March 2011 Newsletter - AASSA · A great advantage of AASSAnet is that it costs the school only $1,750 per year which provides a consortium price for services. It is our hope that

March 2011

Newsletter

From Your Executive Director

AASSA Board Election Results

The Association held elections for the AASSA Board of Trustees at the Latin American Administrators’

Conference in Atlanta in December. Incumbents Phil Joslin (Lincoln School, Buenos Aires) and Steve

Herrera (Escola Americana de Campinas, Brazil) were both re-elected for three-year terms.

The officers for the current year remain unchanged:

President: Philip Joslin (Lincoln School, Buenos Aires)

Vice-President: Susan Barba (American School of Quito)

Treasurer: Bill Pearson (American School of Curitiba)

Secretary: Steve Herrera (Escola Americana de Campinas)

I would like to personally thank the board for their dedication to AASSA, for their support of me, and for

serving as a model of good governance for our entire region.

The AASSA International Education Leadership Award

The AASSA Board of Trustees is pleased to award Bill Johnston, the former President of the AASSA

Board and a long-term head of school in AASSA, its highest honor, The International Education

Leadership Award. The award was started five years ago and is bestowed upon an individual who has

demonstrated leadership in learning by successfully meeting the needs of students in international

schools; strong personal and organizational communication; professionalism through constant

improvement of his own knowledge and skills while providing professional development opportunities

and motivation to others in the field of international education; and, lastly—and importantly—enhancing

AASSA through significant contributions to our organization.

Dr. Johnston was presented with a plaque at the Latin American Administrators’ Conference in Atlanta in

early December. He was particularly recognized for his adept leadership of our association in its

transition of executive directors and governance models.

Bill has served for 19 years in the AASSA region: the past seven years at Cotopaxi Academy; six at the

American School in Montevideo; five years in Curitiba, Brazil; and at Graded in Sao Paulo. He has also

served as an administrator in Kuwait and in both South Carolina and Virginia.

Our sincerest thanks and congratulations to Bill for this much-deserved recognition!

Community Service Award

The AASSA Board, in recognition of his dedication to community service in Colombia demonstrated at

Colegio Nueva Granada, Bogota, honored Dr. Barry McCombs, the former director of CNG, with a

plaque at the December association meeting. This extraordinary award was given to recognize Barry’s

leadership in supporting Hogar Nueva Granada, CNG’s on-campus school for over 500 low-income

children (which is projected to grow to 800 as they add buildings for a high school section) who are from

the surrounding barrios. CNG is also part of an educational consortium, the Alianza, which supports five

public schools in very disadvantages neighborhoods in Bogota.

Upcoming Strategic Plan Online Survey

AASSA Heads of School will be asked to complete a very brief online survey in April so as to evaluate

the organization’s success in fulfilling the targets set forth in the Strategic Plan. The results of this survey

will also be used as both feedback for future planning as well as evaluation of yours truly.

The Board requests that ALL member schools complete the survey so that we have universal input into

our performance.

AASSAnet (World Virtual School) Project Launched

AASSAnet has been launched with the participation of four of our member schools: Graded School in Sao Paulo,

Colegio Alberto Einstein in Quito, The American School of Asuncion, and the Pan American School of Porto

Alegre.

The Department of State has been working with the various regional organizations to develop a Moodle-

based site on which each school which joins the consortium can participate. Many of our schools

currently have a Moodle site which they are hosting—generally investing a good deal of time and perhaps

money in maintaining.

The reasons to have a school site are many, among them:

Emergency Readiness: As we have seen in our region in the past year alone, emergencies strike

without warning. An emergency system such as WVS provide for an offsite learning management

system and a community web portal to sustain a sense of school community by providing a place

to be kept informed about the school in a time of crisis. Such a web presence also allows a school

to prepare and train for an emergency situation.

If a school participates in this project, it is expected the school would have an emergency plan in

place within 3 years.

No Closure Policy: Most of our schools have ―no closure‖ policies which require that school will

continue in some form even in the face of an emergency situation. That requires an offsite

learning management system such as WVS.

Collaborative Professional Development: A worldwide site allows for professional collaboration

among faculty members and online professional development.

Collaborative Student Projects: The site provides the possibility of collaborative student projects

among schools, within a region, or even worldwide. The NESA Virtual Science Fair is a prime

example of such a successful collaborative project.

A tangential reason to be involved is that there are annual face-to-face meetings (paid for by the

State Department for AOS-sponsored schools) for the tech staff involved to discuss moodle

administration and share successful courses and strategies.

A great advantage of AASSAnet is that it costs the school only $1,750 per year which provides a

consortium price for services. It is our hope that this project will grow dramatically in the years ahead—

as it has already in every other region of the world where it has been launched.

AASSA Purchasing Service

About 40% of AASSA schools are currently using our Purchasing Service. In a nutshell, the advantages

are that are service charges are low (6.5% for Full Member schools and 10% for Invitational Member

schools), we are a tax-exempt organization and are generally able to purchase items for the schools tax-

free, and we have the advantage of receiving discounts on most goods from popular vendors because we

are buying in bulk. These discounts are passed along directly to the schools. In addition, our new system

allows you to input orders directly into our system where they are acted upon immediately.

For further information, please go to the AASSA website (www.aassa.com) under the Services tab. If

you would like to explore purchasing through AASSA, please contact me.

AASSA Recruiting Fair 2010

This year’s AASSA Recruiting Fair was the best-attended and, based upon evaluations by both recruiters and

candidates, a successful event. We had a record 48 schools in attendance, a total of 325 candidates in the database

available for placement, and 226 candidates present at the fair. To date, 123 candidates have been hired.

Our database remains active until May, so if schools still have positions to fill, please browse the active candidates.

http://www.aassa.com/

Our Newest Members

I would like to welcome our two new Invitational Member Schools that have recently joined AASSA:

Escola Beit Yaacov in Sao Paulo and the American School of Recife, Brazil.

We are pleased to welcome the following organizations as new Associate Members of AASSA:

Encyclopedia Brittanica

RenWeb School Management Software

SBS Special Book Services

Disal S.A.

Graded School Turns 90!

On October 17, 1920 Mrs. Ruth Kolb and Miss Bell Ribble began teaching six students in a two-room

schoolhouse in the heart of São Paulo. Graded School was born, the result of a bold vision of the

American Chamber of Commerce and several American companies whose members and employees

wanted a school to prepare their children for elementary, secondary, and higher education in the United

States. The experiment was a success, and the school has followed a steady path of growth and

improvement in response to the changing needs and demands of its community.

Throughout the years, the four pillars of the Graded experience—academics, athletics, arts, and

community service—grew and formed the basis for impressive programs for students of all ages and

nationalities. Today, Graded is considered a top international school, a well-regarded resource and model

for other schools seeking to balance a world class international education with a strong program in the

host country language and culture. Born of a few American expatriates looking to ensure an excellent

education for their children, Graded is now a thriving international school of 1220 students from more

than 40 countries.

To celebrate the school’s anniversary, many alumni, parents, current and former teachers gathered on

November 19th for a gala event at Casa Fasano in São Paulo. The experience was a memorable one for all

who attended:

―The 90

th anniversary gala event was a fantastic event on all fronts. In addition to being well organized

and at a superb venue, with good food drinks and music, it gave us attendees the unusual opportunity to

see fellow alums, teachers and members of extended Graded family. For me it was a chance to catch up

with old friends as well as with some members of the Graded community that I usually only see in a more

formal business environment.‖

Daniel Shirai ’96 , who came from New York to Sao Paulo for the 90th

anniversary party

―I had a great time at the Sao Paulo Graded School 90th Year Party. I now live in New Orleans, Louisiana

and traveled to Sao Paulo just for the party. I began Graded in Kindergarten in 1959 and graduated in

1972. My mother studied at Graded from 1938-1943, and my 3 brothers also attended Graded, so our

family connection is strong. I was able to reconnect with many old friends, as well as friends of my

brothers. Also important to me was the ability to meet many Graded teachers and staff at the party, they

kept me informed as to what is going now at the school. We all had a good time viewing the photo collage

flashing on the screen from the many years of Graded's existence.‖

Robert Gray Freeland ’72, who came from New Orleans just for the 90th

anniversary party

The 90

th year celebration continued on February 26, 2011 with an age-old tradition at the school, a

churrasco or picnic that brought together various sectors of past and present Graded community

members. Alumni, current and prospective students and parents, teachers, and staff members gathered on

campus to enjoy a sunny summer afternoon with lots of food, sports, children’s games, and a terrific jazz

concert performed by students. Everyone was able to visit an impressive photo exhibit of Graded’s nine

decades as well as the faculty art show while touring the school’s flagship Arts Center. Over 800 people

of all ages attended, reinforcing the strong community spirit and joy that has always kept the school

strong and constantly moving forward.

For 90 years Graded’s students, teachers, staff, parents, alumni, and corporate partners have sustained and

deepened Graded’s mission, perpetuating the qualities of an institution dedicated to excellence, committed

to learning, and empowered to create a better world. The school continues that tradition as we prepare

students to meet the challenges and opportunities of the 21st century.

Upcoming Conferences

AASSA Educators’ Conference in Campinas, Brazil

Our annual conference takes place next week in Campinas. Over 800 participants have registered,

making this the largest conference in AASSA’s history. Thank you all for your support of our region’s

efforts.

Business Managers’ Conference Also Designed for Any Staff Member Who Serves on a Leadership Team:

Department Chairs, Administrative Officers, Principals, Heads of School

July 19-22 at the Marriott Residence Inn, Miami

During the first two days of the conference, our consultants, Dr. Marc Frankel and Judy Schectman, will lead

participants through a study of leadership entitled Leading and Working with Leaders: Effective Models for

International Schools by investigating the four main areas presented below:

The Strategic Environment of International Education

Developing School Leadership: Values in Leadership and Followership

Leadership Styles and Emotional Intelligence

Partnership with the Head of School: Blending Styles and Leadership Tactics for Strategic Results

The third day will consist of job-alike sessions, a session on cybercrime, an insurance panel, school

presentations and more. Please visit the AASSA website (www.aassa.com) for a more thorough overview

of the conference and to submit an online registration.

Governance Conference for Heads of School and Board Members

The annual AASSA Governance Conference will take place from September 22-24 at the Marriott

Dadeland Hotel in Miami. A Pre-Conference session on Sustainable Business Planning for International

Schools will be led by Dr. William Johnston. The main conference will begin on the evening of

September 22nd

and feature Dr. Ralph Davison facilitating a two-day session with heads and board

members on Leadership through Partnership: 21st Century Trustees and Heads Working Together.

Global Initiatives Network Conference

AASSA will hold its first Global Initiatives Network Conference for students in Grades 7-12 from

October 21-23, 2011 at Colegio Franklin D. Roosevelt, the American School in Lima, Peru. This

conference will be open to all AASSA and Tri Association schools as well as selected schools from North

America. Information is posted on the AASSA website under the Conferences tab. Registration will

open appropriately on Earth Day, April 22nd

, 2011…

http://www.aassa.com/

Recycling Program at the American School of Quito Maria Belen Benitiez, I.B. Environmental Systems Teacher

Susana Hervas, High School Principal

Teresa Barrera, Elementary Principal

The Colegio Americano de Quito community is currently involved in a sustainable recycling program. The

purpose of this program is to raise awareness regarding the impact of solid waste disposal, not only in our school

but in the whole community. Our aim is to strengthen our school’s commitment towards the environment and to

generate change in the way we dispose of waste materials.

The recycling program includes the whole school community, PK-12. Participating in this effort are students,

teachers, parents, administrators, and maintenance personnel. The recycling program was structured in such a way

to allow for significant student leadership, with members of the National Honor Society and the Student Council in

charge of coordinating and designing communication campaigns to inform the whole school community and ensure

all segments of the school are involved in the process.

The composting area in the forest during its early stages.

An analysis was conducted regarding waste management at the school, and it was discovered that, unfortunately, all

waste products were being discarded together. The single exception to this was paper, which was being collected

separately and sent to be recycled.

Now our school is collecting and sorting cardboard, paper, common plastic products, PET plastic bottles and

batteries. In addition, organic material generated at our school is also being collected and composted in the school’s

forest area. The purpose of producing compost is that it reduces the volume of solid waste sent to landfills and it

can be used to fertilize the school’s extensive gardens.

The Student Council donated this large container to the Elementary Section to promote

collection of PET bottles.

We are currently working with the Hermano Miguel Foundation, which collects all materials that are set aside and

sorted to be recycled. With the proceeds from these waste products, this foundation is able to donate prosthetics and

provide surgery, medication and physical therapy for people with physical disabilities.

The school is also collecting batteries

We feel this is the beginning of a cultural shift in consciousness regarding recycling. We are promoting a new

current of thought and transforming traditionally a non-recycling culture into a more responsible and conscious one.

Colegio Roosevelt is Building for the Arts! Mary Nakada, Director of Communications and Alumni Relations

Colegio Franklin Delano Roosevelt, The American School of Lima, is proud to announce the groundbreaking of the

Performing Arts Center Project. The groundbreaking celebration brought together the entire school community of

students, parents, staff and special guests for a celebration held on Monday, December 20, 2010. In the spirit of

highlighting the importance of the Performing Arts Center for our educational program, our High School Jazz

Band, members of the High School Drama Club and the Middle School Dance Club prepared special performances

for the momentous occasion.

Superintendent Russell Jones delivered the keynote address, thanking and honoring key members of the Roosevelt

Community, past and present, whose collective efforts for the past 10 years have paved the way to make the

construction of the PAC Project a reality. And then…the grand finale: with shovels and helmets, members of the

Board of Trustees and the Administration, turned the symbolic first ground for the start of the PAC Project!

The PAC will be a student-centered educational facility for enhanced curricular learning through the Arts. The

state-of-the-art facility will include a 450-seat theater, a black box theater, art exhibition spaces, a band room, six

band practice rooms, chorus/drama room, a keyboard lab, a set building and carpentry shop and an Administration

Center. Approximate date of completion is August 2012.

Members of the Board of Trustees and Administrators turn the first ground for Colegio Roosevelt’s newest

construction, the Performing Arts Center Project.

Entrance view of the new Performing Arts Center

We invite you to take a virtual tour of Colegio Roosevelt’s Performing Arts Center Project at Colegio Roosevelt’s

channel on YouTube http://www.youtube.com/user/ColegioRoosevelt

http://www.youtube.com/user/ColegioRoosevelt

The Play is the Thing by Jesse Tangen

If there’s one thing the world can agree on, it is the brilliance of William Shakespeare. Every year his

plays are produced in hundreds of different languages around the world. We might even go as far as to

say that the greatest privilege of an English speaker is to hear the poetry of his language and magic of his

verse. But how to communicate all that Elizabethan era brilliance to students? Simple: play.

I love putting on Shakespeare plays with students. There's something magical about resuscitating the

Bard onstage with students. However, it does take a bit of young Elvis to get the Mozart in to play. For

example, our first year we tried a professional wrestling version of Taming of the Shrew complete with

ring, light shows and pyrotechnics. Last year we produced a bilingual version of Romeo and Juliet, in

which the Capulets, or Capuletos spoke Spanish (thanks to Pablo Neruda's translation). And if that

weren’t enough of a departure, we set it in a jail.

This year I’ll be co-directing my third full-length production of Shakespeare and I can honestly say it

never gets easy, or boring, for that matter. This year we've decided to perform the comedy Twelfth Night.

Written in the same year as Hamlet, it is undoubtedly one of Shakespeare's greatest plays, filled with

irony, ridiculous narcissistic characters, a plethora of mix-ups and, and musical mayhem.

But we don’t only do Shakespeare in Colegio Nueva Granada's theater. We’ve also been the first high

school to perform Mary Zimmerman’s Tony Award-winning, Metamorphoses, that allows actors and

audience members to enter the phantasmagoric world of Greek and Roman mythology through forms of

popular expression. Earlier this year we adapted Japanese Nobel-Prize winner Yukio Mishima’s Kantan

— a sort of modern Noh play — for a high school audience.

I should admit that much of the success of our program depends on Colombia’s thriving theater scene.

We are very fortunate to be able to collaborate with exceptional talent like that of professional actor and

director, Catalina Botero.

Too often theater is put last on the list of priorities. Many schools in the United States don’t even offer

drama courses anymore, let alone full theatrical productions. For our student-actors their fondest high

school memories will probably have taken place on the stage. The actors' classmates may best remember

them as one the characters they've played. One of our students has even earned the name of Romeo after

his spectacular performance. Is there a better way to bring Shakespeare back to life?

Family Literacy Day at CIC

By: Marian Gonzalez, Tania Alvarez, and Brian Lettinga.

Looking to revitalize an annual elementary school event? Working to boost parent involvement with your

elementary school students? Wondering how to bring literacy to the forefront of an event? Well, look no

further!

Last May, Colegio Internacional de Caracas explored these very same questions. Keeping up-to-date with

innovative elementary school events is not the easiest thing to do these days. However, CIC pulled

together its ideas and came up with Family Literacy Day. What might you ask is such an event?

―Family Literacy Day‖ is the result of teachers, community members, and administrators putting their

minds together to find a way of making an annual event alive and sustainable, all the while focusing on

education and learning. The final product? A day filled with literacy and fun for the entire family.

After months of planning and re-planning, the event fell into place. Our day opened with a choral reading

and dramatic presentation from our littlest Bears in a rewritten composition of Polar Bear, Polar Bear. Our

two, three, and four year-old students stole the show, and the hearts of their parents, right from the

beginning with their lively presentation and masks.

The opening session continued with oral readings from our high school students who volunteered their

time to read to our elementary students. Following the readings from our high school students, everyone

enjoyed a teacher-inspired dramatic presentation entitled, "Mama, Mama, me duele mucho la barriga!"

Elementary school teachers and administration put on a show that everyone will surely remember!

Throughout the remainder of the day parents were invited to read to individual classes and participate in

various literacy-based activities. One session showcased the many languages represented in the ES where

parents read Little Red Riding Hood in their respective mother tongues. German, Greek, Chinese,

English, French, and, of course, Spanish could be heard through the six listening stations spread across

the library.

The next time you’re thinking of developing a new annual event; don't forget the possibility of a ―Family

Literacy Day!‖

Transitions

Brian Lettinga has accepted the position of Lower School Principal at the International School of

Belgrade, commencing August, 2011. Brian has spent the last five years as a member of the leadership

team with Colegio Internacional de Caracas where he served as Elementary and Middle School Principal.

Brian and his wife, Annalisa, have been working and living oversees for the past 15 years. They have

spent time in Caracas, Nairobi, and the island of Saipan. Brian and Anna have two children, Miles, 6 and

Posie, 4. The Lettinga family spends their summers in Traverse City, Michigan and are excited to begin

their new lives in Serbia as members of the ISB community.

AASSA wishes Brian and his family well as they leave the region.

100 Cans of Help By: Brian Lettinga, Elementary School Principal, CIC Caracas

During the month of December, Venezuelans endured a devastating rain, leaving thousands displaced and

closing schools across the country. In our efforts to support those that lost their homes, our elementary

school embarked upon a campaign to collect canned food for those displaced by the floods.

Students collected cans leading up to our '100th Day of School' celebration, which led to our campaign,

100 Cans of Help. Parents, students, and CIC staff all pitched in to reach our goal of, 100 cans of help.

On February 18, we not only celebrated the 100th Day of School with style, we also celebrated our

philanthropic efforts by donating well over 100 cans of food to our school-wide service program, Ayuda y

Amistad. Our food was received with open arms in a refugee camp during the week of February 21 and

our endeavor has helped the over 40 families remaining in the camp. Always there for with a caring,

balanced, and open-minded heart, CIC Caracas.

ELM Celebrates Founders Day

For the third year in row, Escuela Las Morochas held a FOUNDERS DAY to honor a former employee.

This year’s honoree was Ms. Cecilia Velasquez, a security guard at the school for seventeen years, who

retired in 2007. It was somehow fitting that rather than a formal evening event, we chose to honor this

unusual woman (female security guards are a true rarity in Western Venezuela) with a day of outdoor fun

– a Father/Son Soccer Tournament, in fact. Astonishingly, for a school with only 33 boys in total, we

fielded 10 teams! Attendance at the event exceeded 140 people, and following the example of our

fearless security guard, several young ladies, and even one brave mother, participated in the competition.

Our fathers had at least as much fun as their children, and at the end of the day, sweaty, tired, bruised but

happy, all in attendance were proud to say . . . ―This is ESCUELA LAS MOROCHAS!‖

Our littlest players (3 year old, 5 years old and a 2nd grader) fighting for the ball

Two young ladies, ready to cheer the teams on!

A winning team with fathers, students, and proud mothers!

“Jogo de Leitura”

a Portuguese Reading Project

Since September 2010 the 6th

graders are participating in the ―Jogo de Leitrura‖, that had its first edition

in 2010-11 school year. The project is a Library initiative, represented by Cecília Zanforlin, in

partnership with Vanessa Monte, the 6th

grade Portuguese teacher. The idea started as an independent

reading proposal for the semester. Throughout the semester, the students can choose their own books to

read, in Portuguese, and have to follow the Jogo’s rules in order to complete it.

The rules to complete the challenge are:

Until the end of January 2011, the students need to read 5 books, one of each category proposed,

and fill out a form for each book that has been read.

The categories are divided into fiction and non-fiction: among fiction we have adventure, mystery

and environmental stories. The non-fiction categories are folklore (398) and arts & recreation

(700)

The reading form is very simple and has the purpose to share the title, the author, the book

category and an opinion of the book.

The students that read at least one book during a month can participate in a monthly celebration

when they talk about the reading and have a ―treat‖.

The project started with the students visiting the Upper School Library, a new environment for them,

which have been using the Lower School Library until then. Besides knowing the library organization, at

that moment they were introduced to the ―Jogo de Leitura‖ project, and had the opportunity to explore the

Brazilian books that were select among the reading categories. During October we had our first

celebration with the readers of the month. They were very enthusiastic, and they shared rich and good

experiences.

The project has today 7 faithful readers that come to the library in their schedule free time to choose their

books. Before we start the ―Jogo the Leitura‖ in the second semester – with different categories – we will

acknowledge our faithful readers with a special celebration and an award (a book!) for the one who has

read more books.

Wall-E and Environmental Mitigation

by Florence Duarte

In this article I will describe a unit that integrates environmental science and robotics for an 8th grade science class.

8th grade students at the Middle School of Escola Americana of Rio de Janeiro, Brazil, are currently studying

environmental science paired up with Lego robotics during regular science classes. Learning takes place in the

field, science classroom, the computer lab, and at home.

As a longtime educator – I have been teaching for almost 30 years - I believe technology is a valuable tool to help

our kids understand concepts faster and at a greater depth. In particular, robots enable students to work as real

scientists, as planners, designers, builders, testers or re-testers, and as programmers. One educational institution in

Rhode Island explains why they have a robotics program, ―The robotics program facilitates teamwork, critical

thinking, problem solving, (the application of) science principals, and mathematical solutions. The program

integrates reading and writing, presentation skills, research, and creativity. In a nutshell, this program prepares

students for the workforce of the 21st century.‖1

I often use current events as springboards for units of study, and this unit is no exception. The examination of

relevant current events enables kids to see that what they study in the classroom has real importance in people’s

lives and that most of the time the research and development of solutions to real problems are integrated and

multidisciplinary.

For example, this year we learned about the oil spill in the Gulf of Mexico and the recent floods and landslides of

the mountainous regions of the state of Rio de Janeiro. In this project-based unit students design, build, and

program Lego robots to mitigate the effects of these environmental disasters. Students engage in performances that

either help them build a deeper understanding of the environment, the issue, and their robots or showcase it. Unit

activities include testing different materials to clean up oil spills, studying factors that affect the speed of running

rivers, visiting local biomes, and discussing relevant newspaper articles, blogs, or textbooks. To develop their

robotic skills students are given small, simple tasks and a rotation schedule so every group member has the

opportunity to experience hands-on building and programming. The unit culminates with group demonstrations of

robots in action and presentations or reflections about environmental connections and responsibilities.

Whereas the pilot unit focused on tropical rainforest biomes and the effects of devastating landslides, the second

one focused on marine ecosystems and oil spills. Every time, however, students carefully examine environmental

issues, their causes and effects, and are 100% engaged in the activities. Kids just love it! It taps into their natural

curiosity, fosters a love of experimenting and learning, and brings the best out of each and every one of them.

January 5, 2011

Dear Colleagues,

It is my pleasure to announce the ninth AERO:SBC (Standards-Based Curriculum) Workshops which will

be held during the week of June 19-24, 2011. We will repeat the very successful courses in the

Frameworks in both Science and Mathematics. The recently reviewed and updated English and Social

Studies Standards will be included and we will also repeat the popular workshops on World Language

Standards and Academic Leadership. Academic Leadership focuses on the particular needs of heads of

schools, principals, curriculum coordinators or department heads who are responsible for the planning or

implementation stages of a standards-based approach to curriculum.

All of the workshops are practical in nature and will provide the participants with both a ―big picture‖

understanding of how standards-based schools look and operate as well as the opportunity to work to

develop particular plans to implement upon returning to their respective school settings. In addition, the

collaborative nature of the courses fosters a high level of professional interaction among the participants.

AERO:SBC is hosted by the Potomac School in McLean, Virginia and is supported by the Office of

Overseas School (A/OPR/OS). The purpose of the institute is to provide teachers and administrators in

overseas schools with the skills and knowledge to develop and implement standards-based K-12 curricula.

While the work will be based on the validated standards developed by Project AERO, these will be used

as a model. Adoption of the AERO standards is not a requirement for participation in the institute.

The AERO:SBC courses may be taken for university credit at SUNY Buffalo. Applications will be

available in the spring. For course participants earning university credit, the cost is $500. (For participants

who are not earning university credit, there is no charge for the workshop.)

The number of spaces available in each workshop is limited and we encourage schools to send teams of

participants. Please see the attached workshop descriptions for more information. All workshops will be

held in the beautiful classrooms at Potomac School and participants will be accommodated at no cost in

Marymount University housing in Arlington, Virginia, on the nights of June 19-23. (Extra nights may be

available for a reasonable fee.) Breakfasts and lunches will be provided. Costs to participants and/or

schools include transportation, any meals not provided by the institutes, incidentals, and any additional

nights of accommodation.

Please ask each applicant to review the program and to complete a registration form. Registration forms

should be received by the Office of Overseas Schools by March 4, 2011. Participants will be informed

of their selection during early to mid-April. AERO:SBC has been designed by educational practitioners

for other educators. We hope that it meets the needs of your faculties and schools and assists you in

improving the educational opportunities and curriculum of your school.

Sincerely,

Beatrice H. Cameron

Regional Education Officer for East Asia

AERO:SBC (Standards-Based Curriculum)

at the Potomac School

Academic Leaders Institute

www.projectaero.org

June 19-24, 2011

The audience for this week-long institute is academic leaders (heads of school, principals, curriculum

coordinators, or department heads) in schools that are planning to, or are in the process of, adopting a

standards-based curriculum. Participants will have the opportunity to collaborate with academic

leadership peers in examining processes and structures that support schools as they become more

standards-based. The first part of the week will focus on the change process and will emphasize strategies

to best meet the needs of school staffs. In the second half of the week, participants will focus on

standards-based curriculum, instruction and assessment as well as school-wide mapping and planning.

The work will be based on the standards developed by Project AERO. These can be viewed at

www.projectaero.org. However, attendance at this workshop does not require a schools’ adoption of the

AERO standards.

Workshop participants will:

Examine the relationship between standards/benchmarks and curriculum

Review the principles of ―backward design‖, moving from evidence of learning to instruction

Use student data to guide instructional decisions

Plan the long-term process of standards implementation

Consider relevant professional development options

Develop strategies to support faculty in the change process

Participants may choose to take this course for three university credit hours and apply this credit to the

AERO Certificate in Curriculum. Applications will be available in the spring. For course participants

earning university credit, the cost is $500. (For participants who are not earning university credit, there is

no charge for the workshop.)

This workshop will be limited to 20 participants. Schools are encouraged to send a team of academic

leaders.

Please send, email or fax the completed registration form by March 4, 2011 to:

Christine Arroyo, Office of Overseas Schools

U.S. Department of State, Room H 328-SA1

Washington, DC 20522–0132

E-mail: [email protected]

Fax: (202) 261-8224

http://www.projectaero.org/



World Languages Curriculum Design Institute

www.projectaero.org

June 19-24, 2011

The primary audience for this week-long institute is teachers who want to gain experience in standards-

based curriculum design, with a focus on backward design in the development of instructional units in

world languages. It is intended for those with a beginning or moderate level of experience in backward

design. The AERO:SBC initiative brings together teams of teachers and curriculum coordinators from

participating schools to collaborate in curriculum unit design. Participants will leave the institute with

some completed units and the knowledge necessary to train colleagues at their schools in the process of

unit design.

Participants are strongly encouraged to bring samples of units or curriculum maps with them that they

would like to review and revise.


Review the AERO World Language Standards

Review the backward design process for unit development

Revise existing units or write new units

Explore strategies to strengthen units’ essential questions, culminating tasks, and rubrics

Consider ways to improve teaching for understanding

Develop components of curriculum mapping

Plan with team members for work at respective schools for the next year

Participants may choose to take this course for university credit and apply this credit to the AERO

Certificate in Curriculum. Applications will be available in the spring. For course participants earning

university credit, the cost is $500. (For participants who are not earning university credit, there is no

charge for the workshop.)

The workshop will be limited to 20 participants. Therefore, registration will be accepted on a space-

available basis. Preference will be given to two-member school teams, but individuals may apply as well.

Please send, email or fax the completed registration form by March 4, 2011 to:


U.S. department of State, Room H 328-SA1

Washington, DC 20522-0132


Fax: (202) 261-8224

http://www.p/



English Language Arts Curriculum Design Institute

www.projectaero.org

June 19-24, 2011

The primary audience for this one week institute is teachers who would like to gain experience in standards-based

curriculum design, with a focus on backward design in the development of instructional units in English/Language

Arts. It is intended for those with a beginning or moderate level of experience in backward design. The institute

brings teams of teachers and curriculum coordinators from participating schools together to collaborate in

curriculum unit design. Participants will leave the institute with some completed units and the knowledge

necessary to train colleagues at their schools in the process unit design.

The professionally validated AERO English language arts standards have been successfully adopted or adapted by

many overseas schools. Institute participants are asked to bring with them samples of existing units and curriculum

maps they would like to review and revise. An expectation for participation is that completed units will be

submitted for collaborative review and for possible posting on the AERO Web site. Although the work will be

based on the standards developed by Project AERO, it is not required that schools have adopted the standards.


Review the AERO English standards and benchmarks

Examine the relationship between standards/benchmarks and curriculum

Review the backward design process for unit development

Explore strategies to strengthen units’ culminating tasks, rubrics and essential questions

Revise existing units or write new units, using the backward design principles

Consider ways to improve teaching for understanding

Plan with team members for work at respective schools for the next school year

Participants may choose to take this course for university credit from the State University of New York at Buffalo.

Applications will be available in the spring. For course participants earning university credit, the cost is $500. (For

participants who are not earning university credit, there is no charge for the workshop.)

The workshop will be limited to 20 participants. Therefore, as in previous years, registration will be accepted on a

space-available basis. Interested schools are asked to commit to sending a team consisting of either a curriculum

coordinator and at least one teacher, or a team of 2-3 teachers.

Please send, email, or fax the completed registration form by March 4, 2011 to:





Fax: (202) 261-822



Mathematics Institute

www.projectaero.org

June 19-June 24, 2011

Measuring Success in Mathematics: Making Assessment Data Work

Today’s teachers are bombarded with an abundance of assessment data, from benchmark assessments to classroom

assessments. Assessment is essential to the teaching and learning of mathematics. Assessment is an

integral part of instruction that informs and guides teachers as they make instructional decisions.

Assessment is not done to students; rather, it is done for students, to guide and enhance their learning.

(National Council of Teachers of Mathematics, 2000.)

Assessment is the process of gathering evidence (data) about a student’s knowledge of, ability to use, and

disposition toward mathematics and of making inferences from that evidence to improve instruction,

monitor student progress, and evaluate student achievement. The process includes planning assessments,

gathering evidence, interpreting the data, and using the results.

The AERO workshop will address the role of assessment as an integrated and dynamic instrument of the

learning process and how teachers can make sense of the assessment data. Participants will examine a

continuum of assessments to deepen their understanding of the mathematics they teach and to apply that

knowledge to the instructional process.

Institute participants will:

Examine a continuum of assessments based on the AERO Mathematics Framework.

Examine student work from classroom mathematics assessments.

Examine mathematics data from their benchmark assessments (MAP).

Use the data from benchmark and classroom mathematics assessments to make instructional

decisions.

Use the mathematics data to create better classroom assessments and feedback to students.

Explore ways to see this data to make decisions on alignment of written and taught curriculum.

Participants may choose to take this course for university credit from the State University of New York at

Buffalo. Applications will be available in the spring. For course participants earning university credit, the

cost is $500. (For participants who are not earning university credit, there is no charge for the workshop.)

This workshop will be limited to 20 participants. Preference will be given to schools sending two person

teams although individuals will be considered as well.




Washington, DC 20522–0132, E-mail: [email protected] Fax: (202) 261-8224



Science Institute

www.projectaero.org

June 19-24, 2011

The AERO Science Summer Institute is designed to increase the capacity of teachers to lead

improvements in the teaching of science in their schools. The structure of the Institute emerges from the

research related to effective science curriculum, instruction, and assessment and is designed to help

schools to realize the vision of science teaching and learning portrayed in the recently released AERO

Science Curriculum Framework. The Institute will focus on two of the three areas that research shows are

important to improving student learning: Science content and inquiry.

A goal of the Institute is to increase the capacity of participants to create a purposeful local community

that supports and facilitates conversations about the Framework, and its components. The Institute will

focus on increasing participants’ knowledge of the science content and skills defined in the framework.

This will lead to critical reflection on the rigor and relevance of opportunities for students to learn, the

effectiveness of instructional practices, the evidence of student learning and how this information can be

used to improve teaching and learning in the classroom.

Participants will:

Learn the process and research used to articulate science content for various grade levels in the

AERO Science Framework

Identify the relationship of the Framework to national and international standards.

Examine how using inquiry-based teaching and learning strategies can improve students’

understanding of science

Review the components of a standards-based unit of instruction

Review the criteria for standards-based instructional units

Develop a unit of instruction, based on the Science Framework and standards

Participants may choose to take this course for university credit from the State University of New York at

Buffalo. Applications will be available in the spring. For course participants earning university credit,

the cost is $500. (For participants who are not earning university credit, there is no charge for the

workshop.)

This workshop will be limited to 20 participants. Preference will be given to schools sending two person

teams although individuals will be considered as well.



U.S. Departent of State, Room H 328-SAI

http://www.p/

AERO:SBC at The Potomac School

June 19-24, 2011

WORKSHOP APPLICATION FORM

For American-Sponsored Overseas Schools

School: ___________________________________________________________________________________

City: __________________________________________ Country: ___________________________________

Fax #: ________________________________________ Telephone #: _______________________________

This application is for the following workshop (one workshop per application, please):

______ Math Assessment

______ Academic Leaders

______ English

______ Science Framework

______ World Languages

______ Social Studies

Individual Workshop/Team Workshop Members (Please see the invitation letters for participation

requirements and print legibly.)

1. Name, subject, title or grade level: ______________________________________________________________________

Male___ Female___ Personal E-mail address: _____________________________________________________________

2. Name and title or grade level: ______________________________________________________________________

Male___ Female___ Personal E-mail address: _____________________________________________________________

3. Name and title or grade level: ______________________________________________________________________

Male___ Female___ Personal E-mail address: __________________________________________________

Participants are expected to bring a lap top computer with them to use during the sessions.

Accommodations

Housing for all participants will be provided in dormitories at Marymount University from Sunday afternoon (3:00

check-in) through check-out on Friday morning. The workshop ends at 12:30 p.m. on Friday. Please indicate if

you would be willing to share a room with a colleague from your school. ____yes ____no

Participants are expected to arrive by 3:00 p.m. on June 19 and stay for the entire week.

Transportation will be provided to and from The Potomac School each day. For non-workshop hours, there is easy

access to Washington attractions by public transportation. Breakfast and dinner will be provided at Marymount.

Lunch will be at the Potomac School. There will be a welcome orientation and dinner Sunday, June 19,

beginning at 5:30 p.m.

Our team plans to stay in Marymount University housing on the following nights:

Sunday, June 19 ____

Monday, June 20 ____

Tuesday, June 21 ____

Wednesday, June 22 ____

Thursday, June 23 ____

(check-out is Friday morning)

Signed (School Director): _____________________________________________Date: ___________________

The application must arrive by March 4, 2011. Please E-mail or fax the completed form to:



Social Studies Curriculum Design Institute

www.projectaero.org

June 19-24, 2011

The purpose of this week-long institute is to help individual overseas schools refine and extend the principles of

standards-based curriculum design. Participants will leave the institute with some completed units and additional

knowledge in the design process to share with colleagues at their schools. The Standards and Benchmarks,

originally developed several years ago, have been reviewed and revised during this school year. A collaborative

team representing eight international schools participated in this extensive process. The document slated to be

used during the Institute reflects the work of that group.

The workshop will include:

o Guidance on the relationship of standards and benchmarks to curriculum o Instruction in the principles of backward design, including opportunities to practice writing units o Sessions on effective instruction and assessment o Review of the process for each component of the workshop so that participants can later share with their

colleagues o Planning time with team members to discuss using the process at their schools

Participants may choose to take this course for university credit from the State University of New York at Buffalo.

Applications will be available in the spring. For course participants earning university credit, the cost is $500. (For

participants who are not earning university credit, there is no charge for the workshop.)

The workshop will be limited to 20 participants. Therefore, registration will be accepted on a space-available

basis. Interested schools are asked to commit to sending a team consisting of both a curriculum coordinator and

at least one teacher, or a team of 2-3 teachers.


Christine Arroyo




Fax: (202) 261-8224


U.S. Department of State, Room H-328 SA-1

Washington, D.C. 20522-0132

E-mail: [email protected] Fax: ++ (202) 261-8224

mailto:[email protected]

Professional Development Opportunities from the U.S. Department of State

Office of Overseas Schools

June 19 – 20 College Board New College Counselor Workshop

Georgetown University

Washington, D.C.

http://professionals.collegeboard.com/prof-dev/international/education

For more information contact Bob Gross:

[email protected]; 202-261-8210

June 20 – 24 College Board Summer Institute for International Admissions

Georgetown University

Washington, D.C.


For more information contact Bob Gross:

[email protected]; 202-261-8210

The End!





Documents

March 2011 Newsletter - AASSA · A great advantage of AASSAnet is that it costs the school only $1,750 per year which provides a consortium price for services. It is our hope that