ECIS/ASL Middle Leader Program and Certificate

Middle leaders can have a profound impact on moving an educational institution forward. Through this collaboration with ECIS and the American School in London, middle leaders develop their skills and deepen their knowledge to become effective catalysts of school wide change.

Required to earn Middle Leader certificate: four courses, one of which must be Culture of Leadership (formerly called “Understanding Power”).

Essential questions:

  1. What does effective leadership in schools look like?
  2. How can I become a leader who facilitates adult and student learning?

All courses share a common pedagogical model in which participants engage in active learning experiences, protocols and structures that foster thinking and equitable participation.

  

Managing Finances & Resources

Online

From March 2017 (registration link live mid-February)

Curricular Design & Leadership

The Hague

10-11 March 2017

Leading Professional Learning

London

19-20 June 2017

Register now >>

Assessment & Leadership

London

21-22 January 2017
(course complete for 2016-17)



Building & Leading Teams

ECIS Pre-Conference Institute: Copenhagen

16-17 November 2016 (course complete for 2016-17)



The Culture of Leadership*

London

15-16 October 2016 (course complete for 2016-17)

*mandatory to earn Middle Leader Certificate


 


Fees

The cost is £395 for ECIS members, and £495 for non-ECIS members. Cancellation policy: 50% of the registration fee is refundable if you submit your cancellation in writing 60 days before the session. There are no refunds issued 60 days or fewer before the session begins.

Curricular Design & Leadership

Registration for this course is closed.

In this two-day course, these questions are explored:

  • Why is a guaranteed and viable curriculum fundamental and how as a leader, can you ensure its central role with your team?
  • What role do middle leaders play in supporting the curricular vision of the school and ensuring curricular alignment?
  • What strategies and tools can middle leaders practice to facilitate curriculum development and review?

At the center of teacher leadership is a commitment and desire to improve student learning. We know there are several factors that impact student learning and at the top of the list of school-related factors is a guaranteed and viable curriculum. What role do teacher leaders play in supporting the curricular vision of the school? In this micro-course, we explore these questions together through structure protocols and discussions to generate new thinking, consolidate new ideas, and promote connections to prior knowledge. Participants come away with direct experiences to understand the importance of a guaranteed and viable curriculum, the language of curricular design, the alignment of a course/grade level curriculum with department/team philosophy and the school’s mission and vision, and strategies to help make standards meaningful to their team.

Presented by Robyn Chapel and Kili Lay

Robyn Chapel is director of teaching and learning at the American School in London. She cares deeply about empowering teacher leaders to support school change. A former high school social studies and EAL teacher, Robyn has served as an IB diploma coordinator, assistant principal, high school principal and assistant director in international schools in Mexico, Spain and London.  Robyn holds a master’s degree in educational leadership from Stanford University and a bachelor’s degree in American studies from University of California, Santa Cruz.

Kili Lay is director of curriculum and staff development at the American School of The Hague. She is passionate about school improvement through the use of data, enhancing classroom instruction through the use of assessment data, improving the documented and articulated curriculum, and professional development. Kili is a former high school chemistry teacher, who dabbled in middle school math and science, but would return as an early childhood educator in another lifetime. She is a member of the ECIS Curriculum and Assessment Committee and works to bring best practices in curriculum development and assessment to international schools. She regularly participates in international school accreditations, to validate a school’s commitment to its mission, vision and school standards through CIS and MSA. Kili holds a master’s degree in international educational leadership from Lehigh University, and a bachelor’s degree in science from Bucknell University.

Leading Professional Learning

In this two-day course, these questions are explored:

  • What does research indicate about the best practices for the most effective teacher professional development?
  • How can a leader implement ongoing reflection, goal setting and action, with a view to personal and group professional development?
  • How can teacher leaders model excellent ongoing professional learning and practice?
  • How can teacher leaders support the growth of the adults in the building?

Presenter bios

Jen Kirstein is assistant director of teaching and learning at the American School in London. She is passionate about building capacity in teacher leaders and mentoring new teachers. Jen has served as an elementary school teacher, team leader, curricular leader, and student-teacher mentor at ASL and in public schools in Texas. She has led workshops at ECIS, MAIS, and consulted with international schools on the topic of integrating science and literacy. Jen holds a master’s degree in educational leadership from the University of Houston and a bachelor’s degree in elementary education from The University of Texas.

 


Johanna Cena, D.Ed., is director of teaching and learning at the American School of Barcelona. She has 18 years of experience in education, 10 of those as an elementary principal and director of ELL programs in Barcelona and in Portland, Oregon. Johanna has also been a classroom teacher, ELL teacher, instructional coach and staff developer. In additions, she has presented on teacher leadership, content literacy, reading interventions, English language development, reader’s and writer’s workshop, culturally relevant teaching strategies, sheltered instruction, and response to intervention models. 

Managing Finances & Resources

In this online course, these questions are explored:

  • What types of finances do teacher leaders have to manage and what are some of the different models for managing?
  • How can leaders help teams prioritize desires and needs for different experiences and also ensure they are connected to the school mission and vision?
  • What practices and strategies can be put in place to support most effective use of resources in schools?
  • What personal skills do leaders need in order to manage finances well and how can they be developed?

Assessment & Leadership

Registration for this course is closed.

In this two-day course, these questions are explored:

  • What are current, research-based best practices that should be at the heart of student learning and embedded into the assessment procedures?
  • How can leaders influence less experienced teachers to implement a variety of formative and summative forms of assessment?
  • How can a leader support the use of internal assessment data to inform teaching and learning?
  • What impact/influence should external assessment measures (i.e. PISA) have on the development of teaching learning and assessment?

Presented by Robyn Chapel and Kili Lay

Robyn Chapel is director of teaching and learning at the American School in London. She cares deeply about empowering teacher leaders to support school change. A former high school social studies and EAL teacher, Robyn has served as an IB diploma coordinator, assistant principal, high school principal and assistant director in international schools in Mexico, Spain and London.  Robyn holds a master’s degree in educational leadership from Stanford University and a bachelor’s degree in American studies from University of California, Santa Cruz.

Kili Lay is director of curriculum and staff development at the American School of The Hague. She is passionate about school improvement through the use of data, enhancing classroom instruction through the use of assessment data, improving the documented and articulated curriculum, and professional development. Kili is a former high school chemistry teacher, who dabbled in middle school math and science, but would return as an early childhood educator in another lifetime. She is a member of the ECIS Curriculum and Assessment Committee and works to bring best practices in curriculum development and assessment to international schools. She regularly participates in international school accreditations, to validate a school’s commitment to its mission, vision and school standards through CIS and MSA. Kili holds a master’s degree in international educational leadership from Lehigh University, and a bachelor’s degree in science from Bucknell University.

The Culture of Leadership*

Registration for this course is closed.

This two-day course focuses on the unique and crucial aspect of the effective operation of an international school–leadership at the middle level.

Course schedule (PDF)

During the course, participants explore critical aspects of the middle leader role, enhancing understandings, developing knowledge, and building and practising skills aimed at strengthening their effectiveness as middle leaders.

Participants leave the course with clear plans to assist them in the practical and effective application of their learning.

The course will address the following questions:

  • What does research claim about effective school leadership?
  • To what extent is leadership context driven? How can I develop my ability to lead effectively in different contexts?
  • What are my beliefs and values about leadership and how does this impact my leadership practices?
  • How can middle leaders support teams in clarifying goals and strategies?
  • What practices can middle leaders use to support the implementation of agreed goals?

Presenter: Chris Bowman

Chris Bowman is a private educational consultant, having retired in 2015 after serving for eight years as director of the International School of Luxembourg. He worked previously as associate superintendent with Educational Overseas Services, Ltd. Prior to that, Chris was director of the Bavarian International School, Copenhagen International School and Port Moresby International School. Originally, Chris comes from Australia where he served as a school administrator and as district superintendent of education. He served for a number of years on the ECIS Board of Trustees, variously as trustee, vice-chairman and chairman. Chris is a graduate of the PTC Essential Skills Program and has worked as a leadership trainer with the PTC since 1999. He trained with the Conflict Resolution Network and is a trainer with the Covey 7 Habits Program. As a consultant, his specialist areas are leadership training at all levels, board training and development, and conflict management. He has consulted and trained in a wide range of international schools in Europe and Asia.

Building & Leading Teams

Registration for this course is closed.

In this two-day course, these questions are explored:

  • What are some characteristics of a highly functioning team?
  • How can I facilitate the creation of a team focused on student learning?
  • How can protocols, structures and norms facilitate thinking and a focus on student learning?
  • What types of conversations are critical and when are they likely to occur?
  • What processes and behaviours can be prepared in advance to enable difficult situations and conversations to be well managed?

led by Nancy Lhoest-Squicciarini

“Management is about arranging and telling. Leadership is about nurturing and enhancing.”

-- Tom Peters

From the extensive body of literature and research, and from the wide array of experiences in leadership, how do we tease out what is most useful, practical and productive in leading teams?

Teachers and administrators are by definition expected to be leaders. How do we use that authority thoughtfully, sensitively and productively? Should we find ourselves in the role of a leader without perceived authority—a more informal position—it is a different dynamic. Regardless of the role, a teacher-leader helps to shape the culture of a school, improves student learning, and influences practice among peers.

Nancy Lhoest-Squicciarini

Nancy Lhoest-Squicciarini is upper school assistant principal responsible for teaching and learning at the International School of Luxembourg. She is a facilitator for the Teacher Leader Institutes sponsored by the Principals Training Center (PTC/TTC). Nancy chairs the ECIS Curriculum and Assessment Committee and is a member of the ECIS Think Tank. She earned her teaching certification and B.S. from State University of New York and attended LIU for her graduate studies. This is Nancy’s 25th year in international education, with a broad range of experiences as a teacher, head of department, CIS accreditation officer and coordinator of professional learning at ISL. Her role as assistant principal supports the development of teacher leadership to promote and enhance the learning community. Nancy firmly believes in the importance of school climate by developing strong interpersonal relationships with colleagues and teams.

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