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Pre-Conferences
Download
ETC2008 Draft Precon schedule as of January 10, 2008
March 25, 2008, Tuesday / March 26, 2008, Wednesday
March 26, 2008, Wednesday
 Cook,
Marcy
Math |
 Costa,
Art
Habits of Mind/Cognitive Coaching |
 Cullen,
Matt
Rugby Coaching |
 Gillies,
Warna
Research |
 George,
Marilyn
WASC |
 McLoughlin,
Dennis
Leadership and Motivation
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 McTighe,
Jay
Assessment |
 Nicoll,
William
Brief Counseling Strategies in School Counseling |
 Nordmeyer,
John
ELL |
 Wolff,
Fred
Six Trait Writing |
 Zola,
John
Social Studies and Language Arts/Humanities |
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Download WASC Accreditation Workshop
WASC registration, please email directly to Dr.
Marilyn George at mgeorge@acswasc.org
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Home
Conference at a Glance
Preconference Presenters
Keynote Speakers
Workshop Presenters
Teacher Workshop Presenters
Job-a-like Facilitators
Associate Presenters
Registration/Sponsorship Forms
Online Hotel Reservation
Gallery
Contact Us
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Jack
Kay - AP Biology
Biography:
Jack Kay earned his undergraduate degree in biology at Carthage
College and his master’s degrees in marine biology and
botany from the University of Hawaii and University of Oregon,
respectively. Since 1962, he has been on the faculty at Iolani
School in Honolulu, Hawaii. During the summers, he has served
as site director and academic dean of Science and Mathematics
for the Johns Hopkins University Center for Talented Youth in
Lancaster, Pennsylvania (1987-95) and director for Academic
Connections at USCD (2001-03), and Mr. Kay now leads annual
AP® Biology oceanographic cruises in Hawaiian waters. He
has been active in the College Board’s Advanced Placement
Program® for most of his educational career, teaching AP
Biology since 1974 and serving as AP Biology Exam Table and
Question Leader. Mr. Kay has given over 30 AP workshops in and
outside of the United States. In 1996, he was elected as the
Western Region representative to the College Board Academic
Assembly Council. In addition, he has been called upon to contribute
to and review a long list of biology textbooks, magazines, Internet
sites, and educational materials. His national teaching awards
include the National Association of Biology Teachers Outstanding
Biology Teacher (1974), a Certificate of Honor from the National
Science Foundation, the National Science Teachers Association,
the Tandy Technology Scholars Award in Teaching (1992), the
Siemens Award for Advanced Placement (2000), as well as numerous
awards honoring his leadership and service to his school, Lion’s
International, and to the State of Hawaii.
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Mary
Ellen Ackerman - AP English Language and Literature (combined)
Biography:
Mary Ellen Ackerman has recently retired from public school
teaching at the high school level. She was the English Department
chair at Dennis-Yarmouth Regional High School on Cape Cod, Massachusetts
for 23 years and a member of the department for 24 years. Prior
to that, she taught at the high school level in Colorado and
Minnesota and at the college level in Virginia. While in Minnesota,
she started an alternative high school. For 16 years she has
been a private educational consultant in authentic assessment,
media literacy, and teaching in the “Block.” She
was a teacher trainer in portfolio assessment for the Massachusetts
Department of Education and is a consultant for the College
Board. She currently serves as a National Leader for the College
Board and works with other consultants in cognitive coaching.
She also served as a member of various College Board Committees
that developed the Leaders’ Notes for AP Workshops, the
rubrics for the consultant’s observations, and the descriptive
score report for writing for the PSAT/NMSQT®. For the past
two years she has been a member of the Steering Committee for
the AP Annual Conference. Ms. Ackerman has facilitated AP English
Literature Summer Institutes in Massachusetts, Maine, Vermont,
California, and Hawaii.
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Roxy Peck - AP Statistics
Biography:
Roxy Peck has been a professor of statistics at California Polytechnic
State University (Cal Poly) since 1979, serving for six years
as chair of the Statistics Department. She is currently in her
ninth year as associate dean of the College of Science and Mathematics.
Nationally known in the area of statistics education, she was
made a Fellow of the American Statistical Association (ASA)
in 1998, and in 2003 she received the American Statistical Association’s
Founders Award in recognition of her contributions to K–12
and undergraduate statistics education. In addition to coauthoring
the textbooks Introduction to Statistics and Data Analysis and
Statistics: The Exploration and Analysis of Data, she is also
editor of Statistics: A Guide to the Unknown, a collection of
expository papers that showcase applications of statistical
methods. She is past chair of the joint American Statistical
Association/ National Council of Teachers of Mathematics Committee
on Curriculum in Statistics and Probability for Grades K–12
and of the ASA Section on Statistics Education and she served
from 1999 to 2003 as the Chief Reader for the AP Statistics
Exam.
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Michael McCann (IB Chemistry)
Biography:
Michael McCann teaches Chemistry at Pembroke School in Adelaide,
South Australia. This is his 11th Year teaching IB Chemistry.
He has written a number of textbooks that are used locally in
South Australia. He is an assistant examiner for IB Internal
Assessment as well as marking HL/SL Paper 3. Michael has been
involved in all aspects of examinations in South Australia.
This is his sixth opportunity to lead an IB workshop.
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Antony Mayrhofer (IB Biology)
Biography:
Antony Mayrhofer graduated from the University of Sydney with
a Bachelor of Degree Science majoring in Biochemistry and post-graduate
Diploma of Education. He has been teaching International Baccalaureate
Diploma Programme Biology since 1990. He has been an assistant
examiner of Scripts since 1996 and has been a Senior Moderator
of Biology Internal Assessment since 2000. He was a member of
the curriculum review committee that produced the last two Biology
Programmes as well as the new Biology Guide for exams from 2009
onwards. He has been a Deputy Chief Examiner of Biology since
2002 and as such is involved in the development of IB Biology
curriculum and assessment materials.
Antony is the Director of International Baccalaureate and IB
Diploma Programme Co-ordinator at St Paul’s Grammar School,
Sydney, Australia, one of the largest IB schools in the Asia
Pacific Region. He had previously held the position of Head
of Science at the School. Antony has also had substantial involvement
in the development of the NSW State Board of Studies Biology
Syllabus for senior students in that system. He is Chair of
the Association of Australasian IB School’s (AAIBS) standing
committee.
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Gary Piech (IB Physics)
Biography:
Gary Piech graduated from Las Salle University with a
Bachelor of Arts degree in Chemistry and he has a Masters degree
in Educational Administration from the College of New Jersey.
Gary has taught physics in the United States, Jordan, Kenya
and Malaysia. He began teaching IB Physics in1986 and he has
served as a Diploma Coordinator since 1996. Gary was a member
of the IB Science Curricular Review which developed the current
model that all IB sciences follow. He has also worked on three
Five Year Review Committees and has been a member of numerous
IB Authorization teams.
Gary has been acknowledged by MIT, Harvard University and the
White House Commission on Presidential Scholars for his work
and influence on Physics students. He has presented workshops
in physics and science teaching in Amman Jordan, Athens Greece,
Colombo Sri Lanka, New Delhi India, Nairobi, Kenya, and Melbourne
Australia.
Gary would especially appreciate participants e-mailing him
to raise areas that they would especially like to see addressed
in the workshop as the agenda could be modified with feedback
from participants given sufficient time. His e-mail address
is gary_piech@iskl.edu.my
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Marcy
Cook
Title: Create A Live Math Classroom:
Focus On Problem Solving
Description:
Provide a rich mathematical environment by incorporating problem
solving into your daily plans. Engage all students in meaningful
starting activities; provide challenge problems which elicit
numerous solutions or ways to attack the problem. Focus on
higher level thinking by teaching problem solving strategies,
providing good problems, and encouraging justification of
thinking.
Biography:
Marcy Cook, master educator, author, and math specialist,
has presented workshops and seminars for teachers throughout
the United States as well as in three dozen foreign countries.
Having taught two years in the International School in Thessaloniki,
Greece, she has provided math inservice for International
Schools in South America, Central America, Mexico, Asia, Africa,
and Europe. With a Bachelor of Arts from the University of
California, Santa Barbara, and a Masters Degree from Stanford
University, she has taught all elementary grades, junior high,
senior high, and university. Her experiences with classroom
teaching, GATE (gifted and talented education) and student
teaching supervision have provided her with ideas galore to
share with others. As an independent math consultant, Marcy
goes all over doing presentations for staff development in
the area of mathematics. Author of over 200 mini math centers/books,
Marcy continually motivates teachers to make math a meaningful
and exciting experience.
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Art Costa
Title: Building a More Thought-Full
Learning Organization with Habits of Mind
Description:
Shared vision, one attribute of effective schools, is achieved
when all members of the school community focus on a common
set of outcomes. The Habits of Mind--those characteristics
of effective problem solvers—can become the norms of
the entire community. Working together, school staffs can
create a learning environment designed to cultivate these
life-long learnings.
Biography:
He is an Emeritus Professor of Education at California State
University, Sacramento and Co-founder of the Institute for
Intelligent Behavior in El Dorado Hills, California. He has
served as a classroom teacher, a curriculum consultant, an
assistant superintendent for instruction and as the Director
of Educational Programs for the National Aeronautics and Space
Administration. He has made presentations and conducted workshops
in all fifty states as well as Mexico, Central and South America,
Canada, Australia, New Zealand, Africa, Europe, Asia and the
Islands of the South Pacific.
Author of numerous journal articles, he edited the book, "Developing
Minds": A Resource Book for Teaching Thinking; is
the author of "The Enabling Behaviors",
"Teaching for Intelligent Behaviors", and
"The School as a Home for the Mind." He
is co-author (with Larry Lowery) of "Techniques for
Teaching Thinking","Cognitive Coaching:
A Foundation for Renaissance Schools", (with Bob
Garmston) and co-editor of "Assessment in the Learning
Organization", "The Habits of Mind Series"
(with Bena Kallick) and the trilogy, "Process as
Content" (with Rosemarie Liebmann,).
Active in many professional organizations, Dr. Costa served
as President of the California Association for Supervision
and Curriculum Development and was the National President
of A.S.C.D. from 1988 to 1989.
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Matt Cullen
Title: Introducing Rugby Level
One Certificate Course
Description:
The Introducing Rugby Level One IRB course is a designed to
certify coaches in the basic skills of coaching rugby. The
course is divided into four modules and can be completed in
one day. The modules give explanations and demonstrations
about coaching Rugby, with the main emphasis on coaching/teaching
players who are new to the game.
The Level One IRB coaching course is a basic requirement for
anyone who is involved in coaching or teaching Rugby Union.
Course Content:
Unit 1: Game Knowledge
The Playing Charter and Principles of Rugby - 1 hour
Individual Core Skills and Safety in Contact - 1 hour and
30 minutes
Unit 2: Planning
Practice: Planning, Conduction, Skills Development - 1 hour
and 15 minutes
Unit 3: Management
Risk Management and Ethics - 15 minutes
Role of the Coach - 15 minutes
Unit 4: Technical
Modified Rugby Game - 15 minutes
Laws - 15 minutes
Application of Pre-designed Practice Sessions - 1 hour
Total Duration - 5 hours and 45 minute
Biography:
Matt Cullen has been a Queensland Touch Football representative
(1997/8) and has coached and played Touch Football at high
levels in Brisbane and North Queensland, Australia. Matt is
the HOD PE at Brent International School (2001-2007) and was
previously HOD PE at Seoul International School (1999-2000).
Matt is also IRB qualified Rugby Union Coach.
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Warna
Gillies
Title: Action Research: a Framework
for Teacher Researchers
Description:
This workshop will provide practical skills and ideas for
teachers to conduct Action Research in their own classrooms.
Techniques for data collection and analysis will be presented.
Examples of Action Research projects from international schools
will be used to illustrate the procedures in conducting Action
Research.
Biography:
Warna Gillies was formerly a principal and 8th grade
teacher in an overseas school. In 1995 she completed her doctoral
degree at George Mason University in the area of staff development
for American/Overseas schools. Dr. Gillies is a certified
evaluator for the Southern Association of Colleges and Schools,
Latin American Committee. Since 1998 she has served as a member
of SACS/CASI accrediting teams for 13 overseas schools. The
twelve publications she has written include articles such
as “American / international schools: poised for the
21st century” and “Children on the move: Third
culture kids”. She has worked with pre-service teachers
at three universities. She is currently teaching 8th grade
in Fairfax County, Virginia and adjunct faculty in teacher
education. She has been married to Randy Gillies for 29 years
and is the mother of Neal, a sophomore attending Virginia
Tech, and Bryce, a freshman student at Northern Arizona University.
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Marilyn
George
Title: Serving as a Visiting Committee
Member and Conducting a Self-Study
Description:
This pre-conference session will (1) prepare EARCOS educators
to serve on WASC visiting committees, emphasizing the role and
responsibilities of a WASC visiting committee member, and (2)
examine the essentials of the Focus on Learning process and
its adaptability from a self-study perspective.
Who should attend?
• Representatives from schools conducting future
Focus on Learning self-studies.
• All interested teachers and other educators who have
never served on an accreditation team or have served previously
but are eager to learn more about serving on a Focus on Learning
team.
• All teachers and other educators who are serving on
Focus on Learning teams, if they have not participated in a
recent training.
Why attend?
The session will provide an opportunity for EARCOS educators…
• To strengthen their understanding of Focus on Learning
process from a school self-study and visiting committee perspective.
• To understand how Focus on Learning can be integrated
with other school initiatives such as strategic planning
• To examine strategies inherent in Focus on Learning
that support the school’s assessment of student learning
in relation to schoolwide learning results and curricular objectives/standards.
• To become eligible to serve on visiting committees.
Biography:
Dr. George has been the associate executive director of WASC
since 1987. In addition to her knowledge of accreditation and
school improvement, her areas of expertise are curriculum/instruction
and staff development. She has been a classroom teacher, staff
development specialist, trainer, consultant, and a high school
district administrator of staff development and state/federal
programs. She has worked extensively with the California State
Department of Education in the areas of program quality reviews,
the mentor teacher program, and staff development programs.
She has given presentations and written and other publications
in the areas of staff development, mentoring, and accreditation.
Her degrees are from Westminster College (B.S.), University
of Wisconsin, Madison (M.S.), and UCLA (Ed.D).
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Dennis McLoughlin
Title: Leadership/Teaching
a Science Based Performing Art,...the iPOD, Circus Soleil and
Getting Exuberant About Creating a New Learning Culture!
Description:
At present schools are one of the slowest "human cultures"
readying students for the future, titles are confused with leadership,
and learning is emotionally distant, fragmented and based
on "bulimic testing" where students regurgitate
as much information as possible, go back and gorge for another
test.
Let's think and rejoice in creating the next evolution of education
that incorporates emotions, cultural diversity, personal dignity
and leadership in the future! This workshop offers the
"human stuff" necessary to put the "dream into
action!"
Key Topics:
*Teachers: the Most Important Learning Resource in the Classroom
*Principal: Most Important Person at the Building Level
*The "3i"...inform..inspire..innovate
*Trust Psychology: Foundation for Cultural Change
*Inspire, lead...never push!
*High Trust Positive School Climate: Factors that Maximize Learning
at the School Level
*6 Factors that Accelerate Student Classroom Learning
*Positive Classroom Practices: Theory and Skills!
*Lead "human energy" into creativity, not conflict
*Create a "trust centered faculty/classroom "with
diversity & respect!"
*How To Work With People So That They Will Think and Be Responsible
and Choose What is Best!
Biography:
Every generation has its pioneers, people who with trailblazing
initiatives change our idea of the world, change the way we
perceive, and Dennis M. McLoughlin is such a trailblazer.
Born in the USA buy raised in the Orient, Mr. McLoughlin combines
a world of experiences (United State Marine Corps, Shakespearean
actor, cowboy, entrepreneur, “gifted discipline problem)
with teaching experience that includes everything from Watts
to the Navajo Indian Reservation, from Watts to East Lost Angeles.
Clinically proven-school researched, Mr. McLoughlin’s
Trust Psychology/High Trust Thinking/Leadership are influencing
a major evolution, a “paradigm thinking shift” from
fragmented, non-emotional, passive management to leadership/learning
that is vital, passionate, cognitive-emotionally integrated,
intuitive, where teachers/students take all learning to performance
in an atmosphere that nurtures “a high need to achieve,”
moral commitment, and energy for the new world of thinking,
responsibility and community.
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Jay McTighe
Title :
Schooling by Design (SbD)
Description:
Based on the new book, Schooling by Design (ASCD, 2007), this
interactive session will explore the
following essential questions:
* What is the Mission of Schooling and how should a school's
mission guide its work?
* How should principles of learning influence educational practice?
* How might we construct a coherent curriculum and assessment
system for honoring our Mission?
* What are observable indicators of a standards-based classroom?,
school?
* How might we help teachers focus on the "big ideas"
and processes contained in content standards?
* In what ways can "backward design" enhance school
improvement planning?
* How can we make assessment a "photo album, not a snapshot?"
* How can we appropriately "depersonalize" educational
practices?
* What performance data (beyond external test scores) can guide
our school improvement efforts?
* How might we "work smarter" in curriculum design
and school reform?
* How should we "walk the talk" and apply standards
to our own work in curriculum, assessment, and instruction?
* In what ways can all elements of the system align to sustain
standards-based reforms?
In addition, we'll examine a variety of practical and proven
processes, tools and examples to assist administrators and teacher
leaders in leading and sustaining standards-based education
in their school.
Biography:
Jay McTighe brings a wealth of experience developed during a
rich and varied career in education. He served as Director of
the Maryland Assessment Consortium, a state collaboration of
school districts working together to develop and share formative
performance assessments. Prior to this position, Jay was involved
with school improvement projects at The Maryland State Department
of Education. Jay is well known for his work with "thinking
skills," having coordinated statewide efforts to develop
instructional strategies, curriculum models, and assessment
procedures for improving the quality of student thinking. He
also directed the development of the Instructional Framework,
a multi-media database on teaching. In addition to his work
at the state level, Jay has experience at the district level
in Prince George's County, Maryland as a classroom teacher,
resource specialist, and program coordinator. He also served
as director of the Maryland Summer Center for Gifted and Talented
Students, a statewide residential enrichment program held at
St. Mary's College.
Jay has published articles in a number of leading journals and
books, including Educational Leadership (Association for Supervision
and Curriculum Development [ASCD]), Developing Minds (ASCD),
Thinking Skills: Concepts and Techniques (National Education
Association), and The Developer (National Staff Development
Council). He co-authored three books on assessment - Assessing
Learning in the Classroom (NEA), Assessing Outcomes: Performance
Assessment Using the Dimensions of Learning Model (ASCD), and
Evaluation Tools to Improve as Well as Evaluate Student Performance
(Corwin Press). He is co-author, with Grant Wiggins, of the
best-selling Understanding by Design series, Understanding by
Design (1998), The Understanding by Design Handbook (1999),
The Understanding by Design Study Guide (2000), and the newly-released,
The Understanding by Design Professional Development Workbook
(2004).
Jay has an extensive background in staff development and is
a regular speaker at national, state, and district conferences
and workshops. He is also a featured presenter in four videotape
programs, Performance Assessment in the Classroom (Video Journal
of Education), Developing Performance Assessments, and Understanding
Understanding (ASCD), Using Backward Design (ASCD).
Jay received his undergraduate degree from The College of William
and Mary, earned a Masters degree from The University of Maryland
and has completed post-graduate studies at The Johns Hopkins
University. He was selected to participate in The Educational
Policy Fellowship Program through the Institute for Educational
Leadership in Washington, DC. He served as a member of the National
Assessment Forum, a coalition of education and civil rights
organizations advocating reforms in national, state and local
assessment policies and practices. Jay also completed a three-year
term on the ASCD Publications Committee, serving as Committee
chair during 1994-95.
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John Nordmeyer
Title: Teaching ELLs in International
Schools
Description:
In international schools, all teachers can support English language
learners (ELLs) by making challenging content more accessible
and promoting language proficiency. This interactive, all-day
institute will model strategies for scaffolding key concepts
while integrating academic language into mainstream classrooms.
Participants will learn about second language acquisition, examine
specific techniques for teaching ELLs and apply these ideas
to their own classrooms to benefit all students.
Biography:
Jon Nordmeyer is the K-12 ESOL coordinator at Shanghai American
School, Pudong campus. He has worked at international schools
in Ecuador, The Netherlands, Taiwan and Turkey. He has presented
at AAIE, AISA, EARCOS, ECIS, NESA, TESOL, and Tri-Association
conferences and has taught seminars at the Harvard Graduate
School of Education and Tibet University. Jon has written for
the Journal of Staff Development and the International Schools
Journal and is editing a new book for TESOL called Classroom
Practice: Integrating Language and Content. Jon is also on the
faculty of the School for International Training, where he developed
ACCESS, a graduate course for mainstream teachers of English
language learners. He has a BA in classical archaeology from
Dartmouth College and an MA in TESOL from the School for International
Training. He has BICS in French, Greek, Turkish and Chinese,
and is raising two bilingual sons with his wife Cynthia.
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William Nicoll
Title: Brief Counseling Strategies
in School Counseling ++ Download
Handout
Description:
Brief, time-limited, counseling has become the state-of-the-art
in the counseling field and is clearly the most practical model
for school counselors. Participants will be introduced to an
integrative framework for the Brief Counseling/Therapy models
and learn specific skills for rapidly assessing the dynamics
of presenting issues and assisting clients toward solution focused
action plans. Applications in individual counseling as well
as in parent-teacher conferencing/consultation will be covered.
A live demonstration will be conducted to illustrate the process.
Biography:
Dr. William Nicoll is a Professor in the Department of Counselor
Educator, College of Education, Florida Atlantic University.
Dr Nicoll formerly served as the Department Chair on the main
campus in Boca Raton and is now developing the graduate counseling
program for the north campus service area on the Treasure Coast.
He received his Ph.D. degree from the University of Arizona,
M.Ed. from Boston University and B.A. from the University of
New Hampshire. Dr. Nicoll’s extensive professional experience
includes working as a therapist specializing in individual and
family therapy in community agency and correctional settings
as well as in private practice. He also served for many years
as the national trainer in Brief Counseling and Therapy for
the American Counseling Association’s national professional
development program. Dr. Nicoll’s professional background
in education includes experience as a classroom teacher, special
education teacher (EH and LD) and school counselor. He has worked
in both U.S. public schools and international schools. Dr. Nicoll
currently serves also as the director of the Adlerian Training
Institute, Inc. which provides professional development programs
for mental health professionals and educators around the world.
Dr. Nicoll is internationally known for his work in the areas
of brief counseling and therapy, family counseling, and home
and school factors in student achievement and social adjustment.
He has trained counselors and educators throughout the world
in the skills of brief counseling and therapy, positive classroom
behavior management, strategies for improving home/school collaboration,
fostering resilience/social competence in youth, and creating
effective and supportive home, classroom and school environments.
He has served in a variety of leadership positions in the counseling
and educational fields at the local, state, national and international
levels. Dr Nicoll is the author of numerous articles and book
chapters in professional journals and texts.
Dr. Bill Nicoll is a well known speaker and consultant to educators,
parents and mental health professionals around the world having
presented well over 400 lectures and workshops throughout North
America and in numerous countries throughout Africa, S. America,
Asia and Europe. He has been involved with several international
projects including the establishment of the first training program
in school & family counseling services in Russia, educational
exchange programs with foreign universities, and coordinating
professional development programs for educators and counselors
in several international locations. Dr. Nicoll has received
several professional honors including those for Outstanding
Graduate Teaching, Distinguished Professional Service, and was
awarded the title of Honored Professor by St. Petersburg State
University of Pedagogical Arts, Russia.
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Fred Wolff
Title: An Introduction to
the Six Traits: Ideas and Organization ++
Download Handout
Description:
This interactive program will introduce participants to the
Six Trait writing model. The session will provide an overview
of the traits and how they can be used to improve student writing.
Focusing on the traits of Ideas and Organization, participants
will explore how to use literature, rubrics and lesson ideas
to teach the Six Traits of writing.
Biography:
Fred Wolff was a classroom teacher for 19 of his 24 years in
education. He has worked with teachers throughout the U.S. and
international schools in Asia Africa and Mexico. One of the
original New Hampshire teachers to become involved in the New
Hampshire Writing Project in 1979, he has directed a number
of published anthologies of student writing. Fred helped launch
the first Student Writers Academy at the University of New Hampshire
and has taught numerous courses in the Education Department
at UNH as well as teaching writing to students from third grade
through high school. Most recently, he produced and wrote the
script for a PBS aired documentary on Holocaust Survivors living
in his home state of New Hampshire. His first book, Writes of
Passage: a New Teachers Guide to Teaching Writing, will be published
by Pearson Education in late 2008. He holds a doctorate in Curriculum
and Teaching from Boston University.
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John Zola
Title: Training In the Skills and Dispositions
Needed To Conduct Socratic Seminars in K-12 Classrooms.
Description:
Learn to participate in Socratic seminars and practice the skills
of leading them.! This workshop is highly interactive and experiential.
We explore a wide variety of seminar implementation issues including
classroom management, assessment, student accountability, second
language learners, and text selection.
NOTE:
This training continues through the morning of the first day
of the "regular" conference. "Please download
the attached materials PRIOR to the Pre-Conference session and
read the handouts provided below. Bring the other handouts either
on your laptop or in hard copy for use during the workshop. ++
Download Handout
Biography:
John Zola spent 31 years as a high school social studies teacher;
most recently at New Vista High School, a “break the mold”
public high school in Boulder, Colorado. For the past four years,
he was also the Director of School and University Partnerships
at the University of Colorado School of Education. Throughout
his career, John developed interactive teaching materials and
trained colleagues in active learning strategies and Socratic
seminars. He has presented keynote addresses on topics such
as critical thinking and numerous workshops that help teachers
make the work of students central in the classroom. John’s
sessions are interactive and participatory with a strong focus
on practical classroom applications. In addition to his work
in the secondary classroom, John taught Social Studies methods
courses for the University of Colorado and still conducts in-service
trainings on civic education in a variety of locations around
the United States, Central Europe, and Asia.
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