Dubai, United Arab Emirates.
An initiative of the Association for Supervision and Curriculum Development (ASCD) Connected Community in the GCC, the Teacher Summit seeks to improve teaching and learning and connect education professionals throughout the MENA region to the resources provided by ASCD.
This regional event is a platform for American Curriculum teachers to engage and learn with renowned educators and scholars. Topics at the summit will address best practices in leadership, data, curriculum, and English Language Arts, Math, and Science.
The audience for this conference will include classroom teachers, heads of department, program coordinators, school administrators, and organizations active in the educational sector.
Dr. Victoria Bernhardt
ASCD Author of Measuring What We do in Schools
Dr. Victoria Bernhardt
Measuring What We Do in Schools: How to Know if What We Are Doing Is Making a Difference
Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they want. School processes define what learning organizations do to help students learn: what they teach, how they teach, and how they assess students. Learn how to measure and understand whether your school’s curriculum, instruction, assessment, and feedback are aligned to the needs of your diverse learner.
Data Analysis for Continuous School Improvement
Schools can become much more efficient and innovative learning organizations when they use data effectively. When schools use data well, they are able to see which processes are working and which processes are not working to ensure that all students can succeed. Using data to improve all processes enables teachers, collectively, to take their practices to the next level and to make a difference for all students.
Starr Sackstein started her teaching career at Far Rockaway High School more than 14 years ago.
She spent nine years as a high school English and journalism teacher at World Journalism Preparatory School in Flushing, New York, where her students ran the multimedia news outlet WJPSnews.com. She is a certified Master Journalism Educator through the Journalism Education Association (JEA) and serves at the New York State Director to JEA to help advisers in New York better grow journalism programs.
Sackstein is the author of several books, including Teaching Students to Self-Assess: How Do I Help Students Grow as Learners? (ASCD Arias). She blogs on Education Week Teacher at “Work in Progress” where she discusses all aspects of being a teacher and education reform. On Twitter, she co-moderates #sunchat and contributes to #NYedChat. She has made the Bammy Awards finals for Secondary High School Educator in 2014 and for blogging in 2015. She was named one of ASCD’s Emerging Leaders Class of 2016.
Bayridge Consortium, Inc.
Dr. Richard A. Villa is President of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings.
Dr. Villa is recognized as an educational leader who motivates and works collaboratively with others to implement current and emerging exemplary educational practices. In the school districts where he has worked and consulted, his efforts have resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community.
Dr. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services, and has authored seventeen books and more than 100 articles and chapters. Known for his enthusiastic, humorous style, Dr. Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Additional information about Dr. Villa can be found at his website, ravillabayridge.com.
Maverik Education LLC
Erik M. Francis is the owner and lead professional education specialist for Maverik Education LLC, providing professional development, guidance, and support in teaching and learning for cognitive rigor. He works closely with K–12 schools across the nation developing active and authentic teaching and learning experiences that address the cognitive rigor of college and career ready standards by challenging and engaging students to demonstrate higher-order thinking and communicate depth of knowledge.
Francis has been an educator for more than 20 years, working as a middle and high school English language arts and math teacher, a site administrator, and an education program specialist in the Title I unit of a state education agency. He is also a featured presenter for the Education Development and Support Program offered through Grand Canyon University.
Rhonda G. Hearns has a Bachelor of Science in Elementary Education from Jackson State University and a Master’s in Curriculum and Instruction in Reading from Prairie View A&M University in the United States of America. Rhonda has nearly 15 years of experience in the field of education covering the areas of teaching, curriculum, early intervention, and leadership. She has taught students of various languages, backgrounds and abilities. She worked as an Irlen Syndrome Screener and Dyslexia Specialist, where she developed a passion for struggling readers and the importance of early learning. Currently, Rhonda works as Deputy Principal of Elementary in Dubai, United Arab Emirates at Collegiate American School. She firmly believes providing a strong foundation for children in the early years has a direct impact on their academic success; and collaborating with other educators is an essential part of that success.
In addition, Rhonda has served as integral part of the Early Childhood Leader’s Forum hosted by Professional Minds LLC in Dubai. This forum provides professional learning with a goal of improving leadership practices resulting in an impact of student achievement. Rhonda collaborates with Patricia Mezu to engage a diverse group of leaders with a focus on sharing and collaborating based on topics of interest.
Sandra Carden grew up on a farm in Montana where she was a free-range child. She spent her days singing Madonna songs to a captive audience of sheep while doing farm chores and her summers, weeding an impossibly large garden. As she headed off to college, she vowed she would never have anything to do with farms ever again. After getting her degree in Political Science and Education, she became a Peace Corps Volunteer for two years in Cameroon. She thought she was heading off to the motherland to share all that she had learned with the developing world. Instead, she discovered how little she knew. After her two years, she set off to explore and learn from the world by joining the international teaching circuit. She taught the Humanities in both MS and HS levels for 15 years, but for the past four years, she’s been the Garden Coordinator at the American School of Dubai. She’s come back to her roots (pardon the pun) and loves teaching kids and teachers to reconnect with our most basic human instinct- growing our own food.
Presently working as an economics teacher in an American International School, Sara Naeem has worked on various multidimensional projects with local as well as foreign organizations in different capacities in Pakistan. As a full time employee of Teach Educational HRD, Sara regularly visit and monitor the schools under SoS (North) that come under the CSR initiative of the company where she observe, evaluate and mentor teachers. In addition to this she has worked as evaluator & master trainer for schools adopted by AKhuwat foundation under PSSP Program in Punjab, Pakistan. She has also worked as a master trainer in KPK for a US-aid funded project called KPK Reads where she trained about 80 teachers on in the districts of Bannu and Dera Ismail Khan in KPK, Pakistan.
She is knowledgeable about Curriculum development and implementation and has done a project for Adam Smith International around primary grades assessment reform. She has also devised mathematics curriculum for Grade V for The Smart School.
Rachel Smith is originally from the United Kingdom and prior to joining Qatar Foundation in 2014, she was the Curriculum, Attainment and Progress Manager at an international school in Dubai and an Education Consultant in Saudi Arabia. In the UK, Rachel worked as a Curriculum Coordinator and a Program Manager and in Kenya, as Head of IT at an international school.
Her primary interest is in school improvement through professional learning and she is currently researching the level and nature of impact that a PD experience can have on students’ learning. Rachel holds an MA Educational Leadership and Management; BA Education and Applied Studies; Postgraduate Diploma in Management; Postgraduate Certificate in Computing; she is a Teaching ESL Students in Mainstream Classrooms Trainer; Google Certified Educator; Ambassador for ASCD in Qatar and a member of the British Educational Research Association (BERA).
Mr. Aaron Shelby is an Instructional Coach with a secondary certification from New York State. He is a former high school Social Studies teacher in Kuwait, New York City Public Schools and Boston Public Schools. Previous to his current position, Mr. Shelby was a high school Humanities teacher at Al Bayan Bilingual School in Kuwait. In 2012, Mr. Shelby participated in the United States’ Department of State’s Teachers for Global Classrooms (TGC) program, which is now a Fulbright program and received a fellowship from the National Endowment for the Humanities (NEH) to complete curriculum research in South Africa.
His current position allows him to partner with teachers grades 1-12 in the English Language Arts, Social Studies, Science, Physical Education, and the Arts departments to improve student achievement. In his current position, Mr. Shelby is interested in exploring the context of nationality, gender and professional title as it relates to curriculum decisions.
Sasha Robins started her teaching career over 15 years ago in Kingston, Jamaica. She taught for many years in several of Jamaica’s premier high schools including Hillel Academy, where she spent seven years as a teacher of IB Literature and IGCSE English. While there, Sasha was responsible for tailoring and implementing the Grade 12 IB curriculum. In addition, she has spent several years as a marker for both IGCSE and the IB examinations.
Currently she teaches Grades 9 and 10 at the Al Bayan Bilingual School, where her opportunities to grow and develop as a teacher, have had a profound impact on her teaching practice and philosophy. As a result of her work in Kuwait, Sasha has developed a passion and commitment to mindful education that will secure the whole development of students and teachers.
Octevia Torian is from Virginia, USA, has 13 years of experience in education. She graduated from Averett University in Liberal Studies; Capella University in Reading and Literacy; and Virginia Commonwealth University in Educational Leadership.
This is her first year in the United Arab Emirates and she is currently teaching fifth and sixth grade science in Al Ain. She has grown to have a passion for science and loves to bring real life experiences into the classroom. She enjoys seeing students engaged in the classroom and applying it to their everyday life. She relishes participating in professional development opportunities and speaking at conferences. Education is her passion and she is excited about growing and developing in this field.
Born in Canada, grew up in the USA and raised by Chinese parents, Margaret Wang currently lives in Bahrain as a high school social studies teacher, with an emphasis in IB Economics. She graduated from Princeton University, with a degree in East Asian Studies and Teacher Preparation.
Global engagement, empathy and kindness, integrated with business, has always been a passion, from the experience Margaret had, teaching college orphan students in Japan through an NGO. Also coordinating teaching programs in rural areas in China and also publishing articles regarding education policy equity in China and race equity in America. In her classroom, Margaret likes to create ways and ideas to empower her students to be entrepreneurs in any way or form—to not only succeed but push themselves beyond their limits and help others, which she models in their professional and personal endeavors as an ultra marathon runner, ironman and aspiring entrepreneur.
Lydia J. Carlis, PhD, is Principal Consultant for eyemaginED, the education-consulting arm of Eyemagination Enterprises LLC, based in Washington, D.C. eyemaginED exists to significantly impact child outcomes, by developing effective educational solutions and influencing education policy to raise expectations for programs serving children from birth through elementary school. eyemaginED projects support children most at risk when schools and systems fail them through collaboration with schools, districts or networks, local and state governments, foundations and other ed-facing organizations.
Prior to eyemaginED, Dr. Carlis worked with AppleTree Institute for Education Innovation for eight years, most recently as AppleTree’s Chief of Research & Innovation. In her role, Dr. Carlis oversaw design, development, implementation and validation of the award-winning Every Child Ready early childhood instructional model (a 2010 federal Investing in Innovation project), which includes a comprehensive two-year curriculum, student and classroom quality assessments, and blended professional learning. Before joining AppleTree in 2007, she taught general education, special education, and English as second language to preschool through 7th graders in DC Public Schools and Hawaii Public Schools.
Dr. Carlis has evaluated early childhood, special education, ESL, and Response to Intervention programs and resources on behalf of parents, teachers, school leaders, policymakers and funders. She has taught undergraduate and graduate-level early childhood, special education and ESL courses at Johns Hopkins University, George Washington University, and University of Maryland College Park.
A veteran educator, Natasha moved to the United Arab Emirates in 2015. She currently works as an academic school administrator for a school in Abu Dhabi. Natasha has a Master of Science in Education Administration and is a doctoral student for Curriculum and Instruction, specializing in special education at Liberty University in the U.S. Her key experiences include: teacher, coach, principal, professional development trainer, special education liaison, part-time consultant and special needs advocate with Key Education Solutions.
Natasha is passionate about empowering educators to create impactful school-wide practices for successful student and family outcomes. She particularly enjoys international education, traveling, painting and spending quality time with her family.
She has led teams comprised of both teachers and Heads of Department in creating a rigorous and yet balanced curriculums using Common Core State Standards and Next Generation Science Standards while ensuring integration of 21st Century skills for a student population of 40 different nationalities. In her various Instructional Leadership roles, she has invested vast amounts of time researching and building her expertise in all related areas. Her passion is to share her knowledge and enthusiasm about this field with fellow educators and ultimately have an impact on learners in classrooms everywhere.
Heather Roy has been teaching for over 20 years, in both Canada and the UAE. She has had the privilege to work in both Elementary and Secondary Schools, as a Teacher and a Technology Coach. Heather is passionate about technology and the power it has to transform teaching and learning in schools. She is a Google certified trainer and leader of the Google Educator Group (GED) for the UAE. She is currently working as a Technology Teaching and Learning Coach, at the American School of Dubai (ASD).
Dr. Marge Tye Zuba is an internationally recognized educator, author, speaker and consultant on education, gangs, leadership, management and motivation. Utilizing her expertise in the area of Learning Styles, Motivation and Classroom Management, Marge has presented courses and workshops all over the world to educators, parents and businesses. She earned her doctorate in Leadership and Educational Policy Studies from Northern Illinois University and her Master’s in Social World from the Jane Addams Graduate School of Social Work at the University of Illinois at Chicago.
She has been a member of the faculty at Northern Illinois University where she spearheaded the first inner city graduate cohort program at Clemente High School in Chicago. She has also been on faculty at the University of Illinois, DePaul University and Dominican University. Currently Dr. Zuba is on faculty at Framingham State University International Educational Programs, DePaul University and Capella University.
Dr. Zuba has spent more than twenty years as a high school teacher, creator and Director of a Chronic Truancy Program, and Dean at Oak Park River Forest High School in Oak Park, Illinois. She has also worked with Latino street gangs in Chicago’s Pilsen and Little Village area. Most recently, Dr. Zuba has worked with the Panamanian Ministry of Education in training ESL teachers throughout the country. Internationally, She has worked with teachers in Africa, Latin America, South America, Europe and the United States. She has authored “Wish I Could’ve Told You”,a book chronicling the lives of students identified as Truants in a Chicago suburb. She also co-edited the book, Education/Change, which focuses on multicultural education.
Emily Winchip is currently a PhD researcher at the University of Nottingham. Her research focuses on the experiences of teachers, specifically teachers in international and for-profit schools. She has presented extensively around the world, including at the American Educational Research Association (AERA), the European Conference for Educational Research (ECER) and the European Association for Learning and Instruction (EARLI). Emily was a research fellow at the Al Qasimi Foundation for Policy Research in Ras Al Khaimah, UAE and has previously worked as an international educator, teaching in Dubai, Kuwait, and in Oregon, USA.
She received a Master of Education in Educational Measurement, Evaluation, Statistics, and Assessment from the University of Illinois – Chicago in 2014 and a Bachelor of Music in Music Education from Western Illinois University in 2006.
Sania Green-Reynolds is a fully qualified and experienced English and Homeroom teacher. She has been teaching for 16 years (pre-training) and 10 years (post-training). She’s taught students (face to face) in Jamaica and the Caribbean, Japan, the United Arab Emirates and students of other nationalities in online forums. Over the years she have received various awards in education, which speak to her innovative and skilled approach to teaching as well as progressive student learning.
She is also a best-selling author and a writer who has contributed to several international publications. Over the last academic year she has been awarded as English teacher of the month, Most Innovative teacher, Education Journal Middle East Teacher of the Week and recognized as the teacher with one of two highest NWEA MAP progress and attainment in her current school. She believes in giving back to the community. As demonstrated by her work in community improvement and social work in education, which spans from the Caribbean to Africa and as a result, she is honored to be a Walden University Scholar of Change Awardee. She holds a 3-year Diploma in English Language and Literature Education, a B.Ed in Elementary Education, Certificates in TEFL, Supervisory Management and Coaching and is currently wrapping up studies in Educational Leadership and Administration.
As a passionate educator, her goal is to support her students and help them develop an intrinsic desire to learn, explore, and understand both their strengths and weaknesses while she facilitates their academic, social, and emotional growth. She believes that it is her duty to ensure that each student in my care becomes the most equipped and psychosocially fit 21st century citizen who is globally competent, and aware.
Dr. Kay Gallagher is the Associate Dean and an Associate Professor in the College of Education, at Zayed University. Kay has been involved in teacher education and teacher development in the UAE for many years and was formerly Head of Education Studies at Emirates College for Advanced Education. Prior to that, she was Chair of the Education department at Abu Dhabi Women’s College. In the past, Kay was a Teaching Fellow in the Faculty of Education at the University of Hong Kong and is a former school Principal in her native Ireland. Kay’s research interests include language-in-education and classroom-based research.
Dr. Anna Dillon is an Assistant Professor in the College of Education at Zayed University. She is the former Director of the Early Childhood Learning Centre on both campuses. She has worked in education as a class teacher, head of faculty, school principal and teacher educator. Her research interests include dual language education in the early years, classroom-based research and co-teaching.
Dr. Hanada Taha is the Endowed Professor of Arabic Language at Zayed University. Previously, she served for six years as Acting Dean & Associate Dean of Bahrain Teachers College. She also served as the Director of Arabic Programs at San Diego State University.
Professor Taha has worked on a $ 6 Million MEPI literacy project with Scholastic Publishing House, in addition to serving as an adviser for Arab Thought Foundation managing its Arabi21 project since 2009. She serves on the board of trustees of H.H Shaikh Mohammad Bin Rashid Arabic Award. Professor Taha reviewed the national Jordanian Arabic language curriculum and wrote an educational reform policy paper both commissioned by the Queen Rania Foundation. Moreover, Professor Taha evaluated the Arabic language national curriculum in Morocco commissioned by the MOE and USAID. Professor Taha research is mostly focused on Arabic language teaching and learning.
Prof. Taha holds a PhD in Education from the University of New Orleans, USA; M.A. in Educational Psychology and Counseling and B.A in Social & Behavioral Sciences from the American University of Beirut, Lebanon.
Minette Finney’s passion is to ensure a superb learning environment for all educators and students by creating, nurturing, and enhancing a lifelong love for knowledge in order to attain their full potential; and consequently creating successful next generation educators, learners and innovators. She has a deep interest in learning about state-of-the-art educational tools, investigating research and designing instructional materials. The combination of my international educational and administrative experience coupled with her passion ensures that she has the aptitude to ascertain a thriving working environment.
Minette is enthusiastic to be completing my 3rd year at American United School (AUS), Kuwait! Prior to joining AUS, she gained a wealth of experience in education from West Africa, where she taught secondary school English Language Arts, French and Drama As an educator in London, U.K, Minette developed, implemented, and supervised Individual Educational Plans (IEPs) for students with Special Educational Needs in reception through year . Upon moving to the states, she settled in North Carolina, USA and served as an educator for 9 years, including a year of internship as an administrator. Her professional experience also extends into programs funded by educational grants. As the coordinator for a district After-School Quality Improvement Grant Program, Minette implemented an after school program for the Boys and Girls Club. She is excited to continue as part of the AUS learning community in order to create 21st Century lifelong learners and global citizens, thus providing the best educational experience for students, parents, and staff.
Possessing progressive experience in the education sector as a classroom teacher, early intervention specialist, professional school counselor and behavior modification specialist, has presented a plethora of opportunities for Charmaine Simmons to understand what it means to educate the “whole” student. As we often hear, “A rising tide lifts all ships”, she strongly believes that positive cultural practices implemented within our schools can only increase the climates for students to think critically, flourish and positively change our world. She pulls all of her training together to create a rising tide, possessing endorsements in Gifted & Talented Education and Teacher Support Specialist while holding a Bachelor’s Degree in Early Childhood Education, Master’s Degree in Foundations of Education and an Educational Specialist in School Counseling
Having a wealth of knowledge in student behavior management and intervention, Charmaine understands the key areas that need to be addressed in order for teachers and students to be successful simultaneously. As a consultant with Consult CSL, she provides professional development to educators globally to increase their knowledge on how to promote positive student behavior and intervention.
Laura Henry is an expert international award-winning Early Childhood Specialist. She is the founder of the community interest company for Early Childhood trainers and consultants, NEYTCO; vice-president of The British Association for Early Childhood Education; and national representative for the World Forum on Early Care and Education.
For three decades Laura has used her skills to support those who work directly with children. Every year she trains thousands of individuals, using her engaging and inspiring style. She is a highly regarded and popular trainer and writer. She is passionate about quality in Early Childhood, making sure that children receive the best possible care and education to help them reach their full potential. Laura regularly contributes to education and parenting publications. Laura has sat on the judging panel for, GESS, Nursery World and Nursery Management Today awards. She has used her specialist knowledge to work with government departments as well as national and international organisations, forums and working parties. Laura set up and hosts the popular global free daily Twitter chat #EYTalking for teachers and educators, which has over 17,000 individuals sharing and connecting.
She has worked within the education, health and social services sectors, performing a wide range of roles such as teacher, education inspector and curriculum manager within a large college. In addition, Laura has been commissioned to work with the media, press and research companies, supporting them with their everyday activities. Laura was recently chosen as a Global Master Leader in Education. There are 49 experts on the list and she is the only educational specialist from England.
Dr. Joi Chester is a highly qualified education professional with more than fifteen years of experience in results driven educational leadership for American curriculum institutions. She has experience as a Special Education teacher, school district administrator, Wallace Foundation researcher, national consultant, and trainer for public, private, k-12, post-secondary and non-profit educational institutions. Her passion to make society different or better is delivered in her professional work and transferred to others to continue the same. One of her greatest contributions to an educational institution was increasing the graduation rate over 30% in three years, offering a school of students from 100+ countries the opportunity to pursue higher education and careers using data and research-based practices. As a current member of the Senior Leadership Team that has been commended for its 17 areas of improvement in less than 5 months, she continues to extend her theoretical and practical knowledge, skills, and disposition in the UAE. Through a commitment to inspiring diverse educational stakeholders in implementing sustainable practices, Dr. Joi Chester is effective in leading educational change.
Laurence Myers is originally from Athens, Greece and is proud of it! He is currently the Service Learning Coordinator at the American School of Dubai (ASD). Prior to his current position he held the position of Sustainability & Service Learning Coordinator at the International School of Kuala Lumpur. He has taught economics, history, government, social studies, health and physical education at the middle and high school levels since 1997. He is also a steering committee member and workshop facilitator for Compass Education, a leading not-for-profit organization focusing on systems thinking tools and sustainability.
Laurence holds an M.Ed. degree in Educational Administration from the University of Nebraska, an M.A. in Kinesiology from the University of Minnesota and a B.A. in International Relations from The College of Wooster. More recently he also holds a Sustainability Leadership certificate from Ithaca College. His current work primarily emphasizes curriculum development and integration of ASD’s service learning framework across all learning environments but also includes heavy doses of collaboration and communication with administration, staff and external organizations. At ISKL he spearheaded ISKL’s accreditation process through the Eco-Schools program and guided ISKL’s efforts leading up to the receipt of Malaysia’s very first Green Flag award.
Laurence has facilitated sustainability and/or service learning workshops across the Asian region. He was a founding member of the National Working Group for Education for Sustainable Development (ESD) in Malaysia, focusing on curriculum development and professional learning structures related to ESD infusion for national schools. He is also a founding member of the NESA collaborative on service learning, sustainability and global citizenship education.
When not working with sustainability and service learning he is seen coaching student athletes (in volleyball and basketball), supporting environmental initiatives, engaging in outdoor learning experiences or spending quality time with his wife and two beautiful daughters, ideally in natural settings.
Arshad Ashraf is a passionate, determined and uncompromising educational professional with a successful career in teaching, educational leadership and transformation. His experience encompasses leadership and transformation roles in schools as well as broader roles leading learning and teaching initiatives at regional, national and international levels.
Arshad holds a MSc in Education from the University of Oxford, where he had a particular focus on improving learning and teaching within schools and has over 25 years of experience and success in all aspects of teaching, management and successful design and delivery of educational improvement. As a forward-thinking former Headmaster of a school which is in the top 100 schools in the world (Cambridge University list); School Governor; and Ofsted Inspector (UK Dept. of Education), Arshad is an educational consultant and advisor who displays vision and enthusiasm in leading strategic developments in education. He has been involved in teacher training for over 5 years, as well as being a mentor for PGCE students and Senior School Leadership.
He has developed and managed both large teams and budgets on time and mission critical projects. Arshad has also managed Learning Enhancement Programs, in academic and vocational settings, from conception to delivery and has worked as a consultant to school leadership teams, and as a senior leader.
Mr Jeremy Williams is the Head of School for Manor Hall International School in Al Ain. His career began in the United States as a middle school math teacher where he focused on using a constructivist and inquiry approach toward learning. He then served as an Assistant Principal, Principal and Superintendent. Originally from Indiana, USA, Jeremy completed his undergraduate degree in Elementary Education and Middle School Mathematics at Indiana University. Jeremy also completed his master’s degree in Education and Administration at Indiana Wesleyan University. Currently, Jeremy is completing his PhD in Organizational Leadership at Indiana Wesleyan University with a focus on transformational leadership and organizational commitment.
Tom Shorrock is the Operations Manager for the Duke of Edinburgh’s International Award.
After obtaining a BSc in Chemistry from the University of Bristol, Tom worked in Industry for 6 years in the UK & France. In his spare time, Tom worked with schools and a Cadet Force in his local area to help with the Duke of Edinburgh Award. It was during this time that he made the decision to become a teacher and trained through the Graduate Teacher Training Programme at the University of Wolverhampton. He developed his love for the outdoors and non-formal education by taking part in various courses relating to walking, kayaking, climbing, sailing and SCUBA Diving. Having taught in the UK for two years, Tom went on to teach Chemistry, Science and French at various schools in Qatar, Bahrain and Abu Dhabi. It was whilst in Abu Dhabi that the opportunity to work for the Award arose.
Now based in Abu Dhabi, his main focus is the development of the Award and non-formal education within the UAE. He also supports the Award in Oman, Kuwait, Qatar and Bahrain.
Mohamed Bamatraf graduated with honors from the oldest English University in North America – UNB in Canada. He proceeded to spend the next 14 years in the Internet industry, building e-learning solutions to transform traditional education.
He founded ArabiCollege as an online school in 2007 with the mission of conducting Arabic classes through live interactive one-to-one classes, around the clock. Today, ArabiCollege has branched out into 2learnArabic, an Xblended sub-product. Mohamed serves as the CEO of Xblended.
Dr. Craig T. Gabler is a Science/STEM education consultant and the KDSL Global science consultant for American curriculum schools in the MENA region. Previously he was at Educational Service District (ESD) 113 in Olympia, Washington, beginning in 2000. At the ESD, Dr. Gabler served as Regional Science Coordinator where his primary role was to coordinate and deliver science professional development to the 44 school districts in the region. During his time at the ESD, Dr. Gabler also served as Curriculum Director for Science & Mathematics for Tacoma Public Schools in Washington for two years. Dr. Gabler began his career in Centralia, Washington in 1975 as a high school chemistry and physics teacher. Outside of his work in districts, Dr. Gabler has been active in science education leadership.
He served as a writer for the Next Generation Science Standards (NGSS), worked on Washington state science standards writing teams, and spent several summers as Mentor Teacher in the U.S. Department of Energy’s Pre- Service Teacher program at the Pacific Northwest National Laboratory. He is currently the Retiring President of the National Science Education Leadership Association. In addition, he served a two-year term as president of the Washington Science Teachers Association and as the National Science Teachers Association’s District XVII Director. Leadership and leadership development continues to be an area of focus for Dr. Gabler. He served as the team leader of the 2014 NGSS Forum held in Dubai for American curriculum schools in the MENA region. Dr. Gabler was also a featured author in Teach UAE Magazine where he wrote an article on implementing the NGSS. Dr. Gabler received a BS in Physical Science from Washington State University, an MS in Science Education from Oregon State University, and a PhD in Science & Mathematics Education from the Curtin University in Perth, Australia.
Amy O’Meara is Chicago native who holds M.A. in Curriculum Design & Instruction and TEFL certified. She is currently working to become a Google Certified Educator as well. She is in her second year at Riffa Views International School, Bahrain where she loves being back in the classroom teaching grade four. Prior to her first international post, Amy worked for Hillsborough County Public Schools in Tampa, Florida, in the US. A school district known for its innovation in education and the forefront of professional development for instruction. She spent several years in the classroom before serving 6 years as teacher coach in literacy. She specialized in the implementation of best practices for Writer’s Workshop. She worked side-by-side with both teachers and students in the classroom to implement the most current trends in education. She has served on curriculum research teams and school leadership teams as curriculum specialist for writing instruction. Beyond this, she has also developed and delivered innovative professional development in literacy to teachers in her school, district, at the University of South Florida as a consultant for the Tampa Bay Area Writing Project and other schools in southeast Florida. She still currently a part of the National Writing Project, and a member of the NCTE, and ILA.
Kenneth Johnson has been teaching internationally for four years. Prior to joining the American United School of Kuwait, he taught for 10 years in several school districts in Atlanta, Georgia. He has worked primarily as a middle school math teacher. However, Kenneth has also served in the role as a Computer Tech Instructor and Physical Educational teacher. His experience in these fields have assisted with his development as an educator in helping to understand the various developmental needs of students from elementary to high school. He is proud to continue as part of the AUS learning community in order to create 21st Century lifelong learners and global citizens, thus providing the best educational experience for students, parents and peers.
Ashley Green’s passion for global education has led to her teaching in classrooms and collaborating with teachers from all over the world. Her desire to become a global educator began when she taught students in England, and had the chance to make connections between the International Baccalaureate (IB) Program and Common Core standards. Since then, she’s honed those skills in Dubai; in both Elementary and Middle school settings as a full time classroom practitioner.
Ashley is a lifelong learner and believes that while she is an educator; she will always be striving to improve her own practice. She’s currently employed as a Middle School Math Teacher Leader, specializing in differentiating within the Secondary Math classroom. She also works as an Achievement Coach, assisting students with preparing for life beyond grade school.
Ashley holds a Master of Education in Curriculum and Instruction and has developed and written curriculums for English, Language Arts and Mathematics for grades 3-8. She obtained a Gifted Endorsement in 2015 and also served as an ambassador for Gifted and Talented Education in Georgia, USA. Ashley was recently selected as the first ASCD Emerging Leader based in the Middle East region for 2018-2019.
Ensuring that every child is healthy, safe, engaged, supported, and challenged
All educators want to improve the work they do for students, their families, and the community. Whether it’s instruction, school climate, leadership, family engagement, or any of the other issues schools face on a daily basis, all educators need tools to help them improve their actions and methods. A whole child approach sets the standard for comprehensive, sustainable school improvement and provides for long-term student success.
Building a continuum and capacity for leadership
Whether you’re currently in a leadership role or aspire to be in one, you’re ready to take on new challenges. From creating a positive school culture, to effectively using data, to leading professional learning, you see things as they could be, not as they are. Discover support for the many facets of your role—visionary, engager, learner, collaborator, and instructional leader.
Connecting educators across the world and fostering global competence in all students
Today’s students require the knowledge, skills, and dispositions to participate as citizens in a global society. In addition to being actively engaged in learning, students need to understand their connection to their communities and the world at large. Develop the intercultural competence to expand your curriculum beyond a textbook and learn about promising practices and topics of concern to educators worldwide.
Moving from a narrow definition of student success that traditionally relies on achievement test scores and grades
You want to help your students succeed in school and in life. By expanding the notion of student success, and moving it beyond a metric governed by test scores, authentic assessment puts the emphasis on student understanding. By providing school cultures that emphasize life skills and attending to their social-emotional development, you can support students as they learn to take appropriate ownership of their learning.
Using innovative teaching to spark meaningful and engaged student learning
You understand the impact of effective teaching. Consistently, the most important school-based factors affecting academic success are the classroom teacher and the school principal. Enhance your skills through differentiated instruction, the FIT Teaching® approach, the Understanding by Design®framework, and more.
Marriott Hotel Al Jaddaf and Marriott Executive Apartments Al Jaddaf, Dubai.
Oud Metha Road | Al Jaddaf Area | PO Box 122273
Dubai | United Arab Emirates | Tel: +971 4 317 7777
Please use the below link to reserve a room for the KDSL Global- MENA Teacher’s Summit 2018 at Marriott Hotel Al Jaddaf, Dubai during 4-6 October 2018.
Book your group rate for KDSL Global – MENA Teacher’s Summit 2018
MEASURING WHAT WE DO IN SCHOOLS: HOW TO KNOW IF WHAT WE ARE DOING IS MAKING A DIFFERENCE BY DR. VICTORIA BERNHARDT
NOW THAT’S A GOOD QUESTION! HOW TO PROMOTE COGNITIVE RIGOR THROUGH CLASSROOM QUESTIONING
RIFFA VIEWS INTERNATIONAL SCHOOL IN BAHRAIN; GRADE 4 TEACHER
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