W EDNESDAY , M ARCH 17, 2010

ELSA - FRANCE
T EACHER D EVELOPMENT D AY

T HE L ANGUAGES OF
L EARNING
AT THE

ECOLE ACTIVE BILINGUE INTERNATIONAL - THE VICTOR HUGO SCHOOL

23, RUE CRONSTADT 75015 PARIS

IN PARTNERSHIP WITH SUNY-STATE UNIVERSITY OF NEW YORK

SUPPORTED BY THE EUROPEAN COUNCIL FOR INTERNATIONAL SCHOOLS

ELSA-FRANCE 86 RUE DE LA TOUR 75116 PARIS TEL/FAX 0145044852

WWW.ELSA-FRANCE.ORGINFO@ELSA-FRANCE.ORG
Association rgie par la loi de1901 Siret 43126229400025

Your program includes the following information:

Conference information and details
Welcome Address by ELSA President
! TDD 2010 Program including room assignment
! Session abstracts and speaker biographies
! Special ECIS session
! Exhibitor Information + contact details
! SUNY graduate credit information+ registration form
REGISTRATION:
Registrations are possible throughout the day at Entrance A. You will receive a personal
badge and a program. Please sign your schools attendance form. Once you have registered
go directly to level -1 for the Welcome speech, or visit the Exhibitor room in the library.
CLOAKROOM:
A cloakroom is available to attendees on the second floor. Follow the signs.
SESSIONS AND WORKSHOP ATTENDANCE SHEETS:
Every attendee must sign an attendance sheet for each workshop attended. Your school will
request it so dont forget. Sessions begin on time. Please be kind enough not to interrupt a
session that has already begun.
EXHIBITORS:
You will find the Exhibitor stands in the library near Entrance A. Check the program for the
full list of companies and their contact details.
COFFEE:
Coffee will be available from 9 am in the registration area. A coffee and drink machine is
located in the 2nd floor cafeteria.
LUNCH:
Bag lunches will be distributed at 12:45 in the level-1 cafeteria. There are vegetarian and nonvegetarian lunches. Bags include a sandwich, drink and pastry. Attendees may eat in the
level-1 cafeteria or go to the 2nd floor cafeteria where more tables are available. Kindly
dispose of your lunch litter and avoid eating in the main entrance hallway or on the outer
stairway of the main building which belongs to other companies.
*The venue is courtesy of EAB and we must leave the school as we have found it. We ask you to please
avoid food in the classrooms and smoking in the main entrance (an ashtray is provided at entrance A.)
CLOSING RECEPTION AND PRIZE DRAW:
The closing reception and prize draw are located in the library.
PRIZE DRAW EVALUATION FORMS:
We rely on your feedback to do better the following year. Please fill out your evaluation form
and drop it in the raffle basket in the library at the end of the day. At the closing reception,
we will draw names from filled-out forms for prizes generously provided by member schools
and exhibitors.
ELSA-FRANCE.ORG WEBSITE:
We will upload speaker and presenter presentations to the website making them accessible to
attendees. Your school will be informed when they are available.
We hope you enjoy todays conference and look forward to your feedback.

WELCOME TO TDD 2010!

Dear TDD Participants,

It is with great pleasure that ELSA welcomes you to its Teacher Development Day 2010. In
todays world and, more particularly in the bi- or multi-lingual schools that make up ELSA
membership, languages and how and why we learn them are of the utmost importance. This
year ELSA has extended these concepts further than ever before and has drawn up an
exciting programme of events around this years theme, The Languages of Learning.
Participants will be able to choose from workshops covering the languages used in such
varied areas as reading, writing and acting in language and literature; inquiring and
communicating in science, music, history and ICT; understanding some of the research into
the way our minds work and, finally, exploring the different worlds of certain special
educational needs. We are sure that you will all learn something new and useful from the
workshops provided and that ELSA, in its way, will thus have contributed to your reflecting
upon and using The Languages of Learning more effectively in your everyday lives.
Enjoy the day!
Donna Philip
President

The ELSA Board and the TDD Committee extend their warmest thanks to Marie
France Conchard, head of Ecole Active Bilingue International-The Victor Hugo School for
hosting ELSA TDD and helping to organize the conference.

ELSA BOARD
PRESIDENT: DONNA PHILIP, INTERNATIONAL SCHOOL OF LYON
VICE PRESIDENT: NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
TREASURER: SEAN LYNCH, AMERICAN SECTION - LYCE SAINT GERMAIN-EN -LAYE
SECRETARY: PADDY SALMON, SECTIONS INTERNATIONALES SVRES
VICE SECRETARY: ROSE MARY DUPUY, ECOLE INTERNATIONALE MALHERBE
ADMINISTRATIVE ASSISTANT: DANIELA BRUNEAU
2 010 TDD COMMITTEE
PROGRAM COORDINATOR: ANTONY MCDERMOTT, ECOLE ACTIVE BILINGUE JEANINE MANUEL
NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
ROSE MARY DUPUY, ECOLE INTERNATIONALE MALHERBE
MARIO CHIOINI, AMERICAN SCHOOL OF PARIS
CONFERENCE COORDINATOR, DANIELA BRUNEAU

8 :30
9 :00-9 :15
9 :15-9 :30
9:30-11:00

11:00-11:30
11:30-12:45

12:45-13:30
13:30-14h45

14:45-15:15
15:15-16:30

16:30-17:00

ELSA T EACHER D EVELOPMENT D AY

The Languages of Learning

DRAMA
Sarah Bentley

Chemistry Lab

Science
Appetizers 1
MS / HS

Alan Damon

Bob DiYanni

Room: 25

Improve Your
Thinking:
Parallel
Thinking
All

Bob DiYanni

The Dyslexic
Pupil in the
Classroom
All

Lee Pascal

Room: 18

The Gifted
Child
All

Katy Bogin

Room: 23

Interpretations in
the History
Classroom
MS/HS

Alf Wilkinson

MS/HS
Room: 23

Skills, concepts
and content:
using the power
of ICT

Alf Wilkinson

Room: 21

On-line Literacy
All

Mario Chioini

Room: 21

MS/HS

Turnitin.com
Plagiarism

John Kim

Marie France
Conchard

Room: 34

Understanding and
working with child
protection services
in France

Anne Belgram

Lee Pascal

Planning Creative
History
P/MS

Andrew Wrenn

Room: 21
-

Debate
MS/HS

David Lynn

Madolyn Nichols

Room: 34

Nathalie La
Balme

Room: 34

EXHIBITORS: LIBRARY

Practical Science
Experiments I:
Light, Space and
Weather
P/MS
Chemistry Lab

ROUND TABLES

Conor Short
Theyre driving
me mad: Children
beyond our
motivational
strategies
P/MS
Room: 35
Alan Damon

Perception
Broadening
Thinking Tools
All

Room: 18

Study Skills
for Special
Needs
All

Room: 23

Pilar Cabeza de
Vaca

HISTORY

ENGLISH

Playing
Shakespeare in
Rehearsal and
Classroom
MS/HS

Sarah Bentley

Science
Appetizers 2
MS / HS

Room: 25

REGISTRATION: MAIN ENTRANCE A

WELCOME ADDRESS: LEVEL -1
COFFEE: REGISTRATION AREA - EXHIBITORS: LIBRARY

Adrian Barlow

Stage level-1

Story telling
across the
curriculum
P/MS

Chemistry Lab

Evelyn Rosset

Room: 18

Andrew Wrenn

LUNCH : CAFETERIA LEVEL-1 AND EXHIBITORS: Library

Language and
the Mind: Some
research and
applications for
teaching I
All
Room: 25

Mia Vieyra

Teaching
Emotive and
Controversial
History
MS

Room: 34

Librarians
Round Table

University
Admissions
Round Table

Evelyn Rosset

Executive
Functioning
All

Room: 23

ONLINE &
LEARNING

Questioning
literary
language

Conor Short

Room: 35

Kathleen
Rutherford

LEARNING
SUPPORT

HS

Playing
Shakespeare in
Rehearsal and
Classroom
MS/HS
Stage level-1
Danielle Soumy

THINKING &
LEARNING

Room: 19

Susan Harloe

Incorporating
Music into the
Classroom
P/MS

MOSTLY
SCIENCE

Adrian Barlow

Literature as
Theater
P

Music Room

MOSTLY
PRIMARY

Making the world

legible: finding
words to define
reading
HS
Room: 19

Stage level-1

Trevor Millum

Room: 18

ECIS International
Teaching
Certificate +
International
Management
Certificate
Room: 21

Language and
the Mind: Some
research and
applications for
teaching II
All
Room: 25

EXHIBITORS: Library

Trevor Millum

Susan Harloe

Kathleen
Rutherford
Practical
Experiments II:
Earth and
Physical Science,
Magnetism and
Electricity
P/MS
Chemistry Lab

Administrators
Round Table

Jane Mobille

Literature as
Theater
S

Creative
Approaches to
the study of
language and
literature
(including ICT)
MS/HS
Room: 19

Writing for
Personal
Charisma
HS

Stage level-1

Using the magic of

words to enliven
the teaching and
learning of
English
P
Room: 19
Room: 35

EXHIBITORS, RECEPTION AND PRIZE DRAW: LIBRARY

Please note the level appropriateness codes after the session titles: P = Primary; MS = Middle School; HS= High School; G = General
ELSA-France - 86 rue de la Tour 75116 Paris France - elsa-france.org - info@elsa-france

SESSION ABSTRACTS AND SPEAKER BIOGRAPHIES

ENGLISH
QUESTIONING LITERARY LANGUAGE HS
Adrian Barlow
This workshop will explore ways of discussing, challenging and defending the concept of
literary language with students. How far should we as teachers go in defining what makes a
text literary? At a time when literary studies at university are becoming increasingly interdisciplinary, are distinctions between literary and non-literary texts any longer valid? Is it
important as part of our own work with students to raise such questions, or should we retain
a single-minded focus on fiction, poetry and drama and to assume that the language of all
such texts is inherently literary? Writers used to illustrate the discussion will include
Seamus Heaney, David Lodge and Tom Paine.
MAKING THE WORLD LEGIBLE: FINDING WORDS TO DEFINE READING HS
Adrian Barlow
This second workshop will broaden the discussion of Workshop 1, taking as its starting point
a recent claim by the writer Jonathan Raban that Reading, of the kind that [William] Empson
preached and practised, doesnt stop at books, but makes the larger world legible. How
important is it for us as teachers of literature to be explicit with our students about the
functions of literary study today? If our role is to develop students maturity as critical
readers, how should we explain and defend the concepts, which underlie our pedagogical
practice? Writers used to illustrate the discussion will include Susan Sontag, Philip Larkin
and W H Auden.
Adrian Barlow
Adrian Barlow is Director of Public and Professional Programmes at the University of
Cambridge, and Lecturer in English at the Universitys Institute of Continuing Education. He
is the editor of the 21-volume series, Cambridge Contexts in Literature, and his most recent
book is World and Time: Teaching Literature in Context (C.U.P. 2009).

CREATIVE APPROACHES TO THE STUDY OF LANGUAGE AND LITERATURE

INCLUDING ICT MS/HS

Trevor Millum
This session will focus on the ways in which creative approaches, especially the use of ICT,
can be used in the study of literature and language at secondary level. The workshop will
demonstrate some of these techniques and provide follow-up help-sheets for participants, as
well as finding time for some creative writing.

USING THE MAGIC OF WORDS TO ENLIVEN THE TEACHING OF ENGLISH P

Trevor Millum
How can we use the magic of words to enliven the teaching and learning of English at
primary level? Partly by being creative communicators ourselves; partly by harnessing the
possibilities of new technology. This session will try to encompass both and leave teachers
with some practical and innovative approaches and a renewed confidence in their own
creativity.
Trevor Millum
is an ex-English teacher and has been Director of the National Association for the Teaching of
English. He has written widely on poetry, creativity and the use of ICT in English and is also
well known as a childrens author. Books range from A Stegosaurus is for Life to ICT and
Literacy. His latest collaboration is a collection of English lessons making the most of
interactive whiteboards: Sharing not Staring. He has run seminars and workshops throughout
(and beyond) the UK for NASEN, NATE, NAACE as well universities, government agencies
and local authorities. You can find out more at: www.trevormillum.co.uk and
www.teachit.co.uk/poetryplace.

WRITING FOR PERSONAL CHARISMA HS

Jane Mobille
Workshop participants will explore how writing about significant past life learning
experiences can be used to generate self-reflection, offering adolescents the possibility of
building their confidence by discovering their core values and unique personal charisma. On
the flip side, participants will look at how harnessing the human need for self-expression can
provide an intrinsic motivation to write and thus an easier way to work on writing skills. The
workshop will feature an interactive writing activity designed to demonstrate the power of
this approach.
Jane Mobille
Jane A. Mobille - executive/life coach, communications consultant, teacher, writer and pianist
- has created a unique personal development curriculum for young people which combines
coaching with communicative learning and process writing. Her ability to leverage her
experience as businesswoman, artist and teacher is what distinguishes her work. Indeed, Jane
worked for ten years in the telecommunications field, two of them as VP Corporate Planning
& Communications for France Telecom North America, and she has spent many years
working with young people teaching piano, directing musical theatre and mentoring. Jane
began to weave together these two disparate strands during a four-year consulting
assignment for HEC School of Managements MBA Admissions, where she evaluated over
1,000 candidate applications and 5,000 essays. Jane is currently developing & running
workshops, coaching individual clients, and writing a book based on her TEFL project:
Writing your Learning Memoirs. She leads the HEC MBA workshop: Writing for Charisma.
Other workshops in her repertoire include: Writing your Personal Statement, Is there a Place for
Vulnerability in your Leadership Style?, Learning Memoirs - Crossroads of Life
B.A. Management Science, Duke University, USA B.A. Piano Performance, University of
Maryland, College Park, USA Master of International Management, Thunderbird School of
Global Management, USA TEFL Certificate, Rutgers-The State University of New
Jersey/WICE, Paris Intermediate Diploma, Coaches Training Institute

DRAMA
LITERATURE THROUGH THEATER P, MS, US
Susan Harloe
With theater games and exploration of short stories and poems in English, Susan will take
you on a journey combining theater and literature. This workshop is a very dynamic way to
explore the English language, improve confidence, work as a team, and most of all--to have a
great time and FUN in building an ensemble to create a work of art.
This mini-workshop is an abbreviated form of the workshops that Susan gives for young
people and adults. Please wear comfortable clothing and shoes for freedom in movement.
Susan Harloe
Susan Harloe is Founding Artistic Director of Word for Word Performing Arts Company, San
Francisco's (California) professional literature-based theater company that transforms great
fiction into great theater. She holds a Master's of Library Science from the University of
Pittsburgh (Pennsylvania) and a Master of Fine Arts in Acting from the University of
California, and has appeared onstage throughout the West Coast of the United States, and in
France. In 1993, she founded Word for Word Performing Arts Company and has managed
the company ever since, bringing excellent works of fiction by writers such as Amy Tan,
Tobias Wolff, Mavis Gallant, and James Baldwin to the stage. Word for Word has received
much critical acclaim, numerous awards for ensemble acting, direction, and design, and is
sought after by audiences for its innovative style and artistic creativity. In 1996, due to her
love of France, Susan created Word for Word's Tour de France, and has toured Word for
Word throughout France every year since, augmenting performances with Word for Wordstyle workshops for adults, university students, and high school and elementary school
students. In France, she has given workshops consistently at the Ecole Bilingue Jeanine
Manuel, Lyce Honor de Balzac, as well as at numerous high school and university
programs throughout France. In August of 2009 she received a Comptences et Talents Visa to
bring her Literature through Theater workshops to schools, libraries, universities, and
businesses in France.

PLAYING SHAKESPEARE IN REHEARSAL AND CLASSROOM MS, US

Conor Short
In this workshop, we will explore the benefits of approaching Shakespeares plays from an
actors practical perspective, and of doing this not as an extra added onto academic study
but as a first step towards a critical and analytical understanding of his plays.
On the basis that Shakespeare wrote these plays not for people to sit and read and study but
for a company of actors to perform in a theatre (or as they might have said then for a
company of players to play in a playhouse) we will use games and techniques that actors use
in the rehearsal room in order to get to the heart of Shakespeares stories.
I will take participants through a series of activities (tried and tested on both actors and
students) that can be used in the classroom to explore Shakespeares plays in a way that is
accessible, dynamic and inclusive. These will lead to discoveries about character, plot and
language by helping teachers and students engage with the texts physically and personally
rather than just intellectually.
Conor Short
Conor trained in classical acting at Drama Centre London and Shakespeares Globe in 2007.
He has worked with Globe Education since then leading groups in day workshops on various
Shakespeare plays as well as running ongoing community projects and youth theatre groups.
He has recently gone into partnership with another actor to deliver one day and two-day
workshops on Macbeth in primary schools in South London. He has worked with students
from Britain, France and Germany ranging from 7 to 17 years old.

PRIMARY
INCORPORATING MUSIC INTO THE CLASSROOM P
Danielle Soumy
During my session I will talk about music as a language of learning and describe and
demonstrate how music can be used widely across the curriculum in the Primary and Middle
School. During my introduction I will try to define music and the role of music within a
school. I will then teach sample lessons to show how music can be incorporated into English,
Foreign Language, Mathematics, Science, Art, Drama, and Sports lessons as well as into the
daily classroom routine. This cross-curricular approach will also show how music can be
used to shape thought and encourage creative and critical thinking. I will also talk a little
about Suggestopaedia and Musicophillia.
Danielle Soumy
After completing a BA Honours Degree in modern languages at the University of Hull in the
UK, I obtained the duel qualification of a PGCE (Post Graduate Certificate of Education) and
Matrise FLE (Franais Langue Etrangre) at Homerton College, University of Cambridge,
and the University of Paris VIII respectively. I then went on to study for a Doctorat in
Linguistics researching the acquisition of English as a foreign language, whilst working as an
English Lector at the Sorbonne University. In the year 2000 I started work as an English
teacher at the Ecole Active Bilingue Jeannine Manuel and on Wednesdays I taught music at
the Institut de la Tour as part of the Anglophone Section Step Ahead in English programme.
My daughters were born in January 2003 and January 2006 and I spent a wonderful six years
on Parental Educational Leave. In January 2009 the Head of the Ecole Internationale Malhebe
in Le Vsinet asked me to replace the music teacher who was on long-term sick leave and that
is how I returned to the classroom.
Music has always been my passion. From a very young age I began to play a variety of
instruments: the recorder, the flugel horn, the clarinet, the piano, the guitar, the flute - the
clarinet being my main instrument. I passed the Royal Society of Music theoretical and
practical examinations and I have played in various bands and orchestras in England and in
France, including a marching band, a guitar group and a clarinet choir. During my year
abroad as an English assistant I founded the Club de Musique in the town. Between
pregnancies I played with the Harmonie Municipale du Vsinet and still promise myself I
will go back someday! At the Ecole Internationale Malherbe I aim to share and encourage a
love of music within the school. Through work on the basic skills - the development of the
singing voice, listening skills, aural memory, and physical skills - the children discover
rhythm, pitch, tempo, timbre, and meet the instruments from the orchestra and around the

world. The classes are fun and energetic and everyone is encouraged to get up and move
around, make sounds and simply enjoy music in all its forms.
THEYRE DRIVING ME MAD: CHILDREN BEYOND OUR MOTIVATIONAL
STRATEGIES P
Sarah Bentley
Are you troubled by the challenging behaviour of the children you teach? If so then this
workshop could help you. In this workshop delegates will discover alternative ideas for
children who do not respond to standard classroom strategies.
Participants will leave more confident to adopt ways to
How to rebuild bridges back to your challenging child/children
Help prevent classroom disruption
Reinforce safe boundaries
For staff to support each other and
Implement small circles of support

STORYTELLING ACROSS THE CURRICULUM P

Sarah Bentley
You are the key to unlocking excellence in others. So in this workshop participants will gain
insight into how stories can contribute in an enjoyable way to linguistic, emotional, physical
and cognitive development. You will learn techniques for bringing stories alive and be
introduced to the power of the therapeutic story.
Participants will leave able to:
How to bring stories alive using puppets
Develop confidence in telling stories
Apply techniques for telling lively engaging stories
Use stories to develop creativity, communication and language
Gain tools for developing stories to deal with an issue in the nursery/classroom/ or at
home
Sarah Bentley- Senior Associate Partner Jenny Mosley Consultancies
I first heard about Quality Circle Time while studying at college and was immediately
inspired by all the ideas. A teacher for 7 years I then saw first hand how valuable this
concept can be, not only for the class teacher but also for parents, children, governors, and,
indeed, everyone within a school community.
Following my training with Jenny Mosley I was invited to take 'time out' of teaching, to
promote the Quality Circle Time model across the country to schools, early years
partnerships and LA's. This experience in itself has been invaluable to me, as I have seen so
many educators across the UK use the model to promote positive behaviour and self-esteem.
I thoroughly enjoy demonstrating the model with circles of children on training days in
schools and early years settings. However, I find one of the most rewarding developments is
the use of circle time with parents themselves. Their evaluations show a real appreciation of
this approach and I continue to research into this area.
Since joining the consultancy permanently, I have travelled extensively in the UK and have
also had the wonderful opportunity of representing the consultancy internationally in Chile,
Thailand, Egypt as well as Spain and Ireland. It gives me a huge amount of pleasure to know
that so many adults and children are now benefitting from the Quality Circle Time model.

HISTORY
SKILLS, CONCEPTS AND CONTENT: USING THE POWER OF ICT TO MAKE THE
MOST OF THE NEW FLEXIBILITIES IN TEACHING AND LEARNING HISTORY. MS, HS
Alf Wilkinson
The New Secondary Curriculum in England offers us much greater flexibility in how we plan
and deliver our history curriculum, as well as encouraging us to work with other subjects
and/or the dimensions and cross-curricular themes. ICT is specifically listed as a curriculum
opportunity the old excuse that you cant get into the computer room no longer applies!
This workshop offers some practical examples of integrating ICT into effective delivery of
history teaching and learning, and especially to the development of concepts and skills. Bring
a USB memory stick and take away your own copy of any of the materials you wish.

INTERPRETATIONS IN THE HISTORY CLASSROOM MS, HS

Alf Wilkinson
When the National Curriculum History orders were revised in 2000 a new requirement
emerged that pupils should be taught about historical interpretations. Very few History
teachers disagreed with this requirement, since historical interpretation is central to the
discipline of History. However, once teachers started to teach this concept it became clear that
we had set ourselves a very ambitious aim. Teaching interpretations was difficult. This
workshop will explore the latest examples of best practice, and offer advice to develop
Interpretations of History with our pupils.
Contents

1.1 Starter

1.2
Defining historical
interpretation
1.3 Classifying
interpretations

1.4 Why is
interpretation
hard to teach?

1.5 What
expectations
should we have?
1.6 Extension

Resource(s)

Teacher tasks

Informal /
optional teacher
action

Post
answers on
forum and
discuss

The nature of our subject:

Extract from
Deconstructing
History by Alun
Munslow

Extract from What is

History Teaching? by
Chris Husbands

Using OFSTED
Conference and other
sources to consider
definitions

Range of types and

forms of
interpretations

Devise short answer to the

question: What do we mean
by historical truth?

Simple audit of current

practice what work is/is
not interpretation

Voting task
on a number
of examples

Simple audit of range of

types of interpretations
covered in current practice
Voting task hierarchy of
accessibility of different
types of interpretation

Voting task
are some
types of
interpretatio
n more
important /
more valid?

OFSTED paper and

other sources
breakdown of
component parts of
the concept

Teachers TV work
(Dale and BW)

OFSTED paper and

other sources - what
are we expecting
from pupils?
Extracts from

Loewen Lies My
Teacher Told Me

WW1 in Literature
McCallum Stewart

Voting task rate the issues

and problems in order of
intractability!

Identify 2-3 areas to focus

on with reasons

Take part in web forum

discussion how important
is it to be up to date with the
latest historical thinking?

Post
answers on
web forum

Alf Wilkinson
National Subject Lead, History, New Secondary Curriculum. I was Head of History, Senior
Teacher, and ICT Co-ordinator at a large comprehensive school in Bedford for 24 years. I
then ran the Historical Association NOF training. I have authored a wide range of history
textbooks and online resources. Until very recently I continued to teach part time, both in
primary and in secondary schools. I have wide experience of delivering CPD to all phases of
education. I am currently National Subject Lead, New Secondary Curriculum, supervising the
introduction of the NSC for the Historical Association.

CREATIVITY AND PRIMARY HISTORY MS

Andrew Wrenn
This workshop will explore how creativity can be introduced into the teaching of Primary
History showing how the subject can contribute to a more creative curriculum. There will be
practical examples of activities taken from a range of different history units across the key
stages.

TEACHING EMOTIVE AND CONTROVERSIAL HISTORY AT KEY STAGE 3 MS

Andrew Wrenn
Are there historical topics you choose to avoid because of the controversy they risk
provoking? This workshop will explore how teachers of history can approach sensitive and
controversial issues in their classroom with confidence and clarity at Key Stage 3 and above.
It will feature the main findings of a UK government sponsored report for the Historical
Association on Teaching Emotive and Controversial History 3-19.
Andrew Wrenn
General Advisor-History, Cambridgeshire County Council
Andrew Wrenn is an experienced trainer and writer for both primary and secondary History.
He steered a national transition project bridging Key Stage 2 and 3 History on behalf of the
Historical Association and co-authored the 2007 report on Teaching Emotive and
Controversial History 3-19.Both these initiatives were funded by the UK government.
Andrew is a former head of history, trustee of the Historical Association and has written for
The Times Educational Supplement, the Council for Subject Associations, Harper-Collins,
Cambridge University Press, Pearson and the BBC. He also advised Sir Keith Ajegbo on his
government report into Citizenship, Diversity and Identity and contributes materials to the
Who Do We Think We Are? project website.

LEARNING SUPPORT
THE DYSLEXIC PUPIL IN THE CLASSROOM AND STUDY SKILLS FOR SPECIAL
NEEDS All

Lee Pascal
The session addresses the problems that pupils with Specific Learning Difficulties encounter
throughout the curriculum. Teachers are made aware of the special needs of these pupils, and
they are encouraged to rethink the vocabulary that they use, replacing such commands as
Learn this or Read over carefully with practical exercises designed to teach academic
skills relating to reading, spelling, organisation, proofreading and study skills. Special
attention is given to addressing ability differentiation, and to ensuring that the work done in
Special Needs departments relates directly to class requirements Other topics covered include
motivation, confidence boosting, marking and homework. Participants are encouraged to
offer specific difficulties encountered in the classroom, with a view to discovering practical
solutions. Teachers will find that the study skills introduced for dyslexic pupils are relevant
across the ability range, are easily applied, and will raise the achievement levels of all
students in the classroom.

Lee Pascal
Lee Pascal is a teacher, specializing in Dyslexia. He is a co-author of the B.B.C. Adult Literacy
Handbook, and of the study skills books Get Better Grades and Get Better Grades - Maths,
and has contributed articles to several educational publications including The Dyslexia
Handbook, the Special Needs Information Press and the C.E.M. journal, Focus.

Lee provides INSET (In-Service Education and Training) courses to teachers in schools
throughout Europe and is a guest lecturer for NASEN, the British Dyslexia Association and
the National Association of Head Teachers. His lectures are lively, stimulating and, above all,
offer practical solutions to specific difficulties that pupils face at school and at home.

EXECUTIVE FUNCTIONING all

Mia Vieyra
This talk will focus on the growing interest among clinicians and researchers in the area of
executive functioning in children. Executive function (EF) is a complex construct that
encompasses a variety of cognitive abilities that allow for strategic planning, impulse control,
cognitive flexibility, and goal-directed behaviour. These skills are thought to underlie how
children negotiate many of the demands of childhood in general and of school in particular
from the self-regulation of behaviour required to act responsibly to the planning and
initiation skills required to complete chores, school and homework. A weakness in some or
all-executive skills has increasingly been implicated in school failure, and in a number of
problems affecting children in school (attention deficit disorder; learning disorders).
The concept of executive functions will be introduced and explained. Some of the new
research in this area and how psychologists assess these capacities will be described.
Participants will learn how to identify these problems and some strategies for dealing with
them in the classroom.
Mia Vieyra
Mia Vieyra holds a doctorate in clinical psychology and is licensed to practice as a
psychologist in both the United States and France. She has a large private practice in Paris,
where she conducts evaluations and treatment of children, adolescents and adults in both
English and French. Her areas of specialization include pain disorders and behavioural
medicine, ADHD evaluation and treatment and behavioural and anxiety disorders in youth.
She practiced as a psychologist at Hpital Robert Debr in the Child and Adolescent
Psychiatry Department from 1992 to 2002. She was an adjunct assistant professor of
psychology at the American University of Paris from 2001 to 2008. . Prior to coming to
France, Dr. Vieyra directed a Pediatric Behavioral Medicine program in a childrens hospital
in the Boston region. She held faculty (fellow) appointments at both Harvard Medical School
and at Tufts School of Medicine.

THE GIFTED AND TALENTED CHILD All

(Session description and biography not communicated)

Katy Bogin

THINKING AND LEARNING

IMPROVE YOUR THINKING: PARALLEL THINKING, EDWARD DE BONOS SIX
THINKING HATS All

Bob DiYanni
Its hard to imagine anyone saying that thinking isnt one of the most important of human
capacities. Nor are we likely to find people who would not put a premium on quality
thinking for school leaders, teachers, and students. There is no doubt that we can all benefit
from strategies to improve our thinking. Often, though, we dont know where to go for
practical guidance in developing our thinking capacities. One proven method is the parallel
thinking approach developed by Dr. Edward de Bono, best known as the six thinking hats,
a method that provides a viable alternative to the binary, adversarial kind of Im Right,
Youre Wrong! thinking so prevalent in our lives. Parallel thinking is a thinking tool that
can be used by students and teachers, parents and school administrators. De Bonos Thinking
Hats approach to parallel thinking is used in hundreds of corporations worldwide and is now
being piloted in schools in the US, China, India, Singapore, and South Africa. In this session
I will introduce you to this proven method for improving your thinking with a tool designed
to make your thinking more comprehensive, more efficient, more effective, and a lot more
fun.

THINKING TOOLS FOR SCHOOLS: EDWARD DE BONOS PERCEPTION

BROADENING THINKING TOOLS All

Bob DiYanni
The way we see the world, our perception of it, determines the decisions we make and
influences what and how we act. Perception, in short, is one of the critical keys to thinking,
and is certainly one of its most important aspects. Broadening our perception is, thus, a
necessary and critical way to develop our critical and creative thinking capacities. Edward de
Bonos tools for increasing our powers of perception offer a kind of software for the brain.
These tools are used in schools with children as young as four years old and on through high
school. They are also used in businesses worldwide. De Bonos perception tools are
designed to sharpen your perception and focus your thinking to make it more
comprehensive, effective, and efficient. The tools are easy to learn and apply. They can make
an immediate difference in how you make judgments and decisions, how you consider
consequences, and they can strengthen your critical and creative thinking capacities. In this
session we will explore two of de Bonos ten perception broadening thinking tools: PMI (plus,
minus, interesting); and either C & S (consequences and sequels), or OPV (other peoples
views). Our session will be interactive, engaging, and guaranteed to supercharge your
thinking.
Bob DiYanni
Robert DiYanni is Director of K-12 International Services at the College Board in New York
City. Dr. DiYanni, who holds a B.A. from Rutgers University and a Ph.D. from the City
University of New York, has taught English and Humanities at Queens College (CUNY), Pace
University, Harvard University, and NYU, where he teaches interdisciplinary humanities and
critical thinking. He has written and edited more than thirty-five books, primarily for college
students of writing, literature, and humanities and he has conducted over a hundred
workshops, presentations, and lectures worldwide, including many visits to the ELSA
Conference.

LANGUAGE AND THE MIND: SOME RESEARCH AND APPLICATIONS FOR TEACHING

All
Evie Rosset
These two sessions will present six topics of language research that can be informative in
teaching children in multilingual environments. Each topic will include a combination of
research presentation and collaborative discussion to explore how the research can inform
specific situations and individual teaching practices. Each of the two sessions covers three
topics; they are designed so that they may be attended separately or as a double-session
package.
Session I
Words: (word learning & lexical development)
Rules: (grammar & the underlying structure of language)
Sounds: (phonology & speech perception)
Session II
Language acquisition (idea of critical periods; differences in L1 & L2 acquisition)
Language & thought (the relationship between the two)
Language & intelligence (how they are independent and interdependent)

Evie Rosset
Evelyn Rosset is a behavioral scientist interested in bringing research out of the lab and into
the real world. She earned her PhD from Boston University, where she is an adjunct
professor. In France she continues to do research through affiliations with the Ecole Normale
Suprieure in Paris and the Universit Pierre Mends-France in Grenoble. She recently
created Aboutmind (www.aboutmind.fr), an educational organization that gives workshops
to schools and businesses about research in the brain and behavioral sciences. She
occasionally likes to write about herself in the third person, and can be reached at
erosset@aboutmind.fr.

SCIENCE
PRACTICAL SCIENCE EXPERIMENTS I: FOCUS ON LIGHT, SPACE, AND WEATHER P,

MS
Kathleen Rutherford
Teaching science to elementary and middle school students offers ample opportunities for
helping them develop their critical and creative thinking capacities. This session provides an
approach to teaching key science concepts through simple yet elegant hands-on experiments
that can be done in the classroom with everyday materials. Her in-class experiments employ
common materials, such as soap, water, steel wool, metal washers, plastic soda bottles, toilet
paper roll holders, and the like. The session will be interactive, inquiry-based, and
collaborativelike the experiments themselves, which are designed to stimulate students
curiosity, creativity, and critical thinking. Participants can expect to come away from the
session with some practical teaching strategies for key science concepts that engage students
in active, authentic learning. They will also each receive a packet of suggested experiments
with the necessary everyday materials and a list of resources that they can refer to.

PRACTICAL SCIENCE EXPERIMENTS II: FOCUS ON EARTH AND PHYSICAL

SCIENCE, MAGNETISM AND ELECTRICITY P, MS

Kathleen Rutherford
Teaching science to elementary and middle school students offers ample opportunities for
helping them develop their critical and creative thinking capacities. This session provides an
approach to teaching key science concepts through simple yet elegant hands-on experiments
that can be done in the classroom with everyday materials. Her in-class experiments employ
common materials, such as soap, water, steel wool, metal washers, plastic soda bottles, toilet
paper roll holders, and the like. The session will be interactive, inquiry-based, and
collaborativelike the experiments themselves, which are designed to stimulate students
curiosity, creativity, and critical thinking. Participants can expect to come away from the
session with some practical teaching strategies for key science concepts that engage students
in active, authentic learning. They will also each receive a packet of suggested experiments
with the necessary everyday materials
Kathleen Rutherford
John Jay Middle School, Cross River, New York, Katonah-Lewisboro School District
Kathleen Rutherford has been teaching science to elementary school and middle school
students for more than twenty years. She has organized the science fair for the KatonahLewisboro elementary schools for nearly as long. This is her first ELSA Conference.

SCIENCE APPETIZERS 1 + 2:

QUICK AND EASY HANDS-ON ACTIVITIES TO GET

STUDENTS THINKING LIKE REAL SCIENTISTS. MS, HS

Alan Damon
A range of low-tech or no-tech activities will be presented to spark the process of inquisitive
thinking and lead to the scientific testing of a hypothesis. Teachers will learn how to make
things go pop! using vitamin C tablets, make gooey liquids which can behave like solids,
explore the egg-ceptional properties of eggs, use dominoes to investigate which kind of
earthquake waves go faster and maybe even make elephant toothpaste. In addition, teachers
will check out some short YouTube videos which allow students to see experiments we
wouldnt be able to do in school but which spark the same kinds of inquiry-based thinking.
Ideas for challenging students with questions such as Is it true that more babies are born
when there is a full moon? or Does cold weather really make you catch the common cold?
will generate intense debate. The idea is to use this range of appetizers to then get
students to formulate their own hypotheses, design their own simple experiments and
develop their critical thinking in seeking out the weaknesses and limitations of the
investigations. The brighter students will realize that these activities help us to answer the
fundamental questions, How do we know what we know? and When can we be sure we
are right? With any luck, the students might actually have some fun along the way. In any
case, theyll be Googling this stuff after school and talking about your science lessons at the
dinner table! The sessions can be both attended or independently.

Alan Damon
After graduating from Boston University's School of Education in 1991, Alan Damon moved
to France and has taught Science and computers at the Ecole Active Bilingue Jeannine Manuel
in Paris since 1993, both in middle school and high school. He has taught IB Biology and
Information Technology in a Global Society since 2003 and is a contributing author for the
two Biology textbooks in the Pearson Baccalaureate series published in 2008. When not
swamped with papers to mark or working on his computer, he struggles with Mozart sonatas
on the piano, is lead vocalist in two rock bands, tries to spend some quality time with his wife
and three children or works on his house and garden, but not all simultaneously.

ONLINE AND LEARNING

ONLINE LITERACY All
Mario Chioini
Most people would agree that the definition of literacy goes beyond knowing how to read
and write. In this hands-on Online Literacy session we will discuss some of the 21st century
literacy skills students (and teachers) must develop in order to learn how to learn in a global
and digital environment. The workshop will focus on the online searching process,
developing good search strategies, using Boolean searching conventions and Web site
evaluation.
Audience: All. Online comfort: Intermediate.
Mario Chioini
Montreal-born Mario Chioini is currently the Upper School Librarian at the American School
of Paris. After earning his B.A., B.Ed. and M.L.I.S., Mario worked in Manitoba and Ontario
before moving onto the international scene. He worked in Monterrey, Mexico, for 7 years
before accepting a position at ASP. This is his third year in Paris.

TURNITIN.COM AND PLAGIARISM MS, HS

John Kim
The Plagiarism and www.turnitin.com session is designed for middle and upper school
students. Instead of focusing on the policing and punitive aspects of plagiarism-detection
websites (which will be covered), the session is geared towards the teaching of good, effective
research on the Internet. It will explore the use of this website as a teaching tool. In addition,
we will go over the technical aspects of the site and teach members to effectively and
efficiently put it to use in their classes.
John Kim
John Kim currently teaches English literature and composition at the American School of
Paris. From Chicago, Illinois (U.S.) and in his 14th year teaching, he received his B.A. in
English and Economics from the University of Illinois, and then he earned his M.A. in English
Studies at Northern Illinois University. He taught for 6 years at Adlai E. Stevenson High
School in Illinois before moving abroad to Italy, where he served as the IB English teacher for
11th and 12th graders and also directed the completion of the English and Social Studies
curricula for grades 6-12. This is his second year in Paris.

DEBATE MS, HS

David Lynn
Debate is more than just arguing! It involves a diverse range of skill sets including effective
research, organization, critical thinking, teamwork, creativity, listening and public speaking.
More importantly, debating strategies can be incorporated into just about any subject area.
This workshop will examine different forms of debate used in classrooms and offer
suggestions regarding how best to prepare students for debate activities. Do not be surprised
if we end debating amongst ourselves at some point during the presentation.

David Lynn
David Lynn is currently in his fifth year teaching middle school social studies and debate at
the American School of Paris. Originally from the United States, he has also taught in
Hungary and China. In addition for classroom debate, he also advises and the ASP Middle
School Debate and Model United Nations Clubs.

ROUND TABLES
UNDERSTANDING AND WORKING WITH CHILD PROTECTION SERVICES IN FRANCE
Anne Belgram
During this session, participants will learn about child protection in France: laws,
organization of child protection services, warning signs of danger, what to do and who to
contact if a child in your school is in danger, or appears to be so.

Anne Belgram-Perkins, of the International Counseling Service, is a practicing clinical

psychologist and psychotherapist for individuals and families. In additional to her clinical
Experience, working with victims of abuse, she has done team support for the
Conseil Gnral and is well versed in the child protection system in France.

LIBRARIANS ROUND TABLE

Madolyn Nichols

Madolyn Nichols is Library Director for the American Section of the Lyce International in
Saint Germain-en-Laye. Ms. Nichols, who holds Masters degrees in both English literature
and Information Science, has taught English and research methods at university and K-12
levels in the United States and France. She is currently writing her doctoral thesis at the
University of Warwick on the Irish revival and the cautionary tale.

UNIVERSITY ROUND TABLE

Nathalie La Balme

Ms. Natalie La Balme is EABJM's college counselor. Both French and American, she received
her B.S. from Georgetown Universitys School of Foreign Service and holds a PhD in political
science from the University of Paris I - Panthon/Sorbonne. Ms. La Balmes previous
experiences include appointments at Sciences Po Paris as well as at the German Marshall
Fund of the United States.

HEADS ROUND TABLE

Marie France Conchard

Marie France Conchard is head of Ecole Active Bilingue International-The Victor Hugo
School.

Special ECIS Session

The International Teacher Certificate and the International Leadership Management
Programs. : Exemplary International Qualifications for Exemplary International
Educators.
Pilar Cabeza de Vaca
Now in its third year, the International Teacher Certificate (ITC), offered by ECIS in
partnership with the University of Cambridge International Examinations (CIE) is a
programme designed for teachers who seek recognition of their mastery of the unique skills
required to teach in an international or internationally minded school setting. Following a
lively 3-day Institute, the ITC moves into a virtual classroom hosted on the ITC Website,
which is supported by the ITC Course Leader and a vibrant discussion forum. There are
now international teachers in schools worldwide who form this elite international community
of learners. Come learn more about this flexible program, which combine residential tutorials
with online activity and lead to externally awarded international certification.

EXHIBITORS
ATTICA, la librairie des langues, est spcialise depuis plus de
30 ans dans le matriel d'enseignement et d'apprentissage des
langues. Nous proposons actuellement le fonds le plus complet
d'Europe, comportant quelque 30 000 rfrences pour environ
200 langues du monde entier.
ATTICA la librairie des langues : !106 bd Richard Lenoir, 75011
Paris !Tl: 01 55 28 80 14 !ATTICA Espace Professionnel, !15 rue
Boussingault, 75013 Paris! Tl: 01 49 29 27 29 !espacepro@attica.fr!!
Catalogue complet et commandes en ligne!www.attica.fr

Heinemann, Rigby and Ginn are now part of Pearson Education

Ltd. We are pleased to offer these resources along with
Longman, Scott Foresman & Prentice Hall to give you more
choice across the curriculum.
Contact: Diane Simmons-Tomczak Educational Consultant
Pearson Education - International Schools
telephone/fax +33 (0)4 9028 1641
mobile +33 (0)6 8630 2856
diane.simmons-tomczak@pearson.com
http:/pearsonschool.com/internationalhttp://www.internationalschools.co.ukhttp://www.
pearsonbaccalaureate.comhttp://www.longman.co.uk

Collins Education is a leading UK educational

publisher of Primary and Secondary textbooks and
software. Our Primary schemes Collins Primary
Literacy, Collins New Primary Maths and guided
reading series Collins Big Cat are all suitable for use
with the Cambridge International Primary Programme. Secondary highlights include the
market-leading New Maths Frameworking at KS3 as well as IGCSE Maths and Science and IB
History and Science. We are also Europe's number 1 bilingual dictionary publisher with a full
range of English and French dictionaries for ages 2+.
Anna Cave- Area Sales Manager
Collins International
Tel - +44 (0)208 307 4549
Mobile - +44 (0)7917 327 522
Fax - +44 (0)208 237 4321
anna.cave@harpercollins.co.uk or IPR Europe ipreurope@spidernet.com.cy
Alan Sankey: representing Collins at ELSA

Cambridge University Press will be showing

a selection of their latest publications for both
Primary and Secondary age ranges, including
material for both IGCSE and the International

Baccalaureate.
Jonathan Midgley: jmidgley@cambridge.org
International Sales Manager - Education
Cambridge University Press
Tel. 01635 44711
Fax. 01635 44711
Mob. 07774 239114
Or IPR Europe ipreurope@spidernet.com.cy

HODDER EDUCATION The Expert

Choice
www.hoddereducation.co.uk
Hodder Education publishes a wide range of
materials for ages 11-18 including resources from Philip Allan Updates and Chambers. We
are also a leading provider of standardised tests and assessments for primary schools.
New publishing for 2010 includes books for Mathematical Studies for the IB Diploma and
Chemistry for the IB Diploma. Find out about our online Dynamic Learning resources for use
on interactive whiteboards and sign up for a free trial by visiting: www.dynamiclearning.co.uk
George Savage
International Schools Consultant
HODDER EDUCATION
Mobile: 07843 433875
Fax: 020 7873 6299
Email: george.savage@hodder.co.uk

B OOKS & L IVRE S

Scholastic Representative
7 rue Robert & Reynie
69190 Saint-Fons.
Tel.: +33 (0)4 72 89 42 26
Fax : +33 (0)4 72 89 49 74
hello@books-livres.com
Catherine Mur- cathy@books-livres.com Eric Joly Eric JOLY eric@books-livres.com

Oxford University Press is a leading educational publisher.

OUPs specialist International Sales team is dedicated to
helping you chose the best resources for your needs and
budget.
Highlights for 2010 include the expansion of our bestselling
range of resources for the IB Diploma, along with exciting
new series for IGCSE, MYP and UK-curriculum programmes. At Primary level we have
fantastic new resources for Phonics and Myths & Legends, and firm favourite Oxford
Reading Tree, used in almost all International Schools, continues to grow and develop with
new interactive support for early writing.
For up-to-date catalogues, sample chapters, information and eNewsletters visit
www.oup.com/oxed or email education.export@oup.com.
Laura Wilkinson
Head of International Sales
Educational and Children's Division
Oxford University Press UK
Tel: +44 (0) 1865 353448
Fax: +44 (0) 8458 333 052
www.oup.com/oxed/international

Macmillan Education is a global publisher of English

Language Teaching (ELT), curriculum, digital and
online materials. We work with local teachers,
students, institutions, educational authorities and
Ministries of Education to develop high-quality
coursebooks and supplementary materials to suit the
needs of today's classroom.
Laila Belyazid l.belyazid@macmillan.com - +33 (0)6.25.79.79.02
Macmillan Education
Between Towns Road
Oxford
OX4 3PP
UK

At Hi-London, we believe in teaching children and teens English in a

natural, non-threatening setting. We spend a bit of time in a classroom
and a lot of time visiting fantastic sites across London, creating puppets,
paintings, hot air balloons, castles, brownies, juggling routines and the
like.
For groups of 12 or more, we can plan and deliver customized courses around a theme (e.g.
drama/literature, science, art, music, sport etc.) or a historical time period of your choice (e.g.
Roman, Tudor, World Wars etc.). We welcome groups of children and teens between the
ages of 7 and 15, as well as groups of young adults 16+. Students of all English abilities are
welcome
Soo Magyar-soo@hi-london.com
Managing Director
Portland House
Stag Place
London SW1E 5RS
Tel: +44 20 7869 8004
www.hi-london.com

The American Library in Paris,

established in 1920, is as a non-profit
cultural association and the largest
English-language lending library on
the European continent. With more than 120,000 books, 500 periodicals, movies and other
audio-visual materials, reference resources in paper and electronic form including JSTOR &
EBSCO databases. The Library hosts regular literary and public-affairs programs, book
groups for adults, as well as children's and teen events and activities. Open to all, annual and
short-term memberships available for individuals, families, students, and seniors.
The American Library in Paris 10, rue du Gnral Camou, 75007 Paris, France Tel. +33
(0)1 53 59 12 60 www.americanlibraryinparis.org

ELSA SPONSORS
S IMON L LOYD
P URPLE W INES

5 rue de la croix blanche

27220 Serez
France
Tel. +33 (0)232363457
cell +33 (0)621057313
simon.lloyd@purplewines.com

The European Council of International Schools

(ECIS) is a collaborative network promoting the
ideals and best practice of international
education.
ECIS leads in addressing significant current and future educational and global issues in
support of its membership in Europe and worldwide.
Contact: Mary Langford
21B Lavant Street, Petersfield
Hampshire, GU32 3EL, UK
Tel: +44 (0)1730 268244
Fax: +44 (0)1730 267914
marylangford@ecis.org
Email: ecis@ecis.org

ELSAS TEACHER DEVELOPMENT DAY

GRADUATE CREDIT
Participants in ELSA Fifteenth Annual Teacher Development Day have the opportunity to obtain
graduate credit from Buffalo State, State University of New York (SUNY). The cost of the credit is
$85.00 U.S. dollars. The course will be identified as EDU 594: Successful Strategies for Learning
and Leadership in American/International Schools.
Anyone interested in obtaining one credit hour must:
A. Attend sessions of the ELSA conference.
B. Complete a paper (one-three pages) that explains possible applications from any of the
sessions attended to your current administration and/or teaching responsibilities.
To register for credit, please submit the following by May 1st, 2010:
1. Your completed registration form.
2. A photocopy of your diploma or transcript verifying the receipt of your undergraduate
degree. Your degree must be the equivalent of a United States Bachelors degree.
3. A personal check, certified check, travelers check or money order (sorry, no credit cards)
made payable to the Research Foundation of SUNY.
4. Required paper.
Please submit items #1-4 using traceable mail (Federal Express, DHL, or United Parcel Service) to:
Catherine Molenda
International Graduate Programs for Educators
South Wing 430 C
Buffalo State, SUNY
1300 Elmwood Avenue
Buffalo, New York 14222 USA
Fax: (716) 878-6809
E-Mail: molendca@buffalostate.edu

International Graduate Course Off-Campus Registration

Complete this International Graduate Course Off-Campus Registration form. (Make a copy of this form for your own
records).
2. A photocopy of your diploma or transcript verifying the receipt of your undergraduate degree if you do not have one on file
at the International Graduate Programs for Educators office at Buffalo State, SUNY. Your degree must be the equivalent of a
U.S. Bachelors Degree.
3. Payment (money order, personal, certified, or travelers check, sorry no credit cards) for $85.00 U.S. dollars, made payable to
the Research Foundation of SUNY.
4. Submit a paper that explains applications from the sessions attended to your administrative and/or teaching work.
Items #1-4 must be submitted by May 1st, 2010, via traceable mail, (such as FedEx, DHL or UPS) to:
Catherine Molenda
International Graduate Programs for Educators
South Wing 430 C
Buffalo State, SUNY
1300 Elmwood Avenue
Buffalo, New York 14222 USA
E-Mail: molendca@buffalostate.edu
1.

Grades reports will not be sent to students because of the inconsistencies of overseas mailings. U.S. confidentiality law prohibits our
staff from sending grades directly to you. Grades and credits for this course will be recorded on your transcript record at the end of
the spring semester (May). Transcripts with your grades and all coursework up to and including this semester will be available mid
June 2010. Transcript request forms are available at: http://www.buffalostate.edu/registrar/documents/transcript.html.

I am applying for EDU 594: Successful Strategies for Learning and Leadership in American/International Schools
by participating in ELSAs Annual Teacher Development Day at the Victor Hugo School, Paris, France.
1 credit ($85.00)
NAME: _____________________________________________________________________

________ (___________________)
Last/Family
First
Middle
Maiden/Other Name(s)
Please use the same name on all of your registrations (no nicknames or abbreviations) and notify our office of any name changes.

MAILING ADDRESS: ________________________________________________________ FAX: ___________________________________

________________________________________________________

PHONE: ________________________________

E-MAIL ADDRESS: ___________________________________________________________________________________________________

IMPORTANT! Please print clearly. Do NOT use hotmail addresses. Hotmail frequently rejects mail from colleges and universities.

SCHOOL NAME and COUNTRY: _______________________________________________________________________________

DATE OF BIRTH: _____/_____/_____
Month Day

Year

GENDER: MALE ___ FEMALE ___

U.S. SOCIAL SECURITY OR BUFFALO STATE STUDENT NUMBER:

CITIZENSHIP: ______________________________

____________ - _____________ - ______________

Buffalo State Student Numbers will be assigned to non-U.S. Citizens after the first course.

LIST UNDERGRADUATE/GRADUATE DEGREE(S):

Name & Country of Institution
Dates Attended (from-to)

___
___

Year Graduated

Degree

Major

I HAVE COMPLETED COURSEWORK PREVIOUSLY FROM BUFFALO STATE AND MY TRANSCRIPT(S) IS ON FILE.
_______________________________________________________________
Signature

For more information contact:

International Graduate Programs for Educators
Intlearning@buffalostate.edu
Phone: 716-878-6832 Fax: 716-878-6809

___________________________________________________
Date

EDU 594: Successful Strategies for Learning and Leadership in

American/International Schools

Spring Semester 2010

ELSAs Teacher Development Day

Paris, France