so the solutions to your challenges are in the room. The challenge as always lies in running the gauntlet of personalities, culture, seniority, tenure, to make sure the LEGO Serious Play can help to get those ideas out of individual heads, and onto the table where they can be tested, improved upon, and played with. The LEGO bricks are the medium for creative expression, a common language across backgrounds and perspectives. Participants build their ideas and express them by telling stories so they’re more fully heard and understood. The LEGO Serious Play process then helps to bring those ideas and stories together into creative ways forward.

Voices are heard. Perspectives are understood. Ideas find their **right** place.

In this immersive pre-conference workshop, participants will experience the LSP method in full detail from initial provocation to actionable outcomes, and will be guided to open source materials so they can experiment further on their own.

**A one-day workshop isn’t enough to provide full training and certification in the process, but it will give you enough experience and grounding to approach the open-source documentation and integrate it into your own facilitation design.**

Outcomes:

You’ll have a hands-on experience of a full LEGO Serious Play workshop, from playful introductions to actionable outcomes.
You’ll build a seat-of-your-pants understanding of the LEGO Serious Play methodology and its principles.
You’ll explore insight into how you might facilitate creative thinking and communication using LEGO Serious Play in your own professional practice.
You’ll learn the baseline fundamentals of running a LEGO Serious Play conversation, and setting it up for success.

How LEGO Serious Play Can Be Used:

With Educators/Professionals

Team development – Communicate powerfully, get everyone on the same page, and build rapport through purposeful play.
Strategic planning – See the big picture in the detail it deserves, and build a powerful way forward.
Vision & identity – Capture and crystallise who you are as a team, as a school or communiuty, and as a dynamic entity over time.
Community engagement – Sideline the group-specific jargon and bring stakeholders and groups together to speak a common language about what’s important to your school community.
System dynamics - Capture what’s important, build connections, then see the patterns to unlock change in a complex system.
Change management – Build consensus about change without missing any of the nuance of your team’s relationship with it.
Recruitment – Forget canned Q&A. Have authentic conversations with applicants that cut straight to their values & soft skills.

With Students

To engage students in a topic or lesson and encourage them to explore and express their ideas and thoughts through building and storytelling.
To facilitate self-reflection and communication around transitions, direction, change, and decision-making.
Epistemology-wrangling in cross-curricular, interdisciplinary spaces.
To support project-based learning, helping students to grapple with nuance and communicate the parts of a project without any straight answers.
To improve communication and collaboration abilities among students.
To facilitate group discussions and decision-making in a classroom setting, by using LEGO models as a visual representation of ideas and perspectives.

Biography

Joel Birch is an educator, learning designer, facilitator, and conscientious objector to ever fully growing up.

As a Certified Facilitator of LEGO Serious Play, Joel uses the power of play, stories, and solving problems by thinking with our hands to help individuals and teams to craft deep understanding, rich communication, and creative solutions. Why work on a challenge when you could play with it instead?

Building on a successful career enabling and developing the creativity of children and their teachers in schools in Perth and overseas, he now works across a wide range of industries, with groups ranging from youth to senior leadership.

Kim Cofino

Embracing a Coaching Mindset

Description:
In our extremely busy schools the thought of slowing down and taking time to reflect often feels impossible. When we are so busy, we can’t imagine taking time to pause. But it’s the process of reflection, when we “synthesize, abstract and articulate the key lessons taught by [our] experience” that not only makes us more productive, but builds a sense of self-efficacy (Di Stefano, et all, 2014). What if, instead of following our instinct to just race through, in fact, the opposite is true: slowing down enables us to be even better?

Embracing a coaching mindset, especially as the foundation for building a culture of coaching, is a powerful way to develop systems and structures that create space to reflect and process learning, for everyone in our school communities. Coaching can provide a framework to slow down our conversations, to deepen our work, build our collective efficacy and create a sense of belonging.

Any educator who embraces a coaching mindset will learn how to get the best out of themselves, their peers and their students. When we are able to work better together, students learn better. When the whole community embraces a coaching mindset we’re creating a foundation for collective efficacy.

Designed for all educators, this pre-conference will explore the Five Domains of a Coaching Mindset and how you can begin to implement this process in your school (and your classroom) immediately. This interactive session will provide time and space for us to practice the key skills, attitudes, actions, roles and agreements that we need when we are engaging in our work with a coaching mindset, as well as unpack the potential of bringing a coaching mindset to our work.

We will also uncover the difference between embracing a coaching mindset and the intentional development of an instructional coaching program. A coaching mindset and a coaching program work together to create a culture of coaching in your school setting. Understanding how these two elements support each other are key in truly leveraging the potential of coaching.

Participants in this pre-conference will leave with concrete coaching skills they can apply with colleagues, students and parents immediately, as well as a big picture understanding of how coaching fits into the fabric of the school.

Biography

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. Now based in Bangkok, Thailand, Kim is the Founder and CEO of Eduro Learning, Executive Director and Founder of the Association for the Advancement of Instructional Coaching in International Schools (AAICIS), author of Finding Your Path as a Woman in School Leadership (Routledge), and host of the #coachbetter podcast.

Find out more about Kim and Eduro at: https://www.edurolearning.com

Clyde Gaw

Teaching for Artistic Behavior (TAB) Studio Experience

Description:
Inside a Teaching for Artistic Behavior (TAB) studio-classroom setting, you are the artist, the room is your studio and art activity is catalyzed by the question, "What do artists do?" Join the studio manager of the TAB Institute where experimentation, conceptualization and emergence are featured in self-directed art experience. Draw, paint, collage, sculpt, print or create from any of the learning centers inside the EARCOS Conference very own TAB studio learning environment. Cognitive beneficence, authentic assessment and rhizomatic curricula will be topics of conversation during this session.

Biography

Clyde Gaw (he, him, his) is a teacher, artist, researcher and caregiver. Gaw is known for his professional development work with Teaching for Artistic Behavior (TAB). He is a member of the National Art Education Association, National Alliance on Mental Illness and Art Education Association of Indiana where he has been advocacy advisor since 2005. Gaw began teaching in 1984 at Indianapolis Public Schools and has taught at New Palestine Community Schools for the past 39 years. Since 2014, he has served as professor of continuing studies at Massachusetts College of Art and Design where he is studio manager of the TAB Institute. Gaw is a two time co-editor of School Arts Magazine, three-time artist in residence at the Indiana State Museum and has written numerous articles and book chapters including "Inside Communities of Studio Practice," “The Secret Art of Boys,” and “In Search of Generative Experience.”

Michael Ianinni

Leading Cross-Cultural Teaching Teams for New and Aspiring Leaders

Description:
This 1-day workshop will instruct participants how to foster greater interdependency among team members by helping them understand how to manage the different beliefs, behaviours and priorities that exist in their team. Teacher lead teams that communicate effectively and work interdependently improve student learning!

Essential Question - How do I transition from ‘task manager’ to ‘leader of people’ in a cross-cultural team setting?

Over-Arching Goal - By the end of the workshop, participants will be able to:

clearly define their role and responsibilities as a teacher leader,
develop effective forms of professional inquiry to promote greater interdependency, and
facilitate collaborative team meetings.

Workshop Topics Include:

1. Defining Leadership in a Cross-Cultural Team

This module will help participants define their leadership role, establish a shared vision for the team (aligned with school vision), and create team norms that consider cultural diversity. Participants will learn how to engage team members with different cultural perspectives and create an inclusive vision that fosters shared commitment.

Essential Question: How can I define my leadership role in a way that respects and engages diverse cultural perspectives within my team?

Learning Objectives:

Define leadership roles: Distinguish between transactional and transformational leadership, emphasizing how cultural expectations influence these styles. 
Learn team stages: Teams develop in stages and leadership responsibilities and activities are different in each stage.

2. Collaborative Goal Setting

Within 60-days a teacher leader should have a good understanding of the capacity their team has to engage in transformative interdependent work. The capacity of a team to work interdependently towards achieving a transformative goal will largely be contingent on their capability of attending to the transactional aspects of their work.

Essential Question: How do I align individual, team and school objectives into a transformative team goal?

Learning Objectives:

Assess team capacity to work interdependently to achieve a transformative goal.
Facilitate effective goal setting processes that are inquiry based.

3. Effective Meeting Management: Mitigating 5 Difficult Meeting Behaviors

To be influential and capable of motivating disparate team members, teacher leaders must employ effective facilitation tools and understand how to mitigate the disparate beliefs and behavioral priorities of team members. Facilitating collaborative meetings requires the teacher leader to: 1) prepare agendas that reinforce the purpose of the team, 2) hold team members accountable to group norms, and 3) help team members mitigate conflict.

Essential Questions: How can I mitigate conflict in meetings to ensure we are focused on our team purpose?

Learning Objectives:

Manage 5 difficult team member behaviors.
Develop assertive communication skills.

Biography

Michael Iannini is an Author, ACAMIS’s Leadership Development Facilitator, Board Member for Safe Passage Across Networks (SPAN), Co-founder of PeerSphere, and a Council of International School’s (CIS) Affiliated Consultant with the following areas of expertise:

Appraisal and Professional Development
Leadership Training
School Governance
Strategic Planning

Michael's first book, Hidden in Plain Site: Realizing the Full Potential of Middle Leaders, is the foundation for all his leadership development work. Since writing this book he launched www.peer-sphere.com, where he regularly engages with a variety of school leaders in different peer learning communities.

Ellen Mahoney

The SEL Roadmap: Designing Purposeful Advisory & SEL Learning Experiences

Description:
Transform your advisory periods and dedicated SEL time from scripted lessons to meaningful learning experiences. Built on proven teaching practices, this pre-conference workshop introduces the SEL Roadmap - a flexible framework for designing and facilitating engaging social-emotional learning. You'll learn to balance thoughtful planning with responsive teaching, create authentic opportunities for student leadership, and develop confidence in facilitating discussions that matter to students. Leave with practical planning tools and facilitation strategies that help you create advisory and SEL sessions students actually want to participate in. Perfect for educators seeking to bring purpose and confidence to their advisory and SEL instruction.

Biography

Ellen Mahoney, CEO of Sea Change Mentoring and an alumna of international schools, founded her organization in 2013 after extensive experience in education and youth development. Certified in mentoring supervision through Fordham University's Graduate School of Social Work, she champions a relationship-centered approach to education, working with schools to strengthen connections between students, educators, and families. Her work focuses on creating supportive educational environments where students can develop strong social-emotional skills and grow into engaged, contributing members of our global society. As the Social and Emotional co-chair of AAIE's Crisis Management Taskforce and a Council of International Schools (CIS) Affiliated Consultant, she continues to shape SEL practices globally. Ellen has contributed to numerous publications on student wellbeing, including authoring research on international school transitions and contributing to the SEL section of the NESA Instructional Coherence Guide and the digital mentoring section of

the US's youth mentoring national standards. Ellen and her team at Sea Change provides crucial support to schools impacted by crisis, having published "Support Students in Crisis: The Educator's Guide for Students Impacted by the Trauma of War and Violence." She hosts The Sea Change Podcast and runs the Global Educator Book Club, exploring the intersection of SEL and international education. Based in Hong Kong, Ellen travels worldwide to support school communities in implementing effective SEL and mentoring programs.

Susie March

Deep dive: Breaking Taboos - Addressing Pornography and Exploitation

Description:
Sexuality Education Deep Dive: One-Day Preconference for Teachers of Health and Wellbeing

Join us for an intensive and enlightening one-day preconference designed specifically for educators in the fields of health and wellbeing. This event will provide valuable insights and practical strategies to address critical issues related to Comprehensive Sexuality Education (CSE). Our sessions will equip you with the knowledge and tools needed to support and educate young people effectively.

Session Highlights:

1. Views & Values in CSE: Delivering CSE Objectively

Objective: Understand the importance of delivering Comprehensive Sexuality Education in an unbiased and objective manner.
Content: Explore various perspectives and values surrounding CSE. Learn techniques to present this sensitive topic in a way that respects diverse viewpoints while maintaining educational integrity.
Outcome: Gain confidence in addressing CSE topics with students, ensuring a balanced and respectful approach.

2. Pornography and Youth-Produced Imagery: Awareness and Harm Minimisation

Objective: Raise awareness about the impact of pornography and youth-produced imagery, including sextortion.
Content: Delve into the prevalence and effects of pornography and youth-produced imagery on young people. Highlight effective educational resources and activities that can be used to engage students in meaningful discussions.
Outcome: Develop strategies to minimise harm and support students in navigating these complex issues safely and responsibly.

3. Exploitation: Understanding and Addressing Child Sexual Exploitation

Objective: Explore the various forms of child sexual exploitation and the grooming process.
Content: Identify key indicators of CSE and understand the grooming tactics used by perpetrators. Discuss actionable steps that schools can take to prevent and respond to CSE.
Outcome: Enhance your ability to recognize signs of exploitation and implement effective safeguarding measures within your school environment.

This preconference promises to be a day of deep learning and practical application, empowering educators to make a positive difference in the lives of their students. Don't miss this opportunity to enhance your understanding and skills in addressing these critical issues.

Biography

A recognised and accomplished thought leader in sexuality education and safeguarding, Susie offers specialised services in preparing international schools to implement Comprehensive Sexuality and Health Education - she believes in Child Protection through Education.

In 2018, UNESCO revised their Technical Guidance on Sexuality Education. This document has been widely adopted by international schools. Working with school leadership in over 80 schools across Asia, Africa, Europe, and the Americas, Susie has successfully used the UNESCO framework to guide the teams in planning and implementing CSE programs - including policy, curriculum and ongoing teacher professional development.

Using UNESCO’s frameworks, she has developed data-driven tools for Student Voice - the outcomes feeding into decision making on scope and sequence.

She firmly believes in building culturally contextual programs that foster a safe and supportive environment, ones that enable teachers to support students in making informed choices regarding their health, relationships and future decision making.

Susie is a Council of International Schools (CIS) Affiliated Consultant and serving member of the International Task Force on Child Protection. She is a regular speaker and facilitator at educational conferences hosted by organizations such as CIS, ECIS, AAIE, ISCA, and ISS.

Joy Marchese

Upskilling Social-Emotional Learning: An Introduction to Positive Discipline in the Classroom

Description:
Are you ready to stop “managing” students and learn tools for effective classroom leadership? Are you looking for a social-emotional learning program that is woven into and consistent with your school behaviour policy? Are you looking for ways to build a structure of trust and respect among school staff? This interactive Positive Discipline in the Classroom workshop is designed for teachers, counsellors, school staff, and administrators who want an effective discipline approach that integrates social, emotional, and ethical learning while reducing challenging student behaviours.

Outcomes:

Develop a teaching toolbox of kind and firm discipline approaches.
Establish explicit classroom structures and procedures.
Create an equitable classroom community based on mutual respect.
Understand the motivation behind students' misbehaviour and how to encourage positive change.
Learn Positive Discipline/Adlerian Psychology to use in the classroom and school community.
Generate an awareness of cross-cultural issues in facilitating social and emotional learning.

Join me for an engaging and reflective session on cultivating supportive and inclusive classroom communities where everyone feels encouraged and all community members thrive.

Biography

JOY MARCHESE is a leading global educational consultant, author, keynote speaker, and emotional architect with over 25 years of experience in education and wellbeing. As the Founder of Positive Discipline UK, she has empowered thousands of children, parents, and educators, creating environments where everyone can thrive.

Joy specializes in Social Emotional and Ethical Learning, developing courses and resources that foster social-emotional wellbeing. She is the co-author of Positive Discipline for Today’s Busy (& Overwhelmed) Parent, a Lead Trainer for the Positive Discipline Association, and a trainer for "Training from the Back of the Room." Additionally, Joy serves as a facilitator and assessor for the Bridge Model.

Passionate about positive psychology, parenting, and professional development, Joy offers valuable insights into modern parenting and relationships, helping individuals cultivate a sense of belonging and significance in their lives.

Scott McLeod

AI for Teachers in International Schools

Description:
Artificial intelligence (AI) - particularly generative AI - is rapidly transforming how we learn, work, and create, while simultaneously sparking grave concerns about the ongoing balance between humans and machines. Join Scott for a highly interactive, hands-on preconference workshop that explores a multitude of instructional, productivity, and ethical considerations related to AI and teaching.

Through a series of practice-based scenarios, we will explore day-to-day implementation considerations, and see if we also can maybe make the lives of students and teachers a little easier and more productive. There will be ample opportunities to explore and share together throughout the day. Let’s roll up our sleeves and dive into both the possibilities and pitfalls of these powerful digital tools. Attendees will walk away with a number of useful resources and ideas for sparking conversations in their local communities. Please bring a computer, your own examples and use cases of how you’re using AI, and a willingness to be an engaged participant!

Topics to be covered include:

Using AI to enhance our teaching efficiency and productivity
Creative pedagogical uses of AI across all grade levels
How to think about instructional and ethical concerns such as attribution, plagiarism, cheating, lack of transparency, privacy, bias, and erosion of critical thinking
Understanding how AI works and expected advancements in the future
Exposure to numerous AI tools and their potential capabilities, possibilities, limitations, and biases
Strategies and suggestions for talking about AI with fellow educators, students, and families

We request that you create a free ChatGPT account before arrival. Attendees also are invited to create accounts for other AI services that they may wish to explore during the workshop, including Gemini, Canva, Copilot, Diffit, MagicSchool, Brisk, DALL-E, and other tools of interest. Please bring all relevant logins.

Please bring a fully-charged laptop computer and charging cord to the workshop. Be prepared to be very actively engaged all day!

Audience: Teachers, instructional coaches, and other technology/instructional leaders

Biography

A Professor of Educational Leadership at the University of Colorado Denver, Scott McLeod, J.D., Ph.D., is widely recognized as one of the nation’s leading experts on P-12 school leadership, deeper learning, technology, and innovation. He is on a mission to make students’ day-to-day learning less boring and more meaningful and relevant. Scott is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the only university center in the U.S. dedicated to the technology needs of school administrators, and is the co-creator of both the wildly popular video series, Did You Know? (Shift Happens), and the 4 Shifts Protocol for lesson and unit redesign.

Scott has worked with hundreds of schools, districts, universities, and other organizations and has received numerous awards for his technology leadership work, including the 2016 Award for Outstanding Leadership from the International Society for Technology in Education (ISTE). Scott blogs about leadership and innovation at Dangerously Irrelevant and is a frequent keynote speaker and workshop facilitator at regional, state, national, and international conferences. Scott also hosts two podcasts, LeaderTalk and Redesigning for Deeper Learning.

Scott currently serves as a Senior Fellow for Getting Smart, a Fellow for the NAESP Center for Innovative Leadership, an ISTE Community Leader, InnEdCO Ambassador, and on NAESP’s Professional Learning Advisory Council. He has written or edited 4 books and 170 articles and other publications, and is one of the most visible education professors in the United States. His most recent work focuses on what deeper learning looks like in elementary and middle schools.

Dain Said

Living In The Image

Description:
A talk and viewings outlining film and film education as a filmmaker and educator. How film as an art form, impacts and shape, thinking, imagination, and living, between international and local visual culture, from video art installation to fiction. I will use clips from my own and other filmmakers' works in the region as examples.

Biography

Dain Said was born and lives in Malaysia, spending his formative years in Egypt and the UK where he studied film at Westminster University and has been a practicing filmmaker in Malaysia for 30 years. He works in diverse areas of artistic practices such as Video Art, Documentary, and Films, and is the Director of the SEAShorts Film Festival. He is passionate about teaching and giving workshops to the young and communities in the country and the region.

Ken Shelton

Designing Learning in the Age of AI: An Ethical Leadership Framework for Educational Innovation

Description:
This immersive workshop empowers educational leaders and learning practitioners to shape the future of learning through strategic AI integration/implementation. Drawing from research-based practices and successful implementations, participants will develop the leadership acumen and practical expertise needed to drive meaningful educational innovation through AI's practical and pragmatic use. Through hands-on activities and real-world scenarios, you'll learn to evaluate AI systems through a pedagogical lens, ensuring decisions are driven by learning outcomes rather than technological novelty and fan fare.

Key areas of discovery include:

Designing AI-enhanced learning experiences that promote deep understanding
Leading organizational change through evidence-based AI adoption strategies
Building ethical frameworks and policies that foster responsible AI integration
Creating sustainable approaches to AI implementation that scale effectively
Developing critical thinking strategies for educators, learners, and stakeholders

This workshop combines interactive demonstrations with strategic planning, allowing participants to experience AI's potential while developing the analytical and leadership skills needed to guide their institutions forward. Participants will leave equipped to make informed decisions about AI integration and ready to lead transformative educational initiatives.

Suitable for educational leaders, administrators, instructional coaches, and educators seeking to drive meaningful change in their learning environments."

Biography

Ken (He/Him/His) is a highly distinguished, multi-award-winning professional and best-selling author in the field of education. He holds a Master’s degree in Education with a specific focus on Educational Technology and New Media Design and Production. His academic background is complemented by over two decades of teaching experience, with a significant part of his career devoted to shaping young minds at the Middle School level. Ken is an esteemed and highly sought-after thought leader in education, particularly in the areas of educational technology, learning experience design, and leadership development. Ken’s expertise also extends to the sphere of policy-making/policy advisement, including being a notable figure on a California State Superintendent of Public Instruction’s Education Technology Task Force. A committed advocate for equitable learning opportunities, he regularly imparts knowledge, inspiration, and insights through keynote speeches, personalized consulting, organizational culture/change, school/district transformation, and hands-on workshops. His range of expertise covers an array of topics, including but not limited to, Organizational Leadership, Policy Analysis, Policy Development, School/District Transformation, Inclusive Learning Environments, Antibias/Antiracism, Diversity, Equity, and Inclusion, Media Literacy, Cultural Intelligence, Design, Career and Technical Education (CTE), and in the emerging technology field of Artificial Intelligence. His most recent impact in the area of AI includes supporting the development of school/district/system policy, advisement, professional development planning, and leading workshops for educators across all levels of responsibility. He is the co-author of a best-selling book on the topic of artificial intelligence titled, “The Promises and Perils of AI in Education: Ethics and Equity Have Entered the Chat.”

AP Workshops

Date: March 19, 2025
Registration Fee: $275 USD

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.

The following topics are addressed in this workshop.

Course and Exam Description (CED): Discussion of the CED making connections to the curricular requirements.
Course Planning: Discussion around development of a semester and/or yearlong instructional plan that incorporates all units, topics, and skills of the course, as referenced in the CED.
AP Classroom: Exploration of examples of how AP Classroom can be utilized to cultivate each skill/practice using example student data provided by College Board and create lesson plans that reinforce topic and skill connections.
Assess and Reflect: Practice interpreting data within AP Classroom and the Instructional Planning Report to identify student strengths and weaknesses and reflect on implications for instruction.
Strategies and Pedagogical Tools: Identification and explanation of various instructional strategies and tools that you can incorporate into your lesson plans to teach the content and skills in the course and exam description.

Registration click here

WASC Pre-conference

Combined WASC Training: Self-Study and Visiting Committee Member Preparation

This one-day interactive WASC session will provide comprehensive training for educators engaged in the WASC accreditation process. The training integrates key components of both the self-study process and visiting committee member preparation, ensuring participants gain a thorough understanding of the WASC Guiding Principles and the essentials of the Focus on Learning (FOL) framework as a continuous improvement process.

Participants will:

Examine the WASC Guiding Principles and learn how the FOL process can assist schools in assessing student learning in relation to schoolwide learner outcomes and academic standards and impact on student learning.
Gain insights into the roles and responsibilities of WASC visiting committee members, emphasizing how committee work supports continuous improvement and enhances student learning and well-being.

This session is designed to be interactive and practical, offering opportunities for hands-on activities and collaborative discussions to deepen understanding and application of the accreditation process. By the end of the session, participants will be well-equipped to contribute effectively to the WASC accreditation process, whether serving as a visiting committee member or part of the self-study process.

Registration

To register for this session, please fill out the form here: https://www.surveymonkey.com/r/WASC_ETC2025

Questions? Contact us at internationaltraining@acswasc.org.