Special Presenters

Presenters Topics
Harvey Alvy Leadership, Admissions
Graham Brown-Martin Learning w/o Borders
Carlene Firmin Child safety
Marc Frankel Leadership Through Partnership (LtP)
Chris Jansen Leadership Mentoring
Lee Ann Jung Assessment, Inclusiveness
Douglas Killgore Athletic Administration
John Littleford Leadership Through Partnership (LtP)
Rami Madani Curriculum
Ellen Mahoney Mentoring
Jon Nordmeyer Assessment
Adam Olenn Admissions
Will Richardson Change Schools
Tom Schimmer Assessment
Dave Shepherd Advancement
Jennifer Sparrow Leading School Change/ Innovation Across Classrooms
Ann Straub Global Citizenship
James Warnock Supervision and Evaluation
Kendall Zoller Communication

 

Special Presenters


Harvey Alvy

Biography: Harvey Alvy served as a school principal at the American International School in Israel, the American Embassy School in New Delhi, and Singapore American School. He was selected as a NAESP National Distinguished Principal for American Overseas Schools, and is a founding member of the Principals’ Training Center for International Schools. In 2004 Harvey received the Faculty Achievement Award for Teaching Excellence at Eastern Washington University, where he held the William C. Shreeve Endowed Professorship in Educational Leadership. Harvey’s most recent book is Fighting for Change in Your School: How to Avoid Fads and Focus on Substance (ASCD, 2017). He has co-authored, with Pam Robbins, Learning From Lincoln, The Principal’s Companion, The New Principal’s Fieldbook, and If I Only Knew; with Dr. Jane Liu, a Mandarin only book The Principal Management Handbook. He conducts presentations on the principalship, educational fads vs. ideas of substance, and Abraham Lincoln's leadership.



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Title: Leadership, Admissions
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Graham Brown-Martin

Biography: Graham Brown-Martin is a leader in the field of foresight and anticipatory research, bringing together social, political and technological trends to consider how we might prepare ourselves for the future. He is the author of Learning {Re}imagined, the best selling book on global education published by Bloomsbury. He has enjoyed a 30 year career spanning the education, technology and entertainment sectors. He was the founder of Learning Without Frontiers (LWF), a global think tank that brought together renowned educators, technologists and creatives to share provocative and challenging ideas about the future of learning. He left LWF in 2013 to pursue new programmes and ideas to transform the way we learn, teach and live.



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Carlene Firmin

Biography: Dr Carlene Firmin MBE is a Principal Research Fellow at the University of Bedfordshire, where she leads their Contextual Safeguarding programme. Carlene has spent over 10 years researching young people’s experiences of community and group-based violence and advocated for comprehensive approaches that keep young people safe in public places, schools and peer groups. Her theory of Contextual Safeguarding has informed policy and research agendas for advancing the protection of adolescents. She has been an invited speaker to a range of international and national conferences and trained over 3,000 professionals since 2015. Carlene has written on the issues of safeguarding and violence in the national newspaper, the Guardian, since 2010, and is widely published in the area of child welfare. In 2011 Carlene became the youngest black woman to receive an MBE for her seminal work on gang-affected young women in the UK.

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Workshop 1
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Title: An interactive case sudy exercise to understand peer-abuse in schools
Description: This workshop will involve attendees taking part in an interactive case study exercise to improve how they understand and respond to peer-abuse in international school contexts. Participants will be guided to consider family, peer, school and neighbourhood factors that offer sources of protection and risk, and reflect on those that are most pertinent to an international school setting. Through this process they will identify points of learning for their own settings and actions they can taken back to develop safeguarding and practices within their setting

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Title: A guide to safeguarding resources for preventing peer-abuse in schools
Description: In the workshop participants will be introduced to a number of resources designed for and with educationalists to use in the development of their safeguarding work. From study surveys, to bystander intervention, school policies to staff training, this workshop will offer participants the time to consider a catalogue of resources they could draw upon to address peer-instigated harm between students. Resources particularly support participants to identify and address contextual factors associated to harm which have rarely been considered in standardised safeguarding work,

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Marc Frankel

Biography: Dr. Marc Frankel, Ph. D. is a Senior Consultant and partner in Triangle Associates, an international consultancy specializing in higher, independent and international education. A psychologist by training, Dr. Frankel facilitates governance workshops, leadership development programs, and strategic planning in the United States and around the world, and coaches numerous senior leaders in universities and independent schools. His clients include schools in Europe, Asia and North America, including large and small institutions and Tier 1 universities.

Among his accomplishments are the development of evaluation methodologies for governing boards and senior academic and administrative leaders, co-founding the School Leadership Institute for the National Association of Independent Schools, and authoring or co-authoring numerous articles and white papers on issues in governance and leadership of schools and universities. Dr. Frankel is a member of the governing board at the Wildwood School (Los Angeles), and he lives in St. Louis with his wife, Jacqueline. Their son, Alex, lives and works in Los Angeles.

Dr. Frankel's undergraduate degree is from the University of Utah, and he completed his Masters and Ph.D. at Emory University in Atlanta, GA. Dr. Frankel has been part of Triangle Associates for over 18 years.

Dr. Frankel can be reached via e-mail at marc@ta-stl.com



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Chris Jansen

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Lee Ann Jung

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Douglas Killgore

Biography: Doug Killgore, CMAA, recently retired after 29 years in education, 18 of which were in administration as an assistant principal and athletic director. He continues as The Bow Tie AD, a professional development presenter targeting leaders of education-based athletics and activities. Killgore, the Past Board Secretary of the National Interscholastic Athletic Administrators Association (NIAAA) has presented in 13 states as well as at multiple NIAAA national conferences and the EARCOS Leadership Conference in Bangkok in 2017. He has received the NFHS Citation Award as well as the NIAAA Section 6 Kovaleski Professional Development Award, the NIAAA State Award of Merit and the NIAAA Thomas E. Frederick Award of Excellence. Killgore is a member of the Arkansas High School Athletic Directors Hall of Fame.

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Workshop 1
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Title: LTC 503: Enhancing Organization Management
Description: This course outlines an approach to the fundamentals and methods of athletic administration and alerts and educates athletic administrators regarding potential problems and possible solutions in areas such as special events, public relations, awards, fundraising and Booster Clubs. The course also touches upon ways to increase or improve citizenship and sportsmanship through positive initiatives. Athletic Administrators will have a hands-on experience creating handbooks and a strategic plan for their school.

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Title: LTC 508: Legal Issues III – Hazing, Constitutional Law, Disabilities Law, Employment and Labor Law
Description: This course provides coverage of the legal standards governing hazing in interscholastic athletics programs and strategies for developing, implementing, and documenting effective anti-hazing policies, along with extensive coverage of the constitutional rights of student-athletes that must be respected by schools when sanctioning athletes for misconduct, the impact of federal disabilities legislation on school sports programs, and the employment and labor law issues related to the administration of interscholastic athletics programs, regarding minimum wage and overtime requirements of the Fair Labor Standards Act.

Workshop 3
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Title: LTC 510: Legal Issues IV - Social Media, Transgender Participation, Event Management & Security, Pregnant & Parenting Student-Athletes & Intellectual Property
Description: This course provides coverage of the legal standards governing hazing in interscholastic athletics programs and strategies for developing, implementing, and documenting effective anti-hazing policies, along with extensive coverage of the constitutional rights of student-athletes that must be respected by schools when sanctioning athletes for misconduct, the impact of federal disabilities legislation on school sports programs, and the employment and labor law issues related to the administration of interscholastic athletics programs, regarding minimum wage and overtime requirements of the Fair Labor Standards Act.

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John Littleford

Biography: John Littleford served as teacher, trustee and head of school for over 25 years. For the past 28 years he has been a consultant to over 5000 independent and international schools. His clients also include corporations, foundations, universities and a range of other non-profit organizations. Mr. Littleford's areas of expertise include: board governance, strategic planning, executive and faculty compensation and evaluation; executive searches; marketing strategies including admissions; fund raising, managing change; school climate; institutional and financial audits; and team building. His widely read landmark book, "Faculty Salary Systems in Independent Schools" was published by the National Association of Independent Schools for 20 years. John Littleford speaks and leads workshops at Conferences all over the world. Littleford & Associates' Newsletter is published four times a year and is widely read by 25,000 trustees and school and not for profit leaders.



Workshop 1
Title: The Most Effective Way to Market Your School and Build a Culture of Charitable Giving
Description: This session will teach participants how to spend less money on traditional branding and marketing and fundraising consultants by recruiting, educating, training and marshalling a supportive “army” of parents to serve as admissions and/or fundraising ambassadors or advocates. In the marketing realm, they assist appropriately in internal and external marketing and support the overall admissions effort. In the development/advancement area, they boost annual giving campaigns. There is a proven strategy to mobilize parents into a pyramid of powerful, active and informed volunteers. It begins with a clear mission exemplified in a compelling and memorable story told in a language that inspires trust and elicits a passionate response. Then listen to parents and make them feel valued. Using their own positive comments about the school's strengths, show them the difference they can make as marketing specialists and fundraising agents serving the school. The power of greater parental pride cannot be underestimated.

Workshop 2
Title: Mission-Based Faculty and Head Compensation: Recruiting, Retaining, Supporting and Rewarding the Best
Description: The first goal of this session is to promote this important dialogue: If we could start with a blank slate, what faculty compensation and benefit system would we build and why? How would it serve the school’s mission and financial sustainability? How would it attract, retain and reward faculty who will advance a school’s mission and vision? We will show several salary system models and the messages that they send. The second goal of this session will outline for heads and boards a range of approaches that schools are using to recruit, compensate and reward heads, including providing various incentives. Whether or not one believes in performance related pay for heads, the trend is for more competitive and creative compensation regardless of school size. A head support subcommittee of the board should annually benchmark the head’s compensation and provides for a process that makes heads and their families feel valued.

Workshop 3
Title: Governance Standards for Accreditation for Nonprofit and Privately-Owned Schools
Description: The first goal of this session is to promote this important dialogue: If we could start with a blank slate, what faculty compensation and benefit system would we build and why? How would it serve the school’s mission and financial sustainability? How would it attract, retain and reward faculty who will advance a school’s mission and vision? We will show several salary system models and the messages that they send. The second goal of this session will outline for heads and boards a range of approaches that schools are using to recruit, compensate and reward heads, including providing various incentives. Whether or not one believes in performance related pay for heads, the trend is for more competitive and creative compensation regardless of school size. A head support subcommittee of the board should annually benchmark the head’s compensation and provides for a process that makes heads and their families feel valued.

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Rami Madani

Biography: Rami Madani is the Head of the International School of Kuala Lumpur, Malaysia. Prior to that he worked in schools in Yemen, UK, Zambia, and India, serving students and faculty at all school levels. He has taught subjects ranging from Mathematics to Music to Theory of Knowledge. He has served as a secondary school principal, director of learning, dean of students, and department head in various international schools. Rami has designed a variety of professional development and training programs. In addition, he is an IB Diploma consultant and is passionate about aligning a school's systems with its mission, and ensuring that teaching and learning is the focus of what schools do. Rami presents at conferences and works with schools on areas related to strategic planning, leadership, growth & evaluation, curriculum, assessment and instruction. His primary focus is on nurturing minds, empowering educators, refining systems and tools to support student holistic growth.



Workshop 1
Title: Innovative, Differentiated, and Sustainable Orientation Program for New Teachers
Description: How do we ensure that the mission, vision, values and practices of our schools are sustained and advanced as faculty and staff turnover? How do we provide an orientation program that is differentiated, self-managed, and which encourages teachers to be self-directed learners? Access to differentiated online learning, flexible learning time, clearly defined expectations, and an approach that provides accountability are essential to ensure that new and returning faculty have the same set of knowledge and skills. This session presents how to develop a school’s knowledge base and use it to design individualized, manageable training, better preparing teachers to operate in alignment with the school’s direction and practices.

Workshop 2
Title: To what extent is your school meeting its mission? A systematic approach to embedding life-worthy skills in teaching and learning.
Description: We all believe in the value of embedding essential, life-worthy skills and dispositions in our students. Some schools refer to these as School-wide Learning Results, Graduate Profile, or Learner Profile. This session focuses on top ranking skills and dispositions, provides simple, research-based indicators for each, and shares resources that help leaders plan so that teachers teach and assess each indicator. It will empower school leaders to concretize and demystify life-worthy learning in their schools and provide them with tools, processes, and strategies to support their teachers to do the same. The session also demonstrates the power of how a common institutional understanding around these life-worthy skills and dispositions can help schools achieve their mission more effectively. We all believe in the importance of preparing our students to succeed in their future and this session will share a pathway for achieving this aim.

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Ellen Mahoney

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Jon Nordmeyer

Biography: Jon Nordmeyer is the International Programs Director at WIDA. He has been an international educator and consultant for 25 years, teaching at international schools in Quito, The Hague, Taipei, Istanbul, Shanghai and Bangkok. Jon has presented at international conferences in Africa, Asia, Europe and South America and has taught graduate seminars at Harvard Graduate School of Education and Tibet University. He has written articles for International Schools Journal and Journal of Staff Development, co-edited the book Integrating Language and Content (TESOL 2010) and serves on the editorial review board of Globally Informed, a peer-reviewed journal for international educators.

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Workshop 1
Co-Presenter/s: None
Title: Assessing English Language Learners: Turning Data into Action
Description: 21st-century international schools serve increasingly diverse transnational communities. Multilingual students are both learning a new language and learning in a new language. Effective assessment practices help educators to understand what learners can do, empowering teachers to build on student assets and scaffold both language and content learning.

Workshop 2
Title: Assessing English Language Learners: Turning Data into Action (Repeat)
Description: 21st-century international schools serve increasingly diverse transnational communities. Multilingual students are both learning a new language and learning in a new language. Effective assessment practices help educators to understand what learners can do, empowering teachers to build on student assets and scaffold both language and content learning.

Workshop 3
Co-Presenter/s: Patrick Kane and Christine Palumbo
Title: Collaboration to Support Multilingual Learners: NCPA and WIDA
Description: Nansha College Preparatory Academy (NCPA) uses an innovative approach to co-planning and co-teaching to ensure that effective EAL teaching happens every day. Important ingredients in the NCPA recipe for success are 1) integration of WIDA assessments and instructional resources and 2) leveraging students’ native Chinese to build literacy in English while unlocking content learning.

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Adam Olenn

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Will Richardson

Biography: A former public school educator of 22 years, Will has spent the last 15 years developing an international reputation as a leading thinker and writer about the intersection of social online learning networks, education, and systemic change. Will is a co-founder of Modern Learner Media and co-publisher of ModernLearners.com which is a site dedicated to helping educational leaders and policy makers develop new contexts for new conversations around education. Most recently, Will co-founded Change School and, in addition, the Modern Learners Community, two online destinations for educational leaders interested in creating relevant, sustainable change in schools using a coaching, curation, and community approach.



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Tom Schimmer

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Dave Shepherd

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Jennifer Sparrow

Biography: Jennifer Sparrow serves as the deputy superintendent of Singapore American School (SAS) and has previously had the roles of MS humanities teacher, director of assessment and educational data, and executive director of teaching and learning. In addition to her work at SAS, Jennifer has facilitated over ten EARCOS regional workshops and dozens of EARCOS leadership conference sessions on the topics of quality assessment, use of data, and change leadership. Jennifer is also an Associate Presenter in the areas of assessment and professional learning communities for Solution Tree. She recently received her doctorate from the University of Southern California in organizational change and leadership.



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Ann Straub

Biography: Ann Straub is an International Advisor for the Council of International Schools (CIS). She is a Qualified Administrator for the Intercultural Development Inventory (IDI) and trains teachers and educational leaders who are strategically focused on developing intercultural competency and global citizens, intercultural leadership, and intercultural learning to promote diversity and inclusion. Ann was previously the Director of Curriculum and Staff Development at the International School of Bangkok and a trainer for the Principals' Training Center. She trains teachers and administrators in the United States and internationally who are strategically focused on developing intercultural competency and global citizens. Ann currently resides in Middlebury, VT with her husband Peter and their new Westie puppy, Daks.



Workshop 1
Title: Who, me?: Recognizing and Dealing with Our Own and Others Implicit Biases
Description: We all have biases and prejudices which spread through a culture like currency. How can we prevent our natural tendency to stereotype people from becoming prejudice and discrimination? As educational leaders, what is our role in schools, and how do we recognize and prevent the our own implicit biases and those of others from inhibiting learning? In this interactive workshop, we will look at the Stereotype Wheel, the research supporting our innate tendency to have implicit biases and the effect on student learning and teacher performance along with strategies to counteract this natural human tendency.

Workshop 2
Title: Leading Schools Interculturally
Description: What is meant by intercultural leadership, and do all cultures define and value leadership in the same way? What are the universal traits of successful leadership as defined by the Globe Study, and what specifically is required for a school focused on developing global citizens? There are a few questions which will be addressed in this interactive workshop. Most EARCOS schools have defined themselves as being "international" with the goal of developing global citizens. Participants will reflect on what this really means and will begin to develop an understanding of the leadership traits and strategies required to operationalize the vision of developing global citizens. This will be accomplished through looking at research, analyzing an international school case study, applying the traits of intercultural leadership using cultural frameworks, and reflecting on our own strengths as intercultural leaders.

Workshop 3
Title: Developing Global Citizens: What Does It Take?
Description: The words "global citizens" often appear in our school's guiding statements, but what this looks like and how to accomplish this is often frustratingly vague with a "hit or miss "approach prevailing. What does it look like to focus on developing global citizens as an institutional responsibility for doing so beyond the usual community service, social studies units, school garden and plastic bottle ban? By assessing where your school is by taking a 360 degree look at your whole school community, viewing examples of successful global citizenship frameworks and strategies used in other international schools, and learning about the place of intercultural competence within the development of global citizenship, you will leave this interactive workshop with an idea of where your school is and actions to take to realize your mission/vision of developing global citizens.

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James Warnock

Biography: James Warnock is a consultant with the Boston-based consulting firm Research for Better Teaching and has over 30 years of experience in education. His consulting work centers on instructional leadership, classroom instruction, supporting schools and districts in developing standards-based supervision/ evaluation systems and working with principals of underperforming schools. He has provided technical assistance to schools in Russia as part of a U.S. Department of State Community Connections program and has conducted teacher training in Australia. For fifteen years Jim directed the Sino-American Seminar on Educational Leadership for the University of Vermont's Asian Studies Outreach Program and has traveled and worked extensively throughout China. Recent and current clients include the Buffalo (NY) Public Schools, the KIPP School Leadership Program, Socorro ISD in El Paso TX, the University Liggett School, the Michigan State University sponsored Michigan Fellowship of Instructional Leaders, Fresno (CA) Unified School District and the Ministry of Education in Singapore. Prior to working with Research for Better Teaching, Jim was Assistant Superintendent of Schools for the city of Burlington, Vermont, and has also served as a secondary principal, K-12 staff developer and teacher. He is a co-author of The Skillful Leader II: Confronting Conditions that Undermine Learning (2008) and completed his undergraduate and graduate work at Brown University and the University of Vermont. Jim is the father of two grown children and lives with his wife, Carol, in Lincoln, Vermont.



Workshop 1
Title: The “Big Rocks” of High Expertise Teaching
Description: Teachers make countless instructional decisions every day but which ones have the biggest impact on student performance? This workshop will explore the “big rocks” of high expertise teaching, i.e., the strategies and skills that have the largest effect size on students and their academic growth. Our work at Research for Better Teaching in this area directly connects with the research of Robert Marzano and John Hattie in highlighting what makes the biggest difference for students and their learning.

Workshop 2
Title: Building Trust: The Key to Strong Adult Professional Culture
Description: Trust gives the leader the respect and the credibility to be listened to and followed. School leadership literature repeatedly identifies trust in the leader and trust among staff members as the sine qua non for high performing schools. Not coincidently, these qualities lead to feelings of safety and trust for students as well. But in between trust and the practices of strong adult professional culture is the mystery of what leaders do to build the trust and set those practices. This workshop will explore this “black box” while also facilitating participant discussion and reflection.

Workshop 3
Title: What Leaders Can Do to Build Strong Adult Professional Culture
Description: Our learning at RBT, supported solidly by research, is that there will be no sustainable improvement in student results and no elimination of achievement gaps until leaders and teachers succeed in strengthening key norms of behavior between adults. This workshop will share and explore 12 observable norms of interaction between adults we find to be central to the culture of a school that gets results for students. Handouts will be provided to support further participant reflection on the degree to which these norms of strong adult professional culture are observable in their schools.

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Kendall Zoller

Biography: Kendall Zoller, EdD, is an author, educator, researcher, and international presenter in communicative intelligence, presentation and facilitation skills, leadership and adaptive schools. He is co-author of Voices Leading From the Ecotone (2019) and The Choreography of Presenting: The 7 Essential Abilities of Effective Presenters (Corwin Press, 2010). Kendall is president of Sierra Training Associates and graduate faculty at California State University, Dominguez Hills and The University of Maine. He has authored over three dozen reviewed book chapters and journal articles on topics of communication, community, and leadership for educators and law enforcement. His work on leadership and presentation skills takes him to schools, districts, universities, state agencies, and corporations across the United States, Canada, Europe, China, India, Thailand, Malaysia, Indonesia, the Philippines, and Europe. His lectures, presentations, and paper presentations include the campuses of Harvard, UC Berkeley, St. Anselm College, Boston University, University of Chicago, and Loyola University Maryland. Kendall has a doctorate in Educational Leadership a Masters in Educational Management. Kendall can be reached at kvzollerci@gmail.com



Workshop 1
Title: The First Five Minutes
Description: What should happen within the first five minutes of a presentation? Discover 9 things you can do within the first five minutes to produce a positive learning environment, a sense of community, and a willingness of participants to go on the journey with you. You will create an opening and discover how simple yet eloquent a deliberate choreography can be. What you create can be applied to meetings people look forward to, don’t look forward to, or may even be captive audience members to. Whatever your perspective, you may never look at openings the same again and may never do openings the same again.

Workshop 2
Title: 8 Steps for delivering a message when groups dont want to hear it
Description: Many of us have been in situations with colleagues where we have a message and we know they don't want to hear it. Imagine being able to deliver that message in ways that preserve relationships while at the same time increasing their receptivity to considering it. This session introduces a nonverbal/verbal framework derived from Grinder (2010) and modified by Zoller that intends to honor the relationships and address the challenging issues.

Workshop 3
Title: Voices from the Ecotone
Description: Many of us have been in situations with colleagues where we have a message and we know they don't want to hear it. Imagine being able to deliver that message in ways that preserve relationships while at the same time increasing their receptivity to considering it. This session introduces a nonverbal/verbal framework derived from Grinder (2010) and modified by Zoller that intends to honor the relationships and address the challenging issues.

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