External ProD Reimbursement Documents

Important Notice: All Professional Development (PD) application must be submitted 30 days in advance for proper processing and consideration in consultation with the School Principal or designee. Initial and final PD decisions is a collaborative effort involving multiple stakeholders (e.g., PD & Curriculum Directions, School Principal, K-12 Principal, and School Chancellor).

Applicants are urged to first consider PD experience in China 34 provincial-level administrative units: 23 provinces, 4 municipalities (Beijing, Tianjin, Shanghai, Chongqing), 5 autonomous regions (Guangxi, Inner Mongolia, Tibet, Ningxia, Xinjiang) and 2 special administrative regions (Hong Kong, Macau) prior to venturing outside China and beyond. Selected applicants will be notified regarding the next steps via email. Consult the 2019-2020 PD handbook for more information.

Presenting at a Conference

Teachers' professional development

Teachers' professional development at The SMIC Private School is a collaborative jaunt in understanding our teacher's unique pedagogical challenges and instructional needs; examining opportunities for active learning, content knowledge, the overall coherence of staff development as an integrated whole and development activities consecutively building upon each other. Apart from our extensive internal and external professional development opportunities provided by The SMIC Private School, our present professional development strategy is inclusive in natures - strategically differentiated, blended and designed in collaboration with the Sr. Director, Director of K-12, PD and Curriculum, K-12 Principal, and Chancellor focused on the school mission, vision, strategic goals, and school improvement initiative(s).

Scholarly Pursuits

Presentation Topic

Presentation topic must compliment the SMIC Private School mission and vision, and the SMIC school three-year strategic plan. We are excited about your external pursuits and look forward to the great way you will enhance our community.

IMPORTANT: All applications for reimbursement must be submitted two weeks (14 days) upon return for processing. Given our budget calendar ends December 31st. All applications for reimbursement must be submitted prior to or on December 6th, 2019 of the current calendar year for processing. All Initial and final PD decisions are a collaborative effort involving multiple stakeholders (e.g., PD & Curriculum Directions, School Principal, K-12 Principal, and School Chancellor) and will take time to review all documents for anomalies.

* There is a limited number of external PD spaces available. Consideration will be given to all applicants. Decisions made based on the school (ES, CIC, MS & HS) SMIC mission and vision, and three-year strategic plan. Click on the PD link below to apply.

PD Form/Example

• Procedure for MHS PD Reimbursement
• Procedure for ES PD Reimbursement
  
• PD Payment Request Template Sample
• Professional Development/Business Travel Policy
  

Professional Learning Application

Funding may be available for faculty and staff to attend Professional Development. Click the link below to apply:

• External Professional Learning Application

Important: For all External Professional Development above $1001.00 (USD), applicants must complete a bond agreement and attach bond agreement form to their reimbursement documents. Bond agreement specifics are outlined in the faculty handbook. See blank bond agreement form above.

Shanghai Faculty Fall Professional Learning Schedule

• Wednesday Faculty Meeting Fall Schedule 2019
• SMIC-I /CIC Staff Development Schedule for all Faculties (New & Returning) (8/16 – 8/31, 2019)

K-12 Subject Curriculum Goals

• K-12 Subject Curriculum Goals

School Goals 2019-2020

• School Goals

Understand By Design

Understanding by Design (UbD) is a framework for improving student achievement. Emphasising the teacher's critical role as a designer of student learning, UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.

Overview of the UbD Framework

• Introduction: What Is the UbD Framework? (PDF)
• What is Understanding by Design?
• Grant Wiggins - Understanding by Design (1 of 2)
• Grant Wiggins - Understanding by Design (2 of 2)
• A Summary of Underlying Theory and Research Base for Understanding by Design (PDF)

Suggested Articles

• Three Key Questions on Measuring Learning
• Middle Schoolers Go Global
• Pre-Assessment: Promises and Cautions
• Put Understanding First
• You Can Teach for Meaning
• Backward Design for Forward Action
• Seven Keys to Effective Feedback
• Seven Keys to Effective Feedback
  
• How Good Is Good Enough? (PDF)
• Practicing What We Preach in Designing Authentic Assessments
• How to Make Your Questions Essential
• What Happens Between Assessments?
• Seven Practices for Effective Learning
• Making a Unit Intellectually Engaging

UbD Basics

• SMIC Curriculum and Understand by Design
• UbD in a Nutshell
• Improve Curriculum, Assessment, and Instruction Using the Understanding by Design® Framework
• Unit Planning

UbD Specific Components/Standards

• What Is the Common Core? The Controversial Standards Explained
• How to Read and Unpack Common Core State Standards
• A Teacher's Perspective: Unpacking the Standards
  
• Unpacking Standards Elementary School PLC
• Unpacking Standards Middle School PLC
• Unpacking Standards High School PLC
• The Big Idea, Enduring Understandings, Essential Questions
• Understanding by Design Formative Assessments

UbD Sample Units and Templates

• Sample UbD Units
• Understanding By Design Unit Template

Differentiation, Instruction, Data & Assessment

• Differentiated Instruction: Using Ongoing Assessment to Inform Instruction
• Active Learning Is Key to Differentiated Instruction
• Using Data to Differentiate Instruction
• What Research Says About … / Differentiated Learning
• Differentiated instruction: The effect on student achievement in an elementary school
• The Impact of Differentiated Instruction on Student Reading Level Throughout the Response to Intervention Model
• Student Motivation, Engagement, and Achievement
• Research Says / Better Tests Don't Guarantee Better Instruction
• Differentiated Instruction and RTI: A Natural Fit

Note: You will need a VPN for some or all of the resources listed above.

Click here for the Technology Resource Page

Expected School-Wide Learning Results (ESLRs)

Expected School-Wide Learning Results (ESLRs)

The SMIC Private School is committed to significant local, regional, national, and international partnerships with families and communities that prepare students to be:

• Global Citizens - Students will engage in positive, active citizenship through respect for the environment, commitment to charitable causes, and an appreciation for cultural diversity.
• Persons of Character - Students will consistently choose to respect self and others.
• Motivated Learners - Students will demonstrate a passion for learning and an intellectual curiosity through creativity, initiative, collaboration, and problem solving.
• Healthy Individuals - Students will make appropriate choices that reflect physical well-being as well as social and emotional maturity.

School Motto

Honor * Excellence * Community * Joy

The following webinars are free and you can register directly.

• Ed Web.net
• ASCD's free webinar series
• Educational Webinars
• Special education webinars
• Professional Development for Teachers
• Brain and Learning webinars
• Education Week
• Free conference-quality™ webinars for early childhood education
• Webinars for Teacher and Educators

Note: You will need a VPN for some or all of the resources listed above. These suggested webinars have been curated to provide and extended perspective to enhance knowledge and further understanding.

Continuous Improvement

What is PDSA?

PDSA, or Plan-Do-Study-Act, is an iterative, four-stage problem-solving model used for improving a process or carrying out change.

When using the PDSA cycle, it's important to include students; they can provide feedback about what works and what doesn't.

In applying PDSA, ask yourself three questions:

1. What are we trying to accomplish?
2. How will we know that a change is an improvement?
3. What changes can we make that will result in an improvement?

Stage 1: Plan

Consider an area of focus with your students - knowledge of the problem or opportunity for improvement. Consider the strengths each student brings—look for engaged, forward-thinking attitude.

Working with your students, identify roles and responsibilities, set timelines, and establish an agreed upon meeting schedule.

B. Draft an Aim Statement

An aim statement is an explicit description of your class desired outcomes, which are expressed in a measurable and time-specific way.

• What are we trying to accomplish?

An aim statement should take into account the following concerns:

1. What are we trying to accomplish?
2. How will we know that a change is an improvement?
3. What change can we make that will result in improvement?

C. Describe Current Context and Process

Brainstorm

Examine your current process. Start by asking the team these basic questions:

• What are we doing now?
• How do we do it?
• What are the major steps in the process?
• Who is involved?
• What do they do?
• What is done well?
• What could be done better?

Note: You might have already answered the last two questions if you have performed a SWOT analysis.

A SWOT analysis provides programs and organizations with a clear, easy-to-read map of internal and external factors that may help or harm a project, by listing and organizing a project's strengths, weaknesses, opportunities, and threats. SWOT can clearly show a program its chances for success, given present environmental factors.

Gather More Detail

Once the general structure is completed, these can be some more helpful questions to ask:

• How long does the process currently take? Each step?
• Is there variation in the way the process is currently completed?

D. Describe the Problem

Using the aim statement created in Step B, state your desired accomplishments, and use data and information to measure how your classroom meets/does not meet those accomplishments.

For example: If your objective is to maximize your student's quality of work life, you might find evidence by surveying/reviewing your students on classroom stressors.

Write a Problem Statement

Write a problem statement to clearly summarize your team's consensus on the problem. You may find it helpful to prioritize problems, if your team has identified more than one, and/or include a justification of why you chose your problem(s).

E. Identify Causes and Alternatives

Analyze Causes

For the problem in your problem statement, work to identify causes of the problem using tools such as control charts, fishbones, and work flow process maps (e.g., flowcharts, swim lane maps). The end of the cause analysis should summarize the cause analysis by describing and justifying the root causes.

Examine your process, and ask:

• Is this process efficient?
• What is associated (including money, time, or other resources)?
• Are we doing the right steps in the right way?
• Does someone else do this same process in a different way?

Develop Alternatives

Try to mitigate your root causes by completing the statement,

"If we do __________, then __________ will happen."

Choose an alternative (or a few alternatives) that you believe will best help you reach your objective and maximize your resources.

Develop an action plan, including necessary staff/resources and a timeline. Try to account for risks you might face as you implement your action plan.

Stage 2: Do

Start to implement your action plan. Be sure to collect data as you go, to help you evaluate your plan in Stage 3: Study. Your team might find it helpful to use a check sheet, flowchart, swim lane map, or run chart to capture data/occurrences as they happen or over time.

Your class should also document problems, unexpected effects, and general observations.

Stage 3: Study

Using the aim statement drafted in Stage 1: Plan, and data gathered during Stage 2: Do, determine:

• Did your plan result in an improvement? By how much/little?
• Was the action worth the investment?
• Do you see trends?
• Were there unintended side effects?

You can use a number of different tools to visually review and evaluate an improvement, like a Pareto chart, control chart, or run chart.

Stage 4: Act

Reflect on Plan and Outcomes

• If your team you and your student success, standardize the improvement and begin to use it regularly. After some time, return to Stage 1: Plan and re-examine the process to learn where it can be further improved.
• If you and your students believes a different approach would be more successful, return to Stage 1: Plan, and develop a new and different plan that might result in success.

The PDSA cycle is ongoing, and education institutions become more efficient as they intuitively adopt PDSA into their core planning.

Celebrate Improvements and Lessons Learned

• Communicate accomplishments to stakeholders
• Take steps to preserve your gains and sustain your accomplishments and momentum
• Make long-term plans for additional improvements
• Conduct iterative PDSA cycles when needed

PDAS Resources

If you’ve made it to this PDF, you are in the right place. The PDSA process/cycle was developed for scientists at Bell Laboratory. This model is researched based and has been proven to be one of the best strategies used by organizations to ensure continuous improvement. The resources below will provide additional clarity on the process of not only starting a PDSA but sustaining it.

Presentations/Resources/Supports

Presentations, resources, and supports provided below offer perspective on the PDSA process provided by Terri Iles.

• HYS SMIC Review
• PDSA Examples Terri Iles
• SMIC JSA Review
• 1SMIC Review
• Teacher and Student Partnership
• Elementary PDSA Samples
• 1QLA-Fishbone Template
• Brain Friendly Strategy Bank
• Do Picture Cards
• Graphic Organizers
• High Yield Strategies
• HYS Strategy Cards
• Learning Styles
• Marzano High Yield Strategies
• PDSA1
• PDSA2
• Primary Strategies with Pictures
• Project Rubric
• QLA-Radar Chart Template
• QLA-Student Teacher Relationship Continuum Poster

Videos

The resources below are designed to provide various perspective on the PDSA process. These videos do not replace the theories, training or expectations presented by Terri Iles.

• PDSA Video: A Teacher's Perspective
• The PDSA cycle 101
• Introduction to PDSA Cycles for Education
• PDSA
• Whiteboard: PDSA in Everyday Life
• PDSA Deer Valley Unified School District
• PDSA Deer Valley Unified School District Pt. #2
• How Long Should a PDSA Cycle Last?

Forms

The resource below will guide you along the process and provide essential ideas as you craft your PDSA plans with your students for the 2019-2020 year.

• SMIC PDSA Cycle Template
  
• PDSA Walkthrough Form
• PDSA Action Plan
• PDSA Blank Action Plan
• PDSA Lesson Planning Template

PDSA Quarterly Walkthrough 2019-2020

• Qtr. I will take place from 9/26/2019 to 10/11/2019 @ 11 am.
• Qtr. II - 12/9/2019 to 12/20/2019.
• Qtr. II and Qtr. IV TBA

What Is Atlas?

Atlas is the curriculum planning software designed to meet our school’s needs. With Atlas, we can initiate, revamp, and continuously refine and improve our curriculum development process. Within Atlas, create structure for the curriculum process, document curriculum in custom built templates, generate reports analyzing the curriculum from standards alignment to scope and sequence, and review and revise curriculum in pursuit of student achievement.

• Collaboratively plan your curriculum using flexible unit planners
• Robust and visual curriculum analytics powering a reflective curriculum review process
• Manage Lessons, Service Learning and PBL aligned to your curriculum goals
• Integrated assessment & reporting with customizable report cards
• Improve school-to-home communication with students & parents

Welcome to Atlas Support

Atlas supports is the place to fins information, Tutorials, FAQs, and much more. Get started, and learn about navigating Atlas.

Get to Know Atlas

• Unit planning artifacts (see Lesson Planning Artifacts in Atlas Quarterly list above)
• Standards match the lesson taught
• The unit plans is coherent and complements targeted strategies to be taught/assessment and other stated artifacts
• Unit planning audit will be continual (quarterly)

Quarter I. Checks & Unit Plan Audit/Submission

• General Teacher Notice - 9/10/19
• First Teacher Check - 10/8/19
• Second Teacher Check - 10/31/19
• Administrator Rolling Quarter One Audit - 10/31/19 -11/19/19
• Quarter I Ends - November 19/19

Results: Qtr. I unit planning complete by November 19/19

Quarter II. Checks & Unit Plan Audit/Submission

• General Teacher Notice - 11/11/19
• First Teacher Checkpoint - 12/9/19
• Second Teacher Checkpoint - 12/31/19
• Administrator Rolling Quarter Two Audit - 12/31/19 to 1/17/20
• Quarter II Ends - January 17/20

Results: Qtr. II unit planning updated by January 17/20

Quarter III. Checks & Unit Plan Audit/Submission

• General Teacher Notice - 02/18/20
• First Teacher Check - 03/3/20
• Second Teacher Check - 03/24/20
• Administrator Rolling Quarter three Audit - 03/24/20 -04/17/20
• Quarter III Ends - April 17/20

Results: Qtr. III unit planning updated by April 17/20

Quarter IV. Checks & Unit Plan Audit/Submission

• General Teacher Notice - 04/20/20
• First Teacher Checkpoint - 05/11/20
• Second Teacher Checkpoint - 06/01/19
• Administrator Rolling Quarter four Audit - 06/01/19 to 06/24/20
• Quarter IV Ends - June 24/20

Results: Qtr. IV unit planning updated by June 06/20

Important Notice: Although unit plan audits are ongoing (performed every qtr.) Audit for qtr. III and IV are essential ensuring teachers have updated their unit plans from the two previous two qtr. The final unit planning audit will be completed based on the tentative outlined above. All teachers must update all unit planning artifacts prior to submitting their check out form to be signed. I will have designated time per grade to review your ATLAS sign out (posted 1/7/20).

Professional Learning Weekends for 2019-2020

See listing of external professional learning opportunities below provided to our teacher and stakeholders by our educational partner EARCOS in support of our schoolwide growth strategy, teacher, stakeholders, and community improvement plans. Participants interested in taking part in any of the professional learning opportunities listed below will consult with their Sr. Directors or designee before submitting an external professional development application. The process mirrors all requirements and expectations outlined for external professional development.

JULY

July 30 to Aug 1
School: Chiang Mai International School
Title: Eureka Math Institute
Consultant: Dakota Kondas
Coordinator: Chris Capadona, ccapadona@cmis.ac.th

SEPTEMBER

Sept 5-8
School: Stamford American International School
Title: Adaptive Schools Foundational Seminar
Consultant: Lynn Sawyer, Adaptive Schools
Coordinator: Christie Powell, christie.powell@sais.edu.sg

Sept 7-8
School: Canadian International School Bangalore
Title: Collaborative Co-Teaching in EAL
Consultant: Dr. Virginia Rojas
Coordinator: Chris Page, cpage@cisb.org.in

Sept 15-16
School: International School of Dongguan
Title: Motivating and Engaging Young Adolescents
Consultant: Jack Berckmeyer
Coordinator: Kelly Kramer, kellykramer@i-s-d.org

Sept 15-16
School: Dulwich International High School Suzhou
Title: ‘Communication skills that connect, engage and energise: building authentic presentation skills for assemblies, parent meetings and other large groups.’
Consultant: Kendall Zoller
Coordinator: Richard Nunns, richard.nunns@dchigh-suzhou.cn

Sept 14-15
School: United Nations International School of Hanoi
Title: Compass Education Level 1 Educator Empowerment Training: Thinking, Learning, and Acting for a Sustainable World
Consultant: Compass Education
Coordinator: Megan Brazil, esprincipal@unishanoi.org

Sept 14-15
School: International School of Kuala Lumpur
Title: Standing on the Shoulders of Others: Using Mentor Text to Teach Writing Craft
Consultant: Stevi Quate
Coordinator: Praxia Apostle, papostle@iskl.edu.my

Sept 14-15
School: International School of Phnom Penh
Title: Outdoor Learning Spaces: The benefits of getting students outdoors and learning
Consultant: Kenny Peavy
Coordinator: Elizabeth Ford, elizabethford@ispp.edu.kh

Sept 21-22
School: Seoul Foreign School
Title: Performance towards Proficiency – Assessing Authentic Oral Communicative Skills
Consultant: Dr. Susan YueHua Zhang
Coordinator: Jenny YuHong Tang, jenny.tang@seoulforeign.org

Sept 27-28
School: Morrison Academy
Title: Getting Classroom Assessment Right
Consultant: Dr. Laura Link
Coordinator: Missy Basnett, basnettm@mca.org.tw

Sept 28-29
School: Korea International School
Title: Cognitive Coaching: Dare to Lead
Consultant: Jolene Lockwood
Coordinator: Liz Cho, liz.cho@kis.or.kr

Sept 28-29
School: Ruamrudee International School
Title: Writer's Workshop
Consultants: Anne Marie Chow and Scott Riley
Coordinator: Tonya Parham, tonyap@rism.ac.th

Sept 28-29
School: Saigon South International School
Title: PlayTime - Making and Coding for Educators
Consultant: Evan Weinberg
Coordinator: David Chadwell, dchadwell@ssis.edu.vn

OCTOBER

Oct 5-6
School: American School in Taichung
Title: Learning Targets, Feedback, and Proficiency Based Grading
Consultant: Dr. Hannah Reeder
Coordinator: Rachel Bishop, rbishop@ast.tc.edu.tw

Oct 5-6
School: Bandung Independent School
Title: The Role of the Teacher in Student Well-Being
Consultant: Dr. Christopher Liang
Coordinator: Katie Stone, katherine.stone@bisedu.or.id

Oct 5-6
School: Saigon South International School
Title: iPad Inspiration for Every Classroom - Technology by Design
Consultant: Rebecca Jardin
Coordinator: David Chadwell, dchadwell@ssis.edu.vn

Oct 12-13
School: Nagoya International School
Title: Understanding and Supporting Students with Autism Spectrum Disorder
Consultant: Lori Boll
Coordinator: Chelsea Wilson Sword, csword@nis.ac.jp

Oct 19-20
School: Shenzhen Shekou International School
Title: Every Teacher is a Language Teacher
Consultant: Dr. Virginia Rojas
Coordinator: Megan Kuemmerlin, mkuemmerlin@sis.org.cn

Oct 26-27
School: Shanghai SMIC Private School
Title: Connecting Mathematics to the World Around Us
Consultant: Ron Lancaster
Coordinator: Dr. Emmanuel T. Vincent, emmanuel_vincent@smicschool.com

NOVEMBER

Nov 2-3
School: Seisen International School
Title: Teaching with ATL in mind ( Approaches to Learning)
Consultant: Lance King
Coordinator: Mat Brigham, mbrigham@seisen.com

Nov 2-3
Hong Kong International School
Title: Designing an Assessment System to Measure Three Dimensional Science Learning (Elementary and Middle School Teachers)
Consultant: Wendy Smith
Coordinator: Don Drake, ddrake@hkis.edu.hk

Nov 9-10
School: Cebu International School
Title: ATL Skills Program Design and Implementation
Consultant: Lance King
Coordinator: Aimee Underwood, earcosrep@cis.edu.ph

Nov 9-10
School: Surabaya Intercultural School
Title: Assessment for Learning
Consultant: Tania Lattanzio
Coordinator: Rochelle Santiago, rsantiago@sis.sch.id

Nov 16-17
School: Concordia International School Hanoi
Title: Developing the Design Mind
Consultants: Kevin Jarrett and David Jakes
Coordinator: Ian Sutherland, ian.sutherland@concordiahanoi.org

Nov 16-17
School: Osaka YMCA International School
Title: Connecting Mathematics to the World Around Us
Consultant: Ron Lancaster
Coordinator: Marc Mesich, marc-mesich@oyis.org

Nov 16-17
School: IGB International School
Title: Empowering Teachers to Become Life-Long Learners - Making Learning Visible, Meaningful, Sharable and Amplified
Consultant: Silvia Tolisano
Coordinator: Aga Chojnacka, aga.chojnacka@igbis.edu.my

Nov. 16
School: Korea International School
Title: KORCOS International Educators' Conference 2019
Consultant: Juan Pablo Romero Fuentes
Coordinator: Liz Cho, liz.cho@kis.or.kr

Nov 30-Dec 1
School: International School Bangkok
Title: Social and Emotional Learning for Teens: Why, What & How?
Consultant: Amy Smith
Coordinator: Jennifer DeLashmutt , jenniferd@isb.ac.th

Nov 30-Dec 1
School: International School Bangkok
Title: Creating The Learning Support Classroom of Tomorrow
Consultant: Phil Bowman
Coordinator: Jennifer DeLashmutt, jenniferd@isb.ac.th

JANUARY

Jan 11-12
School: Osaka International School
Title: Supporting Global Citizenship, Leadership and Sustainable Development Goals Integration
Consultant: Justin Bedardon
Coordinator: Ms Michelle Nicholl, mnicholl@soismail.jp

Jan 11-12 - Shanghai
Understanding by Design By Jay Mctighe
CHINA WORKSHOPS 2020 www.chaptersinternational.com

Jan 18-19
School: Yokohama International School
Title: Learning Through Wellness
Consultant: Energetic Education - Dale Sidebottom
Coordinator: Susie Clifford, cliffords@yis.ac.jp

Jan 18-19
School: Brent International School Manila
Title: Student Health and Wellbeing
Consultant: Amy Lauren Smith
Coordinator: John Whalley, jwhalley@brent.edu.ph

Jan 18-19
School: Tokyo International School
Title: Fusing Reading & Writing Workshop in IB-Style School Settings
Consultant: Christopher Frost
Coordinator: Joey Kaufhold, joeyka@tokyois.com

Jan 18-19
School: Suzhou Singapore International School
Title: How the Science of Learning can Inform the Art of Teaching
Consultant: Ewen Bailey
Coordinator: Ewen Bailey, ewenbailey@mail.ssis-suzhou.net

FEBRUARY

Feb 21-23
SENIA CONFERENCE 2020 | BEYOND INCLUSION
International School Manila

27th - 28th February 2020, Shanghai
EAL Collaboration In CLIL Classrooms By Dr. Virginia P. Rojas
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

Feb 29 - Mar 1
School: Shanghai American School
Title: Visual and Performing Arts Summit
Consultant: Nyssa Brown and Jeremy Holien
Coordinator: Fay Leong, fay.leong@saschina.org

29th February - 1st March 2020, Shanghai
Bilingualism And Bilingual Education In International Schools By Dr. Virginia P. Rojas
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

Feb 15-16
School: The American School in Japan
Title: Planning to Engage and Empower Readers and Writers
Consultant: Penny Kittle
Coordinator: Ginny Prairie, vprairie@asij.ac.jp

February 22-23
School: International School of Phnom Penh
Title: Inspire Citizens
Consultants: Steve Sostak & Aaron Moniz of Inspire Citizens
Coordinator: Elizabeth Ford, elizabethford@ispp.edu.kh

Feb 29 - Mar 1
School: KIS International School
Title: Concept Based Mathematics: Teaching for Deep Understanding level 1 for Prek to 12 teachers
Consultant: Jennifer Chang Wathall
Coordinator: Alison Yang, alison@kis.ac.th

MARCH

March 7-8
School: Xiamen International School
Title: The Writing Workshop: Creating a Community of Writers
Consultant: Laurie Ransom
Coordinator: Laurie Ransom, Laurieransom@xischina.com.cn

7th - 8th March 2020, Shanghai
Concept-Based Mathematics By Jennifer Wathall
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

March 7-8
School: Surabaya Intercultural School
Title: Conceptual Based Learning
Consultant: Tania Lattanzio
Coordinator: Rochelle Santiago, rsantiago@sis.sch.id

Mar 7-8
Hong Kong International School
Title: Connecting NGSS and the PYP Curriculum Framework (Elementary Teachers & PYP Coordinators)
Consultant: Wendy Smith
Coordinator: Don Drake, ddrake@hkis.edu.hk

Mar 12-14
United Nations International School - Hanoi
EARCOS MIDDLE SCHOOL LEADERSHIP CONFERENCE 2020
Theme: "Clear Vision for Student Success"
Coordinator: Marc Vermeire, msprincipal@unishanoi.org OR Ms. Nhung, mspsecretary@unishanoi.org

Mar 14-15
School: Chadwick International School
Title: Dare to Lead: Daring Classrooms
Consultant: Jolene Lockwood
Coordinator: Mirela Matesan, mmatesan@chadwickschool.org

Mar 14-15
School: Korea International School
Title: Power of Music in the Elementary Years
Consultant: Beth Nelson, Director, Orff Schulwerk Teacher Certification Course
Coordinator: Liz Cho, liz.cho@kis.or.kr

27th - 29th March 2020, Shanghai
Building Your Mid-Level Leadership By Dr. Fran Prolman
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

28th - 29th March 2020, Shanghai
Reading and Writing Through Inquiry (K-6) By Kathy Collins And Matt Glover
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

APRIL

April 11-12
School: Yokohama International School
Title: Inclusive Classrooms
Consultant: Matt Barker
Coordinator: Susie Clifford, cliffords@yis.ac.jp

18th - 19th April 2020, Beijing
Creating a Culture of Thinking By Dr. Ron Ritchhart
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

April 23-24
School: Alice Smith School
Title: Catering for the needs of all learners in Math
Consultant: Janet Smith
Coordinator: Jaime Thistleton, jthistleton.jb@alice-smith.edu.my

25th - 26th April 2020, Shanghai
Teaching and Learning through Inquiry By Kath Murdoch
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

30th April - 3rd May 2020, Dalian China
First Steps In Music By John Feierabend
CHINA WORKSHOPS 2020 - www.chaptersinternational.com

Please consult the EARCOS website for up to the minute news, changes & updates as events may shift.

Reach Out

For more information about our professional learning seminars, workshops, and conferences or to sign up, please contact

Dr. Emmanuel T. Vincent - In permanent beta - learning, growing, evolving
Director of K-12 Curriculum, Instruction, and Professional Development
The SMIC Private School
emmanuel_vincent@smicschool.com

Elias Yi
Assistant to K-12 PD/
Curriculum Department
The SMIC Private School
Elias_Yi@smicschool.com

Excellence in Teaching Award Winners

We would like to personally acknowledge Asta Fu, Kawai Liu and Lily Chang, a finalist for The SMIC Excellence in Teaching Award. Thank you for your time and patience. The argument outlined in your proposal is compelling and worth further exploration. It’s a testament to some of the awesome innovation you bring to the classroom, the SMIC community, and the wider community. Finalists will have an opportunity to leverage their proposal through the SMIC community during our In-House Expert Series, 5th Motivator Educator Conference, collaborate with Sr. Director and colleagues on strategies outlined in their proposal and submit their proposal for publication through EARCOS.

Congratulations to Laurie Sullivan for being chosen as the 2019- 2020 SMIC Excellence in Teaching Award winners at The SMIC Private School. This award is an acknowledgment of the strategies you use in class to promote students and community growth in a professionally stimulating learning environment. Laurie’s name will be submitted as a potential presenter for the 18th Annual EARCOS Teachers' Conference 2020 in Shangri-La Hotel Bangkok, Thailand scheduled for March 26-28, 2020. This is a special opportunity to represent The SMIC Private School and present strategies focused on "Enjoying Classroom Management with “Love and Logic" at The SMIC Private School.

We would like to thank Sr. Directors, K-12 principal and participants for their time. The SMIC Excellence in Teaching Award participants are truly teachers who make learning appealing, energetic and appropriate for students; and who set a standard of excellence for all educators. We are proud of the work they do every day, bringing the joy of exploration and learning to children at The SMIC Private School.

Breaking News

• Press-Release-SMIC EARCOS Excellence in Teaching Fellow - Lauri Sullivan
• Press-Release-The SMIC Private School - Excellence in Teaching Award
• Interview Questions
  

SMIC Excellence in Teaching Award

Teaching is a noble profession that helps to educate future generations. At SMIC, there are many professional development opportunities for teachers to enhance their craft and contribute to the larger academic community. The SMIC Excellence in Teaching Award, intended to be an annual award, recognizes and rewards SMIC teachers who demonstrate instructional expertise, creativity and innovation in their classrooms; who make learning engaging, vibrant and relevant for students; and whose work and accomplishments set a standard of excellence for all teachers. Its purpose is to elevate the teaching profession, to motivate and inspire teachers, to allow teachers to share best educational practices with their peers, and to enhance the reputation of teachers at The SMIC Private School.

Consideration will be given to all applicants. Initial and final decisions are a collaborative effort involving multiple stakeholders (e.g., PD & Curriculum Director, School Principal, and K-12 Principal). Decisions made based on the school (ES, MS & HS) strategic plan, SMIC mission and vision and three year strategic plan.

EARCOS Teacher Leadership Conference Program

EARCOS Teacher Leadership Conference Program Objectives & Purposes

• To promote intercultural understanding and international friendship through the activities of member schools.
• To broaden the dimensions of education of all schools involved in the Council in the interest of a total program of education.
• To advance the professional growth and welfare of individuals belonging to the educational staff of member schools.
• To facilitate communication and cooperative action between and among all associated schools.
• To cooperate with other organizations and individuals pursuing the same objectives as this council.

SMIC Excellence in Teaching Award/Teacher Leader Candidate

A teacher who is an expert in their practices, exhibiting beyond average pedagogical aptitude in elevating student growth and success - inspiring and in sighting learning at all levels. If you are an educator at SMIC who has contributed to student growth through innovative practices, utilizing differentiated strategies in meeting students where they are, encouraging measurable mistakes while infusing above and beyond sustainable practices to further their educational journey, then this program speaks to you.

SMIC Excellence in Teaching Award/Teacher Leader Candidate & Principal/Sr. Director

We are pleased to announce a call for presenters for the 18th annual EARCOS Teachers' Conference (ETC2020) in Shangri-La Hotel Bangkok, Thailand scheduled for March 26-28, 2020. SMIC Excellence in Teaching Award/Teacher Leader Candidate will meet with their Principal/Sr. Director first to discuss conference specifics and how their proposal will enhance their current placement and a plan of leveraging the conference theme of "A Clear Vision for the Future," as applicable to their current placement, SMIC's mission, vision and strategic plans for the 2019-2020 academic year. This is the first phase of a two-phase process. All applicants who advance to phase two, their proposal will be sent to EARCOS for consideration and review. Decisions will be announced by Monday, December 9, 2019, which proposals were selected.

Interested SMIC Excellence in Teaching Award/Teacher Leader Candidate will meet with their Principal/Sr. Director first to discuss conference specifics and how their proposal will enhance their current placement as well as a plan of leveraging the conference theme of "A Clear Vision for the Future," as applicable to their current placement, SMIC's mission, vision and strategic plans for the 2019-2020 academic year. All completed forms must be submitted to the EARCOS Teacher Representative Ana Rodriguez.

Conference theme: "A Clear Vision for the Future."

• Science
• Math
• Social Studies/Humanities
• Global Issues/Global Citizenship
• Middle School
• Service Learning
• I.T., and
• General Education Topics.

Conference theme: "A Clear Vision for the Future."

Please remember that all proposal is due to the EARCOS Teacher Representative Ana Rodriguez October 29th 9:00 am. Sorry, but late or incomplete proposals cannot be considered, as teacher workshop proposals will be selected immediately after the deadline. We will let you know by Monday, December 9, 2019, which proposals were selected (teachers to present workshops and/or facilitate a Job-Alike).

Deadlines

• October 29th, 9:00 am - Due for all SMIC Excellence In Teaching/Teacher Leaders Candidate Application Submitted to Teacher Rep
• October 30th - 11/1 K-12 Principal/Principal/Sr. Director review form/conduct SMIC Excellence In Teaching/Teacher Leaders Candidate interviews
• November 4th Teacher Leader Application sent to EARCOS
• November 11th SMIC Excellence In Teaching Award recipient announced

Forms

• Teacher Workshop Proposal Form

Funding

There is a limited number of spaces available for the EARCOS Teacher Leadership Conference. Consideration will be given to all applicants. Decisions will be based on the applicant’s plan of leveraging the conference theme of "A Clear Vision for the Future," the SMIC Private School External PD funding policy, the applicants' current placement, SMIC's mission, vision and school strategic plans for the 2019-2020 academic year. This is a competitive opportunity. Reimbursement will mirror The SMIC Private School current reimbursement policy as outlined in the 2019-2020 faculty handbook/External PD policy.

FAQ - Teachers Leadership Conference (ETC2020)

• What are the benefits of participating in the EARCOS Teacher Conference

The conference will provide a professionally stimulating and rewarding opportunity for networking and building camaraderie while extending a professional reach in the academic arena.

• Who should be my first contact if I am interested in applying?

Teacher Leaders will meet with their Principal/Sr. Director to discuss conference specifics and how their proposal will enhance their current placement and a plan of leveraging the conference theme of "A Clear Vision for the Future," as applicable to the SMIC Private School External 2019-2020 PD policy, applicants' current placement, SMIC's mission, vision and school strategic plans for the 2019-2020 academic year.

• Who should I send my application to?

Once your application is complete, send it to The Teacher Representative - Ana Rodriguez

• Who will approve my application?

Application will be reviewed by Sr. Director, Director of Curriculum, Instruction and Professional Development, K-12 Principal and Teacher Representative

• What expenses are covered by the school?

Expenses covered will mirror the External PD funding policy for the 2019-2020 academic school year.

• Who is in charge of booking accommodation and transportation?

Once the teacher leader had been selected, booking accommodation and transportation will be completed by the teacher leaders and will mirror the External PD funding policy for the 2019-2020 academic school year.

• May I first know how long will a workshop be?

Once your application has been submitted, the wait begins with measurable notices along the way. All application decisions will be based on The SMIC Private School 2029-2020 external PD process, applicants' current placement and a plan of leveraging the conference theme of "A Clear Vision for the Future," as applicable to SMIC's mission, vision and school strategic plans for the 2019-2020 academic year. Once the first round of review is complete, selected proposal will be sent to EARCOS for the second round of review. A decision will be rendered in December.

Proposal Submission

Ana Rodriguez
EARCOS Teacher Representative
The SMIC Private School
Ana_Rodriguez@smicschool.com

Welcome Teachers and Leaders

Thank you for your interest in being a presenter at The SMIC Private School In House Expert Educational Series (IHEES). The SMIC Private School In House Expert Educational Series is a series of professional development workshops for teacher and leaders throughout the school year intended to support and prove practical and sustainable pedagogical and leadership strategies geared towards seasoned, new and emerging teacher leaders and practitioners in positions of teaching and leadership.

These sessions are facilitated by practicing teachers and leaders in all aspects of teaching and learning - inspiring participants to forge ahead, share challenges, approaches while modeling pathways for perpetual, and sustained prosperity. All Professional Development decisions are a collaborative effort involving multiple stakeholders (e.g., PD & Curriculum Directions, School Principal, K-12 Principal, and School Chancellor).

Program Goal

• To promote intercultural understanding and international friendship through creativities activities.
• To advance the professional growth and welfare of educational staff member.
• To facilitate communication and cooperative action between and among all staff.
• To expand professional knowledge, training and gain new experiences.
• To Improve work performance and strengthen professional relationships.

Workshop Sampling

• Multiple Intelligences
• Leaders Leading Leaders Practices
• Social Emotional Learning
• Thinking Skills and Active Learning
• Contemporary and Progressive Teaching, Counseling, and Advising Strategies
• Using Technology to Improve Student and Organizational Outcomes
• Readiness, Remediation, and ESL
• Culturally Responsive Teaching
• Inclusion strategies and Best Practices
• Leadership and Change Management
• Important of Independent Work
• Cooperative Learning
• Using Experiential and Integrated design
• Developing and using Creativity in learning
• Using Music, Theater, Art, color, clay & sand effective learning
• Language Development in Early Childhood/ Middle School
• Behaviors - Disciplining in the classroom
• Brain based learning & Study Skills
• Interventions and Strategies
• Understanding Activity Design and etc.

*Line up schedule to change

Call for Presenters Now Open:)

The SMIC Private School In House Expert Educational Series Call for Presenters is open. Presenters are welcome to submit as many times as they like. Consideration will be given to all applicants. Decisions made based on the school (ES, CIC, MS & HS) SMIC mission and vision, and three-year strategic plan and proposal relevance and purpose to provide a balanced educational program. All Initial and final PD decisions are a collaborative effort involving multiple stakeholders (e.g., PD & Curriculum Directions, School Principal, K-12 Principal, and School Chancellor) Presenters will be contacted via email with next steps.

Submission Guidelines

All proposals should include the following:

• Engaging program format that involves the audience and stimulates discussion.
• Conceptually strong foundation, well-written, with clearly stated outcomes and appropriately documented theory, research, and/or experience.
• Qualified presenters with expertise/experience in the subject matter.

In House Expert Proposal Forms

SUBMIT A PRESENTATION PROPOSAL

Reach Out

Disclaimer: IHEES reserves the right to make changes to proposed presentation titles and descriptions, to place sessions in alternative topic areas, and to encourage joint presentations if multiple proposals are submitted on similar topics.